EXPERIENTIAL LEARNING IN NATURAL SCIENCES AND TECHNOLOGY IN YEARS 4 AND 5 IN THE NINE-YEAR ELEMENTARY SCHOOL

Diplomsko delo je sestavljeno iz teoretičnega, empiričnega in praktičnega dela. V teoretičnem delu diplomskega dela smo teoretično opredelili izkustveno učenje, predstavili pomen konstruktivizma v učenju in poučevanju, opredelili vlogo učitelja in učenca v konstruktivistično naravnanem pouku, vključili načela uspešnega izkustvenega pouka, opisali tipične postopke in metode pri tej obliki pouka ter opisali, kako se predmet naravoslovja in tehnike odraža v konstruktivistični luči. V empiričnem delu diplomskega dela smo preučili poznavanje in pogostost uporabe izkustvenih tehnik, motiviranost učencev in učiteljev za delo z izkustvenimi tehnikami, načine pridobitve materiala oziroma sredstev za izvedbo izkustvenega pouka in prav tako preučili vire znanja in spodbud za izkustveno delo učitelja. Vse to smo raziskovali pri pouku naravoslovja in tehnike v 4. in 5. razredih osnovnih šol s področja Štajerske in Pomurja. Naša raziskava kaže, da so učenci, ki so bili zajeti v raziskavi, v največjem številu poznali tehniko dopolnilnega predavanja, najmanj pa so poznali tehniko časa za razmišljanje. Ugotovili smo, da so učitelji, ki so bili vključeni v raziskavo, največkrat uporabljali izkustvene tehnike pri samem pouku naravoslovja in tehnike, manj pa so jih uporabljali pri pouku tehniških ali naravoslovnih dni. Ugotovili smo tudi, da si anketirani učenci v veliki večini želijo še večkrat srečati z izkustvenimi tehnikami pri pouku naravoslovja in tehnike ter da jih večina meni, da so tehnike izkustvenega učenja koristne za učenje in jim pri učenju pomagajo. Ugotovili smo, da si največ učiteljev v svoj pouk naravoslovja in tehnike želi vključiti še več izkustvenega učenja in da tudi največ učiteljev (90,3 % vseh, ki je sodelovalo v raziskavi), meni, da učenci znanje, pridobljeno pri pouku izkustvenega učenja naravoslovja in tehnike, dobro obvladajo. Raziskava, ki smo jo izvedli in podrobneje interpretirali v empiričnem delu, nas je usmerila v pripravo praktičnega dela. Pripravili smo priročnik za delo z izkustvenimi tehnikami pri pouku naravoslovja in tehnike v 4. in 5. razredu devetletne osnovne šole. V priročniku so glede na Učni načrt za naravoslovje in tehniko v 4. in 5. razredu ter program osnovnošolskega izobraževanja predlagane in opisane oblike tehnik izkustvenega učenja za vsak tematski sklop posebej. Vsaka predlagana izkustvena tehnika skuša zadovoljiti minimalni standard za določen cilj pri predmetu naravoslovja in tehnike.This thesis consists of theoretical, empirical, and practical section. In theoretical segment, we have theoretically defined the experiential learning, and we pointed out the significance of the constructivism in learning and educationwe have also defi-ned the roles of teacher and pupil in the constructivist frame of teaching. We have also introduced the principles of successful experiential learning, as well as the typi-cal procedures and methods for this type of teaching. Finally, we have described how the two school subjects, i.e. of natural science and technical sciences respecti-vely can be dealt through constructivist approach. In empirical segment of this thesis, we have examined the skills (familiarity) and frequency of usage of experiential techniques, as well as motivation of pupils and teachers for the class work when using the above mentioned techniques. We have also examined the modes of material acquisition for the realization of the experienti-al teaching, as well as the sources of knowledge and motivation for the experienti-ally oriented work of the teacher. All these topics have been addressed in a study of experiential learning in the case study of teaching praxis of natural sciences and technical sciences in the fourth and fifth grade of elementary school. The study has been carried out in the area of Štajerska (Styria) and Pomurje (the Region around river Mura). Our study shows that the pupils in our population are well acquainted with the didactic technique of supplementary classes, and in contrast, they were the least familiar with the “time to think” technique. Our study shows that the teachers in our population often use the experiential techniques during the natural science and technical science classeshowever, these techniques were rarely employed du-ring the regular curriculum activities, such as the days of natural or technical scien-ces. Results of the study show that majority of the pupils are interested in experien-tial techniques, and would like the teachers would employ them in the class, due to pupils’ belief that such techniques prove to be useful in learning. The results also show the distinct positive tendency in teachers’ population regarding the more frequent usage of experiential learning in the classes of natural science and technical sciences90˙3 % of the inquired teachers believe that pupils acquired good skills and knowledge in both classes. The research, carried out and thoroughly interpreted in the empiric section, helped us to prepare a manual regarding the usage of experiential techniques in the classes of natural and technical sciences in the fourth and fifth grade of the nine-year ele-mentary school. In the manual, we have described and illustrated the suggested techniques regarding the syllabus for each subject topic of both school subjects re-spectively. Each of the described experiential techniques meets minimal standard of respective didactic goal in both school subjects