Vsebinska aktualizacija modulov gospodinjstva z vidika trajnosti : magistrsko delo

Logar, Irena (author), Koch, Verena (mentor), Lovšin Kozina, Francka (comentor)

Gospodinjstvo je kot obvezni predmet v slovenski devetletni osnovni šoli vključeno v peti in šesti razred. Cilji in vsebine predmeta so usmerjeni v vzgojno izobraževalno delo, ki učence spodbujajo k oblikovanju pozitivnih stališč, znanj in vedenj do trajnostnega razvoja družbe. Namen magistrskega dela je bil preučiti učna načrta obveznega predmeta gospodinjstvo in izbirnega predmeta sodobna priprava hrane z vidika ciljev in vsebin, ki obravnavajo trajnostni razvoj. Z raziskavo smo preučevali tudi teoretično znanje učencev o trajnostnem razvoju in ugotavljali prenos usvojenega znanja v različne življenjske situacije, ki so jim izpostavljeni učenci. Za potrebe raziskave smo uporabili deskriptivno in kavzalno–neeksperimentalno metodo empiričnega raziskovanja. V raziskavo je bilo vključenih 140 učencev 5. in 6. razredov ter učencev, ki so obiskovali izbirni predmet sodobna priprava hrane. Podatke o trajnostnih vsebinah, ki so vključene v obravnavane učne načrte, smo pridobili z analizo učnih načrtov, znanje, stališča in vedenje učencev pa smo ugotavljali z namensko oblikovanim vprašalnikom, ki so ga izpolnjevali učenci. Na podlagi pregleda učnih načrtov in analize empirične raziskave smo oblikovali predlog za nadgradnjo obstoječih učnih načrtov, tako v vsebinskem kot tudi v metodično–didaktičnem smislu, kar lahko pomembno prispeva k sistematični vzgoji otrok in mladostnikov za trajnostni razvoj. Rezultati raziskave kažejo, da vsebine, ki obravnavajo trajnostni razvoj, niso oziroma so premalo zastopane v učni načrtih. Zato smo oblikovali predlog novih, aktualnih, pojmov, ki bi jih vključili v učne načrte in kataloge znanj. K temeljnim načelom, ki jih upoštevamo pri uresničevanju splošnih ciljev učnega načrta za gospodinjstvo, predlagamo tudi vključitev načela trajnosti. Največ znanja so anketirani učenci pokazali pri odgovorih na vprašanja, ki so zapisana v učnih načrtih in obravnavana pri pouku v zvezi z recikliranjem, ločevanjem odpadkov, ponovno uporabo odpadkov, ravnanjem z nevarnimi odpadki, varčevanjem z energijo. Največ neznanja pa zasledimo pri novih pojmih, ki niso zapisani v učnih načrtih, kot na primer: hitra moda, nevidna voda, certifikat kakovosti in tako dalje. Zanimalo nas je tudi mnenje učencev glede pogostosti uporabe znanja, ki ga učenci pridobijo pri pouku gospodinjstva in ga nato uporabijo v vsakdanjem življenju. Rezultati kažejo, da med mnenji anketiranih učencev 5. razreda in učencev višjih razredov o uporabi pridobljenega znanja pri pouku gospodinjstva in pouku izbirnega predmeta ni bilo statistično pomembnih razlik. Statistično pomembne razlike so se pokazale le v različnem mnenju učencev 5. razreda in ostalimi učenci glede izogibanja pakiranim živilom in zavračanja plastičnih vrečk pri nakupovanju. Vsi anketirani učenci menijo, da je najbolj uporabno in pogosto prenosljivo znanje v vsakdanje življenje kuhanje; najmanjkrat uporabljeno znanje, pridobljeno pri pouku gospodinjstva, pa predelava in oblikovanje starega oblačila v zanimivejše oblačilo. Vsebine trajnostnega razvoja je potrebno vključiti v učne načrte in kataloge znanj, ki naj vodijo učitelja pri načrtovanju, usmerjanju in izpeljavi vzgojno–izobraževalnega dela, saj bomo le tako lahko dosegli spremembe v mišljenju in delovanju družbe v smeri trajnostnega razvoja in nenazadnje dosegli tudi cilje, ki so zapisani v Agendi za trajnostni razvoj 2030.

• Language: Slovenian
• Keywords: pouk gospodinjstva, gospodinjsko opismenjevanje, trajnostna potrošnja, razvoj praktičnih veščin, okoljsko izobraževanje, trajnostni razvoj, trajnostne kompetence
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Publisher: [I. Logar]
• Year: 2017
• Number of pages: IX, 78 str.
• PID: 20.500.12556/RUL-96258
• UDC: 64:502.131.1(043.2)
• COBISS.SI-ID: 11736393
• Publication date in RUL: 28.09.2017

Secondary language

• Language: English
• Title: Updating the content of home economics modules in terms of sustainability

Abstract

Home Economics is an obligatory subject in the fifth and sixth grades in nine-grade Slovenian elementary schools. Its objectives and contents are targeted at educational work that stimulates students to form positive viewpoints, knowledge and behaviour towards sustainable society development. The goal of the master’s thesis is to research curricula of the obligatory subject Home Economics and the elective subject Modern Food Preparation with regard to aims and contents that deal with sustainable development. The research included students’ theoretical knowledge of sustainable development and determine the transfer of gained knowledge to various life situations to which they are exposed. For the needs of the research, descriptive and causal non-experimental methods of empirical pedagogical research was used. The research included 120 students from the fifth and sixth grades, and students who attended the elective subject Modern Food Preparation. The data of sustainable contents that is included in the discussed curricula was obtained with the analysis of the curricula; students’ knowledge, viewpoints and behaviour were determined with a purposely designed questionnaire that was filled in by the students. Based on the survey of the curricula and the analysis of the empirical research, a proposition for upgrading the existing curricula shall be formed, as far as the content as well as the method and didactic purpose are concerned. This can significantly contribute to systematic education of children and adolescents for sustainable development. The results of the research show that the topics dealing with sustainable development are not or are not well represented in the curricula. That is why we have drafted new, up-to-date concepts that would be included in the curricula and catalogues of knowledge. We also propose the incorporation of the principle of sustainability into the fundamental principles that we take into account in implementing the general objectives of the curriculum for Home Economics. The students showed the most knowledge in the answers to the questions that are included in the curricula and discussed in the lessons about recycling, waste separation, reuse of waste, handling dangerous waste, energy saving. The largest lack of knowledge was found in new terms that are not included in the curriculum, such as fast fashion, invisible water, quality certificates, and so on. We were also interested in the pupils' opinion on the frequency of using knowledge that they acquire in Home Economics and then use in everyday life. The results show that there were no statistically significant differences between the opinions of the surveyed pupils in the fifth grades and the pupils in higher grades on the use of acquired knowledge in Home Economics and the elective subject. Statistically significant differences were revealed only in the different opinions of pupils in the 5th grade and other pupils regarding the avoidance of packaged foods and the refusal of plastic bags when shopping. All surveyed students believe that the most useful and often transferable knowledge in everyday life is cooking; the least-used knowledge gained in Home Economics processing and design of old clothes into interesting clothing. The content of sustainable development should be included in the curricula and catalogues of knowledge that should guide the teacher in planning, directing and implementing educational work, since only in this way we will be able to achieve changes in thinking and functioning of the society towards sustainable development and ultimately achieve goals that are included in The 2030 Agenda for Sustainable Development.

• Keywords: home economics, environmental education, gospodinjstvo, okoljska vzgoja