Search

Vrt, kot ga poznamo v splošnem, je življenjski prostor nekaterih rastlinskih in živalskih vrst, koristnih z vidika človeka, širši pomen pa dobi, če ga uporabljamo kot del učnega procesa. Šolski vrt je vrt, ki je v neposredni bližini šole in je namenjen učiteljem in učencem, da zanj skrbijo, se ob njem učijo in spoznavajo nove vsebine. Slovenske šole so že v 19. stoletju uporabljale šolski vrt za poučevanje, predvsem tiste, ki so bile v podeželskem okolju. Ne le na Slovenskem, tudi drugod po svetu so nekoč šolske vrtove uporabljali predvsem za učenje samooskrbe, znanja in veščin o vrtnarjenju in dejavnosti kmetijstva. Po tem, ko je bila uporaba šolskih vrtov v Sloveniji nekaj desetletij v zatonu, se je pred nekaj leti njihova uporaba ponovno začela uveljavljati. To spodbujajo tudi razni projekti, kot so Ekošola, Šolski ekovrtovi in drugi, ki šolam pomagajo s postavitvijo vrta in z raznimi delavnicami in ter projekti pomagajo učiteljem, da je delo na vrtu z njihovimi učenci kar najbolj učinkovito. Učenje na šolskem vrtu pri učencih krepi povezanost z naravo in ima pozitivne učinke na kakovostnejši kognitivni, socialni, akademski ter socialni razvoj, prav tako pa spodbuja samostojnost, kreativnost in zavedanje pomembnosti lastne pridelave živil. Zaradi prednosti, ki jih ponuja delo na šolskem vrtu kot del pedagoškega procesa, smo se odločili raziskati mnenja in stališča slovenskih razrednih učiteljev o uporabi vrta pri poučevanju. Poleg tega smo želeli izvedeti, kako pogosto, kdaj in pri katerih vsebinah razredni učitelji le-tega uporabljajo pri poučevanju. Pripravili smo spletni anketni vprašalnik in ga po e-pošti poslali vsem osnovnim šolam v Sloveniji. Dobili smo 165 ustrezno izpolnjenih anketnih vprašalnikov. Odgovori so pokazali, da velika večina razrednih učiteljev poučuje na osnovnih šolah, ki šolski vrt imajo, preostali pa bi si to možnost v večini želeli, predvsem zaradi izkustvenega učenja. Malo manj kot tri četrtine učiteljev, ki imajo možnost poučevanja na šolskem vrtu, le-tega tudi uporablja pri poučevanju, in sicer med dvakrat in šestkrat letno, predvsem nenačrtovano in v okviru naravoslovnih vsebin. Rezultati naše raziskave kažejo tudi na to, da se učitelji najbolj strinjajo s tem, da delo na šolskem vrtu spodbuja ljubezen do narave, praktičnega učenja in dela ter ponuja možnost preživljanja časa v naravi. Kljub zavedanju pozitivnih učinkov, ki jih prinaša šolsko vrtnarjenje, pa učiteljem največjo oviro pri večjem vključevanju vrta v pouk predstavlja finančni vidik oskrbe šolskega vrta. A garden, as we know it in general, is a natural habitat of plant and animal species beneficial for humans. It gets a wider meaning if we use it as a part of a school process and lessons. A school garden is a garden that is in the immediate vicinity of the school. It is intended for teachers and students to take care of it, learn from it and with its help learn about new content. Slovenian schools, especially rural schools, have used school garden for teaching as early as the 19th century. Also elsewhere in the world school gardens were used for teaching children about agruculture and self-sufficiency. After the use of school gardens in Slovenia was in decline for several decades, a few years ago their use began to rise again. Teachers are now getting help with the beginnings of gardening and garden care through various programs such as Ekošola and Šolski ekovrtovi. These programs provide different workshops for children and teacher education on gardening. Learning in the school garden strengthens students' connection with nature and has positive effects on better cognitive, social, academic and social development, as well as it encourages independence, creativity and awareness of the importance of their own food production. Due to the advantages offered by working in the school garden as part of the pedagogical process, we decided to research the opinions and attitudes of Slovenian class teachers towards the use of school gardens in teaching. In addition, we wanted to find out how often, when and in what content class teachers use it in teaching. We prepared an online survey questionnaire and sent it by e-mail to all primary schools in Slovenia. We received 165 completed questionnaires. The answers showed that the vast majority of class teachers teach in primary schools that have a school garden, while the rest would like this opportunity, mainly because of experiential learning. Slightly less than three quarters of teachers who have the opportunity to teach in the school garden also use it in teaching, between two and six times a year, mostly unplanned and within the framework of science subjects. The results of our research also show that teachers most agree that working in the school garden promotes a love of nature, practical learning and work, and offers the opportunity to spend time in nature. Despite the awareness of the positive effects that school gardening brings, the biggest obstacle for teachers in greater involvement of the garden in the lessons is the financial aspect of school garden care.

