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V magistrskem delu smo raziskovali, kako dobro poznajo kulturno dediščino Novega mesta učenci novomeških šol. Osredotočili smo se na najpomembnejše in najbolj znane spomenike nepremične kulturne dediščine. V teoretičnem delu smo najprej predstavili pojem kulturne dediščine in varstvo le-te. Pojem kulturna dediščina smo nato razdelili na nesnovno, premično in nepremično dediščino, pri čemer smo v ospredje postavili nepremično kulturno dediščino. V okviru nepremične kulturne dediščine smo izpostavili in opisali arheološka najdišča, stavbe ter spominske objekte in kraje. Predstavili smo tudi, kako opredeljujemo in skrbimo za nepremično kulturno dediščino v Evropi in v Sloveniji. V namen raziskave smo opisali posamezno izbrano nepremično kulturno dediščino Novega mesta, ki smo jo nato uporabili v raziskavi. Na koncu teoretičnega dela smo opisali, kako se kulturno dediščino vpeljuje v šolski sistem kakšni cilji, povezani s to temo so v učnem načrtu družbe za 4. in 5. razred in učno pripravo na temo nepremične kulturne dediščine. V empiričnem delu je sodelovalo 100 učencev 4. in 5. razreda. Najprej je bila opravljena raziskava v 4. in 5. razredu na osnovni šoli v Novem mestu, kjer smo s pomočjo anketnega vprašalnika ugotavljali, kako dobro učenci poznajo nepremično kulturno dediščino svojega mesta. Nato smo pripravili, izvedli in evalvirali učne ure v 4. in 5. razredu. Med učno uro so učenci na temo nepremične kulturne dediščine Novega mesta in izbranih spomenikov izdelali svoje predstavitve. V empiričnem delu smo predstavili rezultate anketnega vprašalnika in primerjavo med razredi ter med dečki in deklicami. In the master's thesis, we discussed how well the students of different schools in Novo mesto know their cultural heritage. We focused on the most important and famous monuments of the tangible (movable and immovable) cultural heritage in Novo mesto. In the theoretical part, the concept of cultural heritage and the protection of it are introduced. The concept is then divided into intangible, movable and immovable cultural heritage. Our research is focused on the on the latter. On the following pages, different archaeological sites, buildings, monuments and places are presented. There is also an outline of different definitions of immovable cultural heritage and its protection in Europe and Slovenia. Additionally, specific elements of the immovable heritage of Novo mesto, which were later used in our research, are described. The final chapter of the theoretical part includes cultural heritage in schools, the learning objectives related to it in the curriculum and an example of the lesson, through which a teacher can teach about the heritage. The research in the empirical part included 100 students in 4th and 5th grades of a primary school located in Novo mesto.. It was conducted with the use of a survey questionnaire. The purpose of the research was to examine how well the students know their own city. Two lessons were prepared, conducted in the 4th and 5th grades of the same school, and evaluated. In the lesson, the students made their own presentations about different monuments of the immovable cultural heritage of Novo mesto. Finally, the results of the survey questionnaire are presented, and the responses between both grades and genders are compared. |
