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Raziskovanje živali v potoku v predšolskem obdobju : diplomsko delo
ID Lavtar, Katja (Avtor), ID Kos, Marjanca (Mentor) Več o mentorju... Povezava se odpre v novem oknu

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Izvleček
V potoku živi veliko drobnih živali, ki jih brez načrtovanega raziskovanja sploh ne opazimo. So pomemben del sladkovodnih ekosistemov. Te živali so predšolskim otrokom, pogosto pa tudi vzgojiteljicam, večinoma neznane in raziskovanje potoka v naših vrtcih ni pogosta dejavnost. Zato sem se odločila, da bom v svojem diplomskem delu ob vodenih dejavnostih otroke popeljala skozi raziskovanje in učenje o živalih v potoku. V raziskavi je sodelovalo 40 predšolskih otrok: 20 v eksperimentalni skupini in 20 v kontrolni. Z otroki obeh skupin sem najprej izvedla delno strukturirane individualne intervjuje, s katerimi sem ugotavljala njihove začetne predstave o živalih, ki živijo v potoku. Zanimalo me je, koliko živali potoka poznajo in kaj vedo o njih. Na eno od vprašanj so otroci odgovarjali z risbo. V nadaljevanju sem zasnovala dejavnosti, primerne razvojni stopnji otrok, ob katerih naj bi z neposrednimi izkušnjami in na aktiven način spoznavali živali v potoku (njihova imena, zunanjo zgradbo, prehranjevanje, pomen v ekosistemu, posebnosti). Te dejavnosti sem izvedla z otroki eksperimentalne skupine. Otroci kontrolne skupine niso bili vključeni v nobeno dejavnost na tematiko živali v potoku. Po izvedenih dejavnostih sem z otroki tako eksperimentalne kot tudi kontrolne skupine ponovno izvedla delno strukturirane individualne intervjuje z istim naborom vprašanj, kot jih je vseboval začetni intervju. Na tak način sem raziskala, ali so načrtovane dejavnosti vplivale na znanje otrok o živalih v potoku. Rezultati raziskave so pokazali, da so bile začetne predstave otrok o živalih v potoku večinoma napačne ali zelo površne. Otroci živali niso poznali ali pa so naštevali in risali morske živali in med njimi se je redko znašla kakšna žival, ki spada v potok. Po izvedenih dejavnostih pa se je znanje otrok eksperimentalne skupine bistveno izboljšalo. Odgovori otrok so bili večinoma pravilni. Po dejavnostih so prav vsi otroci eksperimentalne skupine prepoznali vsaj dve živali (ličinka enodnevnice in potočna postranica) ter ju pravilno poimenovali. Če primerjamo odgovore kontrolne in eksperimentalne skupine, opazimo, da so odgovori kontrolne skupine v začetnih in končnih intervjujih skoraj povsem enaki, odgovori otrok eksperimentalne skupine pa so se bistveno spremenili v smeri izboljšanja znanja o živalih v potoku. Rezultati diplomskega dela kažejo, da so se že predšolski otroci zmožni naučiti veliko o živalih v potoku, če jim jih predstavimo na način, primeren njihovi razvojni stopnji. Sladkovodni sistemi se v današnjem času vse bolj onesnažujejo in uničujejo, njihov pomen za življenje našega planeta pa je velik. Kar bodo otroci v zgodnjem otroštvu spoznali in vzljubili, bodo z večjo verjetnostjo pripravljeni kasneje, kot odrasli, tudi varovati. Zato zaključujem, da bi bilo dobro, da se podobne dejavnosti, kot sem jih izvedla v okviru tega diplomskega dela, pogosteje izvajajo v naših vrtcih.

Jezik:Slovenski jezik
Ključne besede:začetno naravoslovje, biologija, igra in učenje v naravi, izkustveno učenje, predšolski otroci, narava
Vrsta gradiva:Diplomsko delo/naloga
Tipologija:2.11 - Diplomsko delo
Organizacija:PEF - Pedagoška fakulteta
Založnik:K. Lavtar
Leto izida:2024
Št. strani:81 str.
PID:20.500.12556/RUL-153510 Povezava se odpre v novem oknu
UDK:373.2(043.2)
COBISS.SI-ID:180951811 Povezava se odpre v novem oknu
Datum objave v RUL:11.01.2024
Število ogledov:1049
Število prenosov:59
Metapodatki:XML DC-XML DC-RDF
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Sekundarni jezik

Jezik:Angleški jezik
Naslov:Exploring Stream Animals in the Preschool Period
Izvleček:
There are many tiny animals living in the stream we do not even notice without a planned survey. They are an important part of freshwater ecosystems. These animals are mostly unknown to preschool children and often also to teachers, therefore exploring the stream is not a common activity in our kindergartens. That is why in my thesis I have decided to lead the children along guided activities of research and learning about the animals in the stream. 40 preschool children participated in the research: 20 in the experimental group and 20 in the control group. I first conducted semi-structured individual interviews with the children of both groups to determine their initial ideas about stream animals. I was interested in how many stream animals they knew and what they knew about them. The children answered one of the questions with a drawing. In the following, I designed activities suitable for the developmental level of these children, during which the children should get to know the animals in the stream through direct experience and in an active way (their names, external structure, nutrition, importance in the ecosystem, peculiarities). I carried out these activities with the children of the experimental group. The children of the control group were not involved in any activity on the topic of animals in the stream. After the activities, I again conducted semi-structured individual interviews with the children of the experimental and control groups with the same set of questions as the initial interview. In this way, I investigated whether the planned activities influenced the children's knowledge about the animals in the stream. The results of the research showed that the children's initial ideas about the animals in the stream were mostly wrong or very superficial. The children did not know animals or they listed and drew sea animals, and among them there was rarely any animal belonging to the stream. After the activities, the knowledge of the children in the experimental group significantly improved. The children's answers were mostly correct. After the activities, all the children in the experimental group recognized at least two animals (the mayfly nymph and the Gammarus fossarum) and named them correctly. If we compare the answers of the control and experimental groups, we notice that the answers of the control group in the initial and final interviews are almost exactly the same, but the answers of the children of the experimental group have changed significantly in the direction of improving their knowledge about stream animals. The results of my thesis show that even preschool children are able to learn a lot about stream animals if we present them in a way that is appropriate for their developmental level. Nowadays, freshwater systems are increasingly polluted and destroyed, and their importance for the life of our planet is great. What children come to know and love in early childhood, they are more likely to be ready to protect later as adults. Therefore, I conclude that it would be good if similar activities, as I carried out as part of this thesis, are carried out more often in our kindergartens.

Ključne besede:elementary natural science, biology, play and learning in nature, experiential learning, preschool children, nature

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