Along with proposals for content and locations for science days, the document of the Slovenian Ministry of Education, Science and Sport on school activity days also mentions educational trails, which are not mandatory for schools, but are proposed as a possible enrichment of either regular classes or activity days. They allow achieving a large part of curricular objectives as part of so-called outdoor education, and not just traditional teaching in the classroom. Moreover, the use of educational trails enriches the educational process of primary schools. The theoretical part of this master’s thesis defines outdoor education, which is based on the philosophy of experiential learning, as well as the impact of nature on holistic development of the child and educational trails as a method of experiential learning and outdoor teaching. The empirical part presents the (fairytale/adventure) educational trail Dormouse Adventure Park (Polhov doživljajski park) in Polhov Gradec and the accompanying lesson plan that was used for a visit to the educational trail with a group of second grade students. As part of our empirical research, we wanted to establish whether the educational trail Dormouse Adventure Park is focused on acquiring new knowledge, movement in the outdoors, or simply enjoying and experiencing nature. To this end, we examined the educational trail, compiled a questionnaire and a pre- and post-test for 31 second-grade students. Checklists and heart rate monitors were used to analyze which parts of the trail stimulate students’ motor activity the most. The data from the research show that the educational trail incorporates cognitive, social, emotional and motor objectives, successfully addressing the objectives set in the education plan for the first three years of primary school. As was expected, the trail is focused on acquiring new knowledge, on movement, as well as enjoying and experiencing nature. Our results show that the educational trail deepens and expands students’ knowledge, has a positive effect on their social and emotional area (participation, wellbeing) and opinion on the educational trail, and promotes students’ physical activity.
The research was aimed at encouraging educators to consider incorporating visits to educational trails in their regular classes in primary schools more often, linking such trails more with schools, as outdoor education promotes integrated learning, which is learning for life.The research was aimed at encouraging educators to consider incorporating visits to educational trails in their regular classes in primary schools more often, linking such trails more with schools, as outdoor education promotes integrated learning, which is learning for life.
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