Šolski vrt se kot učilo pri bioloških vsebinah uporablja že od sredine devetnajstega stoletja. V Sloveniji ima veliko osnovnih šol šolski vrt, ki ga pogosteje uporabljajo izven okvira rednega pouka. Eden od razlogov za to je pomanjkanje didaktičnega materiala, s katerim bi lahko dosegali cilje učnih načrtov s pomočjo gojenja rastlin na šolskem vrtu. Aktivno učenje s pomočjo gojenja rastlin na šolskem vrtu se je v številnih raziskavah izkazalo za učinkovito, tako z vidika razumevanja učne snovi kot tudi razvijanja socialnih veščin in osebne rasti učencev. V magistrskem delu smo analizirali biološke vsebine po celotni vertikali učnih načrtov za osnovne šole in izbrali učne cilje, kjer je možno kot učilo uporabiti šolski vrt. Pri tem smo se osredotočili na cilje, ki se navezujejo na gojenje rastlin. Zasadili smo poskusni šolski vrt in praktično preizkusili ustreznost izbranih rastlin za uporabo pri pouku. Rezultat je izdelan koledar gojenja rastlin z naslovom Rastline na šolskem vrtu. Koledar predstavlja 14 rastlinskih vrst in je namenjen učiteljem kot orodje za poučevanje bioloških vsebin. Koledar poleg slikovnega gradiva vsebuje preglednico, ki označuje, kdaj lahko opazujemo določene rastlinske organe ali dele, ter predloge uporabe rastline pri pouku. V magistrskem delu smo predloge uporabe pri pouku razširili z razlagami, natančno opisali potek gojenja in opazovanja posamezne rastline ter celotnega šolskega vrta. A school garden has been used as a teaching aid in biological topics since the middle of the nineteenth century. In Slovenia, several primary schools have a school garden, which is often used outside the framework of regular classes. One of the reasons for that is the lack of teaching materials that would help achieve the curriculum’s objectives with the help of cultivating plants in the school garden. Active learning with the help of cultivating plants in the school garden has proved to be highly effective in numerous researches, both in terms of understanding the subject matter and developing social skills and personal growth of the students. In the master’s thesis, we analysed biological topics from the whole vertical of the curriculums for primary schools and chose the learning objectives where it is possible to use the school garden as a teaching aid. In the process, we focused on the objectives, which relate to cultivating plants. We planted an experimental school garden and practically tested the appropriateness of the selected plants for the use in class. The result is the calendar of cultivating plants with the title Plants in the school garden (Rastline na šolskem vrtu). The calendar presents 14 botanical species and is intended for teachers as a tool to teach the biological contents. Besides the graphics, the calendar also includes a table, which marks, when we can observe certain plant organs or parts, and suggestions for the use of the plant in class. In the master’s thesis, we expanded the suggestions for the use in class by explanations, thoroughly described the course of cultivating and observing each plant and the whole school garden.

