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V dokumentu Dnevi dejavnosti Ministrstva za izobraževanje, znanost in šport poleg predlogov vsebin in lokacij naravoslovnih dni zasledimo tudi učne poti, ki za šolo niso obvezujoče, so pa navedene kot predlog možne izvedbe, ki ga lahko vključimo bodisi v redni pouk ali dneve dejavnosti. Tako lahko velik del kurikularnih ciljev dosežemo tudi v zunanjih okoljih s t. i. izobraževanjem na prostem, s pomočjo učnih poti, in ne le tradicionalno v učilnici. Poleg tega učne poti obogatijo vzgojno-izobraževalni proces osnovnošolskega izobraževanja. V magistrskem delu je v teoretičnem delu opredeljen pouk na prostem, ki se opira na pristop izkustvenega učenja, in vpliv narave na celostni razvoj otroka ter učna pot kot metoda izkustvenega učenja in poučevanja na prostem. V praktičnem delu je predstavljena (pravljično-doživljajska) učna pot Polhov doživljajski park v Polhovem Gradcu in pripadajoča učna priprava, po kateri je bila izpeljana učna pot za učence drugega razreda osnovne šole. V okviru empiričnega dela smo z raziskavo želeli ugotoviti, ali (pravljično-doživljajska) tematska učna pot Polhov doživljajski park temelji na pridobivanju novega znanja ali je v ospredju gibanje ali zgolj uživanje in doživljanje narave. S tem namenom smo preučili učno pot, sestavili vprašalnik ter predpreizkus in popreizkus znanja za 31 učencev drugega razreda osnovne šole. S kontrolnim opazovalnim seznamom in merilniki srčnih frekvenc smo analizirali, kateri deli učne poti najbolj spodbujajo aktivno gibalno dejavnost učencev. S podatki iz raziskave smo prikazali, da tematska učna pot s kognitivnimi, socialnimi, emocionalnimi in gibalnimi cilji uspešno uresničuje cilje, zapisane v učnem načrtu za prvo triletje osnovnošolskega izobraževanja, ter kot pričakovano temelji na pridobivanju novega znanja, gibanju ter uživanju in doživljanju narave. Z rezultati smo dokazali, da tematska učna pot poglablja in razširja znanje učencev, pozitivno vpliva na njihovo socialno in emocionalno področje (sodelovanje, počutje) in mnenje o učni poti ter spodbuja aktivno gibalno dejavnost učencev. Z raziskavo smo želeli spodbuditi pedagoške delavce k razmisleku o pogostejšem vključevanju učnih poti v redni pouk osnovnošolskega izobraževanja, saj tovrstno učenje v naravi oz. gozdu nudi celostno učenje – učenje za življenje. Along with proposals for content and locations for science days, the document of the Slovenian Ministry of Education, Science and Sport on school activity days also mentions educational trails, which are not mandatory for schools, but are proposed as a possible enrichment of either regular classes or activity days. They allow achieving a large part of curricular objectives as part of so-called outdoor education, and not just traditional teaching in the classroom. Moreover, the use of educational trails enriches the educational process of primary schools. The theoretical part of this master’s thesis defines outdoor education, which is based on the philosophy of experiential learning, as well as the impact of nature on holistic development of the child and educational trails as a method of experiential learning and outdoor teaching. The empirical part presents the (fairytale/adventure) educational trail Dormouse Adventure Park (Polhov doživljajski park) in Polhov Gradec and the accompanying lesson plan that was used for a visit to the educational trail with a group of second grade students. As part of our empirical research, we wanted to establish whether the educational trail Dormouse Adventure Park is focused on acquiring new knowledge, movement in the outdoors, or simply enjoying and experiencing nature. To this end, we examined the educational trail, compiled a questionnaire and a pre- and post-test for 31 second-grade students. Checklists and heart rate monitors were used to analyze which parts of the trail stimulate students’ motor activity the most. The data from the research show that the educational trail incorporates cognitive, social, emotional and motor objectives, successfully addressing the objectives set in the education plan for the first three years of primary school. As was expected, the trail is focused on acquiring new knowledge, on movement, as well as enjoying and experiencing nature. Our results show that the educational trail deepens and expands students’ knowledge, has a positive effect on their social and emotional area (participation, wellbeing) and opinion on the educational trail, and promotes students’ physical activity. The research was aimed at encouraging educators to consider incorporating visits to educational trails in their regular classes in primary schools more often, linking such trails more with schools, as outdoor education promotes integrated learning, which is learning for life.The research was aimed at encouraging educators to consider incorporating visits to educational trails in their regular classes in primary schools more often, linking such trails more with schools, as outdoor education promotes integrated learning, which is learning for life.

Magistrsko delo predstavlja geografsko-zgodovinsko učno pot v Šmartnem pri Litiji. Namen dela je bil zasnovati geografsko-zgodovinsko učno pot v neposredni okolici Osnovne šole Šmartno pri Litiji in tako osnovnošolcem zadnje triade ponuditi dodatne geografsko-zgodovinske učne vsebine in možnost izvedbe pouka na terenu z učnimi metodami, ki jih je mogoče izvajati le na terenu. Učencem je delo na terenu zelo zanimivo in jim predstavlja izkušnjo, ki je precej drugačna od običajne izvedbe pouka v šolski učilnici. Pri pregledu vseh učnih poti v Sloveniji smo ugotovili, da se v neposredni bližini nahaja le gozdna učna pot Slatna, ki ponuja le naravoslovne vsebine (biogeografija, pedogeografija in geologija). Okolica osnovne šole ponuja pester nabor tako geografskih kot tudi zgodovinskih vsebin, ki bi jih bilo smiselno vključiti v novonastalo učno pot. Učenci lahko preko teh vsebin temeljito spoznavajo geografske in zgodovinske značilnosti kraja. Analiza učnih načrtov za geografijo in zgodovino je pokazala, da bi bilo smiselno predlagati dopolnitve vsebin vezane na domači kraj z okolico, zato smo v ta namen predlagali 20 konkretnih dopolnitev z območja Šmartna pri Litiji z okolico. Zasnovali smo učno pot z učnim listom in kartografskim gradivom s šestimi točkami, ki se navezujejo na izbrane geografske in zgodovinske značilnosti kraja. Izvedba in evalvacija učne poti z učenci osmega in devetega razreda osnovne šole je pokazala, da imajo učenci zelo pozitivno mnenje o izvajanju terenskega dela ter da je njihovo znanje o domačem kraju bistveno boljše od primerjalne testne skupine učencev, ki se učne poti niso udeležili. Tudi intervju z učiteljico geografije in zgodovine je potrdil, da terensko delo predstavlja dodano vrednost v učnem procesu. Učna pot se je pokazala kot učinkovit in motivacijski način pouka geografije in zgodovine izven učilnice ter drugačno izkušnjo za učence. This master thesis focuses on a Geography and History Educational Trail in Šmartno pri Litiji. The thesis has aimed to create a geography and history educational trail in the vicinity of the Primary School in Šmartno pri Litiji, to offer new geographical-historical learning content to the third triad of primary school and the possibility to perform fieldwork with methods which can only be performed outside the classroom. Students find fieldwork interesting and as experience, quite different from usual lessons in the classroom. In the analysis of all educational trails in Slovenia, we found out that the only educational trail located in the vicinity of the primary school, offers only Natural Science content (biogeography, pedology and geology). The surroundings of the primary school offer a various set of geographical and historical content which could be included in the newly formed educational trail. Through these learning content, students can thoroughly learn the geographical and historical characteristics of their hometown. The analysis of geography and history primary school curricula shows that it is meaningful to suggest supplements to the existing learning content related to the hometown. Therefore, we have proposed 20 concrete supplements from the area of Šmartno pri Litiji municipality. We have created an educational trail with six educational point locations and tasks for each of them. In addition, we have created cartographic material to support worksheet exercises. The educational trail was carried out with students from the eighth and ninth grades. Its evaluation showed their positive attitudes towards fieldwork and better knowledge compared to the test group of students who didn't attend it. An interview with a geography and history teacher confirmed that fieldwork represents added value in the learning process. This newly created educational trail proves to be an effective and motivational way of teaching geography and history outside the classroom and gives students a different experience in the learning process.

