20.500.12556/RUL-184580 Uporaba didaktičnih iger na prostem pri utrjevanju učnih vsebin vremenski pojavi in gibanje v 3. razredu osnovne šole magistrsko delo Didactic outdoor games to consolidate the learning content of weather phenomena and movement in Grade 3 of primary school Pouk v naravi se z vidika učenčevega razvoja izkazuje kot zelo koristna oblika poučevanja, saj spodbuja telesni, spoznavni, socialni in čustveni razvoj. Pomembno vlogo pri tem imajo tudi didaktične igre, ki kot didaktično sredstvo prispevajo h kakovostnejšemu, aktivnejšemu in učinkovitejšemu učenju. Kljub številnim prednostim pa je raziskav, ki bi preučevale uporabo didaktičnih iger pri pouku na prostem, še vedno malo. Zato smo izvedli raziskavo, katere namen je bil razviti kakovostne didaktične igre za predmet spoznavanja okolja v 3. razredu osnovne šole, jih smiselno usmeriti v naravno okolje ter preučiti njihov doprinos pri utrjevanju znanja učencev. Osredotočili smo se na učni vsebini vremenski pojavi in gibanje. Poleg ugotavljanja vpliva didaktičnih iger na utrjevanje znanja učencev nas je zanimalo tudi mnenje učiteljice razredničarke o takšnem pristopu k poučevanju in doživljanju učencev med učenjem na prostem. V raziskavi je sodelovalo 24 učencev izbranega 3. razreda osnovne šole in njihova učiteljica. V šolski okolici smo izvedli tri didaktične igre, povezane z učnima vsebinama vremenski pojavi in gibanje. Za zbiranje podatkov smo uporabili kombinacijo kvantitativnih in kvalitativnih metod. Napredek v znanju smo ovrednotili z dosežki učencev na predtestu in potestu, potek dejavnosti smo spremljali z opazovalnim dnevnikom, mnenje učiteljice smo pridobili s polstrukturiranim intervjujem, izkušnje učencev z različno stopnjo individualnega interesa pa z anketnim vprašalnikom. Rezultati raziskave so pokazali, da so didaktične igre na prostem prispevale k napredku pri utrjevanju učne snovi (nizek napredek, g = 0,3). Pozitivno so pouk na prostem z didaktičnimi igrami ocenili tudi učenci z različno stopnjo individualnega interesa. Tudi učiteljica je izrazila pozitivno mnenje o uporabi didaktičnih iger na prostem, saj je opazila večjo vključenost učencev, zaznala boljšo koncentracijo in interes učencev ter večjo možnost za opazovanje njihovega sodelovanja pri skupinskem delu. Učenci so poudarili, da si želijo več pouka na prostem in pogostejšo uporabo didaktičnih iger pri pouku, saj se jim je tovrstni način učenja zdel zanimivejši, skupinsko delo pa je prispevalo k boljšemu sodelovanju in povezanosti med sošolci. Outdoor learning has proven to be a highly beneficial form of teaching from the perspective of pupils' development , as it promotes their physical, cognitive, social, and emotional development. Didactic games also play an important role in this context, as they serve as a teaching tool that contributes to higher-quality, more active, and more effective learning. Despite their many advantages, there is still a lack of research investigating the use of didactic games in outdoor learning. Therefore, the present study aimed to develop high-quality didactic games for the subject Environmental Studies in the third grade of primary school, meaningfully integrate them into a natural outdoor environment, and examine their contribution to pupils' knowledge consolidation. The study focused on the curriculum topics Weather Phenomena and Movement. In addition to examining the impact of outdoor didactic games on pupils' knowledge consolidation, we also explored the classroom teacher's opinion of this teaching approach and the pupils' experiences during outdoor learning. The study involved 24 pupils from a selected third-grade primary school class and their classroom teacher. Three didactic games related to the curriculum topics Weather Phenomena and Movement were implemented in the school surroundings. A combination of quantitative and qualitative research methods was used to collect the data. Pupils' progress in knowledge was assessed by comparing their results on a pre-test and a post-test. The implementation of the activities was documented using an observation journal, the teacher's opinions were collected through a semi-structured interview, and the experiences of pupils with different levels of individual interest were gathered using a questionnaire. The results of the study showed that outdoor didactic games contributed to improvements in pupils' knowledge consolidation, with a low learning gain (g = 0.3). Outdoor learning with didactic games was evaluated positively by pupils regardless of their level of learning motivation. The classroom teacher also expressed a positive opinion about the use of outdoor didactic games, reporting greater pupil engagement, improved concentration and interest, and more opportunities to observe pupils' cooperation during group work. Furthermore, the pupils expressed a desire for more outdoor lessons and more frequent use of didactic games in teaching, as they found this approach to learning more engaging, while group work contributed to better cooperation and stronger relationships among classmates. pouk na prostem vreme didaktične igre pouk na prostem spoznavanje okolja vremenski pojavi gibanje didactic games outdoor lessons environment education weather phenomena movement true false false K. Langerholc Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-07-10 08:30:14 2026-07-10 08:30:19 2026-07-13 09:31:59 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana 73 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.3:551.515(043.2) 206002 284511747 52283.pdf 52283.pdf 1 702087C7BD4FB3637EAA0CD1FBF44154 58aa6dc478bcb6c5a16823f43f400543c20ced6408a7d2b22c476bafa15b14e7 b12ac7bc-7c28-11f1-9b0d-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=237472 52284.pdf 52284.pdf 1 FE69FB11FAB9E6ABA8745CC88C79EFBA a868e984190279c930931f87dfc1116cc8182231f8b7b78c56b3d128fe1734f0 b12b4eee-7c28-11f1-9b0d-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=237473 52285.pdf 52285.pdf 1 40220F38FF51DF34FF42ACC086D53D41 4ef237fa51b5ad52872c9aea53d87bfe00ad30157bff1e5c980f9fb03c55f633 b12cf654-7c28-11f1-9b0d-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=237474 52286.pdf 52286.pdf 1 67E963F2C75CC213C41D3F0822F98FE0 e6ca7d2dec2dd23af89930b08eda126234860f5fd854b88bd49e727819e69e5b b12d92ed-7c28-11f1-9b0d-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=237475 52287.pdf 52287.pdf 1 895B8C1FF7CB683D070D9E357EC5E7D6 08a89fada84f2dc77134bc2ad9f6a6a66c816ed78d2477f1e5ae140ffbbb75be b12e3408-7c28-11f1-9b0d-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=237476 Pedagoška fakulteta 0 0 0