V magistrskem delu smo raziskali vključevanje šolskega vrta v vzgojno-izobraževalni kontekst delovanja Osnovne šole Mladika. Magistrsko nalogo sestavljajo tri ključne celote – teoretični, empirični in praktični del. V teoretičnem delu je predstavljeno izkustveno učenje (metode, načela, faze…), vrt in šolski vrt, projekta Ekošola in Šolski ekovrtovi, učenje izven učilnice in pa sama Osnovna šola Mladika (kjer je potekala empirična raziskava). V empiričnem delu je predstavljena raziskava, ki je narejena na vzorcu 212 učencev Osnovne šole Mladika (v raziskavo so zajeti vsi na dan izvajanja raziskave v šoli prisotni učenci 2. in 3. triletja). V raziskavi je ugotovljeno, da je znanje o šolskem vrtu dokaj splošno, je pa iz odgovorov otrok možno razbrati, da učenci poznajo namen vrta, ki je dober vir lastne hrane. Vedenje in mnenje otrok o šolskem vrtu glede na spol je približno enako, vendar so deklice vseeno bolj zavzete za vrt. Glede na starost pa, kot po pričakovanjih, največje zanimanje izkazujejo učenci drugega triletja. Zanimanje za vrt je starejšim učencem pošlo. Obstaja pa relativno majhna razlika o ravnanju otrok z šolskim vrtom glede na obiskovanje interesne dejavnost. Znanje učencev o tem kaj se na vrtu prideluje in kateri pripomočki se uporabljajo je dokaj slabo in splošno. In the master's thesis we researched the inclusion of the school garden in the educational context of functioning of the Mladika Primary School. This master’s thesis consists of three key parts - theoretical, empirical and practical part. The theoretical part presents experiential learning (methods, principles, phases ...), the garden and the school garden, the Eco-School and School eco-gardens projects, learning outside the classroom, and the Mladika Primary School itself (where the empirical research was conducted). The empirical part presents a research based on a sample of 212 pupils of the Mladika Primary School (the research includes all pupils of the 2nd and 3rd triennium present at the day of the research). The research established that knowledge of the school garden is rather general, but it can be seen from the children's answers that the pupils know the purpose of the garden, which is a good source of their own food. The behaviour and opinion of children about the school garden according to gender is more or less the same, but girls are still more enthusiastic about the garden. In terms of age, pupils of the second triennium show the greatest interest, as expected. The interest in the garden among older pupils was lost. There is, however, a relatively small difference in the children’s treatment of school garden considering the attendance of an optional compulsory activity. Pupils' knowledge of what is grown in the garden and what utensils are used is rather poor and general.

V sodobnem šolstvu vse pogosteje naletimo na programe in dejavnosti, ki v proces učenja vključujejo tudi šolski vrt. Šolski vrtovi imajo po mnenju številnih avtorjev mnoge pozitivne učinke, kljub temu pa se šole pogosto srečujejo s številnimi ovirami ob oblikovanju šolskega vrta. V želji, da razrešimo vsaj nekatere težave, povezane z ustanovitvijo in vzdrževanjem šolskega vrta, nas je zanimalo, koliko zanimanja za delo na šolskem vrtu imajo učenci ter kakšna so njihova stališča do biologije in določenih tem z rastlinsko tematiko. V raziskavi je sodelovalo 387 učencev 6., 7., 8. in 9. razreda osnovnih šol iz Ljubljane in Škofje Loke. Med učence smo razdelili anonimne vprašalnike s tremi vsebinskimi sklopi vprašanj (zanimanje za rastlinske teme, zanimanje za delo na šolskem vrtu, odnos učencev do pouka biologije oziroma naravoslovja). Odgovore enega sklopa smo obdelali z osnovno statistično analizo, vprašanja dveh sklopov pa s faktorsko analizo. Med odgovori učencev različnega spola, razreda in kraja šolanja so bile večinoma statistično pomembne razlike. Pokazale so se tudi srednje močne do močne korelacije med dobljenimi faktorji, kar pomeni, da obstaja povezava med zanimanjem za biologijo in za posamezne rastlinske skupine, ki jih je mogoče poučevati v šolskem vrtu. Na temelju odgovorov učencev in učnih načrtov za biologijo in naravoslovje za slovenske šole lahko zaključimo, da bi z ustreznim projektiranjem lahko oblikovali šolski vrt, ki bi bil enostaven za vzdrževanje, zanimiv za učence in uporaben za pouk biologije in naravoslovja. In modern education, we increasingly encounter programs and activities that include a school garden in the process of learning. According to many authors, school gardens have many positive effects, but nevertheless, schools often encounter numerous obstacles when designing a school garden. In order to solve at least some of the problems associated with the establishment and maintenance of a school garden, we were exploring how much interest in working in a school garden students have and what are their attitudes to biology and specific topics related to plants. There were 387 6th to 9th graders from schools in Ljubljana and Škofja Loka participating in the survey. Anonymous questionnaires with three sets of questions (interest in plant related themes, interest in school garden work, attitudes to biology or science lessons) were distributed among the students. The answers to one set of questions were processed with basic statistical analysis, and the other two sets of questions were analyzed by factor analysis. The answers of students of different sexes, classes and places of education mostly showed statistically significant differences. Also medium-to-strong correlations between the obtained factors were shown, which means that there is a connection between interest in biology and individual plant groups that can be taught in a school garden. Based on the students’ answers and the curricula for biology and science in Slovene schools, we can conclude that with proper designing it would be possible to create a school garden that would be easy to maintain, interesting for students and useful in teaching biology and science.

