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Kulturna dediščina je prepoznana kot strateški vir in nujna naložba v kulturni kapital. Vsebine kulturne dediščine so bile v letu 2018 zelo aktualne, saj je bilo leto 2018 razglašeno za evropsko leto kulturne dediščine. V magistrskem delu predstavljamo empirično raziskavo, katere namen je bil ugotoviti stanje poučevanja vsebin kulturne dediščine na razredni stopnji osnovnošolskega izobraževanja v Republiki Sloveniji in je bila opravljena med učitelji razrednega pouka. Rezultati kažejo, da so vsebine kulturne dediščine med učitelji in učenci priljubljene. Učitelji menijo, da je potrebno spodbujati zavest učencev o kulturni dediščini in da pouk vsebin kulturne dediščine zunaj učilnice spodbuja učence za njeno varovanje, zato tudi najpogosteje za pouk vsebin kulturne dediščine uporabljajo izkustveno učenje. Učitelji pouk vsebin kulturne dediščine zunaj učilnice izvajajo dva do štirikrat letno in pri tem najpogosteje sodelujejo z muzeji. Učitelji zaznavajo nekaj ovir pri razvijanju pozitivnega odnosa učencev do kulturne dediščine. Menijo, da so za pouk vsebin kulturne dediščine dovolj usposobljeni, vendar si kljub temu želijo dodatnih izobraževanj v obliki delavnic. The master’s thesis presents the empirical research that was conducted among 395 Slovenian primary school teachers. The purpose of the research was to determine the implementation of teaching a cultural heritage content in Slovenian primary schools. Cultural heritage content is a current topic of interest. Since 2018, it has been the European Year of Cultural Heritage. Cultural heritage is recognized as a strategic resource and important investment in cultural capital. Results show that cultural heritage contents are popular among both teachers and students. Teachers believe it is necessary to encourage students’ cultural heritage consciousness. Furthermore, they believe teaching cultural heritage contents outside the classroom encourages students to protect it. Therefore, they usually use experiential learning. Teaching cultural heritage contents outside the classroom is performed 2 to 4 times a year, usually in collaboration with museums. Results show that teachers notice some obstacles in students’ development of a positive attitude towards cultural heritage. They believe to be competent enough to teach cultural heritage contents. However, they would want to have access to additional education, preferably in the form of workshops. |
