Poučevanje predmeta naravoslovje in tehnika v 4. In 5. razredu osnovne šole na prostem v okolici šole : magistrsko delo

Novljan, Maruša (author), Pavlin, Jerneja (mentor)

Otroci danes vse več časa preživijo v zaprtih prostorih, v šoli presedijo tudi do 5 ur. Ko pridejo domov, se največkrat usedejo pred televizijo, računalnik in posledično preživijo manj časa zunaj – v naravi kot nekoč. Pa vendar nekateri učitelji pogosto pozabijo na to, da bi učence spodbujali oziroma jim ponujali aktivnosti v naravi, saj ta pozitivno vpliva nanje. S tem učencem ne omogočijo, da vsaj del časa, ki ga preživijo v šoli, niso v zaprtih prostorih. Predmet v osnovni šoli, pri katerem je veliko možnosti za izvajanje pouka na prostem v okolici šole, je naravoslovje in tehnika. Z magistrskim delom smo želeli ugotoviti realno stanje pouka na prostem pri predmetu naravoslovje in tehnika, pri čemer smo se bolj osredinili na poučevanje fizikalnih in kemijskih vsebin v okolici šole. Zanimalo nas je, koliko pouka na prostem izvajajo učitelji pri predmetu naravoslovje in tehnika, ali se pojavljajo razlike med učitelji (delovna doba, zgodnja izkušnja s poukom na prostem v okolici šole in lokacijo šole) in med učitelji ter učenci. Prav tako smo želeli vpogled v povezave med predmetom, ki ga učitelji najraje poučujejo, in predmetom, ki ga učitelji največkrat izvajajo kot pouk na prostem v okolici šole. Raziskovali smo tudi razlike (ideje in težave za pouk na prostem v okolici šole, primernost in doseganje učnih ciljev) med fizikalnimi in kemijskimi vsebinami v primerjavi z ostalimi vsebinami v učnem načrtu za naravoslovje in tehniko pri izvedbi pouka na prostem v okolici šole. Izvedli smo raziskavo, pri kateri smo uporabili deskriptivno metodo pedagoškega raziskovanja ter kvantitativni raziskovalni pristop. V raziskavo je bilo vključenih 70 učiteljev razrednega pouka, ki poučujejo 4. in 5. razred ter 154 učencev 4. razreda in 151 učencev 5. razreda osnovne šole. Podatke smo zbirali z vprašalnikoma za učitelje in učence, ki sta vsebovala vprašanja zaprtega in odprtega tipa. Z raziskavo smo dobili vpogled v mnenja in realizacijo pouka na prostem v okolici šole pri predmetu naravoslovje in tehnika s stališča učiteljev in učencev. V okviru empiričnega dela smo pridobili podatke iz prakse o tem, koliko pouka na prostem v okolici šole izvajajo učitelji pri predmetu naravoslovje in tehnika. Glede na odgovore vprašanih učiteljev izvajajo učitelji v povprečju 13 % pouka na prostem v okolici šole. Rezultati so pokazali statistično pomembne razlike med učitelji z različno delovno dobo, medtem ko se razlike med učitelji, ki poučujejo na mestni šoli in učitelji, ki poučujejo na podeželski šoli, niso pojavile. Razlik ni niti v količini izvajanja pouka na prostem med učitelji, ki imajo zgodnjo izkušnjo s poukom na prostem v okolici šole v primerjavi z učitelji, ki nimajo zgodnje izkušnje s poukom na prostem v okolici šole. Izsledki raziskave kažejo, da učitelji izvajajo več pouka na prostem v okolici šole kot ga učenci zaznavajo. Prav tako iz odgovorov učiteljev ne identificiramo razlik med primernostjo izvajanja in doseganjem učnih ciljev fizikalnih in kemijskih vsebin v primerjavi z biološkimi vsebinami. Ugotovljeno je, da so učitelji naštevali več vsebin s fizikalnega in kemijskega področja, nanašajoč se na pouk na prostem v okolici šole kot učenci. Z magistrskim delom smo pridobili ideje za izvajanje tematskih sklopov na prostem v okolici šole, ki se ujemajo z idejami iz učbeniških gradiv.

• Language: Slovenian
• Keywords: pouk na prostem, predmet naravoslovje in tehnika, fizikalne in kemijske vsebine, izkušnje
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Publisher: [M. Novljan]
• Year: 2018
• Number of pages: XII, 80 str.
• PID: 20.500.12556/RUL-104115
• UDC: 5:373.3(043.2)
• COBISS.SI-ID: 12109385
• Publication date in RUL: 10.12.2018

Secondary language

• Language: English
• Title: Teaching the natural science and technology subject in the 4th and 5th grades of elementary school outside on the school premises

Abstract

Today, children spend most of their time inside, in school they sit for almost 5 hours. When they come home, they sit in front of the television and computers, leading to the fact that they spend less time playing outside – in nature like in the past. However, teachers easily forget to encourage or offer outdoor activities to learners, that will leave a positive influence on them. With this the possibility to spend some quality time outdoors while being in school is disabled. The school subject that supports a lot of activities in nature is Science and Technology. With master’s thesis, we tried to identify the real state of classes in the nature at the subject Science and Technology. We were interested in the amount of the classes, spent in the nature, that are performed during the lessons of Science and Technology by teachers and if there are noticeable differences between teachers themselves (years of working experiences, early experiences with outdoor education in the school’s nearby and school’s location) and between teachers and learners. We also tried to get an insight into the connections between the teachers’ favourite subject to teach and the subject that is most commonly taught outdoors in the nearby of the school by teachers. We were researching the differences (ideas and difficulties of the outdoor education, suitability and achievements of the teaching aims) between physical and chemical contents in comparison with other teaching contents written in the syllabus for the subject Science and Technology in the outdoor activities. We made the research based on a descriptive method of pedagogical research and a quantitative research approach. There were 70 primary teachers of 4th and 5th grade and 154 learners of 4th grade and 151 learners of 5th grade of elementary school included in the research. The data was obtained with two questionnaires that included open and closed questions for teachers and learners. With the research, we have got an insight into the opinions and realizations of the outdoor education in the nearby of the school during the classes of Science and Technology from the point of view of the teachers and learners. With empirical part of the research, we collected the date from practice about the amount of the outdoor education in the nearby of the school performed by the teacher at the subject Science and Technology. The teachers’ answers showed that they implement 13 % of the outdoor education into their educational process. The results showed statistically significant differences between teachers with different years of work, while differences did not arise among the teachers who teach at a urban school compared to teachers who teach at a rural school. There are no differences in the amount of outdoor education among teachers who have an early experience with outdoor education in the nearby of the school compared to the teachers who have no early experience with outdoor education in the nearby of the school. The results of the research show that teachers perform more outdoor education in the nearby of the school than the learners perceive. Teachers’ responses do not identify the differences between the appropriateness of the implementation and the achievements of the teaching aims of physical and chemical content compared to the biological content. We found out that the teachers listed more topics from the physical and chemical fields relating to the outdoor education in the nearby of the school than learners did. With the master’s thesis, we gained ideas for the implementing thematical sets in the outdoor education in the nearby of the school, which fit with with the ideas from the textbooks.

• Keywords: open air activities, science education, dejavnosti na prostem, naravoslovna vzgoja in izobraževanje