V diplomskem delu je predstavljena tehnika obogatene resničnosti z izvedbo na primeru učne poti ob reki Hubelj. Izvedena je bila raziskava trga glede obstoječih aplikacij na področju obogatene resničnosti. Predstavljene so aplikacije s področja didaktike in izobraževanja in nekatere referenčne aplikacije z drugih področij, ki so primer dobre prakse. Pri pregledu stanja raziskav so bili raziskani tudi različni programi za izdelavo aplikacij ter predstavljeni določeni pojmi s področja obogatene resničnosti. Eksperimentalni del vsebuje podrobno opisane korake za izdelavo aplikacije. Tu so predstavljeni koraki izdelave od začetnih grafik do končne aplikacije. Eksperimentalni del vsebuje tudi preizkus aplikacije ter predstavitev programov in orodij, potrebnih za izdelavo grafik in aplikacije. Uporabljeni programi in orodja so bili program Unity ter oblikovalski program Adobe Illustrator. V rezultatih in razpravi je predstavljena aplikacija ter njeno delovanje. Aplikacija je bila preizkušena na učni poti in v različnih vremenskih razmerah. Testiranje je potekalo ob sončnem in deževnem vremenu. Rezultati so v diplomskem delu predstavljeni z zaslonskimi zajemi delovanja aplikacije v naravi ter na dejanskih tablah učne poti. V diskusiji je podana razlaga rezultatov, v zaključkih pa je delo ovrednoteno z vidika doprinosa dejanske uporabe obogatene resničnosti na učni poti ob Hublju. The diploma thesis is presenting an augmented reality technique that was realized for the Hubelj learning path. A market research was performed on the existing augmented reality applications the presented applications were from didactics, education and some applications from other fields for reference as they are a fine example of the practical use. Upon the review of state of the research, various software options were reviewed for the purpose of developing the application and certain concepts from the augmented reality field were presented. The experimental part contains in depth steps that were used to develop the application. In the beginning, we have the early steps of the application development, from initial graphics, to the finalized application. The experimental part also includes the testing of the application as well as the presentation of all the software programs and other tools necessary to design the graphics for the application. The programs used were Unity and the designer program Adobe Illustrator. In the results and discussion section we have the presentation of the application and its functional usage. The application was tested on the learning path in various weather circumstances ranging from sunny weather to rain. The results were presented in the diploma thesis with screenshots of the application in use on the field and on the particular signs where we have placed our scannable images. The research of the results is presented in the discussion section as well as the actual benefit that the application brings to the practical use for the augmented reality on the Hubelj learning path.

Magistrska naloga z naslovom Medpredmetno povezovanje športa in spoznavanja okolja na krožni učni poti na Brinjevo goro je sestavljena iz dveh delov, in sicer teoretičnega in praktičnega dela, ki se med sabo povezujeta. V teoretičnem delu so predstavljeni pojmi in vsebine, katerih poznavanje je nujno za nadaljnje razumevanje dela. Tako sta najprej predstavljena predmeta šport in spoznavanje okolja, v nadaljevanju pa je poudarek na medpredmetnem povezovanju in pojmu učne poti, prav tako je predstavljen pouk zunaj učilnice s poudarkom izkustvenega učenja in učinki takega načina izvajanja učenja. Na koncu teoretičnega dela smo predstavili še mesto Zreče in Brinjevo goro kot vrh zamišljene učne poti. V praktičnem delu smo načrtovali krožno učno pot na Brinjevo goro z različnimi konkretnimi aktivnostmi in postajami na tej poti, pri čemer je pri določenih aktivnostih večji poudarek na športu, pri nekaterih na spoznavanju okolja, pri določenih aktivnostih pa se ta dva predmeta med sabo prepletata in smiselno povezujeta. Vse načrtovane aktivnosti so ciljno usmerjene, primerne za učence prvega vzgojno-izobraževalnega obdobja in načrtovane na način, da so učenci čim bolj aktivni in svet spoznavajo izkustveno. Cilj magistrske naloge torej je, da učiteljem in ostalim predstavimo in ponudimo konkretno učno pot, po kateri se lahko odpravijo in hkrati usvajajo različne cilje športa in spoznavanja okolja, ob tem pa se navajajo na sodelovanje, medsebojno pomoč, strpnost in sprejemanje različnih mnenj, hkrati pa na celotni učni poti neposredno spoznavajo tudi pomen tempa in obremenitve telesa, različne naravne oblike gibanja in pomen varovanja okolja. This master’s thesis entitled Cross-Curricular Linking of the School Subjects Sports and Environmental Education on a Circular Route to the Hill Brinjeva gora consists of two parts: the theoretical and the practical part, which are interconnected. As part of the theoretical work, concepts and content are presented, the knowledge of which is necessary for further understanding of the work. Thus, the school subjects Sports and Environmental Education are presented first, followed by the emphasis on cross-curricular linking of both subjects and explaining the concept of a learning path. Further on, also lessons outside the classroom are presented with an emphasis on experiential learning and the effects of such a way of implementing learning. At the end of the theoretical part, the town Zreče and the hill Brinjeva gora as the top of an imaginary learning path are presented. The practical part shows a circular learning path to the hill Brinjeva gora which was planned with various concrete activities and stations on this path some activities were focusing more on Sports, some on Environmental Education, and in some activities these two subjects are intertwined and they connect meaningfully. All planned activities are goal-oriented, suitable for students of the first educational period, and planned in such a way that students are as active as possible and get to know the world experientially. The aim of this master's thesis is to present and offer teachers and others a concrete learning path along which they can go and simultaneously adopt different goals of the subjects Sports and Environmental Education, while getting used to cooperation, mutual help, tolerance, and acceptance of different opinions. At the same time, the learners also learn directly about the importance of the pace and weigh of their own bodies, various natural forms of movement, and the importance of preserving the environment through the entire learning path.

