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Medpredmetno povezovanje omogoča učinkovitejše učenje ter pridobivanje trajnejšega in bolj uporabnega znanja. Planinstvo oz. pohodništvo predstavlja dejavnost, ki posega na številna področja, zato je smiselno, da njegove vsebine povežemo z ostalimi predmeti. Namen magistrske naloge je bil prikazati primere medpredmetnega povezovanja v osnovni šoli, kjer cilje in vsebine različnih predmetov povežemo s predmetom šport, vsebina pohodništvo. S pohodništvom smo povezali predmete: spoznavanje okolja (1., 2. in 3. razred), naravoslovje in tehnika (4. in 5. razred), naravoslovje (6. in 7. razred) in biologija (8. in 9. razred). Pri tem smo uporabili tudi medpodročno povezovanje z okoljsko vzgojo in vzgojo za zdravje. Predstavili smo predloge medpredmetnega povezovanja in izdelali učna gradiva. Pregledali smo, katere vsebine se povezujejo s pohodništvom v tujih vzgojno-izobraževalnih sistemih, poiskali raziskave na področju medpredmetnega povezovanja pohodništva v Sloveniji in analizirali že obstoječa učna gradiva, povezana s pohodništvom. Primeri medpredmetnega povezovanja in pripravljeni učni lističi so namenjeni športnim pedagogom, razrednim učiteljem in učiteljem, ki poučujejo naravoslovje in biologijo za lažje posredovanje in implementacijo izbranih vsebin. Predstavljene primere medpredmetnega povezovanja lahko uporabimo tako pri klasičnem pouku v šoli kot tudi v okviru šolskih športnih dni in šol v naravi. Cross-curriculum approaches are known to facilitate learning which results in a more sustainable and applied students’ knowledge. Given that mountaineering is connected to many learning areas/topics, it is reasonable to connect its content to other subjects/courses and learning objectives. The purpose of the present master’s thesis was to outline examples of cross-curriculum approaches in Physical education with an emphasis on the mountaineering content. For this purpose, we combined various mountaineering topics with the following subjects: environment education (1st, 2nd and 3rd grades), science and technology (4th and 5th grades), natural sciences (6th and 7th grades) and biology (8th and 9th grades). In addition, we also harnessed the cross-sectoral integration of mountaineering with environment and health education courses. Based on the above noted cross-curricular links we prepared novel teaching materials. In addition, we reviewed the available foreign education systems contents that are linked to mountaineering. We also summarized up-to-date Slovenian studies and research work from the field of cross-curriculum approaches to mountaineering and analyzed the already available teaching materials. Examples of cross-curriculum approaches and developed teaching materials are intended for physical educators and other general teachers to facilitate the delivery of the content. They can be used either in class, outdoor activities and during sports days in nature. |
