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Title:VLOGA IZKUSTVENEGA UČENJA PRI PREMAGOVANJU PREDSODKOV DO ŽIVALI IN STRAHOV PRED NJIMI
Authors:Rezec, Petra (Author)
Fošnarič, Samo (Mentor) More about this mentor... New window
Files:.pdf UNI_Rezec_Petra_2011.pdf (4,32 MB)
 
Language:Slovenian
Work type:Undergraduate thesis (m5)
Organization:PEF - Faculty of Education
Abstract:Izkustveno učenje razvija drugačen pogled na odnose med učiteljem, delom in življenjem ter na odnose med osebnim in družbenim znanjem. Zagovorniki izkustvenega učenja verjamejo, da se vsako spoznanje (ideja, pojem, teorija ...) preoblikuje ob stiku z osebno izkušnjo. Znanje je potemtakem rezultat te rekonstrukcije. Izkustveno učenje pomaga razvijati lastnosti, ki jih bodo učenci potrebovali v prihodnosti, in sicer: sposobnost prilagajanja novim okoliščinam, osebnostna avtonomija, občutljivost in senzibilnost do samega sebe in drugih, sposobnost komunikacije in sodelovanja, zmožnost celovitega dojemanja, sinteze, sposobnost iznajdljivosti v nepredvidljivih, kompleksih socialnih situacijah. Pri izkustvenem učenju človek ne usvaja ponovno le znanih stvari iz preteklosti, ampak se uči tudi predvidevanja prihodnosti. Namen diplomskega dela je ugotoviti, koliko lahko »resnični« primeri pripomorejo k boljšemu razumevanju in boljšemu odnosu do živali, pojmov, predmetov … Raziskava je pokazala, da učitelj, ki izkustveno učenje prakticira z učenci, lahko pripomore k boljšemu razumevanju in odnosu učencev do žive in nežive okolice. Če se učencem ponudi možnost, da se neposredno seznanijo z neznanim, bodo to v večini primerov tudi storili in s tem naredili korak naprej. Žive živali v razredu, v našem primeru navadna krastača in navadni močerad, lahko izboljšajo odnos otrok do živali, z neposrednim stikom pa se odpravljajo predsodki in tudi strah pred njimi.
Keywords:učenci, razredna stopnja, izkustveno učenje, predsodki do živali, strah pred živalmi
Year of publishing:2011
Publisher:[P. Rezec]
Source:Maribor
UDC:37(043.2)
COBISS_ID:18769672 Link is opened in a new window
NUK URN:URN:SI:UM:DK:YH7ROR5S
Views:1691
Downloads:262
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Categories:PEF
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Secondary language

Language:English
Title:THE ROLE OF EXPERIENTAL LEARNING TO OVERCOME FEAR AND PREJUDICE AGAINST ANIMALS
Abstract:Experiential learning develops different perspective on the relations between the teacher, work and life as well as the relations between the personal and social knowledge. For the proponents of experiential learning every recognition (idea, concept, theory …) is believed to be reconstructed after the contact with personal experience. Knowledge is, therefore, the result of that reconstruction. Experiential learning helps to develop skills which students will need in the future; like the ability to adapt to new circumstances, personal autonomy, sensitivity and sensibility to yourself and others, the ability of communication and cooperation, the ability of full comprehension, synthesis, the ability of ingenuity in the unpredictable, complex social situations. Experiential learning enables person not only to readopt the familiar things from the past but also to predict the future. The purpose of thesis is to determine how much the "genuine" examples contribute to a better understanding and better relations with animals, concepts, objects ... The research revealed that a teacher who practices the learning experience with students, helps to improve their understanding and attitude to living and inanimate surroundings. If the students are given the opportunity to directly examine the unknown, they will, in most cases, accept it and make a progress. Live animals in the classroom, in our case the toad and the common salamander, can have a good influence on children’s attitude toward animals, while the direct contact helps them overcome their fears and prejudice against those animals.
Keywords:students, primary school, experiential learning, prejudice against animals, fear against animals


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