20.500.12556/RUL-37880 Pomen gozdne pedagogike pri oblikovanju odnosa otrok do gozda diplomsko delo - univerzitetni študij The importance of forest pedagogy on formation of child-forest relationship V diplomskem delu sem raziskal na osnovi analize anketnih odgovorov otrok in mladostnikov spoznavne in čustvene vplive gozda na otroke pred in po izvajanjugozdne pedagogike. Želel sem pokazati, da je za oblikovanje in ohranjanje vrednote gozda potrebno zasnovati izobraževanje z otroki s čim pogostejšim bivanju v naravi. Raziskava je bila izvedena v okviru poletnega tabora v Kranjski Gori julija 2006. V njej je sodelovalo 113 otrok in mladostnikov, starih od sedem do trinajst let. Otroci pogosteje kot mladostniki zahajajo v gozd v spremstvu odrasle osebe. Deklice si v gozdu želijo preživeti več časa kot dečki. Po izvedbi gozdne pedagogike so se povečali pozitivni občutki do gozda, pozitivna dejanja v gozdu, število asociacij na pozitivnih področjih gozda, želja po preživetem času v gozdu, zmanjšal pa se je interes za gozdarski poklic. Priporočljivo in pomembno bi bilo, da se v prihodnosti gozdna pedagogika uveljavi kot sestavni del izobraževanja otrok, mladostnikov in tudi odraslih. On the basis of answers obtained from the survey that was carried out among children and youth (adolescents) in my diploma work I studied cognitive and emotional effects of forestćs elements on children before and after performingthe forest pedagogy. The main intention was to demonstrate that in order to shape and preserve forest values the education with children in nature should be organised. The research had been carried out within the framework of summer camp in Kranjska Gora in July 2006. The survey participants consists of 113 children and youth, aged seven to thirteen. The survey results show that children visit the forest more frequently in the presence of an adult person than the adolescents do. In comparison with boys girls, want to spend more time in the forest. After carrying out the forest pedagogy positive feelings towards the forest, and activities in the forest, the extent of associations related to positive forest elements and desire to spend more time in the forest increased, whereas the children's interest for being engaged in the forest profession decreased. My survey indicated that in the future it would be very recommendable to consider the forest pedagogy as an integral part of the general education of children, youth and adults as well. pedagogika naravoslovje gozdovi gozdna pedagogika doživljanje odnos otrok do gozda true false false [L. Divjak Zalokar] Slovenski jezik Neznan jezik Diplomsko delo 2015-07-10 13:06:55 2015-07-10 13:06:55 2022-08-01 12:26:21 0000-00-00 00:00:00 2008 0 Ljubljana 0 VIII, 67 str.+ pril. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 630*94(043.2)=163.6 2220454 UNI_Divjak_Zalokar_Luka_2008.pdf UNI_Divjak_Zalokar_Luka_2008.pdf 1 BA5C700F5BE87C1B3AFBDA61FE54C63F d6105b1ba944aefe5fb5bbd164b6381869a028558f643d8f5d3862b7b0a36a93 70999ddb-a1b8-11eb-a523-00155dcfd717 20.500.12556/rul/1ad33757-0266-4cf3-b55c-be1c56297be2 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=127951 Biotehniška fakulteta 0 0 0