Vpliv izkustvenega učenja na stališča in znanje učencev o žuželkah : magistrsko delo

Jović, Kristina (author), Tomažič, Iztok (mentor)

V magistrskem delo sem se osredotočila na raziskovanje vpliva izkustvenega učenja na znanje in stališča učencev o žuželkah. Učitelji biologije in naravoslovja naj bi namreč v poučevanje vključevali tudi žive organizme, saj lahko tak način dela vodi do povečanega interesa učencev za učenje vsebin ter vpliva na usvajanje znanja in povečane čustvene navezanosti na živali. Kadar v pouk vključujemo žive živali, pa se lahko pojavijo težave zaradi izražanja negativnih čustev učencev, ki ovirajo proces učenja. V učnih načrtih biologija in naravoslovje v osnovni šoli je zapisano, da naj bi učenci oblikovali pozitiven odnos do organizmov in okolja, kar lahko najučinkoviteje dosežemo z vključevanjem živih organizmov v pouk. Tudi trajnost znanja je pri takem načinu dela lahko večja. Slednje sem skušala potrditi z dejavnostjo, ki sem jo pri pouku naravoslovja izvedla v treh oddelkih 7. razreda. Pred začetkom pouka sem v vseh oddelkih preverila predznanje učencev o žuželkah ter njihova stališča do žuželk. V vseh oddelkih sem nato izvedla pouk o žuželkah, kjer sem učencem predstavila zunanjo zgradbo žuželk in njihove življenjske kroge (popolna in nepopolna preobrazba). Prav tako so učenci spoznavali pestrost in vlogo žuželk v naravi. V dveh oddelkih sem pri pouku uporabila žive žuželke, v enem pa ne. Po dejavnosti sem v vseh oddelkih ponovno preverila znanje učencev o žuželkah in njihova stališča do njih. Ugotovila sem, da je izkustveno učenje vplivalo na stališča in znanje učencev o žuželkah. Zaradi majhnega vzorca in kratkega časovnega obdobja raziskave so bili rezultati nezanesljivi, zato bi morali raziskavo ponoviti v večjem obsegu in daljšem časovnem obdobju. Pri poučevanju bioloških vsebin v osnovni šoli bi zato morali učitelji uporabljati žive organizme, saj s tem preko rokovanja lahko premagajo negativne občutke in predpostavke do teh organizmov.

• Language: Slovenian
• Keywords: Žuželke, izkustveno učenje, znanje, stališča, žive živali
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Publisher: K. Jović
• Year: 2024
• Number of pages: IX, 41 str. str.
• PID: 20.500.12556/RUL-159650
• UDC: 37.091.3:595.71/.79(043.2)
• COBISS.SI-ID: 202193155
• Publication date in RUL: 17.07.2024

Secondary language

• Language: English
• Title: Impact of Experiential Learning on Students' Attitudes and Knowledge about Insects

Abstract

In this Masters' Thesis I focused on exploring the impact that experiental learning has on the knowledge and attitude of the students regarding insects. Biology and science teachers should include living organisms in their teaching, as this way of working can lead to an increased interest of the students regarding learning about these organisms, as well as increase the emotional attachment that students feel towards them. However, when live animals are introduced in the classroom, problems may arise due to the students expressing negative emotions that inhibit the learning process. The Biology and Science syllabi for primary schools state in one of the learning goals that the students acquire a positive attitude towards organisms and the environment, which can be achieved in the most optimal way through the inclusion of live organisms in lessons. This also increases the sustainability of the knowledge. I attempted to confirm this by carrying out an activity in three different classes of seventh graders during science lessons. Before the start of the activity, I assessed the students’ knowledge and attitude towards insects. I then conducted a lesson on insects in all classes, where the pupils were introduced to the external structure of insects and their life forms (complete or incomplete transformation). Pupils also learned about the diversity and the role of insects in nature. In two of the classes live organisms were used during teaching, while in the third class they weren’t. After the activity I reassessed their knowledge and opinions. I have concluded that students' attitudes and knowledge about insects were influenced by experiental learning. Because of a small sample and the short period of time when the study took place, the results were inconclusive. I propose that the study should be repeated over a longer period and a bigger sample size. While teaching biological subjects in school, teachers should use living organisms because it can prevent negative emotion and assumptions through handling these organisms.

• Keywords: Insects, experiential learning, knowledge, attitudes, live animals