Z zaključnim delom smo predstavili učni vrt kot raziskovalno (geografsko) učilnico. Menimo, da je učni vrt učencem v pomoč pri razumevanju naravnogeografskih vsebin, lokalnega okolja ter pri izoblikovanju okoljskih vrednot. V njem potekajoči pouk je v veliki meri praktično, raziskovalno in medpredmetno zasnovan, s čimer se učenci učijo kompleksnega razmišljanja in učenja za življenje. Didaktično uporabnost učnih vrtov so potrdili tudi rezultati naše raziskave. Izvedli smo jo na osnovi pedagoškega eksperimenta, v katerem smo načrtovali, izvedli in ovrednotili praktični preizkus učenja na učnem vrtu z izbrano skupino učencev, ter na osnovi anketiranja učiteljev šestih vzgojno-izobraževalnih ustanov z učnim vrtom ter intervjuvanja dveh ravnateljic. Poizvedovali smo, v katere namene ga koristijo, kako pogosto, pri katerih predmetih, katere so njegove prednosti, ali se soočajo s kakšnimi težavami idr. Ugotovili smo, da sodelujoči v raziskavi prepoznavajo uporabno vrednost učnega vrta, da je pogostost njegove uporabe odvisna od predmeta, ki ga poučujejo (sodelujoči so izpostavili naravoslovne predmete) ter da so učenci pri izvajanju aktivnosti na vrtu bolj motivirani kakor v učilnici. Na primeru dobrih praks že vzpostavljenih učnih vrtov, pri katerih smo sodelovali v okviru ERM-centra FF UM, smo pripravili napotke za načrtovanje in vzdrževanje učnih vrtov. Zasnovali smo jih po metodah permakulture. Možnosti načrtovanja in izvajanja pouka geografije na učnem vrtu smo preverili v aktualnih učnih načrtih za geografijo v osnovni šoli in na gimnaziji (splošni, klasični in ekonomski). Na osnovi izbranih učnih ciljev smo ob upoštevanju medpredmetnih korelacij izbrali tiste učne metode, za katere menimo, da so za učenje na vrtu najustreznejše in na podlagi tega oblikovali primere učnih aktivnosti. Vključili smo naslednje učne metode: učni eksperiment, demonstracijo, analizo, »brainstorming« (možganska nevihta) in učni razgovor. S pedagoškim eksperimentom smo načrtovano učno delo tudi izvedli in ga s samorefleksijo v praksi preverili na učnem vrtu OŠ Gustava Šiliha Maribor. A learning garden as a research geographical classroom is presented in the final work. We believe that with its help students understand the natural geographical content, the local environment and form the environmental values better. Teaching in the learning garden is mostly practical, research and interdisciplinary oriented, students learn complex thinking and learn for life. The didactic usefulness of the learning gardens was confirmed by the results of our research that based on a pedagogical experiment in which we planned, implemented and evaluated the practical learning garden test with a selected group of students, and based on a survey of teachers from six educational institutions with learning gardens and interviews of the two principals. The purposes of its use, frequency, school subjects it is used for, its advantages, or any experienced difficulties were inquired in the research. We found out that survey participants recognize the usefulness of learning gardens value, that the frequency of its use depends on the subject they are teaching (the participants emphasized science subjects), and the fact that the students are more motivated in garden activities rather than classroom activities. Based on the FF UM ERM Centre learning gardens good practice projects we participated in, design and learning gardens maintenance guidelines were prepared and designed according to permaculture methods. The possibilities of planning and implementing geography teaching in a learning garden was verified in the current primary school and gymnasium (general, classical and economical) geography curriculum. On a basis of the selected learning objectives, considering the cross-curricular correlations, in our opinion, the most appropriate garden learning teaching methods were selected, and examples of learning activities were created. The included learning methods were learning experiment, demonstration, analysis, brainstorming and learning conversation. With the pedagogical experiment, the planned work was carried out and implemented in practice at primary school Osnovna šola Gustava Šiliha Maribor by self-reflection.

