The master's thesis deals with experiential learning and its inclusion in social studies lessons in elementary schools with a lower educational standard. Experiential learning promotes more permanent knowledge and includes innovative methods that go beyond traditional teaching frameworks and establish different relationships between students, teachers, school and environment. It comes from the premise of learning that we learn things best if we feel them and do them ourselves. Based on this, we assume that this is a good starting point for the introduction of experiential learning in the education of children with special needs in a lower educational standard. The theoretical part includes an explanation of experiential learning, what are the differences between traditional and experiential learning, Kolb's theory of experiential learning, factors of experiential learning and a presentation of the social science subject. The application part includes educational preparation about the Dinaric-Karst regions and an example of an excursion to Rakov Škocjan with elements of experiential learning. The empirical part includes interviews with students of a lower educational standard, with the help of which we found that, despite not knowing the concept of experiential learning, the students recognized a number of methods of experiential learning. Based on the results of the interviews, we find that students like classes with experiential learning and that they remember more learning material. Based on interviews with special rehabilitation pedagogues, we also find that the knowledge acquired by students using experiential learning is more permanent.
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