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Različne meritve kažejo, da se Zemljino ozračje globalno segreva. Teorije nam prikazujejo vzroke ter posledice procesa. Dokazi pa so neposredno v naravi po celem svetu. Že v prvi triadi osnovne šole imamo predmet spoznavanje okolja, katerega vsebine so posredno povezane s procesom globalnega segrevanja. Kako pa se uresničujejo, pa je v veliki meri odvisno od učitelja. Z diplomsko nalogo smo želeli ugotoviti, kako so učitelji prve triade osnovnih šol v Zasavju ozaveščeni o globalnem segrevanju in kako uresničujejo tovrstne cilje pri pouku. Glede na to, da je Zasavje zelo onesnaženo in da se veliko govori o ukrepih, ki bi izboljšali dano situacijo, smo pričakovali, da bodo učitelji, ki poučujejo na tem področju, dobro ozaveščeni. Temeljne ugotovitve so: učitelji, ki poučujejo v Zasavju, slabo poznajo pojem globalnega segrevanja ekološke teme jim niso zelo blizu učitelji redko črpajo znanje o ekoloških temah iz strokovne literature učitelji menijo, da je v učnem načrtu dovolj ciljev, ki so povezani s temo o globalnem segrevanju pri obravnavi tovrstnih tem prevladuje frontalna oblika dela najpogosteje uporabljajo metodi razlage in razgovora. Various measurements have shown that Earth’s atmosphere temperature is rising all around the globe. Theories demonstrate us different causes and consequences of this process. Furthermore, proofs are seen directly in nature worldwide. Subject called Comprehension of Environment is realized in the first three grades of primary school. With this diploma assignment we wanted to research how well are the teachers of the first three grades informed about the global warming, and how do they realize goals regarding this subjet in their classes. Considering the fact that Zasavje is extremely polluted area, and that there has been a lot of talk about how to improve the current situation, we expected that the teachers are well informed. However, the basic acknowledgments are: teachers who teach in Zasavje are poorly acquainted with the notion of global warming, they are not familiar with ecological subjects, and they rarely seek knowledge about ecological topics in competent literature. In addition, teachers believe that there are enough goals related to this subject in the curriculum, and they most commonly use frontal method of work when they explain this subject specially methods of explanation and discussion. |