Namen magistrskega dela je raziskati stanje šolskih vrtov v Pomurju. Cilj dela je bil predstavitev in zbiranje številčnih podatkov o pomurskih šolah, ki imajo šolske vrtove, ter analiza stanja šolskih vrtov na posameznih šolah. Raziskavo smo izvedli v dveh ločenih delih, in sicer z dvema anketnima vprašalnikoma. Prvi del smo izvedli s pomočjo spletnega anketnega vprašalnika, kjer je sodelovalo 38 pomurskih osnovnih šol, drugega smo izvedli z nestrukturiranim intervjujem, kjer je vzorec zajemal 9 pomurskih osnovnih šol, ter s fotografiranjem vrtov. Podrobna analiza podatkov, pridobljenih z intervjujem, zajema: vrste vrtov in rastlin, velikost in lokacijo vrta, pripomočke vrta, opravila na šolskem vrtu, organiziranost in izgradnjo vrta ter vključenost pomurskih osnovnih šol v projekte, vključenost učencev in staršev v delovanje vrta, uporabo pridelkov z vrta ter varnost učencev na vrtu. V teoretičnem delu magistrskega dela so predstavljeni pomurska regija, naravne danosti te regije, pomen šolskih vrtov za razvoj regije, naravoslovne vsebine iz učnih načrtov prvega in drugega triletja, ki vključujejo dejavnosti, povezane s šolskim vrtom, definicije šolskega vrta in opredelitve vrst šolskih vrtov. V empiričnem delu smo povzeli praktične izkušnje šol s šolskimi vrtovi v Pomurju in jih statistično ovrednotili. Predstavljene so dejavnosti, ki popularizirajo izobraževanje, povezano s šolskim vrtom in ga delajo še dostopnejšega. The purpose of the master research work is to investigate the state of school gardens in Pomurje. The aim of the study was to present and collect data from Pomurje schools with school gardens and analyze the state on individual schools. The research was carried out in two separate steps, with two different questionnaires. The first part was carried out with the an online questionnaire sended to 38 Pomurje primary schools, the second was conducted with an unstructured interview on 9 Pomurje primary schools with photographing of gardens. A detailed analysis of the data, obtained through the interview, includes: types of gardens and plants, size and location of the garden, garden accessories, work at the school garden, organization and construction of the garden, and involvement of Pomurje elementary schools in projects, involvement of pupils and parents in the garden work, use of plant crops from the garden, and the safety of pupils in the garden. The theoretical part of the master thesis presents the Pomurje region, the natural features of the region, the importance of school gardens for the development of the region, the naturala sciences content of the curricula from the first and second triennial, which include activities related to the school garden, the definitions of the school garden and the definition of the types of school gardens. In the empirical part we summarized the data about practical experience of schools with school gardens in Pomurje and statistically evaluated them. We present activities that promote education related to the school garden and make it more accessible.

