Outdoor classroom at the primary school Fram

V zaključnem delu smo izdelali učilnico v naravi pri osnovni šoli Fram, ki je namenjena proučevanju naravnogeografskih značilnosti pokrajine. Menimo, da je učenje na prostem izredno pomembno pri doseganju učnih ciljev predmetov v osnovni šoli (npr. spoznavanje okolja, naravoslovje in tehnika, družba in geografija), tako z vidika uspešnosti kot tudi motivacije. Predstavili smo potek izdelave učilnice v naravi, vse od ugotavljanja pogojev za vzpostavitev učilnice v naravi do njene končne podobe. V nadaljevanju smo predstavili didaktične podlage geografskega izobraževanja v učilnici v naravi ter s pomočjo pregleda učnih načrtov zgoraj navedenih predmetov v osnovni šoli ugotavljali, katere učne cilje bi bilo smiselno dosegati izven učilnice. Izdelali smo tudi didaktične podlage geografskega izobraževanja v učilnici v naravi, katere predstavljajo smernico njene uporabnosti. S pomočjo kataloga terenskih metod dela smo želeli uporabnikom učilnice v naravi podati več možnosti izvajanja posameznih dejavnosti na prostem. V nadaljevanju smo izdelali konkretizirane primere raziskovalnega dela v učilnici v naravi pri osnovni šoli Fram. Tako smo izdelali primere učnih priprav in učnih listov za klasično terensko delo pri pouku geografije v 9. razredu, projektno delo z naslovom Šolski vrt – razgiban življenjski prostor kot korak k samooskrbi za 2., 5. in 9. razred in eksperimentalno učno delo z naslovom Podnebne spremembe za 3., 5. in 9. razred. S slednjima primeroma smo želeli prikazati nadgrajevanje učnih vsebin in učnih ciljev po vertikali posameznih predmetov. V zadnjem delu smo ovrednotili uporabnost vzpostavljene učilnice v naravi med učitelji posameznih predmetov osnovne šole Fram. Učitelji so podali mnenje o izvajanju možnih dejavnosti v učilnici v naravi, hkrati pa podali možnosti o vzpostavitvi posameznih objektov, ki jih sami pogrešajo pri svojem delu.In the final part, we have created an outdoor classroom at Fram Elementary School, which is meant to study the natural-geographical features of the landscape. We believe that outdoor learning is of the utmost importance at achieving the learning objectives of elementary school subjects (e.g. Environmental Education, Science and Technology, Society and Geography), both in terms of performance and motivation. We have outlined the process of creating a classroom in nature, from establishing the conditions for setting up an outdoor classroom to its final image. Later, we also presented the didactic bases and guidelines for outdoor geography education and, by reviewing the syllabuses of the above-mentioned subjects at elementary school, to determine what learning goals would be appropriate to achieve outside the classroom. With the help of the catalogue of fieldwork methods, we wanted to give the classroom users more opportunities to do individual outdoor activities. Besides that, we elaborated concrete examples of research work in the field nearby Fram Elementary School. Thus, the nine-graders prepared examples of study preparations and worksheets for classical fieldwork in the project work entitled School Garden - a vibrant living space as a step towards self-care for grades 2, 5, and 9, and the experimental task Climate change for grades 3, 5 and 9. With the following examples, we wanted to show the vertical upgrading of the learning contents and objectives for individual subjects. In the last part, we evaluated the usefulness of the established outdoor classroom among teachers of individual subjects at Fram Primary School. They expressed their opinion about the implementation of possible activities outside the classroom and they also suggested some other extra-curricular topics they miss at their work