RAZISKOVALNE ŠKATLE - ŠTUDIJA PRIMERA V TRETJEM RAZREDU OSNOVNE ŠOLE

• Main Author: Plohl, Tamara
• Other Authors: Rajšp, Martina
• Format: Master Thesis
• Language: Slovenian
• Published: [T. Plohl] 2016
• Subjects: trajnostni razvoj; spoznavanje okolja; naravoslovje; tretji razred; raziskovalne škatle; sustainable development; science subject (''spoznavanje okolja''); science; third grade; discovery boxes; info:eu-repo/classification/udc/37.091.3:5(043.2); sami
• Online Access: https://dk.um.si/IzpisGradiva.php?id=62056; https://dk.um.si/Dokument.php?id=99362&dn=; http://www.cobiss.si/scripts/cobiss?command=DISPLAY&base=cobib&rid=22629384&fmt=11

Magistrsko nalogo z naslovom Raziskovalne škatle – študija primera v tretjem razredu osnovne šole, sestavljajo tri med seboj dopolnjujoče se zaokrožene celote: teoretični del, praktični del in empirični del. Prvi, torej teoretični del, je namenjen predstavitvi teoretičnega ozadja raziskovalnega problema. V njem je podrobneje opredeljen trajnostni razvoj, naravoslovje, psihofizične lastnosti tretješolcev ter učni predmet spoznavanja okolja in ena izmed možnih metod dela pri uvajanju naravoslovnih vsebin znotraj njega – raziskovalne škatle. V zvezi s slednjimi je bil načrtovan, izpeljan in evalviran praktični del pričujočega dela, ki je v sami nalogi podrobneje pojasnjen in analiziran. Tretji, empirični del, pa predstavlja rezultate pred-in potesta, s katerima smo izmerili vpliv uporabe raziskovalnih škatel pri pouku naravoslovnih vsebin pri mlajših osnovnošolcih. Ugotovljeno je, da je omenjena metoda dela izjemno primerna, saj je bilo znanje učencev na potestu bistveno višje. Thesis Discovery boxes - case study in the third grade of primary school consists of three complementary parts: theoretical, practical and empirical part. The first, theoretical part, presents theoretical knowledge of the research problem. It describes sustainable development, science, psychophysical characteristics of the third grade pupils and school subject ''spoznavanje okolja'' (science subject) as well as one of the possible methods for introduction of science contents, known as discovery boxes. In association to those the practical part was planned, carried out and assessed which is analysed and presented in detail. The third, empirical part, presents the results of the tests before and after which helped us measure the influence of using discovery boxes in science contents lessons with younger primary school pupils. It was observed that this is an extremely appropriate method for work since pupils' knowledge in the test after was significantly higher.