OUTDOOR LEARNING IN GEOGRAPHY TEACHING

Učenje geografije na prostem zajema vse učenčeve učne aktivnosti izven šolskih prostorov in je zaradi neposrednega stika z okoljem (naravnim in družbenim), ki ga učenec doživlja z vsemi čutili, učno zelo dragoceno in nenadomestljivo. V diplomskem delu smo predstavili terminološko raznolikost poimenovanja učenja na prostem, ki deloma izhaja tudi iz same opredelitve izvedbe izkustvenega učenja ter značilnosti pomembnega učenja geografije na prostem. Z vidika vključenosti učenja geografije na prostem smo analizirali osnovnošolske učne načrte za pouk geografije v Sloveniji, na Hrvaškem in v Nemčiji ter jih med seboj primerjali. Ugotovili smo, da zaradi različnih učnih sistemov v izbranih državah prihaja do različne stopnje zastopanosti učenja geografije na prostem, da pa vse države izkustvenemu učenju namenjajo vedno večjo pozornost. Osnovnošolske učne načrte za pouk geografije v Sloveniji smo z vidika vključenosti učenja geografije na prostem analizirali za obdobje zadnjih 50-ih let. Izdelali smo tudi primer učenja geografije na prostem za 9. razred osnovne šole.Outdoor learning in geography comprises all children\u27s learning activities taking place outside the classroom. Children come into contact with the environment (both natural and social), and they experience it with all the senses which is, from the learning point of view, most valuable and also irreplaceable. In the diploma thesis a diversity of terminology for outdoor learning, partly resulting from the definition of the empirical knowledge implementation and the characteristics of significant outdoor learning in geography, is presented. Primary school geography curricula for Slovenia, Croatia and Germany are analyzed and compared according to the inclusion of the outdoor learning in geography. Due to different education systems of selected countries different levels of outdoor learning in geography are represented. However, in all three countries the empirical learning is gaining importance. In addition, Slovene primary school curricula for geography have been analyzed for the period of last 50 years. As well, an example of outdoor learning in geography for 9th grade of primary school is presented