Fieldwork in geography teaching in the primary school - discrepancy between theory and practice

U radu se analizira zastupljenost terenske nastave u nastavi geografije kao nastavne metode u svim osnovnim školama Grada Zagreba. Tom nastavnom metodom učenicima se omogućuje susret s izvornom stvarnošću. Bit terenske nastave je uočavanje i otkrivanje zakonitosti i funkcionalnih veza u prostoru te ovisnost i povezanost pojava i procesa. Analiza njezine zastupljenosti temelji se na uvidu u pedagošku dokumentaciju i podatcima prikupljenim anketiranjem učitelja geografije svih osnovnih škola istraživanog područja. Način izvođenja terenske nastave analiziran je metodom izravnog promatranja. U rezultatima istraživanja dobiveni su podatci koliko i koja se terenska nastava najčešće provodi s obzirom na klasifikaciju te kako i u kojim se razredima najviše provodi. Rezultati su dali i razloge zbog kojih je njena zastupljenost mala u nastavi geografije.This paper analyses presence of fieldwork in geography teaching as teaching method in all primary schools in Zagreb. This teaching method enables students to meet reality. The essence of fieldwork is observing and discovering regularities and functional connections in environment, and also dependencies and connections of events and processes. Analysing its presence is based on insight in pedagogical documentation and also on data gathered by conducting survey on geography teachers from all primary schools in the research area. Fieldwork application was analysed by method of direct observation. Research results show how much and what type of fieldwork is usually being conducted in respect to classification, and how and in what grades it is mostly done. Results also indicate reasons why is its presence so small in geography teaching