Teachers’ opinions and teaching materials for outdoor lessons on the subject matter of the 1st to 5th grade of elementary school

Učiteljski poklic je danes postavljen pred velik izziv, kako vzpostaviti ravnovesje med interesi učencev, interesi staršev, zahtevami s strani zakonodaje, zahtevami učnega načrta, trenutnimi priporočili in omejitvami zaradi novega korona virusa Covid-19 in drugimi dejavniki, s katerimi se učitelji srečujejo. Pedagoški delavci morajo vedno znova iskati načine, s katerimi bi motivirali učence in z njimi zagotovili kvaliteten pouk. Vse to je bila spodbuda za nastanek tega magistrskega dela. V okviru teoretičnega dela je bil na osnovi domače in tuje literature predstavljen drugačen način dela v šoli, pouk na prostem. To je namreč ena od oblik pouka, ki ima veliko prednosti na vseh področjih otrokovega razvoja. Predstavljeno je bilo tudi, na kakšen način pouk na prostem izvajajo nekatere tuje države. Ob pregledu aktualnih virov pa je bilo predstavljeno, kako slovenske šole namenjajo pozornost pouku na prostem. Za boljši vpogled v to, kako uporabiti tak način dela v razredu, so bile v raziskavo vključene izbrane učiteljice osnovnih šol, ki imajo izkušnje s tovrstnim poukom. V empiričnem delu so bila njihova pisna in ustna gradiva analizirana na podlagi oblikovanega kriterija za analizo elementov pouka na prostem. Obenem so bili opredeljeni tudi elementi, ki jih je potrebno vključiti v načrtovanje dejavnosti pri omenjenem pouku. Na osnovi rezultatov raziskave in pregleda izbrane literature so bile oblikovane dejavnosti za poučevanje učne vsebine Snovi v 4. razredu za izvedbo v obliki pouka na prostem. Dejavnosti so bile pripravljene na način, ki zagotavlja vertikalno povezanost in nadgradnjo znanj ter izkušenj. Predlogi za tako povezovanje vključujejo možnost nadgraditve ciljev v 5. razredu. Izbrane učiteljice za vrednotenje dejavnosti so oblikovane dejavnosti vrednotile na podlagi oblikovanega kriterija za vrednotenje dejavnosti. Utemeljena teorija, oblikovana s pomočjo kvalitativnega raziskovanja na majhnem številu primerov, je vezana kontekstualno, in sicer to pomeni, da ugotovitve veljajo za proučevani položaj in njemu podobne primere (Vogrinc, 2008). Ugotovitve raziskave niso namenjene posplošitvi na celotno populacijo, ampak predstavljajo koncept oz. utemeljeno teorijo, ki razloži proučevani pojav, v tem primeru pouk na prostem. Ugotovitve imajo informativen namen za vse tiste, ki bi jih tako delo zanimalo. Raziskava namreč ponuja odgovore na veliko pomislekov, ki se lahko pojavijo pri načrtovanju in izpeljavi pouka na prostem.Today the teaching profession faces a major challenge of balancing student interests, parental interests, legal requirements, curriculum requirements, current recommendations, and limitations due to the new coronavirus Covid-19, and other factors which teachers are facing. Teachers must always look for ways to motivate students and provide them with quality teaching. All these issues present the encouragement for the creation of this master\u27s thesis. In theoretical part, a different way of working at school, namely outdoor teaching was presented based on domestic and foreign literature. Outdoor teaching is one way of teaching that has many advantages in all areas of child development. It was also presented how other countries teach outdoors. With the review of current sources, it was also presented how Slovenian schools pay attention to outdoor lessons. For better understanding of how to use this way of teaching out of the classroom, primary school teachers, who have experience with this type of teaching, were selected and included in the research. In the empirical part, their written and oral materials were analysed on the basis of the developed criteria for the analysis of elements of outdoor lessons. At the same time, we also defined the elements that need to be included in the planning of outdoor learning. Based on the results of the research and review of selected literature, we designed activities for teaching the learning content Substances in the 4th grade, made for outdoor lessons. The activities were prepared in a way that ensures vertical connectivity and upgrading of knowledge and experience. Suggestions for such integration include the possibility of upgrading teaching goals in the 5th grade. The selected teachers evaluated the activities on the basis of the formed criteria for the evaluation of activities. The valid theory, formed with the help of qualitative research on a small number of cases, is contextually bound, which means that the findings apply to the studied situation and similar cases (Vogrinc, 2008). The findings of the research are not intended to be generalized to the entire population but represent a concept or a valid theory that explains the phenomenon under study, in this case outdoor teaching. The findings have an informative purpose for all those who would be interested in such work. Namely, the research offers answers to many concerns that may arise when planning outdoor lessons