Pouk na prostem v času epidemije covida-19 : magistrsko delo

Dežela, Katja (author), Skribe-Dimec, Darja (mentor)

Povzetek V času epidemije covida-19 je v slovenskih osnovnih šolah potekalo poučevanje na daljavo. V praksi smo opazili, da se je v času poučevanja na daljavo v različnih oblikah izvajal tudi pouk na prostem kljub redkim spodbudam in navodilom, ki bi izvajanje pouka na prostem v času epidemije covida-19 spodbujale. V tem magistrskem delu smo pridobili vpogled v izvajanje pouka na prostem v času poučevanja na daljavo. V teoretičnem delu smo opredelili, kaj pouk na prostem je, njegove značilnosti in katere vrste izvajanja obsega. Predstavili smo tudi pojem poučevanja na daljavo, kako se izvaja in kako se je izvajal v Sloveniji v času epidemije covida-19. Povzeli smo analizo poučevanja na daljavo v slovenskih osnovnih šolah in zapisali vpliv poučevanja na daljavo na učence ter navedli mnenja nekaterih strokovnjakov o pomenu pouka na prostem v času poučevanja na daljavo in tudi kasneje, ko poteka pouk v šolah kot običajno. V okviru empiričnega dela raziskava temelji na avtorskem anketnem vprašalniku. Raziskali smo, ali so učitelji v 1. in 2. triletju v času poučevanja na daljavo izvajali pouk na prostem in če so ga, kako pogosto ter kako so ga izvedli. Prav tako nas je zanimalo, ali obstajajo statistično pomembne razlike pri izvajanju pouka na prostem v času poučevanja na daljavo glede na triletje, v katerem učitelji poučujejo, lokacijo, kjer šola je, pedagoške izkušnje učiteljev, njihov strokovni naziv in hobije, povezane z naravo. Hkrati smo učitelje vprašali o vrstah dejavnosti, ki so jih izvajali v času poučevanja na daljavo, in o ovirah, s katerimi so se srečevali pri načrtovanju in izvajanju pouka na prostem. Rezultati raziskave so pokazali, da so učitelji izvajali pouk na prostem v času poučevanja na daljavo in so, kot pričakovano, večinoma pouk na prostem izvajali na posreden način. Med 1. in 2. triletjem nismo zaznali statistično pomembnih razlik v pogostosti izvajanja; prav tako ni bilo statistično pomembnih razlik med lokacijami, na katerih šola je. Ugotovili smo tudi, da ni bilo statistično pomembnih razlik med učitelji z različnimi leti poučevanja in strokovnimi nazivi. Z anketnim vprašalnikom smo pridobili podatke o različnih inovativnih načinih izvajanja pouka na prostem in tudi ovirah, s katerimi so se učitelji srečevali v času poučevanja na daljavo. S tem magistrskim delom želimo predvsem spodbuditi pogostejše izvajanje pouka na prostem tako v času poučevanja na daljavo kot tudi v običajnih razmerah.

• Language: Slovenian
• Keywords: pouk na prostem, pouk na daljavo, primeri dobre prakse, 1. in 2. triletje, epidemija covida-19
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Place of publishing: Ljubljana
• Publisher: K. Dežela
• Year: 2024
• Number of pages: 94 str.
• PID: 20.500.12556/RUL-154933
• UDC: 373.3(043.2)
• COBISS.SI-ID: 188509443
• Publication date in RUL: 09.03.2024

Secondary language

• Language: English
• Title: Outdoor education during the Covid-19 epidemic

Abstract

Abstract During the epidemic of COVID-19 Slovenian schools practiced distance learning. Through everyday practice, we encountered some forms of outdoor education in distance learning despite the few directions and encouragement of any kind during the COVID-19 epidemic. In this master’s thesis, we had an opportunity to gain insight into the practice of outdoor education during distance learning. In the theoretical part, it is defined what outdoor education is, its characteristics, and how it can be implemented. We presented the distance learning approach, and how it worked in Slovenian and other countries’ education during the COVID-19 epidemic. Summarizing the analysis of distance learning in Slovenian education and its influence on pupils and experts’ suggestions about outdoor education, we evaluated the effect it had during the COVID-19 epidemic and later. The empirical part consists of our research, based on our questionnaire. We researched whether teachers implemented outdoor education in the first and second triad of elementary school, how often, and how. We also researched whether there is a difference in the frequency of outdoor education between the first and second triad of elementary school, the location of the school, the experiences of teachers and their professional development, and the teachers’ hobbies concerning nature and environment. We collected examples of good practice and the obstacles teachers faced while teaching outdoor education during distance learning. The results of our research showed that teachers of the first and second triad implemented outdoor education in distance learning more than expected and mostly in an indirect way. There were no statistically important differences between the first and second triads in frequency of usage or location of where the school is situated. There were also no statistically important differences between teachers’ years of practice or professional titles. The questionnaire provided us with many innovative implementations of outdoor education during distance learning and the obstacles the teachers faced. The purpose of our master’s degree is to encourage the implementation of outdoor education during distance learning and regular practice.

• Keywords: outdoor education, distance learning, examples of good practice, first and second triad, COVID-19 epidemic