Vpliv piktogramov na dojemanje dovoljenih in prepovedanih dejavnosti v zavarovanih območjih narave med četrtošolci in petošolci

Mezek, Saša (author), Torkar, Gregor (mentor)

V magistrski nalogi smo raziskovali razumevanje pomena in stališča do zavarovanih območij narave med osnovnošolci ter vpliv piktogramov na razumevanje dovoljenih in prepovedanih dejavnosti v zavarovanih območjih narave. V raziskavi so sodelovali četrtošolci in petošolci iz sedmih osnovnih šol Osrednjeslovenske regije. Anketni vprašalnik in preizkus znanja je izpolnilo 353 sodelujočih, od tega 180 učencev in 173 učenk. Največ učencev dojema zavarovano območje narave kot območje, kjer so dejavnosti prepovedane. Kaj je zavarovano območje narave, bolje razumejo učenci 5. razredov kot učenci 4. razredov, medtem ko med dečki in deklicami ni razlike v razumevanju. Pokazalo se je tudi, da imajo pri nekaterih stališčih deklice bolj pozitiven odnos do zavarovanih območij narave in dejavnosti, povezanih z naravo, kot dečki. Rezultati raziskave še kažejo, da pri nekaterih stališčih obstajajo pomembne razlike v razumevanju zavarovanih območij med četrtošolci in petošolci. Potrdili smo osrednjo hipotezo, da so tisti učenci, ki smo jih seznanili s pozitivnimi piktogrami, naravni park videli kot območje, kjer lahko počnejo veliko dovoljenih dejavnosti, hkrati pa so tudi razmeroma dobro vedeli, česa tam ne smejo početi. Nasprotno so učenci, ki so imeli na voljo negativne piktograme, omenjali občutno manj dovoljenih dejavnosti, ki jih lahko počnejo v naravnem parku, hkrati pa so navajali neprimerno več nedovoljenih oziroma prepovedanih dejavnosti. Tega se morajo zavedati učitelji pri poučevanju, saj s sporočili vplivajo na učenčevo dojemanje in razumevanje. Prav tako ima raziskava velik pomen za načrtovalce sporočil na informacijskih tablah v zavarovanih območjih narave, saj z načrtovanjem vsebine table lahko vplivamo na dojemanje zavarovanega območja narave. Ugotovili smo tudi, da večina učencev razume pomen piktogramov v zavarovanih območjih narave, vendar bi bile na tem mestu potrebne še dodatne raziskave, saj je bil v našo raziskavo zajet majhen vzorec piktogramov. Smiselno pa bilo izvesti tudi raziskavo, kjer bi učenci sami oblikovali piktograme.

• Language: Unknown
• Keywords: odnos do narave
• Work type: Not categorized
• Organization: PEF - Faculty of Education
• Year: 2016
• PID: 20.500.12556/RUL-80148
• COBISS.SI-ID: 10889801
• Publication date in RUL: 26.01.2016

Secondary language

• Language: Unknown
• Title: The impact of the pictograms on the perception of permitted and prohibited human activities in protected natural areas among fourth and fifth-grade students

Abstract

The following thesis tries to determine if and how students in elementary schools understand the concept of protected areas, as well as how important the role of pictograms is in understanding which activities are permitted in such areas and which are prohibited. For the purposes of the thesis we conducted a research, which involved fourth-graders and fifth-graders from seven different elementary schools, all located in Central Slovenia. 353 pupils (180 boys and 173 girls) filled in the questionnaire and took the test. The majority of the pupils participating in our research perceive protected areas as areas of prohibition. The concept of protected areas is clearer to fifth-graders than fourth-graders, while gender plays no role in the pupils’ understanding. We confirmed that in some cases girls convey a more positive attitude towards protected areas and nature-related activities than boys. Our results also demonstrate that in certain cases the differences among fourth-graders and fifth-graders in regard to their understanding of protected areas are quite significant. We have confirmed our main hypothesis: pupils faced with positive pictograms see protected areas as areas where a number of activities is allowed, but they also realize which activities are prohibited. On the other hand, those faced with negative pictograms tend to focus more on prohibited activities, and are able to list significantly less permitted activities. Visual and text messages influence the pupils’ perception and understanding, which is something teachers need to keep in mind when teaching. Our research is also important for those who design the information boards found in protected areas: the design of such boards can greatly influence how one perceives protected areas. We have also come to the conclusion that most pupils understand the meaning of pictograms in protected areas. Nonetheless, further research is needed as only a small pattern was used in our research. It would also be prudent to conduct a research, in which pupils themselves would be able to create various pictograms.

• Keywords: attitude towards nature