V magistrski nalogi je predstavljena novonastala tematska učna pot »Od kamna do železa«, ki smo jo zasnovali v sklopu projekta Interreg Slovenija-Hrvaška »Prehistory adventure« na Občini Radenci. Učna pot je sestavljena iz štirih točk, ki povezujejo prazgodovinska obdobja z dediščino novejšega časa turističnega kraja. Pot je speljana v zavarovano območje naselbinske, vrtnoarhitekturne dediščine in Nature 2000. Izdelano je bilo besedilo in materialno gradivo za štiri informacijske točke na učni poti. Učno pot smo utemeljili na geografskih in pedagoških vsebinah, ki so predstavljene v didaktičnem priročniku. Učna pot je opremljena z QR kodami, s pomočjo katerih lahko uporabniki dostopajo do nalog, predstavljenih v didaktičnem priročniku. Didaktični priročnik vsebuje podlago za posamezno točko, ki je sestavljena iz navedbe imena, lokacije, ciljev, pripomočkov, ciljne populacije, navodil za izvedbo in sinteze. Na vsaki točki je predstavljenih več nalog, tako da si obiskovalec lahko sam izbere, katere aktivnosti bo izvedel. Didaktični priročnik omogoča celovito doživljanje učne poti v izobraževalnem in turističnem namenu. The master's thesis presents the newly created thematic learning pathway "From Stone to Iron", which was designed as part of the project Interreg Slovenia-Croatia "Prehistory Adventure" in the municipality of Radenci. The learning pathway consists of four points that connect prehistoric periods with the heritage of modern times of a tourist destination. The path leads to the protected area of settlement, garden and architectural heritage and Natura 2000. Texts and materials for four information points on the learning pathway were produced. We based our learning pathway on geographical and pedagogical contents, which are presented in the didactic manual. The learning pathway is equipped with QR codes, with the help of which users can access the tasks presented in the didactic manual. The didactic manual contains the basis for each information point, which consists of an indication of the name, location, goals, aids, target population, instructions for implementation and synthesis. At each information point, several tasks are presented, so that the visitor can choose which activities he wants to perform. The didactic manual enables a comprehensive experience of the learning pathway for educational and tourist purposes.

Namen diplomske naloge je oblikovati naravoslovno gozdno učno pot za predšolske otroke po poti do gradu Vurberk. Naravoslovna gozdna učna pot poteka v celoti po gozdu in je opremljena z dejavnostmi, preko katerih so predšolski otroci v neposrednem stiku z naravo ter doživljajo naravno okolje z vsemi čuti. Na podlagi strokovne literature so v teoretičnem delu predstavljene naravoslovne učne poti, otrok in naravoslovje, raziskovanje in aktivno učenje otrok v naravi, vloga vzgojitelja pri raziskovanju in aktivnem učenju otrok v naravi in gozdu. Predstavljena sta tudi grad Vurberk in njegova okolica. V praktičnem delu je najprej opisano načrtovanje naravoslovnih dejavnosti, v nadaljevanju pa je predstavljena praktična izvedba naravoslovne gozdne učne poti. Aim of the diploma thesis is to design a natural science forest educational trail for preschool children to the Vurberk Castle. The natural science forest educational trail runs entirely through the forest and includes activities that allow preschool children to be in direct contact with nature and experience natural environment with all senses. Based on scientific literature, the theoretical part introduces natural science educational trails, children and natural science, children’s exploration and active learning in nature, role of the teacher in children’s exploration and active learning in nature, and forest. Vurberk Castle and its surroundings are also presented. The practical part first describes planning natural science activities, then presents a practical realization of the natural science forest educational trail.

Območje Iškega vršaja in Krima leži na južnem robu Ljubljanske kotline in spričo lege na stiku različnih pokrajinskih tipov predstavlja edinstveno območje s pestro naravno raznovrstnostjo. Na severu prehaja v mokrotni svet Ljubljanskega barja, na jugu se dvigajo dinarski masivi Krima in Menišije, celotno območje pa v veliki meri oblikuje reka Iška, ki je na prehodu iz ozke doline na ravninsko barje formirala obsežno nasutino erodirane kamnine – vršaj. Pod vplivom naravnogeografskih danosti so nastale specifične pedo in fitogeografske razmere, ki so v seminarski nalogi obravnavane bolj podrobno. Na podlagi obstoječe literature smo pripravili oris ključnih naravnogeografskih značilnosti območja s poudarkom na lastnostih prsti in rastlinstva. Zatem smo s pomočjo terenske analize zasnovali predlog učne poti, ki na poljuden način predstavi pred tem opisane geografske značilnosti in s tem strokovno vsebino naredi dostopno širšemu krogu – gre torej za interpretacijo okolja. V ta namen smo nadaljnje oblikovali informacijske table za vsako posamezno točko na učni poti ter izdelali spletno aplikacijo, ki človeka vodi po poti. The area of Iška alluvial fan and Krim is located on the southern edge of Ljubljana basin. Due to being in the contact zone of different landscape types it has a rich biodiversity. In the north it borders wetlands of Ljubljana marshes, on the south dinaric ranges of Krim and Menišija are rising above it and the whole area is greatly impacted by the river Iška, that formed an alluvial fan at the end of its narrow valley. Natural conditions created specific phytogeographical and pedogeographical features, that are thoroughly discussed in the following thesis. Based on the existing literature, we firstly created a general overview of the physiogeographical features of the area with an emphasis on soils and vegetation. Then, by field work, we conceived a proposition of a learning path, that would present earlier examined geographic features in a more simplified way. For this purpose, we designed information boards for each stop of the learning path. In addition, we also created an online application that guides a person through the path.

