EXPERIMENTAL WORK IN AN AFTER-SCHOOL CLASS

Diplomsko delo je razdeljeno na dva dela – teoretični in praktični del. V teoretičnem delu podrobneje predstavimo izkustveno učenje, njegove idejne izvore ter navedemo metode in faze takega učenja. V nadaljevanju opredelimo naravoslovje in naredimo vertikalni pregled naravoslovnih predmetov v osnovni šoli, kjer so za vsak predmet izpisani splošni učni cilji. Predstavimo naravoslovne dejavnosti, naravoslovne kompetence ter namenimo nekaj besed začetnemu naravoslovju in konstruktivizmu. Navedene so tudi naravoslovne metode dela, nekaj več pa povemo o metodi eksperimentiranja in jo podrobneje opišemo. Za konec teoretičnega dela predstavimo še oddelek podaljšanega bivanja, njegove sestavine in organizacijo dela v oddelku. V drugem, praktičnem delu diplomske naloge je opisana izvedba eksperimenta kapilarnega dviga vode, ki smo ga izvedli v oddelku podaljšanega bivanja na Osnovni šoli Dolenjske Toplice. Z njim smo želeli preveriti, ali učenci z učenjem preko lastnih izkušenj res pridobijo več znanja kot samo z razlago ter po končani evalvaciji delovnih listov dokazali, da je uporaba izkustvenega učenja pri vsakdanjem pouku za učence še kako pomembna.This graduation thesis consists of two parts, theoretical and empirical. The theoretical part introduces empirical learning, its origin, methods and stages. Natural science is defined and subjects of natural science in a primary school, where general learning aims for each subject are written out, are vertically reviewed. Natural science activities and natural science competences are presented, and primary natural science and constructivism are also mentioned. Also, natural science methods are indicated also, and experimental method is defined and described too. Finally, an after school class, its characteristics and the organisation of work are presented. The second, empirical part describes the capillary water rise experiment, which was carried out in the after school class of the Dolenjske Toplice primary school. The intention was to determine whether pupils gain more knowledge by learning through personal experience or by just listening to an explanation. Evaluation of worksheets proved that the use of empirical learning in everyday classes is very important