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Title:Raziskovalni pouk – pedagoški eksperiment z naravoslovno vsebino v tretjem razredu Osnovne šole Benedikt
Authors:ID Rogulj, Sanja (Author)
ID Rajšp, Martina (Mentor) More about this mentor... New window
Files:.pdf MAG_Rogulj_Sanja_2017.pdf (1,77 MB)
MD5: 4E408D9974D54B6047E177326815A1AA
PID: 20.500.12556/dkum/e038a063-45b1-4994-9f29-fc6f6b9e7d5f
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:Magistrsko delo z naslovom »Raziskovalni pouk – pedagoški eksperiment z naravoslovno vsebino v tretjem razredu Osnovne šole Benedikt« sestavljajo tri celote, ki se med seboj povezujejo: teoretični, empirični in praktični del. Teoretični del predstavlja trajnostni razvoj (njegovo definicijo in vlogo v vzgoji ter izobraževanju), naravoslovne kompetence (opredelitev kompetenc in naravoslovna pismenost slovenskih učencev, vloga učitelja pri načrtovanju razvoja omenjenih kompetenc ter naravoslovni postopki), raziskovalni pouk (opisi različnih avtorjev, njegov pomen, cilji, načela, pogoji itd.) ter začetno naravoslovje in pouk z raziskovanjem. V empiričnem delu so predstavljeni rezultati po-testa, s katerim smo ugotavljali znanje tretješolcev o snoveh in njihovih lastnostih po izvedbi pedagoškega eksperimenta. V praktičnem delu sta natančni učni pripravi, potek dela in evalvacija narejenega za eksperimentalno in kontrolno skupino. Ugotovljeno je, da raziskovalni pouk od učitelja zahteva dobro poznavanje učencev, iznajdljivost, usposobljenost za organizacijo in mnogo didaktičnega znanja. Učenci tretjega razreda ob tej strategiji pouka sicer potrebujejo veliko učiteljevega vodenja, vendar so za raziskovanje motivirani, predvsem zaradi njihove otroške zvedavosti. Sposobni so ob lastni aktivnosti graditi znanje o naravoslovnih vsebinah, ki je prav zaradi tega trajnejše.
Keywords:trajnostni razvoj, naravoslovne kompetence, raziskovalni pouk, spoznavanje okolja, tretji razred
Place of publishing:Maribor
Publisher:[S. Rogulj]
Year of publishing:2017
PID:20.500.12556/DKUM-66706 New window
UDC:37.091.3:5(043.2)
COBISS.SI-ID:23328008 New window
NUK URN:URN:SI:UM:DK:TBIMPFQ1
Publication date in DKUM:19.09.2017
Views:2131
Downloads:294
Metadata:XML DC-XML DC-RDF
Categories:PEF
:
ROGULJ, Sanja, 2017, Raziskovalni pouk – pedagoški eksperiment z naravoslovno vsebino v tretjem razredu Osnovne šole Benedikt [online]. Master’s thesis. Maribor : S. Rogulj. [Accessed 8 April 2025]. Retrieved from: https://dk.um.si/IzpisGradiva.php?lang=eng&id=66706
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:06.07.2017

Secondary language

Language:English
Title:Inquiry-based learning – pedagogical third grade natural science experiment at the Primary school Benedikt
Abstract:Master thesis entitled » Inquiry-based learning: Pedagogical third grade natural science experiment at the Benedikt Primary school « is divided into three complementary parts: theoretical part, empirical part and practical part. Theoretical part presents sustainable development (its definition and role in upbringing and education), scientific competences (definition of these competences, Slovenian students' skills in science, teachers' role in development of mentioned competences and pedagogical processes in science education), inquiry-based learning (various author's descriptions, its meaning, goals, principles, conditions etc.), initial science education and experimental learning. Empirical part encompasses the results of after-test, that we used in order to determine the knowledge of third-graders about substances and their characteristics after performing a pedagogical experiment. Practical parts includes two thorough lesson planes, workflow and work evaluation of experimental and control group. The findings are that inquiry-based learning requires a very good teacher's knowledge about the students, resourcefulness, organization skills and detailed knowledge of pedagogy. In inquiry-based learning, third-grade students need good leadership from the teacher, but they are very motivated for exploration, especially because of their “children’s curiosity”. They are able to build sustainable knowledge about scientific contents while taking part in inquiry-learning activities.
Keywords:sustainable development, science competences, inquiry-based learning, science education, third grade


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