Zgodnje učenje naravoslovja

Kavčič, Katarina (author), Šraj, Mojca (mentor), Brilly, Mitja (mentor), Krnel, Dušan (author), Bajd, Barbara (author)

Prispevek obravnava nekaj vidikov zgodnjega učenja naravoslovja na predšolski stopnji in je del obširnejše raziskave o stanju predšolske vzgoje, ki je bila opravljena na vzorcu 810 vzgojiteljic in vzgojiteljev. Rezultati raziskave kažejo, da stopnja naravoslovne pismenosti narašča, da imajo anketiranci izpopolnjene poglede na to, kaj je naravoslovno znanje in kako znanje nastaja ter imajo pozitiven odnos do naravoslovja na predšolski vzgoji. Kljub tej pozitivni naravnanosti do naravoslovja ocenjujejo, da je glavna ovira za učinkovitejše zgodnje učenje naravoslovja pomanjkljiva usposobljenost. V zaključku je podanih nekaj smernic in poudarkov tako za dodiplomsko kot za stalno strokovno izobraževanje vzgojiteljic in vzgojiteljev na področju zgodnjega naravoslovja.

• Language: Unknown
• Keywords: zgodnje učenje naravoslovja
• Work type: Not categorized
• Organization: PEF - Faculty of Education
• Publisher: Pedagoška fakulteta
• Year: 2010
• Number of pages: 325-337
• Numbering: 2010
• PID: 20.500.12556/RUL-69876
• Publication date in RUL: 10.07.2015

KAVČIČ, Katarina, KRNEL, Dušan and BAJD, Barbara, 2010, Zgodnje učenje naravoslovja [online]. 2010. Pedagoška fakulteta. [Accessed 6 June 2025]. Retrieved from: https://repozitorij.uni-lj.si/IzpisGradiva.php?lang=eng&id=69876

Secondary language

• Language: Unknown
• Title: Early science learning

Abstract

The article reports some of the findings of rather comprehensive research conducted on the preschool education in Slovenia, in which 810 preschool teachers participated. As regards the early natural science teaching the results show that the level of science literacy is on the increase, that the respondents are well aware of the scientific knowledge, its formation and acquisition; further, they also adopt a positive attitude towards natural science teaching at the preschool level. Despite the aforementioned they perceive the lack of professional competences as the main obstacle for more effective early science education. In conclusion, some guidelines and instructions in the field of natural science for undergraduate studies and for professional training of preschool teachers are provided.

• Keywords: early science teaching