| Popis: |
Socialni kontekst, v katerem se nahajamo, zaznamujejo hitre in dinamične družbeno-politične spremembe, ki nas spodbujajo k stalnemu prilagajanju, vrednotenju in oblikovanju družbe prihodnosti, v kateri se vse bolj krepi potreba po drugačnem znanju in načinih učenja ter spreminjanje vloge udeležencev v učnem procesu. Oblikujejo se načini izobraževanja, ki več pozornosti namenjajo naravnemu učenju, ki poteka v vsakdanjem življenju. Fenomen ''drugačnega'' šolanja v sodobni organizacijski kulturi je izobraževanje na domu. Poznavanje različnih klasifikacijskih modelov, ki sooblikujejo proces šolanja na domu, so osnovna orientacija za razumevanje pojava ''drugačnega'' šolanja. Z vidika asimetrije odnosa med akterji izobraževalnega procesa, obravnavamo različne pristope učenja, različne vloge akterjev, ki sodelujejo pri ustvarjanju in posredovanju znanja, koncepte pouka in vidike praktičnega ravnanja pri pouku, ki dajejo poudarek na metodiki pouka in razširitvi. Namen razprave je spoznanje, kako, če in v kolikšni meri poteka učenje naravoslovja v primeru šolanja na domu, ter ali to učenje poteka zavestno ali zgolj kot povezava med obveznima predmetoma, ki sta določena v kurikulumu. V razpravi bomo spoznali, da nivo znanja ni odvisen od števila predvidenih ur za poučevanje naravoslovja. Da je znanje žive in nežive narave posledica otrokovega interesa in zanimanja in ne posledica eksplicitno omenjane naravoslovne vsebine pri pouku, dokazujemo s študijo primera šolanja na domu. The social context in which we live is characterized by rapid and dynamic socio-political changes, which urge us to constantly adapt to, reevaluate and redesign the society of the future, which features a growing need for different knowledge, different ways of learning and a changing role of those who participate in the learning process. Educational methods are emerging that put a greater focus on natural learning, which takes place in everyday life. Homeschooling is a phenomenon of a “different” kind of education. Knowing the various classification models that cocreate the homeschooling process is a basic roadmap for understanding the phenomenon of “different” education. From the viewpoint of the asymmetry of relationships between the participants in the educational process, there are various teaching approaches, roles of those involved in the creation and transfer of knowledge, concepts of teaching and teaching practices which focus on the extension of teaching methods beyond the curriculum. The purpose of this discussion is to understand how, if and to what extent learning natural sciences occurs in the case of homeschooling, and whether it occurs consciously or merely as a connection between two compulsory subjects included in the curriculum. The discussion will show that the level of a child’s knowledge does not depend on the number of hours envisaged for teaching natural sciences. The knowledge of living and non-living nature is a result of a child's interest in the subjects and not of explicit delivery of the lessons in class, which is demonstrated by this homeschooling case study. |