Šolski vrt daje možnosti za izkušenjsko učenje o zdravem načinu prehranjevanja, pri čemer se otroci ozaveščajo o izvoru hrane, o razvoju, pridelavi in predelavi vrtnin. Le z aktivnim sodelovanjem pri takšnih dejavnostih bodo lahko kot odrasli člani družbe zavestno odločali o tem, kakšno hrano bodo jedli, kako bodo ravnali z zemljo, ki je vir preživetja, ter si prizadevali za samooskrbo našega naroda. Neposreden stik z delom kmeta prispeva k boljšemu odnosu do zelenih poklicev in k odločanju za zaposlitev v poklicih, ki so prijazni do okolja. V raziskavi smo raziskali, koliko otroci prve triade poznajo vrtnine, njihov izvor in razvoj ter ali lahko z aktivnim vključevanjem v dejavnosti pridelave hrane izboljšamo njihovo znanje o vrtninah in odnos do uživanja vrtnin. Preverjali smo tudi, ali z vključevanjem otrok v dejavnosti, pri katerih dobijo neposredne izkušnje z delom kmeta, izboljšamo odnos do poklica kmeta. Dejavnosti smo pripravili in izvajali s skupino otrok iz prve triade, ki je v šoli obiskovala naravoslovni krožek. Pol leta smo obdelovali šolski vrt, na katerem smo posadili in posejali zelenjavo, žito, zelišča in jagode, zanje skrbeli ter si ob primernem času iz lastnih pridelkov pripravili okusne malice. Aktivnosti na vrtu smo tesno povezali z dejavnostmi na ekološki kmetiji Pôrta, kjer so otroci spoznavali še druge vidike, povezane z ekološko pridelavo hrane – spoznavali smo delo kmeta, pomen ekološkega kmetijstva, pomen domačih živali na kmetiji in živali v vrtnih tleh, predelavo žita, orodje in kmetijske stroje. Individualne intervjuje smo pred dejavnostmi in po njih izvedli z eksperimentalno in kontrolno skupino. Otroci, ki so pri dejavnostih sodelovali, so bili pri drugem intervjuvanju veliko uspešnejši pri prepoznavanju in poimenovanju vrtnin ter so imeli občutno natančnejšo predstavo o njihovem razvoju. Dokazali smo, da izkušnje s pridelavo in pripravo vrtnin pozitivno vplivajo na stališča otrok do uživanja vrtnin, saj so jih imeli po dejavnostih raje kot prej. Izboljšal se je tudi njihov odnos do poklica kmeta. Ugotavljamo, da pridelava hrane na šolskem vrtu omogoča spoznavanje zakonitosti narave, spodbuja zdrav življenjski slog, vzgaja za trajnostni razvoj in vključuje učenje z glavo, srcem in rokami. Vrtnarjenje otrokom veliko pomeni in delo na vrtu bi moralo postati obvezen del aktivnosti na vsaki vzgojno-izobraževalni enoti. A school garden offers possibilities for experimental learning about healthy eating, whereas children raise awareness about the origin of the food, about development, growing and processing of vegetables. Only through active participation in such activities will we be able to make better-informed choices about what food to eat, how to treat the earth, which is a source of livelihood, and strive for the self-sufficiency of our nation. A direct contact with the work of a farmer can improve the attitude towards the green professions and towards taking decision about employment in environmentally friendly professions. In our research, we investigated how much children of the first triad know vegetables, their origin, as well as development, and if we can improve the knowledge of children and their attitude towards eating vegetables with active involvement in activities of growing food. By integrating the children in activities which provide direct farm work experiences, we also examined if we can improve the attitude of the children towards the profession of a farmer. We prepared the activities with the group of children from the first triad that attended the natural science class in school. For half a year, we cultivated the school garden and planted vegetables, cereals, herbs and strawberries, looked after them and, at the appropriate time, we prepared tasteful snacks from our own products. The activities in the garden were closely associated with the activities at the organic farm Porta, where children became acquainted with organic food production – we learned about the farmer’s work, the meaning of organic farming, of domestic farm animals, as well as animals that live in the garden soil, the processing of cereals, agricultural implements and machines. Before and after the activities, we made individual interviews with the experimental and control group. Children who were involved in the activities were much better in recognising and naming of vegetables. They had also a much more precise idea about development of vegetables. We proved that the experiences with growing and processing of vegetables have a positive impact on the view of children about eating vegetables since they liked them more after the activities than before. Their attitude towards the profession of the farmer improved as well. We noted that growing vegetables in school garden enables the discovery of the lawfulness of nature, enhances a healthy lifestyle, educates us for sustainable development and includes learning with head, heart, and hands. Gardening has great importance for children and it should become an obligatory part of activity in every educational unit.