Beekeeping and Its Inclusion in the Context of Primary Education in the Prekmurje Region

Magistrsko delo z naslovom Čebelarstvo in njegovo vključevanje v kontekst osnovnošolskega izobraževanja na področju Prekmurja sestavljajo teoretični, empirični in praktični del, ki se med seboj dopolnjujejo ter nadgrajujejo. Teoretični del magistrske naloge opredeljuje zgodovino čebelarstva, biološki, kulturni, naravoslovni in pedagoško-didaktični sklop. V empiričnem so predstavljeni izsledki raziskave, v kateri smo ugotavljali, ali učitelji razrednega pouka na področju Prekmurja vključujejo čebelarstvo v sam pouk ter v kolikšni meri. Ugotavljali smo tudi, ali osnovne šole na področju Prekmurja izvajajo čebelarski krožek ter ali se učitelji poslužujejo mentorstva čebelarskemu krožku. Pri tem so nas zanimale razlike v starosti ter stratumu anketirancev. V raziskavi, ki je potekala oktobra 2020, je bilo vključenih 77 učiteljev razrednega pouka iz sedmih osnovnih šol iz Prekmurja. Uporabljena je bila deskriptivna in kavzalna neeksperimentalna metoda pedagoškega raziskovanja. Podatke smo zbirali s pomočjo anketnega vprašalnika. V empiričnem delu magistrske naloge smo prišli do ugotovitev, da učitelji v sam pouk vključujejo temo čebelarstvo skozi razne obvezne učne predmete in sicer največkrat v obsegu ene šolske ure ali več. Prav tako smo ugotovili, da večji delež šol čebelarskega krožka ne izvaja ter da anketirani učitelji niti nimajo interesa po mentorstvu v čebelarskem krožku. Kot posledico teh ugotovitev empiričnega dela smo ustvarili praktični del magistrske naloge, katerega cilj je spodbuditi učitelje k izvajanju čebelarskega krožka. Zasnovali smo primer obravnave teme čebelarstva v sklopu čebelarskega krožka, ki je namenjen učiteljem razrednega pouka. Primer priprave smo oblikovali za celotno šolsko leto.The master’s thesis entitled “Beekeeping and Its Inclusion in the Context of Primary Education in the Prekmurje Region” consists of the theoretical, empirical, and practical parts, which complement and upgrade each other. The theoretical part of the master\u27s thesis defines the history of beekeeping, biological, cultural, naturalistic, and pedagogical-didactic set. In the empirical part we presented the results of a research, in which we determined whether classroom teachers in the Prekmurje region include beekeeping in the class itself and to what extent. We also determined whether primary schools in the Prekmurje Region run beekeeping clubs and whether teachers choose to monitor them. We were interested in the differences in the age and stratum of the respondents. The survey, which took place in October 2020, included 77 primary school teachers from seven primary schools in Prekmurje. A descriptive and causal non-experimental method of pedagogical research was used. We collected data using a questionnaire. In the empirical part we concluded that teachers include the topic of beekeeping in the lessons through various core subjects, namely in the scope of one school hour or more. We also found that most schools do not run a beekeeping club and that the surveyed teachers do not even have an interest in mentoring in a beekeeping club. Because of these findings in the empirical work, we created a practical part of the master\u27s thesis, which aims to encourage teachers to implement a beekeeping club. We designed an example of dealing with the topic of beekeeping as part of a beekeeping club, which is intended for classroom teachers. We designed an example of preparation for the entire school year