Forest as an Outdoor Classroom, the Pogorelec Learning Trail

Kar šestdeset odstotkov Slovenije prekriva gozd. V sodobnem okolju je prav gozd edini večji ostanek ohranjene narave in v vsej svoji razsežnosti ima veliko različnih vlog ter funkcij. Prizadevanje slovenskega gozdarstva je usmerjanje razvoja gozda tako, da ostaja kar najbolj naraven. K varovanju narave moramo prispevati vsi, saj je narava neprecenljiva dobrina. Pomembna je miselnost ohranjanja dobrine za prihodnje rodove. Otrokom je treba privzgojiti, da se zavedajo odgovornosti za čisto okolje in gozd. Pomembno vlogo imamo pri tem tudi učitelji, ki ravno z vstopom v gozd otrokom ponudimo izkušnjo, kako delovati, kako ravnati v njem in kaj vse nam lahko ponudi. Učiteljevo delo temelji na učnem načrtu za posamezne predmete. V ta namen smo jih analizirali, da smo dobili vpogled v vsebinsko zastopanost izbrane teme. Analizirali smo tudi članke in izpostavili primere dobre prakse, ki so učiteljem lahko v pomoč pri delu. Dodali smo tudi lastno izkušnjo drugačnega načina dela pri pouku biologije. Učilnica na prostem zagotavlja povezavo med teoretičnimi vidiki biologije in vprašanji, ki vplivajo na naše domove, skupnost in svet okoli nas. Takšno izobraževanje ima poudarek na odnosih z ljudmi, naravnimi viri in s procesi. Učne poti so zvrst samo-vodenih poti v naravi. Na njih bi se naj obiskovalec počutil kot raziskovalec, ki pod neznanim vodstvom odkriva tako naravne kot tudi družbene značilnosti območja. Namen magistrske naloge je bil analizirati učne načrte, raziskati primere dobre prakse, ki popestrijo pouk in omogočijo več pozitivne interakcije med učenci in naravo, ter pripraviti naravoslovno učno pot, ki bo nudila nove informacije in obenem omogočala umestitev že znanih informacij v smiseln okvir.Sixty percent of Slovenia is covered by forest. In the modern environment, forests are the only major remnant of preserved nature and they play a wide variety of roles and functions across their entire range. Slovenian forestry is committed to guiding the development of the forest so that it remains as natural as possible. We all have to contribute to protect nature because it is an invaluable amenity. A mindset of preserving this amenity for future generations is crucial. Children need to have the responsibility for a clean environment and forest imparted to them. Teachers also have an important role in this and it is by entering the forest that we provide children with an experience on how to work, how to behave in the forest and what all it has to offer. A teacher\u27s work is based on the curriculum for each subject. For this purpose, we have analysed them to obtain an insight into the content representation of the chosen topic. We have also analysed articles and highlighted examples of good practice that can help teachers in their work. We have also added our own experience of a different way of working in biology class. The outdoor classroom provides a link between the theoretical aspects of biology and the issues that affect our homes, communities and the world around us. Such education emphasises relationships with people, natural resources and processes. Educational paths are a type of self-guided nature trails. They are intended to make the visitor feel like an explorer, discovering both the natural and social features of an area under an unknown guide. The aim of the master\u27s thesis was to analyse the curricula, to research examples of good practice that enrich lessons and allow for more positive interaction between students and nature, and to create an educational nature path that both offers new information and enables placing already acquired information in a meaningful context