20.500.12556/RUL-181685 Risba kot medij za ugotavljanje znanja in odnosa predšolskega otroka do krastače diplomsko delo Drawing as a Medium for Assessing a Preschool Child’s Knowledge of and Attitude Toward the Toad Predšolsko obdobje je ključno za oblikovanje otrokovega razumevanja narave in odnosa do živih bitij. Otroci naravoslovne vsebine spoznavajo predvsem preko izkušenj, opazovanja in aktivnega sodelovanja. Način učenja pomembno vpliva na kakovost znanja in trajnost usvojenih predstav. Zato je smiselno raziskovati učinke različnih pedagoških pristopov v predšolskem obdobju. V diplomskem delu sem raziskovala vpliv različnih pedagoških pristopov k spoznavanju krastače na znanje, odnos in likovno izražanje otrok, starih 5–6 let. Poseben poudarek je bil namenjen primerjavi učenja z neposredno izkušnjo z živo krastačo ter učenja brez neposrednega stika, ki je temeljilo na uporabi fotografij in videoposnetkov. Namen raziskave je bil ugotoviti, v kolikšni meri posamezen pristop vpliva na risbo predšolskega otroka, k razumevanju naravoslovnih vsebin in oblikovanju odnosa do živali v predšolskem obdobju. Raziskava je potekala v vrtcu in je vključevala kontrolno (14 otrok) in eksperimentalno (18 otrok) skupino otrok. Podatke sem zbirala s pomočjo treh zaporednih intervjujev in analize otroških risb. Pridobljene podatke sem obdelala kvantitativno ter jih primerjala med skupinama in v časovnem zaporedju. Rezultati so pokazali, da sta oba pristopa pozitivno vplivala na znanje otrok in njihov odnos do krastače. Otroci v obeh skupinah so po izvedenih dejavnostih izkazovali večje razumevanje značilnosti krastače ter bolj pozitiven in empatičen odnos do živali. Vendar so se pomembne razlike pokazale pri dolgoročnem ohranjanju znanja. Otroci, ki so imeli neposredno izkušnjo z živo krastačo, so tudi po petih tednih ohranili več znanja in izražali bogatejše predstave, kar se je še posebej pokazalo v bolj podrobnih in kompleksnih risbah. Diplomsko delo ima širši pomen za področje predšolske vzgoje, saj potrjuje pomembno vlogo izkustvenega in aktivnega učenja pri usvajanju naravoslovnih vsebin. Za pedagoško prakso v vrtcih ponuja spoznanja, da neposreden stik z živimi organizmi pomembno prispeva k trajnejšemu znanju in razvoju pozitivnega odnosa do narave, hkrati pa poudarja, da so fotografije in videoposnetki učinkovita dopolnitev oziroma alternativa, kadar neposredna izkušnja ni izvedljiva. The preschool period is crucial for shaping children's understanding of nature and their relationship with living beings. Children learn about natural science mainly through experience, observation, and active participation. The method of learning has a significant impact on the quality of knowledge and the sustainability of acquired concepts. Therefore, it makes sense to explore the effects of different pedagogical approaches in the preschool period. In my thesis, I explored the influence of different pedagogical approaches to learning about toads on the knowledge, attitudes, and artistic expression of children aged 5–6 years. Particular emphasis was placed on comparing learning through direct experience with a live toad and learning without direct contact, based on the use of photographs and videos. The purpose of the study was to determine the extent to which each approach influences preschool children's drawings, their understanding of natural science content, and the formation of their attitudes toward animals in the preschool period. The research was conducted in a kindergarten and included a control group (14 children) and an experimental group (18 children). I collected data through three consecutive interviews and analysis of children's drawings. I processed the data quantitatively and compared it between groups and over time. The results showed that both approaches had a positive effect on the children's knowledge and their attitude toward toads. After the activities, children in both groups demonstrated a greater understanding of the characteristics of toads and a more positive and empathetic attitude toward animals. However, significant differences were found in the long-term retention of knowledge. Children who had direct experience with live toads retained more knowledge even after five weeks and expressed richer ideas, which was particularly evident in their more detailed and complex drawings. The thesis has broader implications for preschool education, as it confirms the important role of experiential and active learning in the acquisition of natural science content. For pedagogical practice in kindergartens, it offers insights that direct contact with living organisms contributes significantly to more lasting knowledge and the development of a positive attitude towards nature, while emphasizing that photographs and videos are an effective supplement or alternative when direct experience is not feasible. krastača znanje do krastače odnos do krastače risba izkustveno učenje predšolski otroci naravoslovje toad knowledge about toads attitude towards toads drawing experiential learning true false false A. M. Burja Slovenski jezik Angleški jezik Diplomsko delo/naloga 2026-04-12 08:30:28 2026-04-12 08:30:47 2026-04-13 11:52:28 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana 70 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 1970-01-01 373.2.016:50(043.2) 204203 274985731 49103.pdf 49103.pdf 1 7B4FEA1F1124B2BECDA172D6FB218ECF 91e7c4f4834c96121493eec39f0a1f1401a7ba80591522a7cd9701d8f49ceb71 f344b38d-3638-11f1-b0ab-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=232348 Pedagoška fakulteta 0 0 0