LEARNING AND TEACHING NATURAL AND SOCIAL SCIENCES IN OPEN SPACE

Učenje i poučavanje o prirodi i društvu na otvorenim prostorima ili izvanučionička nastava prirode i društva sastavni je dio nastavnog rada učitelja u osnovnim školama. Vrijednosti i značenje stjecanja iskustava na otvorenim prostorima i u okolišu, o različitim elementima prirode i društva iz neposredne blizine, odnosno sudjelovanje u aktivnostima te iskustva iz "prve ruke" mogu biti snažan čimbenik motivacije i interesa učenika i učitelja za takvo učenje. Istraživanjem stanja u praksi odgojno–obrazovnog rada učitelja osnovne škole s učenicima u okolišu ispitali smo i značaj izvođenja nastave na otvorenim prostorima, posjedovanje odgovarajućeg školskog okoliša kao poticaja za aktivnosti učenika u okolišu te samopercepciju uloge učitelja u sudjelovanju u aktivnostima estetskog uređenja vanjskog okružja škole. Rezultati su ukazali na to da učitelji često izvode svoje učenike na otvorene prostore te im je učenje i poučavanje na otvorenim prostorima značajan dio odgojno–obrazovne prakse rada u školama. Međutim, njihova uloga sudionika, a time i značajnog role–modela u aktivnom poticanju učenika u estetskom oblikovanju i dizajniranju vanjskom okružja škole procijenjena je izuzetno slabim rezultatimaLearning and teaching natural and social sciences in open space or out-of-classroom natural and social sciences classes are the component parts of teaching work regarding primary school teachers. Values and significance of gaining experience in open space and the environment that deals with various elements of natural and social sciences from contiguity, participating in various activities and \u27first hand\u27 experiences can represent a strong factor of teacher and pupil motivation and interest for such learning. Investigating the state of practice of primary school teacher educational work with pupils that deals with environment, we also tested the significance of realising the teaching in open space, possessing the adequate school environment as an impetus for pupil activities in environment, and self–perception of teacher role in participating in the activities of an aesthetic arrangement of outer school environment.The results shown that the teachers often take their pupils in open space and that learning and teaching in open space is an important part of educational practice in schools. However, their participant role and, therefore, model role in an active encouragement of pupils that refers to an aesthetic shaping and arranging of outer school environment is assessed by very poor results