FINDING OUT ALL ABOUT WOOD AND TOYS ON A TECHNOLOGY DAY AND DESIGNING PRACTICAL PRODUCTS

V svojem diplomskem delu sem uporabila projektno učno delo kot novi pristop pridobivanja znanja, ki temelji na izkustvenem učenju. Izbrala sem si temo »Spoznavanje lesa in igrač v okviru tehničnega dneva in oblikovanje praktičnih izdelkov«.V teoretičnem delu diplomskega dela sem predstavila projektno učno delo, les in njegove lastnosti, igro in igrače, tehniko in tehnologijo v osnovni šoli, varstvo pri delu ter razvojne stopnje otrok in vpliv posamezne razvojne stopnje na izvajanje tehnične dejavnosti. V empiričnem in praktičnem delu sem opisala projekt, ki sem ga izvedla v oddelku podaljšanega bivanja z učenci tretjih razredov. Način dela so učenci zelo dobro sprejeli, kar so potrdile tudi moje hipoteze, ki sem jih dokazala z metodo triangulacije. Ob praktičnem delu so si učenci pridobili nova znanja o lesu, razvijali pozitiven odnos do narave ter aktivno sodelovali med seboj na vseh stopnjah. Kot učiteljica sem imela vlogo svetovalke, koordinatorke, organizatorke in usmerjevalke. Motivirati sem morala učence za nalogo, zato sem morala dobro spoznati vsakega posebej, njegove sposobnosti in osebnostne lastnosti. Glavni nosilci projekta v vseh etapah dela pa so bili seveda učenci sami. Njihov cilj je bil uresničitev zadanih nalog in ciljev, ki so si jih zadali na začetku projektnega dela — izdelati praktično, leseno, gibljivo lutko na palčki. Zaradi svoje odprtosti projektno učno delo omogoča sodelovalni pristop, kjer je odnos med učiteljem in učencem enakovreden in partnerski, kar omogoča, da se učitelj lahko marsikaj nauči od svojih učencev in spozna vsakega posameznika.In my diploma I used project teaching tasks as a new way of gaining knowledge, which is based on learning by experience. I chose the topic »Finding out all about wood and toys on a technology day and designing practical products«.In the theoretical part of my diploma project teaching tasks, wood and its characteristics, games and toys, technique and technology in primary school, protection at work and phases in development of children and the influence of particular phases on the performance of the technical tasks were introduced. In the empirical and practical part I described a project, which was carried out in a third grade class after school. The students accepted the way of working very well, which was also confirmed by my hypotheses, which were proved by the methodological triangulation. During the practical tasks the students gathered new knowledge about wood, developed a positive relationship towards nature and actively cooperated with each other on all levels. As the teacher I had the role of the advisor, coordinator, organizer and guide. To motivate the children for the task I had to get to know each of them, their abilities and personal characteristics well. The essential parts of the project in all its phases were, of course, the students themselves. Their goal was to accomplish all the tasks and goals, which were set at the beginning of the work – to make a practical movable wooden puppet on a stick. Because of their open character project tasks enable a cooperative access, in which the teacher and student share an equivalent partnership through which the teacher can learn from their students and gets to know the individuals