Razvijanje naravoslovnih postopkov v naravnem okolju pri predšolskih otrocih

Kokalj, Irena (author), Kos, Marjanca (mentor)

Narava predšolskemu otroku ponuja mnogo izzivov, prek katerih pridobiva izkušnje, ki so pomembne za njegov celostni razvoj. Spodbudno naravno okolje s svojimi raznolikimi materiali, objekti in prostori prinaša veliko priložnosti za pridobivanje znanja in razvijanje spretnosti. Za razvoj znanstvenega mišljenja pa sta potrebna sklepanje in naravoslovno mišljenje, kar otrok gradi z naravoslovnimi postopki. Naravoslovni postopki so spretnosti, veščine in znanja, ki jih otrok potrebuje za raziskovanje in preko katerih začne razumevati pojave in procese v naravoslovju. V predšolskem obdobju razvijamo predvsem postopke opazovanja, primerjanja, urejanja in razvrščanja. V svojem diplomskem delu sem raziskovala, kako lahko otroci ob različnih vódenih dejavnostih v naravnem okolju napredujejo v naravoslovnih postopkih. V raziskavo je bilo vključenih 21 otrok, starih od 3 do 6 let. Oblikovala sem teste, s katerimi sem ugotavljala, v kolikšni meri imajo otroci že usvojene naravoslovne postopke, kot so: opazovanje in primerjanje, razvrščanje in urejanje. Nato sem v petih obiskih gozda izvedla različne vódene dejavnosti, oblikovane kot didaktične igre, ob katerih so otroci te postopke razvijali. Po dejavnostih v gozdu sem teste ponovila, dva meseca po končnem testu pa sem izvedla še pozni končni test ter rezultate kvantitativno analizirala. Rezultati raziskave so pokazali napredek otrok v raziskovalnih postopkih po opravljenih dejavnostih v gozdu. V primerjavi z začetnim testom so se pri končnem in poznem končnem testu rezultati najbolj izboljšali pri postopku razvrščanja, opazno pa tudi pri postopkih urejanja ter opazovanja in primerjanja. Dejavnosti, v katerih so otroci ob igri v naravnem okolju razvijali naravoslovne postopke, so otroke močno motivirale. Zaključujem, da so ob tovrstnih dejavnostih prednosti naravnega okolja dobro izkoriščene. Rezultati raziskave so potrdili, da je gozd učno okolje, ki ne spodbuja samo spoznavanja novih naravoslovnih vsebin, pač pa omogoča tudi napredek v naravoslovnih postopkih.

• Language: Unknown
• Keywords: predšolski otrok
• Work type: Not categorized
• Organization: PEF - Faculty of Education
• Year: 2015
• PID: 20.500.12556/RUL-72836
• COBISS.SI-ID: 10736713
• Publication date in RUL: 03.10.2015

Secondary language

• Language: Unknown
• Title: Developing science process skills in the natural environment in preschool children

Abstract

To a preschool child, nature offers many challenges through which he or she can gain experience, which is crucial for their well-rounded development. A stimulating natural environment along with its varied materials, objects and spaces, provides plenty of opportunities for gaining knowledge and developing skills. However, to develop a scientific way of thinking, there should be present conclusion making and natural scientific thinking which a child builds through science process skills. Science process skills are skills and knowledge which a child needs to discover nature and through which he or she starts to understand the phenomena and processes in natural science. In a preschool period, we develop mainly the processes of observation, comparison, classification and editing. In my diploma thesis, I carried out a study into how children through various guided activities in natural environment can make progress in science process skills. There were 21 children included, three to six years old. By means of the tests that I prepared, I found to what extent the children had already acquired science process skills such as observation, comparison, classification and editing. Then, during five visits with children to the forest, I conducted a variety of guided games through which the children were developing these skills. When the activities were over, I re-tested them, and two month after the final test, I carried out a late final test and then made a quantitative analysis of the results. The results showed that the children made progress in science process skills after the visits to the forest. Compared to the initial test, the results of the final and late final tests showed the biggest improvement in the process of classification, clearly as well as in the processes of observation and comparison. The activities in which the children were developing science process skills through play in a natural environment, proved as a strong motivator. I conclude that natural environment is made good use of with such activities. The results of my study proved the forest to be that learning environment which not only stimulates learning new natural scientific contents, but also and primarily enables progress in science process skills.

• Keywords: preschool child