ENVIRONMENTAL EDUCATION CLASSES IN CONTEXT OF DIFFERENT PERFORMANCES IN STATE AND WALDORF SCHOOLS

Namen diplomske naloge je bil primerjati pouk predmeta spoznavanje okolja waldorfske osnovne šole z državno osnovno šolo ter iskati podobnosti in razlike v obeh izobraževalnih programih. V teoretičnem delu so opisane splošne značilnosti obeh izobraževalnih programov. Opredelili in opisali smo predmet spoznavanja okolja v obeh šolah, predstavili cilje in didaktična priporočila. Predstavili smo tudi splošen razvoj otrok v starostnem obdobju od prvega do tretjega razreda, tako za državno kot za waldorfsko šolo. V praktičnem delu diplomske naloge smo na osnovi hospitacij želeli navesti posamezne značilnosti pouka spoznavanja okolja v waldorfski šoli in jih primerjati z državno šolo, pri tem smo uporabili kvalitativno tehniko – nestrukturirano opazovanje. Predstavili smo tudi primerjavo nekaterih sklopov iz učnih načrtov državnih in waldorfskih šol. Osredotočili smo se tudi na naravo in obravnavanje učne snovi v njej, zato nas je zanimalo, kako pogosto učitelji z učenci obeh šol pri pouku spoznavanja okolja zahajajo izven učilnice (v naravo) in če namesto v učilnici raje obravnavajo učne vsebine v naravi. Raziskovalni vzorec je zajemal učitelje razrednega pouka, ki poučujejo v prvem triletju osnovne šole. Pri tem smo uporabili kvalitativni tehniki raziskovanja – anketo in standardizirani intervju. Rezultati kažejo, da se glavni cilji in vsebine predmeta spoznavanja okolja v waldorfski in državni šoli razlikujejo. Na osnovi izvedenih hospitacij smo ugotovili, da se pouk spoznavanja okolja v waldorfski šoli močno razlikuje od pouka v državni šoli. Prav tako smo opazili, da obe šoli poskušata ohranjati stik z naravo, vendar vsaka šola na drugačen način.The main purpose of my diploma thesis deals with the comparison of the environmental studies in Waldorf primary school and state primary school and the search of resemblances and differences between both educational programs. Theoretical part defines main characteristics of both educational programs. We defined and described school subject environmental studies in both schools, represented goals and didactic recommendations. We also presented general child development in time period from the first to the third grade, in both state and Waldorf School. In the practical part of my diploma paper we listed individual environmental studies characteristics on the basis of lesson observations in Waldorf School and compared them with state school, where we used qualitative technique – unstructured observation. We also presented the comparison of some complex from state schools and Waldorf schools syllabus. We focused on nature and discussing the school matter in it, so we were interested in the fact how often teachers of both schools went outside the classroom (in the nature) and rather taught teaching contents in the nature than in the classroom. Research pattern included primary school teachers that taught in the first triennium. We used two qualitative techniques in our research – questionnaire and standardised interview. The results show that the main goals and subject contents of environmental studies in both schools, state and Waldorf, differ. On the basis of lesson observations we found out that the lesson of environmental studies in Waldorf School highly differs from the one in state school. We also noticed that both schools were trying to keep the connection with nature, but each in some different way