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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.

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.

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.

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.