Namen magistrskega dela je bil zasnovati primer pouka izven učilnice za predmet zgodovine. Izbrali smo učno pot, ki se osredotoča na lokalno zgodovino in spoznavanje lokalnega okolja. Trasa učne poti je postavljena na območje Kraškega roba in nižje ležeče Bržanije. Območje je s svojo naravno in kulturno dediščino predstavljeno v prvem delu naloge. Sledijo pedagoški poudarki, namenjeni učiteljem, ki pripravljajo pouk izven učilnice, ter predstavitev vrst pouka izven učilnice. Pred terenskim pregledom območja smo s pomočjo relevantnih učnih načrtov postavili cilje učne poti po Kraškem robu. Predstavljena je tudi terenska analiza pripravljene poti in pripravljeno gradivo. Naloge na poti so namenjene učencem tretje triade osnovne šole. Ostali obiskovalci območja lahko preko geografskega informacijskega sistema na trasi učne poti dostopajo do informacij o lokalni naravni in kulturni dediščini. Magistrsko delo predstavlja izvedbo pouka na učni poti in evalvacijo učne poti. Zadnje poglavje opisuje mnenje lokalnih skupnosti o učni poti in morebitne težave, na katere lahko naletimo pri postavitvi učne poti. Magistrsko delo poudarja pomen raziskovanja lokalne naravne in kulturne dediščine. The purpose of the master's thesis is to design an example of class outside the classroom for the subject of history. We have chosen an educational trail that focuses on local history and local environment. The route of the educational trail is set in the area of the Karst edge and the lower lying Bržanija. The area is presented with its natural and cultural heritage in the first part of the master's thesis, followed by pedagogical highlights intended for teachers who prepare classes outside the classroom, as well as presentation of types of classes outside the classroom. The objectives of the educational trail along the Karst edge were set up using relevant curricula prior to the field inspection of the area. The field analysis of the chosen path and study material is presented. The tasks on the way are intended for pupils of the third triad of elementary school. Other visitors to the area can access information on the local natural and cultural heritage through the geographic information system on the educational trail. The first class performed on the educational trail and the evaluation of the educational trail is also presented in the master's thesis. In the last chapter we present the opinion of local communities about the educational trail and possible problems that we may encounter when setting up the educational trail. The master's thesis emphasizes the importance of exploring the local natural and cultural heritage.

Učno pot smo naredili z namenom, da bi mladim privzgojili odnos do narave, da bi jo znali ceniti, jo varovati in na neškodljiv način izkoriščati da bi bilo njihovo spoznavanje narave v šoli obogateno z izkušnjami, ki jih lahko pridobijo samo izven učilnice. Pregledali smo zgodovino in pomen učnih poti v Sloveniji in v tujini. V tujini so bolj znane pod imenom interpretacijske poti in jim pripisujejo velik pomen. Pregledali smo območje, kjer bi učna pot lahko potekala, popisali floro tega območja in načrtovali različne točke na poti. Za vsako točko smo oblikovali po nekaj dejavnosti, ki bi jih učenci v okviru pouka tam lahko izvedli. Poleg dejavnosti so pri vseh točkah dodana še teoretična izhodišča za vsakogar, ki ga pot zanima. Učna pot je sestavljena iz dveh delov. Prvi del je bolj oddaljen od Osnovne šole Rovte, zato bi prišel v poštev za uporabo uporabo v šoli, ko bi imeli na razpolago več časa (npr. za naravoslovni dan). Drugi del je v neposredni bližini šole in je primeren za obisk tudi med poukom. Prvi del sestavlja 5 točk, drugega pa 3. Pot je sestavljena tako, da si njen obiskovalec lahko sam izbere, ali bo prehodil celotno pot ali si bo ogledal le nekaj točk na njej. Prav tako so pri izbiri svobodni učitelji, ki lahko učence peljejo le na eno točko in tam izvedejo le določeno aktivnost, ali na vse točke. Učna pot ni opremljena z informativnimi tablami ali z drugimi oznakami. Obiskovalec si lahko pomaga z besedilom tega magistrskega dela pri posameznih točkah. The aim of this graduation thesis was to create learning pathway that will help raise interest and values for nature in youth. That they would know how to value and treasure it. That teachers would take their pupils to nature, where their knowledge could be improved by its authentic experience with nature. We have reviewed the history and value of the learning pathways in Slovenia and abroad. We inspected the area where the trail could take place, list the flora of a specific area and decided where the points of the trail will be situated. We made a few activities for each point, which can be performed by teachers and their pupils. We also made professional texts for all trail points. Learning pathway is devided into two parts. The first part is faraway from school and would be useful when there is more time (e.g. for science day). The second part is nearby and it is suitable for shorter visits during the lectures. The first part contains five and the second part contains three trail points. The trail is organised in a way that trail visitors can choose for themselves whether he or she will visit the whole trail or rather just a few points. The teachers are also free to choose how they will use the interpretive trail. Altogether or just a few trail points.

V teoretičnem delu magistrske naloge smo predstavili snovno in nesnovno kulturno dediščino, življenje in delo znanstvenika in jezikoslovca Franca Miklošiča ter njegovi življenjski postaji v Prlekiji: Ljutomer in Radomerščak v povezavi s snovno in nesnovno kulturno dediščino, ki je v teh krajih prisotna. Preštudirali smo obstoječo literaturo, osredotočili smo se na najsodobnejšo. Razložili smo, kaj pomeni naziv vitez, pregledali zapise, časopise in besedila takratnega časa, ki so povezana s Francem Miklošičem, predstavili smo tudi njegova manj znana besedila, kot so Pravljice iz Bukovine in Berilo, ugotavljali in raziskovali smo možnost vključitve le-teh v učni program družboslovja v drugi triadi osnovnošolskega učnega načrta. V praktičnem delu magistrske naloge smo opravili intervjuje s koordinatorico znanstveno-raziskovalnega simpozija Miklošičevi dnevi na Gimnaziji Franca Miklošiča Ljutomer, s sedanjim lastnikom Miklošičeve rojstne hiše v Radomerščaku in dobrim poznavalcem Miklošičeve zapuščine, vodjo oddelka za domoznanstvo v ljutomerski Knjižnici. Z analizo intervjujev smo raziskovali in ugotavljali prisotnost Miklošičeve snovne in nesnovne kulturne dediščine. Na treh osnovnih šolah smo v petih razredih izvedli anketo o poznavanju življenja in dela Franca Miklošiča. V magistrskem delu bomo predstavili izsledke in ugotovitve ankete. Pripravili smo učno pripravo in z izbranimi petošolci izvedli učno pot po Miklošičevih obeležjih od Ljutomera do Radomerščaka z učno uro pred Miklošičevo rojstno hišo. In the theoretical part of this Master Thesis we introduced tangible and intangible cultural heritage, life and work of a scientist and linguist Franc Miklošič and his life stations in Prlekija: Ljutomer and Radomerščak in connection to tangible and intangible cultural heritage, which is present in this area. We studied existing literature, we focused on the most modern one. We explained the meaning of the title knight, we checked the records and texts of those times, connected to Franc Miklošič, we also introduced his less known texts, such as: Pravljice iz Bukovine and Berilo, we estimated and researched the possibility of their inclusion into the Social Sciences Curriculum in the second triads of Primary School. In the empirical part of Master Thesis we interviewed the coordinator of a scientific-researching Symposium Miklošičevi dnevi at Gimnazija Ljutomer, with the present owner of a birth place of Franc Miklošič in Radomerščak, and also with an expert of Miklošič's heritage, head of Department for homeland studies in Ljutomer Library. We analysed the interviews and we researched the presence of tangible and intangible cultural heritage. On three primary schools in fifth class, we carried out a questionnaire about the knowledge of life and work of Franc Miklošič. In this Master Thesis we introduced the results and findings of the questionnaires. We prepared a lesson plan and carried out an educational route from Ljutomer to Radomerščak.

