PRIMERJAVA EKSPERIMENTALNEGA DELA OTROK V STAROSTI 9 IN 10 LET PRI POUKU NARAVOSLOVNIH VSEBIN V SLOVENIJI IN V SEVERNEM DELU CIPRA

• Main Author: Rajnar Kulič, Martina
• Other Authors: Repnik, Robert
• Format: Bachelor Thesis
• Language: Slovenian
• Published: [M. Rajnar Kulič] 2016
• Subjects: naravoslovje; eksperimentalno delo; naravoslovne kompetence; Slovenija; severni del Cipra; 4. in 5. razred; osnovna šola; science; experimental work; science competences; Slovenia; northern part of Cyprus; fourth and fifth class; primary school; info:eu-repo/classification/udc/37.016:5(043.2); sami
• Online Access: https://dk.um.si/IzpisGradiva.php?id=60774; https://dk.um.si/Dokument.php?id=97027&dn=; http://www.cobiss.si/scripts/cobiss?command=DISPLAY&base=cobib&rid=22512904&fmt=11

Diplomska naloga z naslovom Primerjava eksperimentalnega dela otrok v starosti 9 in 10 let pri pouku naravoslovnih vsebin v Sloveniji in severnem delu Cipra je sestavljena iz dveh delov, ki se med seboj dopolnjujeta in prepletata. V prvem, teoretičnem delu, je predstavljeno naravoslovje, eksperimentalno delo pri vsebinah naravoslovja ter primerjava poučevanja naravoslovnih vsebin med Slovenijo in severnim delom Cipra. V tem delu smo primerjali osnovne značilnosti obeh šolskih sistemov s poudarkom na iskanju podobnosti in razlik v obeh sistemih poučevanja. V empiričnem delu smo predstavili poglede učiteljev na eksperimentalno delo v Sloveniji in severnem delu Cipra, za kar smo podatke pridobili z anketo. Nadalje smo opazovali napredek v razvijanju naravoslovnih kompetenc učencev izbranega 4. razreda slovenske osnovne šole ob intenzivni uporabi eksperimentalne metode dela. V tem delu diplomskega dela smo ugotovili, da učiteljem samo eksperimentalno delo predstavlja sicer precejšnjo dodatno obremenitev, kljub temu pa so zelo zadovoljni z rezultati takšnega poučevanja in naravoslovnim znanjem učencev. Hkrati pa smo iz praktičnega dela v razredu lahko sami prepoznali postopen napredek učencev pri razvoju naravoslovnih kompetenc skozi praktično delo, predvsem razvoj spretnosti pri samem eksperimentiranju. Eksperimentalno delo je bilo uspešnejše, če je bila tema učencem bližje, saj je bil njihov interes za delo visok, opazili smo veliko prisotnost intrinzične motivacije. Zaključili smo, da je za razvoj naravoslovnih kompetenc potrebno dobro in skrbno načrtovano delo, eksperimentalni način poučevanja pa nudi dobro priložnost za razvoj teh kompetenc pri učencih. Res pa je, da eksperimentalno delo terja več učiteljevega truda za pripravo, izvedba pouka je zahtevnejša, vendar rezultati tovrstnega poučevanja opravičujejo ta napor, saj je bila motiviranost učencev za delo visoka, usvojena znanja in spretnosti pa so po našem mnenju trajnejša in uporabnejša. My diploma paper with a title Comparison of experimental work of students at the age of 9 and 10 years in teaching natural science topics in Slovenia and in the northern parth of Cyprus consists of two parts, which complement one another. In the first, theoretical part, I am presenting science, experimental work at science, and a comparison of teaching science between schools in Slovenia and schools in northern part of Cyprus. I compared basic features of both school systems with a focus on similarities and differences between the two. In the empirical part I am presenting the teachers' views on experimental work in Slovenia and the northen part of Cyprus. The data were collected with a survey. We also followed the progress of science competences with four graders in Slovenia, using the experimental method of work. We found out that experimental work is an additional burdain for the teachers, but on the other hand they are very happy with the results of such teaching and the knowledge of students. We could notice the progress of students ourselves when they did practical work at the lessons. Especially the development of skills at experimental work was very noticeable. Experimental work was more successful, if the students were familiar with a theme. Then their motivation was very high. We concluded that the development of science competences needs a well planned work, and experimental work offers a good opportunity for the development of such competences with the students. It is true that experimental work requires more effort from the teachers, and more preparation, but the results of such teaching are worth the effort, since the motivation of students for such work was very high, and the knowledge they gained is more permanent.