Exploring Earth and it\u27s surface by using models in kindergarten

Astronomija in geologija sta znanstveni vedi. Prva proučuje nebesna telesa in naravne pojave v vesolju, druga je osredotočena na proučevanje Zemljinega nastanka, njeno sestavo, obliko ter procese nad in pod njenim površjem. V diplomskem delu smo ugotavljali vpliv uporabe fizičnih modelov pri podajanju vsebine s področja astronomije in geologije. Namen je bil ugotoviti otroške predstave o vesolju, Osončju, notranjosti našega planeta, tektonskih ploščah, potresih in vulkanih. Načrtovali smo projektni teden, v katerem je sodelovalo 20 otrok, starih 5 do 6 let. Prvi in zadnji dan smo otroške predstave ugotavljali z izvedbo kviza, reševanjem delovnega lista in intervjujem 6-ih otrok. Ostale dni smo posvetili izvedbi načrtovanih dejavnosti, kjer smo otrokom s pomočjo različnih fizičnih modelov, fotografij ter videoposnetkov ponudili konkretne izkušnje o obravnavani vsebini. Glavno vodilo je bila uporaba fizičnih modelov, ki so podrobneje opisani v poglavju 3.5.1 Predstavitev pripravljenih fizičnih modelov ter ostalih vizualizacijskih pripomočkov. Glede na odzive otrok in primerjavo rezultatov pred izvedbo dejavnost in po izvedbi le-teh ugotavljamo, da so imeli nekateri otroci že pred izvedbo dejavnosti nekaj izkušenj in predstav o določenih pojmih. Uporabljeni fizični modeli so jih zelo motivirali k sodelovanju ter pozitivno vplivali na oblikovanje ustreznih predstav relativne večine otrok, sodelujočih v projektnem tednu.Astronomy and geology are natural sciences. The first studies celestial objects and natural phenomena in space and the other is focused on studying Earth\u27s formation, structure, shape and processes that happen above and under it\u27s surface. In this thesis we investigated the impact of using physical models when teaching content from the fields of astronomy and geology. Our goal was to identify children\u27s ideas about space, the Solar System, the interior of our planet, tectonic plates, earthquakes and volcanoes. We planned project week with 20 children, aged 5 to 6. On the first and last day, children\u27s views were determined by a quiz, a worksheet and by interview of 6 children. In the remaining days we focused on carrying out the planned activities in which children got practical experience about learning content through various physical models, photographs and videos. The main guiding principle was the use of physical models wich are describded in more detail in chapter 3.5.1 Presentation of the prepared physical models and other visualisational tools. Based on children\u27s responses and comparison of the results before and after activities, we have come to the conclusion that some children already had some experience and ideas about certain terms even before the activities. The used physical models were very motivating for them to participate and had a positive impact on the formation of appropriate ideas for the relative majority of children participating in the project week