V teoretičnem delu diplomskega dela je zapisano o tehnični vzgoji v vrtcu, poudarek je na pomenu izbiranja tehničnih dejavnosti in ciljih, ki si jih zadamo pred pričetkom izvajanja dejavnosti. Cilje smo našli v Kurikulumu za vrtce in jih povzeli. Pred začetkom izvajanja dejavnosti v vrtcu smo si tudi sami zadali določene cilje in jih skušali doseči. V nadaljevanju smo pisali o otroški igri, saj je ta ključnega pomena v zgodnjem otroštvu. Pomembna je izbira igrače, ki jo otroku ponudimo. Dobra didaktična igrača otroku omogoča izkustveno učenje. V empiričnem delu smo predstavili rezultate anketnih vprašalnikov, s katerimi smo želeli izvedeti mnenja strokovnih delavcev o trenutnem stanju učne poti Zlatorogova pravljična dežela, ki se nahaja v Bohinju. Geslo učne poti oz. pravljične dežele je »Nazaj k naravi«. Vse temelji na naravnih materialih in na spoznavanju le-teh preko čutov, gibanja, igre. Na poti skozi deželo so otrokom in odraslim ponujene različne dejavnosti, med njimi je veliko tehničnih. Na podlagi pridobljenih predlogov in ob upoštevanju teorije, smo zasnovali in izdelali didaktično igračo - dve kocki, ki smo ju umestili v učno pot, da bi prispevali k izboljšanju poti in pomagali otrokom pri učenju. Diplomsko delo omogoča razumevanje in pravilno uporabo dodanega koncepta, ki smo ga kritično ovrednotili. Kocki sta različni, omogočata več različnih iger in pokrivata kurikularna področja. Primerni sta za otroke prvega in drugega starostnega obdobja, pa tudi za mlajše šolske otroke. Cilje, ki smo si jih zadali, smo dosegli, prav tako lahko potrdimo zadane hipoteze. Didaktična igrača je dosegla svoj namen. In the theoretical part of the diploma thesis is written about technical education in kindergarten, the emphasis is on the importance of selecting the technical activities and the goals that are set before the beginning of the activity. Goals were found and summarized in the Kurikulum for kindergartens. Before starting the activity in the kindergarten, we have set our own goals and tried to achieve them. In the following, we wrote about the children's play, since this is of key importance in early childhood. The choice of the toy that we offer to the child is important. A good didactic toy enables experimental learning. In the empirical part, we presented the results of the questionnaires with which we wanted to find out the opinions of the experts on the current state of the learning path Zlatorog's fairytale land, located in Bohinj. Learning pathway password of the fairyland is "Back to Nature". It is all based on natural materials and on learning of them through senses, movements, games. On the way through the path there are various activities offered to children and adults, many of which are technical. On the basis of the obtained proposals and taking into account the theory, we designed and constructed a didactic toy, two cubes that were placed in the learning pathway in order to improve the path and helping children learn. The diploma thesis enables understanding and proper usage of the added concept, which we critically evaluated. The cubes are different, they allow several different games and cover the curricular areas. They are suitable for children of the first and second age periods, as well as for younger school children. We have achieved the goals we have set, and we can also confirm the hypotheses. A didactic toy has reached its goal.

Namen diplomske naloge je predstaviti idejno zasnovo učne poti v domačem kraju, v okolju med reko, travniki in njivami. Načrtovana učna pot je opremljena z dejavnostmi, preko katerih bodo predšolski otroci aktivno spoznavali naravno okolje in značilnosti planetov v našem Osončju. Aktivnosti na učni poti so zasnovane v smeri razvoja naravoslovnih sposobnosti in spretnosti. Na podlagi strokovne literature je v teoretičnem delu predstavljeno aktivno učenje, katerega teoretični temelji izhajajo iz konstruktivizma. Za učenje v naravnem okolju sta kot didaktična pristopa ustrezna raziskovalno in izkušenjsko učenje. Oba skozi lastno aktivnost otrok omogočata razvoj vrste sposobnosti in spretnosti, ki so zelo pomembne za razumevanje naravoslovnih procesov in dogajanj v naravnem okolju. Prav zato je pomembno, da jih začnemo razvijati že v predšolskem obdobju in s tem postavljamo temelje za učenje in razumevanje naravoslovja na nadaljnjih stopnjah izobraževanja. V praktičnem delu je predstavljena idejna zasnova učne poti v izbranem naravnem okolju. Pot, v izbranem okolju, ki je speljana ob reki Pesnici na eni in travnikih ter njivah na drugi strani, ponuja spoznavanje različnih ekosistemov. Učna pot je zasnovana v dveh delih. Otroci bodo z aktivnim učenjem, igrami, raziskovanjem in izkušnjami prišli do novih spoznanj o naravi. The purpose of the thesis is to present the concept of the learning path in hometown in the environment between the river, meadows and fields. Planned learning path includes activities through which pre-school children will actively learn about the natural environment and the characteristics of the planets in our Solar System. Activities on it are designed for the development of natural sciences and skills. Based on the scientific literature the theoretical part presents active learning with theoretical foundations from constructivism. Relevant research and experiential learning are the best didactic approach for learning in natural environment. With children's activity both enable the development of a range of abilities and skills, which are very important for understanding natural science processes and events in the natural environment. Therefore it is important that they begin to develop this in the preschool period and thereby lay the foundations for learning and understanding of science in the later stages of education. The practical part presents the conceptual design of the learning path in the selected natural environment. The path along the river Pesnica on one side and meadows and fields on the other offers you the opportunity to learn about different ecosystems. It is designed in two parts. With active learning, games, research and experience children will learn about new insights about nature.

