TEACHING ENVIRONMENTAL SCIENCES USING ELECTRONIC LEARNING MATERIAL- PEDAGOGICAL EXPERIMENT

Diplomsko delo Pouk spoznavanja okolja s pomočjo e-gradiv – pedagoški eksperiment travnik v 3. razredu osnovne šole sestavljajo tri zaokrožene celote, ki se med seboj dopolnjujejo in dograjujejo. V teoretičnem delu je predstavljen razvoj računalnika od njegovih začetkov pa vse do danes, njegovo mesto v sodobnem izobraževanju in njegova naveza z učnim predmetov spoznavanje okolja. V praktičnem delu sta predstavljeni (načrtovanje, izvedba in evalvacija) dve šolski uri v tretjem razredu osnovne šole pri pouku spoznavanja okolja na dveh različnih osnovnih šolah, pri čemer je bila vsebina enaka (travnik), oblike in metode dela pa različne (pri prvi izvedbi so bila uporabljena e-gradiva, pri drugi pa ne). V empiričnem delu so predstavljeni rezultati empirične raziskave, ki smo jo izpeljali med tretješolci obeh razredov, kjer smo izvajali praktični del. Zanimalo nas je, če je znanje učencev, ki so travnik spoznavali s pomočjo e-gradiv, boljše ali slabše od znanja učencev, ki so travnik spoznavali v konkretnem okolju. Ugotavljamo, da o življenjskem prostoru (travniku) več vedo učenci, ki so ga spoznavali v naravnem okolju. E –gradiva so, glede na našo raziskavo, lahko le dober in učinkovit pripomoček za urjenje, ponavljanje in utrjevanje vsebin.The diploma thesis entitled Teaching Environmental Sciences Using Electronic Learning Material – Pedagogical Experiment „Meadow“ in the Third Grade of Elementary School is composed of three completed wholes which are mutually supportive and developing. The theoretical part presents the development of computer from its beginning until today, its place in the modern educational process, and its connection with the environmental sciences. The practical part (planning, implementation, and evaluation) includes two classes of environmental sciences in the third grade of two different elementary schools. The contents of both classes were the same (Meadow), while the manners and methods of work differed (the first implementation included electronic learning material, while the second did not). The empirical part comprises the results of the empirical research that was conducted among the third graders of the two classes in which the practical part was conducted. We wanted to know whether the knowledge of pupils who were learning about the meadow through the use of electronic learning material was on a higher/lower level in comparison to those pupils who were learning about the meadow in the actual environment. It has been established that the knowledge of pupils who were learning about the meadow in its natural environment was higher. According to our research, the electronic learning material can merely be a good and efficient tool for practicing, repeating, and consolidation of educational material