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Magistrsko delo Izkustveno učenje in poučevanje o vodi pri predmetu naravoslovje in tehnika v Pomurski regiji je sestavljeno iz treh samostojnih, medsebojno povezanih delov – teoretičnega, empiričnega in praktičnega dela. Teoretični del vsebuje tri sklope, in sicer: pedagoško-didaktični sklop, psihološki sklop in geografki sklop ter predstavitev vode. V pedagoško-didaktičnem sklopu podrobneje predstavimo učni načrt za naravoslovje in tehniko ter opredelimo izkustveno učenje kot didaktično strategijo poučevanja pri naravoslovju. V psihološkem sklopu opišemo psihofizične lastnosti učencev, v geografskem sklopu na kratko predstavimo pomursko regijo in osnovne šole, katere so vključene v empirični del naloge. Po teh treh sklopih pa se osredotočimo na tematski sklop voda in opredelimo lastnosti vode, njen pomen za človeka ter onesnaževanje voda. V empiričnem delu predstavimo analizo raziskave, ki smo jo izpeljali v šestih šolah v Pomurski regiji (treh primestnih in treh mestnih šolah). Namen raziskave je bil ugotoviti, kolikšno znanje in odnos imajo učenci 4. in 5. razredov do vode. Rezultati empirične raziskave ponazarjajo, da imajo učenci v drugem triletju določeno znanje o vodi, vendar se je izkazalo, da imajo še vedno pomanjkljivo znanje o njej. Učenci imajo na splošno pozitiven odnos do vode, vendar ne vsi, nekateri jo premalo cenijo in se ne zavedajo njenega pomena za življenje. Na podlagi teh rezultatov smo mnenja, da je potrebno učence bolj poučiti o vodi in še bolj ozaveščati o tem, kako pomembna dobrina je voda. Rezultati empiričnega dela so nas usmerili v pripravo praktičnega dela. Pripravili smo model izvedbe aktivnosti z vodo na osnovi izkustvenega učenja. Vsaka aktivnost je podrobno opisana (zapisana vsebina, zajeti cilji, postopek aktivnosti, predvideni pripomočki). Učni model je pripravljen na način izkustva učencev, saj ta zagotavlja, da pridobljeno znanje ostane trajno. Pomembno je zavedanje, da je učenje o naravi v naravi za učence izjemnega pomena, saj jim omogoča lažjo zapomnitev učnih snovi in trajnejše znanje. Master's thesis titled Experimental Learning and Teaching about Water on the Subject of Science and Technology in the Pomurje Region is divided into three separate and interconnected units: theoretical, empirical and practical part. Theoretical part consists of three sections: pedagogical-didactic, psychological, geographical section and additional presentation of water as a topic. In the pedagogical-didactic set, the curriculum for science and technology is presented in detail and additionally, experimental learning in natural science is defined as a didactic strategy of teaching. The psychological section includes psycho-physical characteristics of pupils, whereas in the geographical context, we briefly describe the Pomurje region and primary schools that are included in the empirical part of the research. The following chapters focus on the water as a thematic set, we define its basic properties, its importance for humanity, and conclude with the pollution of waters. Empirical part includes the research analysis carried out in six primary schools in the Pomurje region (three suburban and three urban primary schools). The main purpose of the research was to determine the knowledge and attitude towards water of pupils in the 4th and 5th grade. The final results show that pupils in the second triennium do have a general knowledge about water, but it turned out that they still lack some of the important aspects of the topic. Generally, pupils have a positive attitude towards water however, a minority underappreciate it, not being aware of its importance for everyday life. Based on these results, we believe that pupils need to be additionally educated where teachers need to increase their awareness about water’s value. Furthermore, the results of empirical work directed us towards the preparation of a practical part where each activity is described in detail (written content, included objectives, activity process, intended aids). The learning model is prepared in a way where learners can experience the topic and it ensures that the acquired knowledge remains permanent. It is crucial to acknowledge that learning about nature in the nature itself is extremely important to pupils, since it enables them to easily memorize learning materials and allows them to acquire long-lasting knowledge. |
