Fourth grade experimentative lesson at Turnišče primary school - carbon dioxide.

Magistrsko delo z naslovom »Pouk z raziskovanjem v četrtem razredu Osnovne šole Turnišče – ogljikov dioksid« sestavljata dve zaokroženi celoti, ki se med seboj dopolnjujeta in nadgrajujeta: teoretični in praktični del. Teoretični del sestavljajo trije sklopi, ki utemeljujejo raziskovalni problem. V didaktičnem sklopu je opredeljen pouk z raziskovanjem (izpostavljen je Krnelov model, 2007) in učni predmet naravoslovje in tehnika. V psihološkem sklopu so predstavljene psihofizične lastnosti 9-letnikov, v geografskem sklopu pa občina Turnišče (posebej Osnovna šola Turnišče, predstavljen pa je tudi četrti razred, kjer je praktični del naloge potekal). V praktičnem delu so pridane podrobne učne priprave, usklajene s Krnelovim modelom (2007) pouka z raziskovanjem, natančneje je opisan pouk praktičnega dela in zapisana evalvacija narejenega. Ugotovljeno je, da pouk z raziskovanjem od učitelja terja natančno učno pripravo, ogromno materialnih sredstev, iznajdljivosti in znanja. Učitelj mora poskrbeti, da so učni cilji in vsebina primerni razvojni stopnji učencev, da so navodila za delo natančno podana in da je ura zanimiva, razgibana in pestra. Pouk z raziskovanjem omogoči učencem, da pridejo do znanja sami, le-tega bolje uzavestijo, vendar pod pogojem, da so aktivno vključeni v vse etape učne ure.The master\u27s thesis entitled “Fourth Grade Experimentative Lesson at Turnišče Primary School - Carbon Dioxide« consists of two complete parts, which complement and upgrade each other: theoretical and empirical part. The theoretical part consists of three sections that substantiate the research problem. The didactic section defines the Inquiry Based Science Education (Krnel\u27s model, 2007), and the subject of nature science and technology. The psychological section portrays psychophysiological characteristics of 9-year-olds, while the geographical section presents the municipality of Turnišče (especially Turnišče Primary School and the fourth class, where the empirical part of the thesis was carried out). The empirical part contains detailed lesson plans, designed in accordance with the Krnel’s model (2007) of Inquiry Based Science Education. Comprehensive account of lessons is provided, as well as evaluation of the work done. It has been ascertained that Inquiry Based Science Education requires thorough lesson plans, vast material resources, ingenuity and professional knowledge of a teacher. The teacher must make sure that the learning objectives and content are appropriate to the development level of the pupils, that the instructions for work are accurately given and that the lesson is interesting, varied, and diverse. Teaching through experiment enables pupils to develop knowledge on their own, which furthermore enhances their awareness, provided they are actively involved in all stages of the lesson