GEOGRAPHY LESSONS IN A NATURAL ENVIRONMENT IN THE VICINITY OF A SCHOOL FOR EXAMPLE PRIMARY SCHOOLS IN CELJE REGION

Geografija je veda o zemeljskem površju, ki preučuje porazdelitev in vzročno-posledično odvisnost naravnih in družbenih pojavov. Posledično pouk geografije ni samo opazovanje in opisovanje elementov pokrajine, ampak raziskovanje, analiziranje in uporaba pridobljenega geografskega znanja, sposobnosti in zmožnosti na ostalih področjih posameznikovega življenja. Okolica šole je lahko dobra učilnica geografije, ki zadosti zgoraj izpostavljenim namenom in kjer učenci pridobivajo trajne izkušnje in doživetja, saj teorija preide v prakso in obratno. Učenci izkušnjo učenja v naravi sprejmejo tudi na čustveni ravni in jo delijo s sovrstniki in učiteljem. Vzpostavljajo se vezi in odnosi med geografsko vsebino in prostorom, ki posledično vplivajo na posameznikov prispevek k naravi in družbi. V diplomskem delu smo teoretično opredelili poučevanje geografije v preteklosti, danes in v prihodnosti ter povzeli interne in eksterne vplive na učenje/poučevanje. Ključnega pomena je opredelitev doživljajske pedagogike in izkustvenega učenja. V nadaljevanju smo opravili raziskavo z anonimnim vprašalnikom, s katerim smo poskušali izvedeti, kakšen je odnos učiteljev geografije in učencev izbranih osnovnih šol celjskega območja do izkustvenega in doživljajskega pouka geografije v neposredni bližini šolske ustanove. Ugotovili smo, da je pri učiteljih geografije razkorak med teoretično-moralnim in dejanskim poučevanjem geografije v naravnem okolju. Trdimo lahko, da so izbrane šole celjskega območja geostrateško primerne za izvajanje takšnega tipa pouka, ampak kljub interesu učencev, učitelji zagovarjajo preobremenjenost, birokratsko omejevanje ter prenizek učenčev izobraževalni iztržek v primerjavi z učiteljevim vloženim trudom.Geography is a science of the Earth\u27s surface, which examines the distribution, impact and the cause-effect of natural and social phenomena. Consequently geography lessons are not focused on observation and describing the elements of the landscape, but on research, analysis and application of geographic knowledge, skills and abilities in other areas of an individual\u27s life. The schools’ surroundings can function as a good geography classroom which meets the above purpose and where students acquire a lasting experiences and adventures, as the theory goes into practice and vice versa. Pupils accept the learning experience in nature on an emotional level and share it with their peers and teachers. There are establishing ties and relations between the geographical area and content, which in turn affect the individual\u27s contribution to nature and society. In this diploma we have theoretically defined the teaching of geography in the past, present and future, and summarized the internal and external influences on the learning/teaching. The crucial part is the definition of adventure education and experiential learning. In addition, we have conducted a study by an anonymous questionnaire with which we have tried to find out what the geography teachers’ and students’ attitudes towards empirical and experiential teaching of geography in the vicinity of the selected school in Celje are. We have found that the geography teachers are split between the theoretical-moral and actual teaching of geography in the natural environment. It can be stated that the selected schools in Celje are geostrategic suitable for the implementation of this type of teaching but despite the interest of pupils teachers hide behind overburdening, bureaucratic restriction and students’ low education outcome compared to the teacher\u27s efforts