IZKUSTVENO UČENJE PRI RADIJSKEM KROŽKU V ZADNJEM TRILETJU OSNOVNOŠOLSKEGA IZOBRAŽEVANJA - Car Križanič, Mateja ([M. Car Križanič], 2016)
Učenje je del našega življenja, je proces, ki nas vodi od začetka do konca. Do učenja pride zaradi našega osebnega razvoja, dednosti in tudi zaradi izkušenj. Slednje pa so povezane z našo osebnostjo in dojemanjem zunanjega sveta, zato lahko trdimo, da je vsako učenje izkustveno učenje. V diplomskem delu smo ugotavljali, ali je učenje res bolj efektivno in hitrejše, kadar povežemo teorijo, prakso in osebno izkušnjo. V teoretičnem delu smo raziskovali, ali izkušnja vpliva na učenje učencev zadnjega triletja osnovnošolskega izobraževanja in posledično tudi na njihovo znanje. Ali ima res največji smisel posredovanje informacij skozi teorijo? Raziskovali smo, ali so rezultati veliko boljši, če informacije teorije in prakse učenci dobivajo istočasno. Nekateri učenci se učijo hitreje in lažje, kadar informacije prejemajo z gledanjem, nekateri s poslušanjem in drugi z dotikom. Zanimalo nas je, kako je, ko vse te informacije prejemajo istočasno. Preverili smo tudi, ali se res učenci najbolje učijo, kadar nekaj naredijo sami. Ugotavljali smo, da je izkustveno učenje pri učencih zadnjega triletja zelo efektivno, na učence vpliva pozitivno in daje odlične ter dolgotrajne rezultate. V empiričnem delu so bili učenci deležni konkretne izkušnje na radiu, zato smo bili priča, kako neposredno srečanje in delovanje v resnični situaciji, vpliva na učenje. Ta izkušnja je vplivala tudi na njih osebnostno, saj smo lahko sledili izreku: »Če nekdo zmore, vsak zmore.« Poleg izvajanja naučene teorije, so učenci pridobili še na osebnostnem razvoju, saj se je razvijala njihova samozavest, empatija, kreativnost. Ker so delali v skupini, v paru in samostojno, so se morali konstantno prilagajati in spoznavati samega sebe. Zato lahko trdimo, da smo jim predstavili osebno, življenjsko izkušnjo. Učenci so s pomočjo modela, teorije in osebnih izkušenj prišli do želenih rezultatov, dveh radijskih oglasov, ki so jih predstavili na prireditvi Prežihovanje. Izkustveno učenje je tista vrsta učenja, ki uporablja notranjo motivacijo, ki otroka sprejema kot celoto, kot osebo, ki učitelju lahko veliko da in ga veliko nauči. Pri izkustvenem učenju učitelj na prvo mesto postavlja motivacijo v razredu, poleg interakcije in komunikacije med njim in učenci in med učenci, saj se otroci, ki so v usklajeni ekipi, lahko odlično motivirajo med sabo. Želimo si, da bi izkustveno učenje lahko bilo del vsakdana v osnovnošolskem izobraževanju. Prepričani smo, da bi prav s tem načinom učenja prevetrili učne metode in učne vsebine, posledično ne bi zapravljali časa in učitelji bi se lahko bolj posvetili odnosu z učenci in med učenci ter jih videli na drugačen način. Gledali in učili bi izven ustavljenih okvirjev in naredili veliko več za medsebojni odnos. Informacije nam v življenju nič ne pomagajo, če jih ne znamo dobro, srčno in kreativno uporabljati v praksi in deliti z drugimi. Learning is a part of our life, a process, that guides us from start to finish. We learn due to our need for personal growth, heredity and also because of exeperience. The latter is connected with our personality and perception of the world around us, therefore we can claim that any learning is experiental learning. The diploma paper establishes whether learning is truly more effective and faster when we combine theory, practice and personal experience. The theoretical part researches whether experience influences learing of pupils in the last three years of primary school education and therefore their knowledge. Is the best way to convey information solely in theory? We researched whether the results are much better if the pupils receive information in theory and practice simultaneously. Some pupils learn faster and easier when the information is conveyed visualy, some auditory and other tactile. We wondered what happens when the three are received at the same time. We checked if truly the best way to learn is to do something on your own. The findings showed us that experiental learning is very effective for the pupils in the last triad, it has positive influence on them and gives excellent longterm results. The empirical part has brought pupils to a concrete experience at the radio station and there we could see how first hand meeting and operating in a real situation influences learning. This experience influenced their personalities as well. We followed the saying: ‘’If somebody can, anybody can.’’ Besides implementing the learnt theory, the pupils obtained some personal development due to gaining confidence, empathy and creativity. They worked in different combinations – a group, pairs or individual – they had to constantly adapt and learn about themselves. Therefore we can claim, that they have been given a really personal, life experience. The pupils achieved the desired results by help of a model, theory and personal experience. They created two advertisements which they presented at the Prežihovanje event. Experiental learning is the type of learning that uses inner motivation which accepts the child as a whole, as a person that can give his teacher a great deal and learn a lot. When a teacher uses experiental learning he puts motivation of the class in first place, besides interaction and communication between him and the pupils, because children, that are in a well coordinated team, can excellently motivate one another. We wish for experiental learning to become a part of everyday practice in primary school education. We are convinced that this type of learning would improve teaching methods and contents, not waste time and teachers could devote to their relationship with pupils and pupils among themselves. They could see them in a different way. They could see and teach outside the set frames and do much more for interpersonal relationships. Information is useless in our life if we do not know how to use it well, heartfully and creatively in practice as well as share it with others.