V magistrskem delu Projektni pouk pri predmetu spoznavanje okolja v kontekstu razkoraka med naravoslovno-tehničnimi in družboslovnimi vsebinami, smo s pomočjo polstrukturiranega intervjuja raziskali, kakšno stališče imajo učitelji prvega triletja pri predmetu spoznavanje okolja do projektnega dela, koliko projektnih del letno izvedejo in kakšni so ti po obsegu. Prav tako nas je zanimalo, katere vsebine iz učnega načrta za spoznavanje okolja učitelji obravnavajo pri projektih in zakaj ter kako so za projektno delo motivirani učenci in ali učitelji opazijo večjo motiviranost pri obravnavi naravoslovnih ali družboslovnih vsebin. V raziskavo je bilo vključenih 5 učiteljev, občine Slovenske Konjice. Pridobljena empirična spoznanja razkrivajo, da se v prvem triletju osnovne šole projektno delo ne uporablja v vseh njegovih fazah izvedbe, ampak učitelji pri svojem delu uporabljajo zgolj posamezne elemente projektnega dela. Na splošno imajo učitelji pozitiven odnos do projektnega dela, saj učenci z njim pridobijo ogromno izkušenj, se navadijo na samostojno delo, se naučijo sodelovati, a se zanj zaradi pomanjkanja časa, prenatrpanih učnih načrtov, prevelikega števila učencev v razredu in dodatnega dela, ne odločajo pogosto. Učitelji izvajajo projektno delo enkrat do večkrat letno v manjšem obsegu, ki traja par ur pa do največ 14 dni. Za večje projekte se v prvem triletju ne odločajo. Učitelji v projektno delo vključujejo tako družboslovne kot naravoslovne vsebine znotraj predmeta spoznavanje okolja. Slednje sicer vključujejo v projektno delo pogosteje, saj pri njih opažajo večje zanimanje pri učencih. Učenci so na splošno motivirani za projektno delo, se pa zmeraj najde kakšen posameznik, ki za takšen način dela ni navdušen. Empirična spoznanja nam razkrivajo, da je učencem všeč konkretno, povezano z naravo in tisto, kar jim je blizu. Zato smo v praktičnem delu magistrske naloge izdelali model enodnevnega projekta, učno pot na območju občine Slovenske Konjice, katerega lahko učitelji prvega triletja, natančneje tretjega razreda, uporabijo pri pouku. Učno pot sestavlja 10 postaj, katere temeljijo na raziskovalnem in eksperimentalnem delu ter didaktičnih igrah, s pomočjo katerih učenci rešujejo pripravljene naloge in izvajajo različne dejavnosti. The empirical part covers a research that was carried out using a non-random sample of five class teachers working at Primary Schools Ob Dravinji and Pod goro in Slovenske Konjice. Using a semi-structured interview, we sought to find out the position (attitude) of teachers in the first three-year period towards project-based work in Environmental Education, the volume of project-based work performed every year, and the scope of such work. Furthermore, we wanted to find out what contents from the Environmental Education curriculum were discussed by teachers in the projects, the reasons and methods motivating pupils, and whether the teachers noticed increased motivation during the discussion of contents pertaining to natural sciences or those of humanities. The empirical findings gained reveal that primary school teachers in the first three-year period do not use project-based work within its comprehensive sense or, rather, all of its implementation stages, but merely individual elements of project-based learning. Generally, teachers have a positive attitude towards project-based learning, since pupils gain a great deal of experiences through it and learn to cooperate, but do not decide on it frequently despite all benefits due to overcrowded classes and additional work required by such a teaching method. Teachers use project-based learning from one to several times a year within a minor scope that may span from a couple of lessons to no more than two weeks. Teachers do not decide on major projects in the first three-year period, as these require too much work on the part of the teacher as regards organisation, which is extremely demanding for children of that age. Within the scope of Environmental Education, teachers include topics relating to humanities and natural sciences in project-based work. The latter are included in project-based learning more frequently, as teachers have noticed increased interest in them by pupils. Pupils are generally motivated to do project-based work, but there is always one or two who are not enthusiastic about such method of work. The practical part contains a model of a learning pathway within the scope of Environmental Education for the first, second and third grades. The model relates to the area of Slovenske Konjice. The purpose of producing a model learning pathway is to help teachers plan outdoor teaching activities.

V teoretičnem delu diplomske naloge je predstavljeno projektno delo in aktivno učenje otrok pri naravoslovju. Podrobneje so opisane naravoslovne vsebine raziskovalno učenje, opazovanje, izkustveno učenje in problemski pouk. Predstavljeno je tudi timsko delo in sodelovanje s starši. V praktičnem delu naloge je opisan projekt »Gozd je most v naravo«, ki je bil izveden v vrtcu Tezno Maribor. Produkt celoletnega projekta je učna pot v gozdu Stražun. Opremljena je tudi z zanimivimi interpretativnimi tablami, preko katerih lahko obiskovalci skozi kratke tekste in zanimive ilustracije spoznavajo gozd in njegove prebivalce ter pomen ohranjanja tega izjemnega naravnega okolja v Mariboru. Zgodba učne poti je zgodba netopirja Boromira, ki oblikuje, spremlja in vodi vse dejavnosti na sami poti. V idejni zasnovi projekta so bili opredeljeni cilji: zagotoviti otroku možnost izkustvenega učenja motivirati otroke, vzgojitelje in starše za spoznavanje svojega kraja in njegovih posebnosti. Spoznati pomen sodelovanja ljudi v družbi in skrb za naravno okolje, kar omogoča oblikovanje pozitivnega odnosa do okolja. Rezultati so zapisani kvalitativno – opisno v okviru evalvacije zastavljenih ciljev in analize izvedenega projekta. The theoretical part of the thesis presents the project work and active learning of children during science class. It describes the topics of the science class in detail research learning, observing, empirical learning and problem solving class. Moreover, team work and cooperation with parents is presented. The practical part of the thesis deals with the project “A forest is a bridge to nature” which was carried out in the kindergarten Tezno Maribor. The product of the entire project is the educational trail into the forest Stražun. The latter includes interesting descriptive panels which visitors can use to learn about the forest and its inhabitants, and the meaning of conservation of this exceptional natural environment in Maribor with the help of short texts and interesting illustrations. The story surrounding the educational trail is the story of the bat named Boromir who designs, accompanies and guides activities on the trail itself. The conceptual design of the project included the following goals: giving children the possibility of empirical education motivating children, educators and parents to get a better understanding of their own location and its specificities. We also wanted them to recognize the importance of a cooperation of people in a society, and the concern for the natural environment which enables us to establish a close relationship with the environment. The results are drawn up in a qualitative manner – descriptive in the framework of the evaluation of stated objectives and as an analysis of the concluded project.

