20.500.12556/RUL-158730 Izkustveno učenje pri pouku družboslovja v osnovni šoli z nižjim izobrazbenim standardom Experiential learning in elementary school with a lower educational standard Magistrsko delo se ukvarja z izkustvenim učenjem in njegovim vključevanjem v pouk družboslovja v osnovni šoli z nižjim izobrazbenim standardom. Izkustveno učenje spodbuja trajnejše znanje in vključuje inovativne metode, s pomočjo katerih presega tradicionalne okvirje poučevanja in vzpostavlja drugačne odnose med učenci, učitelji, šolo in okoljem. Izhaja iz predpostavke učenja, da se najbolje naučimo stvari, če jih občutimo in naredimo sami. Na podlagi tega domnevamo, da je ravno to dobro izhodišče za uvajanje izkustvenega učenja v izobraževanje otrok s posebnimi potrebami v nižjem izobrazbenem standardu. Teoretični del obsega razlago izkustvenega učenja, kakšne so razlike med tradicionalnim in izkustvenim učenjem, Kolblovo teorijo izkustvenega učenja, dejavnike izkustvenega učenja in predstavitev predmeta družboslovja. Aplikativni del vključuje učno pripravo o Dinarskokraških pokrajinah in primer ekskurzije v Rakov Škocjan z elementi izkustvenega učenja. Empirični del obsega intervjuje z učenci nižjega izobrazbenega standarda, s pomočjo katerih smo ugotovili, da so učenci kljub nepoznavanju pojma izkustveno učenje, prepoznali precej metod izkustvenega učenja. Na osnovi rezultatov intervjujev ugotavljamo, da imajo učenci radi ure z izkustvenim učenjem in da si tako zapomnijo več učne snovi. Na podlagi razgovora s specialno rehabilitacijskimi pedagoginjami, ugotavljamo, da je znanje, ki so ga učenci pridobili z uporabo izkustvenega učenja, bolj trajno. The master's thesis deals with experiential learning and its inclusion in social studies lessons in elementary schools with a lower educational standard. Experiential learning promotes more permanent knowledge and includes innovative methods that go beyond traditional teaching frameworks and establish different relationships between students, teachers, school and environment. It comes from the premise of learning that we learn things best if we feel them and do them ourselves. Based on this, we assume that this is a good starting point for the introduction of experiential learning in the education of children with special needs in a lower educational standard. The theoretical part includes an explanation of experiential learning, what are the differences between traditional and experiential learning, Kolb's theory of experiential learning, factors of experiential learning and a presentation of the social science subject. The application part includes educational preparation about the Dinaric-Karst regions and an example of an excursion to Rakov Škocjan with elements of experiential learning. The empirical part includes interviews with students of a lower educational standard, with the help of which we found that, despite not knowing the concept of experiential learning, the students recognized a number of methods of experiential learning. Based on the results of the interviews, we find that students like classes with experiential learning and that they remember more learning material. Based on interviews with special rehabilitation pedagogues, we also find that the knowledge acquired by students using experiential learning is more permanent. izkustveno učenje družboslovje nižji izobrazbeni standard otroci s posebnimi potrebami experiential learning social studies lower educational standard kids with special needs true false false Slovenski jezik Angleški jezik Magistrsko delo/naloga 2024-06-20 07:45:35 2024-06-20 07:45:41 2024-07-04 03:25:22 0000-00-00 00:00:00 2024 0 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 1970-01-01 543229 38169.pdf 38169.pdf 1 2667CEC927F37A266E5959A72135029C 8b2a6cc20819460a0974c42e9e786ddce80687c49f04f9348d57c8e654969bde 553be552-2ec8-11ef-a73e-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=186445 Filozofska fakulteta 0 0 0