20.500.12556/RUL-184091 Pohodništvo kot pot do medpredmetnega učenja v 3. razredu osnovne šole magistrsko delo Hiking as a tool for interdisciplinary learning in primary school 3rd Grade Namen raziskave je bil preučiti vpliv pohodov, zasnovanih na medpredmetnem povezovanju, na učenje in razvoj kompetenc učencev 3. razreda osnovne šole. Raziskava je temeljila na kombiniranem raziskovalnem pristop. V raziskavi sta sodelovali eksperimentalna in kontrolna skupina učencev. Učenci eksperimentalne skupine so sodelovali v medpredmetno zasnovanih pohodih, pri katerih so se učne vsebine različnih predmetov načrtno povezovale in izvajale v avtentičnem učnem okolju. Učenci kontrolne skupine pa so sodelovali v pohodih brez načrtovanih medpredmetnih povezav. Obe skupini sta pred izvedbo pohodov in po njih opravili preizkus znanja, s katerim je bilo mogoče primerjati napredek v doseženem številu točk. Kvantitativni del raziskave je temeljil na analizi rezultatov preizkusov znanja v programu SPSS, kjer je bil uporabljen t-test za neodvisne vzorce. Poleg tega je bil med pohodi izveden tudi kvalitativni del raziskave v obliki strukturiranega opazovanja, s katerim smo spremljali učno aktivnost, sodelovanje in motivacijo učencev. Cilj raziskave je bil ugotoviti, ali se med eksperimentalno in kontrolno skupino po izvedenih pohodih pojavljajo statistično značilne razlike v dosežkih na preizkusu znanja ter kako se medpredmetno zasnovani pohodi odražajo v vedenjskih in učnih kazalnikih. Dobljeni rezultati kažejo, da so učenci eksperimentalne skupine dosegli statistično značilno višje rezultate na preizkusu znanja v primerjavi s kontrolno skupino. Prav tako ugotovitve strukturiranega opazovanja kažejo, da so učenci v eksperimentalni skupini izkazovali višjo stopnjo učne aktivnosti, sodelovanja v skupini ter tudi večjo motivacijo pri izvajanju učnih nalog. The aim of the study was to examine the impact of hikes based on cross-curricular integration on learning outcomes and the development of competencies among 3rd-grade primary school pupils. The research was based on a mixed-methods approach. The study included an experimental group and a control group of pupils. Pupils in the experimental group participated in cross-curricular designed hikes, where learning contents from different subjects were deliberately integrated and implemented in an authentic learning environment. Pupils in the control group participated in hikes without planned cross-curricular integration. Both groups completed a knowledge test before and after the implementation of the hikes, which made it possible to compare progress in achieved scores. The quantitative part of the research was based on the analysis of test results using SPSS software, where an independent samples t-test was applied. In addition, a qualitative part of the research was conducted in the form of structured observation during the hikes, focusing on pupils’ learning activity, cooperation, and motivation. The aim of the study was to determine whether statistically significant differences in test results appeared between the experimental and control groups after the implementation of the hikes, and how cross-curricular hikes are reflected in behavioural and learning indicators. The results show that pupils in the experimental group achieved statistically significantly higher scores on the knowledge test compared to the control group. Furthermore, findings from structured observation indicate that pupils in the experimental group demonstrated a higher level of learning activity, more frequent group cooperation, and greater motivation in completing learning tasks. interdisciplinarnost v izobraževanju medpredmetno učenje medpredmetno zasnovani pohodi pohodništvo strukturirano opazovanje 3. razred OŠ cross-curricular hikes cross-curricular learning hiking structured observation 3rd grade of primary school true false false M. Cvetko Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-06-26 08:31:10 2026-06-26 08:31:14 2026-06-29 14:11:47 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana VII, 91 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 796.51:373.3(043.2) 205434 282980867 51861.pdf 51861.pdf 1 55A2B1E95E1ED52DCDFA199B447FA4C4 46ebb87dc5efa19344ff27554deeba57f91328749e4cc07e519ccaf32ffa221f 8adb0037-7128-11f1-9b0d-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=236556 Pedagoška fakulteta 0 0 0