Magistrsko delo podaja idejno zasnovo parka ob Pekrskem potoku z namenom preureditve zelene površine v kvaliteten prostor, namenjen zdravemu preživljanju prostega časa. Idejna zasnova vsebuje oblikovanje vodotoka, elementov parkovne ureditve, večnamenskega objekta, piknik prostora, otroškega igrišča, fitnesa na prostem in učne poti. Zasnovano območje ponuja možnost sprostitve, druženja, gibanja, rekreacije, učenja in igre. Park ob potočku bi bistveno vplival na kvaliteto življenja krajanov. The Master's Thesis proposes a conceptual solution for the park alongside Pekre brook with the purpose of arranging the green area into a quality space for healthy leisure time. The conceptual base contains the design of Pekre brook, park equipment, multi-purpose buildings, a picnic area, playgrounds, outdoor fitness and learning paths .The designed area offers the possibility of socializing, recreation, learning and playing. A park near Pekre brook would significantly improve the quality of life of residents.

Namen diplomske naloge z naslovom Predšolski otrok spoznava kmetijo je zasnovati, oblikovati in pripraviti učno pot po kmetiji za predšolske otroke. Doseči želimo, da bi otroci kmetijo aktivno in doživeto prehodili in se ob tem učili iz lastnih izkušenj. Teoretični del predstavlja razlike med kmečkim in podeželskim okoljem, kmetijo, pomen raziskovalnih škatel, medtem ko rdečo nit praktičnega dela predstavlja predvsem izkustveno učenje. V praktičnem delu je z raznoličnimi dejavnostmi predstavljena učna pot, ki je zasnovana s ciljem, da jo otroci aktivno prehodijo in doživijo. Učna pot predstavlja splet dejavnosti na kmetiji, ki je od vrtca oddaljena tri kilometre. Opisani so tudi cilji in njihova realizacija, ob vsaki posamezni postaji pa tudi evalvacija dejavnosti otrok. The basic objective which this university graduation thesis Child experiencing life on a farm is headed to frame, set and to arrange the educational footpath on the farm, adaptable to preschool children who should wander through the farm land and gain numerous experience in as active way as possible while beneficially learning from their own experience. The theoretical part of the thesis introduces differences between farm land and countryside surroundings, provides also the image of the farm, explains the significance of discovery boxes, and predominantly the importance of experience learning as a guideline (fil rouge) to the practical part. The practical part involves various activities in order to introduce the target-reaching based educational footpath which is expected to be actively overcome and experienced by children. Actually, it is the set of work activities that take place on the farm in a far distance of three kilometres from the kindergarten. Set goals and attaining them are also well presented in the thesis, which as well includes assessment of children when reaching every singular stage of the footpath in case.

Namen diplomske naloge je oblikovati naravoslovno učno pot za predšolske otroke. S tem želimo predvsem doseči, da so otroci v neposrednem stiku z naravo in se učijo iz lastnih izkušenj. V teoretičnem delu je predstavljen pomen naravoslovja v predšolskem obdobju ter predvsem raziskovalno in izkustveno učenje v vrtcu. V praktičnem delu je predstavljena naša naravoslovna učna pot za predšolske otroke, zasnovana v neposredni bližini vrtca Benedikt. Učna pot je nastala z željo in ciljem, da otrokom približamo naravo skozi igro ter da se ima vsak otrok možnost učiti preko raziskovanja in z lastnim izkustvom priti do novih spoznanj. The aim of my diploma work is to create a natural science learning path for pre-school children. With the path I would like to offer the children an indirect contact with nature and the possibility to learn from their own experience. In the theoretical part the importance of natural science in the pre-school period is presented but also the research and experiential learning in the kindergarden . In the practical part our natural science learning path for pre-school children is introduced. It is planned for the area near the kindergarden in Benedikt. The learning path was created with the wish and the aim to bring nature closer to the children, mostly through children’s games and to enable each child to learn through exploration and self-experience and thus gain new knowledge.

Namen diplomskega dela Z otroki spoznavamo Dobravo in Jovse je, prikazati možnosti dela v naravnem okolju v povezavi z možnostmi dela v igralnici in predstaviti učni poti za v naslovu omenjeni območji kot izkustveno metodo dela s predšolskimi otroki. Pričujoče diplomsko delo je teoretično, uporabili smo deskriptivno metodo pedagoškega raziskovanja ob primarnih, sekundarnih in terciarnih virih. Na začetku smo predstavili izkustveno učenje kot metodo dela s predšolskimi otroki, pomen in namen učnih poti ter opisali območji Dobrava in Jovsi. V drugem delu smo opisali obe učni poti, na katerih smo teoretično postavili dvakrat po tri opazovalna mesta. Vsaka postaja je podrobneje opisana, ob njej pa so podani tudi predlogi z možnostmi dela v igralnici in v naravi. Diplomsko delo je oblikovano kot priročnik za vzgojitelje, v njem so navedeni konkretni primeri zaposlitve otrok s cilji, metodami in oblikami dela v naravnem okolju in v igralnici ob obravnavi naslovne teme. The purpose of the thesis Leraning about Dobrava and Jovsi with children is to present the work possibilities in the natural environment in relation to the work possibilities in the playroom and to present the learning paths for the areas mentioned in the title as an experiential method of working with pre-school children. The thesis is theoretical we used the descriptive method of educational research, using the primary, secondary and tertiary sources. At the beginning we presented experiential learning as a method of working with pre-school children, the importance and purpose of learning paths and we described the areas of Dobrava and Jovsi. In the second part, we described both learning paths in which we theoretically set three observation posts twice. Each station is described in detail, alongside with our suggestions of the possibilities of work in the playroom and in nature. The thesis is designed as a handbook for preschool educators it identifies specific examples of engaging children into work with the objectives, methods and forms of work in the natural environment and in the playroom while addressing the topic mentioned.

