The outdoor education has been described in detail in the theoretical part of the bachelor thesis. Learning outside is closely related to individual fields of learning and development. Among other things it also enhances child's trust, self respect and increase of independence, it allows faster language learning, better world awareness and faster physical development. General guidelines for planning and implementation of an outside course are passed to the reader. The benefits of the outside learning are described along with possible obstacles which a teacher may encounter. An overview of each class curriculum of the first grade of primary school is presented. It was especially examined how frequently the initiative for learning outside is passed in each curriculum.
Results of a questionnaire, used to obtain information from first grade teachers, are described in the practical part of the thesis. The survey has shown that teachers frequently use outside learning only at few classes. Teacher answers have shown us that, depending on the total yearly available hours, maximum amount of outside hours are carried out in classes of physical education (33,3%) and natural science (33,1%) and the minimum for the class of Slovene language (2,9%). Teachers think that pupils prefer learning outside compared to learning in classrooms. Educators use the outside learning to provide a more real and positive experience to pupils. On the other hand they tend to avoid outside learning due to organization problems (assuring suitable escort, safety and weather conditions). The survey has also shown that during outside learning, the interdisciplinary teaching is mostly preformed between natural science and physical education.
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