ANALIZING THE INTEGRATION OF SPATIAL ORIENTATION ELEMENTS IN THE FOURTH-GRADE CURRICULUM OF PRIMARY SCHOOL

V diplomskem delu smo podrobneje predstavili vključevaje elementov prostorske orientacije učencev mestnih in primestnih šol. Mnogim učencem razredne stopnje prostorska orientacija predstavlja precejšnje breme, zato je tudi težje dojemljiva. V teoretičnem delu predstavljamo razvoj otroka v povezavi s prostorskim dojemanjem sveta, opisujemo učni načrt družbe in nekatera učna gradiva v četrtem razredu, ki se nanašajo na prostorsko orientacijo. Podrobneje opisujemo kako se orientiramo v naravi. V empiričnem delu smo predstavili analizo raziskave med učenci četrtih razredov, kjer smo preverjali znanje anketiranih o orientaciji v prostoru. Pri tem smo ugotovili, da je večina učencev dobro seznanjena s prostorsko orientacijo. V praktičnem delu skušamo najti rešitve, ki bi odpravile težave ugotovljene v empiričnem delu s pomočjo modela izvedbe učne priprave. Čeprav bi tako izboljšali znanje učencev o orientaciji v prostoru, pa vendar menimo, da bo potrebno realizirati še veliko več podobnih modelov za boljšo iznajdljivost učencev v naravi.This diploma thesis presents in detail the integration of spatial orientation elements with pupils attending town and rural schools. Many pupils in the lower primary school level consider spatial orientation difficult and therefore harder to grasp. The theoretical part of the thesis introduces the development of the child relating to the spatial perception of the world, describes the curriculum of the subject social studies as well as some other learning materials in the fourth grade pertaining to spatial orientation. This is followed by a detailed description of outdoor orientation. The empirical part presents the analysis of a survey conducted among fourth grade pupils, which tested the knowledge of the interviewees regarding spatial orientation. The results showed that the majority of pupils are well familiar with spatial orientation. The practical part seeks to find solutions for eliminating problems that had been established in the empirical part by means of a model depicting the implementation of a teaching preparation. Despite the fact that in this way pupils\u27 knowledge on spatial orientation would improve, we still believe that more similar models need to be implemented in order to improve pupils\u27 sense of outdoor orientation