V diplomskem delu je zasnovana učilnica v naravi za ožje območje Občine Lendava. Učilnica v naravi predstavlja inovativni pristop k pouku, ki pomeni pouk na prostem oz. povsod tam, kjer se lahko iz okolja kaj naučimo. Na območju Občine Lendava so tako njene zgodovinske in geografske poteze kot predlaga zasnova, lahko uporabljene v izobraževalne namene torej pri pouku zgodovine in geografije, prav tako pa za ostale obiskovalce kraja. V diplomskem delu so podana tudi teoretična izhodišča terenskega dela, učnih poti in učilnice v naravi kot podlaga za pravilno razumevanje in zasnovo učilnice v naravi. Znotraj učilnice v naravi je nato zasnovanih 19 učnih točk, ki prikazujejo bistvene zgodovinske, naravnogeografske in družbenogeografske značilnosti območja. K vsaki od učnih točk so dodani učni cilji iz učnih načrtov geografije in zgodovine za osnovno šolo in splošno gimnazijo ter primeri nalog ob obisku posamezne točke. The graduation thesis is a concept of the narrower region of the Municipality of Lendava as an out of classroom learning experience. The learning experience is an innovative approach to a school lesson, being an open-air lesson or allowing knowledge to be acquired from our environment where possible, respectively. As proposed in the concept there are historical and geographical characteristics in the region of the Municipality of Lendava, which may be used for educational purposes in history and geography lessons, as well as by visitors to the municipality. The diploma also offers theoretical points of view on fieldwork, educational paths and the out of classroom learning experience for the proper comprehension and layout of the experience in nature. The out of classroom learning experience is comprised of 19 educational points, which depict historical, natural geographic and social geographic features of the region. Each of the educational paths has model exercises and educational goals associated with them, corresponding to educational plans for geography and history in elementary schools and grammar schools alike.

V diplomskem delu je v teoretičnem delu opisan splošen razvoj otrok v starostnem obdobju od prvega do petega razreda, opredeljena je učna aktivnost, pomen izkušenjskega učenja ter njegova načela in metode. Predstavili smo začetno naravoslovje, njegovo uvajanje v pouk ter naloge učitelja pri njegovi organizaciji in delo na prostem ter možnost organiziranja le-tega. Kot eden od načinov izvajanja dela na prostem so predstavljene učne poti, njihove strukturne značilnosti ter načela organiziranja in izvedbe. Opredeljeni so predmeti spoznavanje okolja, naravoslovje in tehnika ter družba in njihovi tematski sklopi v učnih načrtih. Predstavljene so vsebine učnega načrta, primerne za izvajanje na prostem. V geografskem sklopu so opisane značilnosti mesta Zreče in njegove pokrajine. V empiričnem delu smo analizirali mnenje učiteljic Osnovne šole Zreče in njenih podružnic o delu na prostem in potrebi učne poti v občini Zreče. Rezultati kažejo, da vse učiteljice pozitivno vrednotijo delo na prostem, vendar se zaradi različnih ovir tega načina dela ne poslužujejo dovolj, česar se tudi same zavedajo. Da bi učiteljice spodbudili k izvajanju dela na prostem v okviru nastajajoče učne poti, smo v praktičnem delu opisali nastajajočo učno pot in za vsak razred navedli predloge dejavnosti, vezane na točke učne poti, ter oblikovali delovne liste, s katerimi želimo učiteljicam pomagati pri njihovi pripravi dela na prostem. The theoretical part of the thesis discusses the general development of children between the first and fifth grades, defines learning activity, the function of experiential learning, its principles and methods. We present the introduction to natural science—its integration into the curriculum and the pertinent preparatory tasks of the teacher—as well as outdoor activity and its organisation. As one of the possible outdoor activities, we examine study trails, their structural characteristics along with the principles of organisation and execution. We also expound the subjects of environmental studies, natural science and technical education, and social sciences, including their thematic units within the curriculum. We offer an overview of those curriculum components that are suitable for outdoor activities. Focusing on geographical characteristics, we describe the town of Zreče and its surroundings. The empirical part of the thesis analyses the opinions of teachers at Zreče Primary School and its branches concerning outdoor activities and the need for a study trail in the municipality of Zreče. The survey shows that all teachers have a positive view of outdoor activities, but various obstacles prevent them from taking full advantage of this teaching method, which they are well aware of. In order to encourage teachers to employ outdoor activities relating to the nascent study trail, we describe the new trail and present proposals relating to different stages of the trail for every grade we also provide worksheets that can help teachers in the preparation for outdoor activity.

Diplomska naloga z naslovom Projektno delo kot model učne poti »V Odrancih pa ajda zori« predstavlja geografsko-zgodovinski oris domačega kraja Odranci, ter njegovo etnološko značilnost ajdo. Opredeljuje projektno delo kot učni model na razredni stopnji osnovnih šol. Pozornost je namenjena tudi pregledu učnih ciljev in dejavnosti iz učnih načrtov za predmete spoznavanje okolja, naravoslovje in tehnika ter družba, ki se lahko realizirajo s stališča ajde kot značilnosti domačega kraja v okviru projektnega dela. Zajema predstavitev Osnovne šole Odranci, na kateri je potekala izvedba projektnega učnega dela. Vključuje načrt projekta in njegovo izvedbo po posameznih etapah projektnega učnega dela. Prikazan je oris pripravljene učne poti. Vključen je tudi opis izvedbe posameznih učnih ur in naravoslovnega dne ter vrednotenje projekta tako z vidika vodje kot tudi udeležencev. Gradivo bo v pomoč učiteljem za boljše vključevanje posebnosti domačega kraja (ajde) v pedagoški proces projektnega učnega dela na razredni stopnji. Učna pot pa ponuja učencem zanimiv in aktiven način pridobivanja znanja. My final thesis ''Project work as a way of learning – Buckwheat rippens in Odranci'' presents my home town Odranci, its geographical and historical view, and buckwheat as one of its ethnological charasteristics. It stipulates project work as a learning model on level one in primary schools. Initial attention is focused on general overview of teaching goals and activities from teaching plans such as nature, environment, science, technics and social studies. Buckwheat studies should be incorporated to form part of the teaching plans of all these subjects as it remains one of the most important aspects of Odranci's riches. This thesis describes Osnovna šola Odranci where the project took place and involves a plan of the project, and the realization through individual levels of project work. This also describes the learning route and realization of classes, science day, as well as evaluation of the project from to leader to participants. This material could serve as a teaching tool to help to implement the specifics (buckwheat) of this town into the pedagogical process on level one. This learning route offers pupils a diverse, interesting and active way of acquiring knowledge.