Inovativni didaktični pristopi pri poučevanju kroženja vode v naravi za razvoj naravoslovnega znanja in odnosa do okolja pri petošolcih : magistrsko delo

Jesenko, Neža (avtor), Torkar, Gregor (mentor)

Voda je del okolja, ki nas obdaja, je del naših teles, a jo hitro spregledamo, steče mimo nas. Mimo nas teče tudi mnogo onesnaževalcev, pa velikokrat tudi te spregledamo, čeprav nas obdajajo. To so industrija, gospodarstvo, kmetijstvo, ki so onesnaževalci vira pitne vode. Tu so tudi naša neracionalna ravnanja z vodo. Zaloga pitne vode pa je omejena, zato moramo spremeniti naša ravnanja in poskrbeti, da če ne pustimo sveta za sabo za spremembo boljšega, kot smo ga prejeli, vsaj začnemo konkretno delati v tej smeri. V raziskavi smo ugotavljali, ali lahko z dnevom dejavnosti kot aktivno in izkustveno obliko poučevanja pozitivno vplivamo na znanje, okoljska stališča in okoljska vedênja petošolcev o kroženju vode v naravi. Raziskava je bila izvedena na vzorcu 48 učencev in učenk petega razreda ene izmed slovenskih osnovnih šol. V okviru kavzalno-eksperimentalno metode smo uporabili preizkus znanja ter vprašalnik o stališčih in vedênju do okolja, pri čemer so bile meritve za stališča in vedênje do okolja izvedene v treh časovnih točkah (pred, takoj po in tri mesece po intervenciji), preizkus znanja pa v dveh časovnih točkah (pred in takoj po intervenciji). Rezultati so pokazali statistično značilno izboljšanje znanja učencev po izvedbi dneva dejavnosti. Prav tako se je deloma izboljšala večina okoljskih stališč, zlasti tista, ki odražajo biocentrično razumevanje narave. Pozitivne spremembe so se pokazale tudi pri samooceni okoljskega vedênja, pri čemer so učenci najpogosteje poročali o večji doslednosti pri enostavnih vsakodnevnih dejanjih, kot sta ugašanje luči in recikliranje, nismo pa tu zasledili statistično pomembnih razlik. Najbrž bi bilo smiselno raziskavo razširiti skozi daljše časovno obdobje. Ugotovitve torej potrjujejo, da je dan dejavnosti učinkovita oblika poučevanja naravoslovnih in okoljskih vsebin, za dolgoročen učinek pa je pomembno, da tovrstne metode vključujemo v redno pedagoško prakso ter predvsem, da jih podpirajo starši in sorodniki v domačem in vsi ostali v širšem družbenem okolju.

• Jezik: Slovenski jezik
• Ključne besede: kroženja vode, naravoslovno znanje, okoljska stališča, okoljsko vedênje, odnos do narave, učenci, učenje in poučevanje, didaktika
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Kraj izida: Ljubljana
• Založnik: N. Jesenko
• Leto izida: 2025
• Št. strani: 38 str.
• PID: 20.500.12556/RUL-176364
• UDK: 37.091.3:5(043.2)
• COBISS.SI-ID: 259674883
• Datum objave v RUL: 28.11.2025

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Innovative Didactic Approaches to Teaching the Water Cycle in Nature to Develop Scientific Knowledge and Environmental Awareness in Fifth-Grade Pupils

Izvleček

Water is part of the environment around us, it is part of our bodies, but we quickly overlook it, it flows past us. Many pollutants also flow past us, but we often overlook them too, even though they surround us. These are industry, business, agriculture, as polluters of the source of drinking water. There are also our irrational water practices. The supply of drinking water is limited, and we need to change our behaviour and make sure that, if we do not leave the world behind us for a change for the better than we have received it, we at least start to work concretely in that direction. Our research aimed to find out whether using an activity day as an active and experiential form of teaching can have a positive impact on the knowledge, environmental attitudes and environmental behaviours of fifth-grade pupils about the water cycle in nature. The study was carried out on a sample of 48 fifth grade pupils in a Slovenian primary school. A knowledge test and a questionnaire on attitudes and behaviour towards the environment were used as part of a causal-experimental design, with measures of attitudes and behaviour towards the environment taken at three time points (before, immediately after and three months after the intervention), and the knowledge test at two time points (before and immediately after the intervention). The results showed a statistically significant improvement in pupils' knowledge after the activity day. Most environmental attitudes, especially those reflecting a biocentric understanding of nature, also partially improved. Positive changes were also evident in the self-assessment of environmental attitudes, with pupils most frequently reporting greater consistency in simple daily actions such as turning off lights and recycling, but no statistically significant differences. It would probably be useful to extend the survey over a longer period of time. The findings therefore confirm that the activity day is an effective way of teaching science and environmental topics, and that it is important for its long-term impact that such methods are integrated into regular teaching practice and, above all, that they are supported by parents and relatives in the home and by everyone else in the wider social environment.

• Ključne besede: water cycle, scientific knowledge, environmental attitudes, environmental behaviour, attitude towards nature, students