NARAVOSLOVNI DAN VODA V 3. RAZREDU OSNOVNE ŠOLE

• Main Author: Forjanič, Sandra
• Other Authors: Fošnarič, Samo
• Format: Bachelor Thesis
• Language: Slovenian
• Published: S. Forjanič 2010
• Subjects: naravoslovni dan; učbeniška gradiva; predmet spoznavanje okolja; priprava za naravoslovni dan; voda; delo po postajah.; natural sciences day; texbook materials; the subject of environment study; preparation for science day; water; work at each station.; info:eu-repo/classification/udc/37(043.2); sami
• Online Access: https://dk.um.si/IzpisGradiva.php?id=12869; https://dk.um.si/Dokument.php?id=12628&dn=; https://plus.si.cobiss.net/opac7/bib/17414920?lang=sl

V teoretičnem delu diplomske naloge govorimo o dnevih dejavnosti. Posebno pozornost namenjamo naravoslovnemu dnevu. Osredotočili smo se na pregled učnih načrtov in učbeniških gradiv prvega triletja za spoznavanje okolja s stališča naravoslovnih dni in vode. Iz njih smo izpisali vsebine, ki se nanašajo na naravoslovne dni in vodo. Zapisali smo tudi nekaj teorije o vodi in opredelili predmet spoznavanje okolja. V praktičnem delu predstavljamo primer priprave za naravoslovni dan. Osnovna literatura nam je Prenovljen učni načrt za spoznavanje okolja, zato govorimo o vsebinskih sklopih in ne več o tematskih sklopih. V praktičnem delu predstavljamo tudi, kako je potekal naravoslovni dan, na temo voda, v 3. a razredu na Osnovni šoli Sveti Jurij. Predstavljamo delo na posamezni postaji in pojasnimo, kako je šlo delo od rok učencem. Potek naravoslovnega dne dokumentiramo z raznimi fotografijami. Na koncu predlagamo učiteljem, kako naj sami organizirajo naravoslovne dneve in tudi ostale dneve dejavnosti, da bodo učenci motivirani za delo in bodo pridobili veliko novih izkušenj. In the theoretical part of the diploma paper it is dealt with activity days. Special attention is given to the natural sciences day. The focus is on the review of school curricula and textbook materials of the first three-year period of elementary schooling to study the environment from the viewpoint of the natural science days and water. They are used to get information on the contents connected to the natural science days and water. Some theory on water is given and the subject of environment study is put in a classification. In the practical part a case study of science day preparation is presented. The basic literature is The renewed school curriculum for the study of environment, which is why content units and not thematic units are dealt with. In the practical part teh course of the natural science day is presented, which was devoted to water in class 3a at Sveti Jurij Elementary School. The work done at each station is presented and the success of students' tasks is explained. The activities of the natural science day was documented with various photographs. In the conclusion, suggestions were made to teachers on how to organise natural science days and other activity days so that the students get appropriate motivation for work and receive much new experience.