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Celostni pristop k vzgoji in izobraževanju poudarja vrednote trajnostnega razvoja. Naloge učiteljev so ustvariti učne pogoje za kakovostno pedagoško delo. V raziskavi smo vrednotili učinek izkustvenega učenja in terenskega dela na odnos učencev 4.–7. razreda OŠ Naklo do vode ter njihovo znanje o vodi. Zasnovali smo izkustven način pouka v šestih delavnicah. Pouk je trajal štiri šolske ure. Izvajali so ga učenci tretje triade izbirnega predmeta Okoljska vzgoja v vlogi mentorjev učencem drugega vzgojno-izobraževalnega obdobja (druge triade). Odnos do vode in znanje o vodi smo preverili trikrat z anketnim vprašalnikom in testom znanja. S tem smo zbrali podatke o učinkovitosti izvedene učne enote in trajnosti pridobljenega znanja. Učenci, vključeni v raziskavo, so se vsebine o vodi pred tem učili s klasičnim transmisijskim poučevanjem, kar je razlog, da ni bilo razlik med učenci različnih starosti pri preverjanju znanja pred poukom. Z izkustvenim učenjem in spoznavanjem raziskovalnega dela v domačem kraju so dosežki pri učenju in znanju boljši. S terenskim delom so učenci bolj motivirani in navdušeni, hkrati pa se povečuje pozitiven odnos do okolja. Učiteljev odnos in navdušenje dodatno motivirata učence za izkustveno učenje in raziskovanje. Pomembno je, da učenci v drugem vzgojno-izobraževalnem obdobju (8–11 let) dobijo čim več izkušenj z aktivnim učenjem, saj so najbolj dovzetni za oblikovanje odnosa in lastnih vrednot, začnejo se zavedati vrednosti naravne in kulturne dediščine domačega kraja ter razvijajo občutljivost za probleme okolja. Rezultati naše raziskave dajejo učiteljem, ki v pedagoški proces redno vključujejo izkustveno učenje in izvajajo pouk tudi na terenu, močne argumente za uporabo tega. The holistic approach to education and schooling emphasises values of sustainable development. A teacher's task is to enable optimal learning conditions for successful pedagogical process. Pupils, attending Naklo Primary School, aged 9 to 12 were included in the research. The research measures the effects of experiential learning and fieldwork on pupils’ attitude towards water and their knowledge of water. We tried out experiential learning in six workshops. There were four lessons, which lasted for 45 minutes, carried out by pupils aged 12 to 14 attending the optional subject called Environmental Education. They were mentors to the younger pupils. The attitude towards water and knowledge of water was tested three times by using a survey and a test in order to collect data on how effectively the teaching units were carried out and how permanent the acquired knowledge was. Prior to the research the pupils were taught about water through the transmission method of teaching. Consequently, there were no differences in results of tests taken before the lessons by pupils of different ages. Due to using experiential learning and getting to know research work in their hometown area, the results in learning and knowledge are much better. Fieldwork motivates them much more and they are enthusiastic about it and on top of that their attitude towards nature is becoming more positive. Teacher’s attitude and enthusiasm is also of paramount importance and an additional motivator for experiential learning and research. It is crucial that pupils aged 8 to 11 get a lot of experience in active learning as they are still very susceptible to forming their attitude and values and their awareness of how valuable nature and cultural heritage in their hometown area is. They start developing sensibility to environmental issues as well. The results of our research prove to teachers who are already carrying out a lot of experiential learning and fieldwork on regular basis that they are on the right track. |
