Model planinskega krožka v prvem in drugem vzgojno-izobraževalnem obdobju osnovne šole

Pavlič, Lara (author), Štemberger, Vesna (mentor), Krpač, Franc (comentor)

Planinski krožek je ena izmed interesnih dejavnosti, ki jih lahko ponudi šola, in je za učence prostovoljen. Podobno kot planinske športne dni tudi planinski krožek sestavljajo tri faze (priprava na izlet, izvedba izleta/ture, evalvacija in podoživljanje izleta). Namen tega magistrskega je raziskati, kako učitelji 1. in 2. vzgojno-izobraževalnega obdobja na osnovnih šolah po Sloveniji izvajajo ta trifazni model. V empiričnem delu so predstavljeni rezultati naše kvantitativne raziskave. Uporabili smo deskriptivno raziskovalno metodo. Podatke smo zbirali z anketnim vprašalnikom, ki so ga reševali učitelji, ki izvajajo planinski krožek v šolskem letu 2020/21 na osnovnih šolah v Sloveniji. Pridobljene podatke smo statistično obdelali in rezultate predstavili z grafi, preglednicami in interpretacijami. Ugotovili smo, da nekatere šole sodelujejo s Planinsko zvezo Slovenije, nekatere pa krožek organizirajo samostojno. Večina učiteljev učence o izletu obvesti vsaj 3 dni prej s pisnim obvestilom učencem. Cilje izletov učitelji izberejo pred začetkom šolskega leta in jih po potrebi med letom spremenijo. Nekateri cilji ostajajo enaki prejšnjim letom, nekatere pa zamenjajo. Skoraj vsi učitelji vključujejo različne teoretične vsebine, ki jih največkrat podajajo s pogovorom med samim izletom. Telesni pripravljenosti pa ne posvečajo velike pozornosti. Med samim izletom učitelji uporabljajo različne motivacijske prijeme, z vključevanjem planinskih programov. Pričakovali smo, da bo diferenciacijo izvajalo več učiteljev. Evalvacijo in podoživljanje učitelji največkrat izvedejo na avtobusu neposredno po izletu s pogovorom. Učitelji se največkrat odločijo za vodenje planinskega krožka zaradi veselja do planinarjenja. Med učitelji z dodatno planinsko usposobljenostjo in tistimi brez nje se pojavljajo razlike v izvajanju nekaterih teoretičnih vsebin, v izvajanju diferenciacije in vključevanju dodatnih programov. Statistično pomembnih razlik ni bilo zaznati v načinu izvajanja podoživljanja. Veselje do planinarjenja in možnost predajanja znanja o hoji v hribe otrokom statistično bolj pomembno vplivata na motiviranost vodnikov in mentorjev za izvajanje planinskega krožka kot na motiviranost učiteljev brez naziva.

• Language: Slovenian
• Keywords: planinski krožek
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2021
• PID: 20.500.12556/RUL-127028
• COBISS.SI-ID: 62997251
• Publication date in RUL: 20.05.2021

Secondary language

• Language: English
• Title: Mountaineering club model in the first and second elementary school education periods

Abstract

A hiking club is one of the extracurricular activities that a school can offer, and is optional for students. Similar to hiking sports days, a hiking club is also composed of three phases (hike preparation, hike realization and reliving the hike). The purpose of this Master’s Thesis is to research how 1st and 2nd educational stage teachers in Slovenia’s primary schools implement this three-phase model. The results of our quantitative research are presented in the empirical part of this thesis. We used the descriptive research method. We collected data via surveys given out to teachers carrying out hiking club activities in the 2020–2021 school year across different primary schools in Slovenia. Using statistical data analysis we presented the results with graphs, tables and interpretations. We found out that some schools cooperate with the Alpine Association of Slovenia, while others organize their hiking clubs independently. Most teachers inform their students about upcoming hiking trips at least 3 days beforehand via written notices. Teachers choose the hiking destinations before the school year starts and change them during the year if necessary. Some destinations remain the same as previous years’, and some change annually. Almost all of the teachers impart some theoretical knowledge by talking with the students during the trip itself, and they don’t pay much attention to the students’ physical preparedness. Teachers use different motivational techniques, such as implementing a hiking program. We had expected more teachers to be applying differentiation. Teachers usually carry out the evaluation and reliving part on the bus directly after the trip by talking to the students. Most teachers decide to be in charge of hiking clubs because they enjoy hiking themselves. We found there are differences between teachers with additional hiking training and those without when it came to implementing certain theoretical content, implementing differentiation and including hiking programs. There were no noticeable statistically important differences between the two groups regarding the reliving phase of the hike. Love of hiking and the possibility of passing the applicable knowledge to students have a statistically greater impact on the motivation of tour guides and hiking club mentors than on the motivation of teachers without those titles.

• Keywords: hiking club