Od kod pride voda v pipo? : učenje o ekologiji z raziskovanjem

Burja, Zdenka (author), Turnšek, Nada (mentor)

V diplomskem delu predstavljam pristop učenja z raziskovanjem (angl. inquiry-based learning) na področju ekologije, namenjene predšolskim otrokom, in sicer v okviru raziskovalnega projekta Od kod pride voda v pipo, ki sem ga izvedla v vrtcu. Tovrstni tip raziskovanja omogoča otrokom, da skozi lastno izkušnjo pridejo do različnih spoznanj in rešitev, s čimer razvijajo metakognitivne zmožnosti. V okviru projekta Od kod pride voda v pipo so otroci z različnimi tehnikami aktivnega učenja, tj. z opazovanjem, intervjujem, eksperimentom, zbirali informacije, ki so jih potrebovali v procesu reševanja problema, od kod in kako pride voda v pipo, ter drugih bolj specifičnih vprašanj, npr. za kaj vse rabimo vodo, kam gre voda iz naših domov, ali lahko pijemo vodo iz bližnje reke. Otroci so bili aktivno udeleženi v vseh fazah projekta – od postavitve problemskih (raziskovalnih) vprašanj do izražanja domnev, iskanja informacij in njihovega dokumentiranja pa vse do ustvarjanja rešitev/zaključkov in načinov uporabe informacij. Obenem so razvijali ekološko ozaveščenost, spoznavali pomen vode v vsakdanjem življenju in načine, s katerimi lahko vplivamo na varovanje okolja, zlasti vode. Ves čas trajanja projekta so ohranjali radovednost, visoko stopnjo notranje motivacije in veliko željo po spoznavanju novega. Otroci so bili ves čas trajanja projekta miselno in čustveno aktivirani, zato je njihovo znanje, ki so ga pridobili na ta način, trajnejše. Evalvacija celotnega projekta je pokazala, da so bili vsi cilji, ki sem si jih zadala, doseženi. Otrokom sem omogočila res celosten raziskovalni projekt. Skozi različne faze in dejavnosti so usvajali znanje in se aktivno učili skozi lastno izkušnjo, kar se je pokazalo v zaključni fazi projekta, ko so otroci to, kar so se naučili, predstavili starejši skupini vrtca.

• Language: Slovenian
• Keywords: raziskovalno učenje, aktivno učenje, projektno delo, voda
• Work type: Bachelor thesis/paper
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Publisher: [Z. Burja]
• Year: 2015
• Number of pages: 54 str.
• PID: 20.500.12556/RUL-71787
• UDC: 373.2.016:502/504:546.212(043.2)
• COBISS.SI-ID: 10613321
• Publication date in RUL: 29.07.2015

Secondary language

• Language: English
• Title: Where does tap water come from? Ecology research learning

Abstract

In my diploma work I'm going to present inquiry-based learning in the field of ecology intended for pre-school children within the research project called Where does Tap Water Come from carried out in a kindergarten. Such learning gives children a possibility to get to various findings and solutions through their own experiences by developing their metacognitive abilities. Within the project Where does Tap Water Come from the children gathered information by different techniques of active learning such as observation, interviews, experiments, which they later needed in the process of solving the problem where from and how water gets into a tap as well as other specific questions, like: What do we need water for? Where does water go from our homes? Can we drink water from a nearby river? The children were actively involved in all the phases of the project – from stating the research (problem) questions to expressing predictions, searching for information with its documenting, to creating solutions, conclusions as well as ways of using the information. At the same time they were developing ecological consciousness, learning about the importance of water in everyday life and the ways with which we can have an influence upon the protection of the environment, water in particular. The children were kept curious during the entire project having high motivation and a big wish to learn something new. They were spiritually and emotionally active during all the duration of the project what makes their gained knowledge more permanent. The evaluation of the entire project has proved that all the set goals had been achieved. The children were given a possibility for an integral inquiry-based learning project. They gained knowledge through various phases and activities and they actively learned through their own experiences what was proved in the final phase of the project when the children introduced to the elder kindergarten group what they had learned.

• Keywords: inquiry-based learning