Приказ основних података о документу
Da li je iskustveno učenje u prirodnom okruženju podsticajnije od iskustvenog učenja u učionici?
Is experiential learning in natural learning environment more stimulating than experiential learning in classroom?
dc.contributor | Lalić-Vučetić, Nataša | |
dc.contributor | Gundogan, Dragana | |
dc.contributor | Radanović, Ana | |
dc.creator | Cotič, Nastja | |
dc.creator | Furlan, Petra | |
dc.date.accessioned | 2021-06-23T10:23:59Z | |
dc.date.available | 2021-06-23T10:23:59Z | |
dc.date.issued | 2020 | |
dc.identifier.isbn | 978-86-7447-151-7 | |
dc.identifier.uri | http://ipir.ipisr.org.rs/handle/123456789/511 | |
dc.description.abstract | Istraživanja pokazuju da učenici tokom učenja u prirodnom okruženju stiču nova iskustva, međusobno bolje sarađuju, te stiču komunikacione i socijalne veštine. Pritom, izbor strategije učenja je izuzetno važan. Jedna od najdelotvornijih strategija je iskustveno učenje jer pozitivno utiče na motivaciju, lični angažman i zalaganje, a razvija i znatiželju, interesovanje i želju za učenjem. Istraživanje koje smo sproveli temelji se na učenju u prirodnom okruženju, preciznije u parku prirode Sečovlje Salina, koji pruža puno mogućnosti za sprovođenje aktivnog učenja različitih sadržaja, kao što je upoznavanje retkih i ugroženih biljnih i životinjskih vrsta, upoznavanje istorijsko-kulturnih aspekata, vađenja soli, te mogućnosti očuvanja kulturnih i prirodnih vrednosti. Cilj istraživanja bio je da se uporedi mišljenje učenika o iskustvenoj nastavi u prirodnom okruženju i u učionici. U istraživanju je učestvovalo 85 učenika trećeg razreda slovenačkih osnovnih škola. U iskustvenom učenju u učionici učestvovalo je 40 učenika kontrolne grupe, dok je 45 učenika eksperimentalne grupe učestvovalo u iskustvenom učenju u parku prirode Sečovlje Salina. Nakon realizovane nastave, pomoću četvorostepene skale stavova Likertovog tipa, proveravali smo mišljenje i interesovanje učenika za sprovedene aktivnosti. Zanimalo nas je da li se neki od rezultata statistički značajno razlikuju pri poređenju kontrolne i eksperimentalne grupe, pri čemu smo koristili t-test. Rezultati su pokazali da su učenici obe grupe uživali u nastavi; upoznavanje sa solanama bilo je većini učenika veoma zanimljivo, a statistički bitne razlike se nisu pokazale. Istovremeno, primetili smo da su neki učenici eksperimentalne grupe izrazili nezadovoljstvo učenjem na otvorenom zbog dugog hodanja, lošeg vremena, kao i samog učenja na otvorenom. Možemo zaključiti da je za većinu učenika učenje na otvorenom poželjno, ali da su učenici motivisani i za iskustveno učenje u učionici. | sr |
dc.description.abstract | Researches show that pupils gain new experiences and learn communication and social skills in natural learning environment. Thereby, the choice of learning strategies is crucial. Experiential learning proved to be one of the most effective strategies as it positively affects motivation, personal commitment and diligence, and develops curiosity, interest and desire to learn.Our research is based on learning in natural learning environment, more specifically in Sečovlje Salina Nature Park, offering plenty of opportunities for implementing active learning of a variety of different contents, such as learning about rare and endangered flora and fauna, learning about historical and cultural aspects, salt production and the possibility of preserving cultural and natural values. The research objective was to compare the views of pupils on experiential lessons in natural learning environment and in the classroom. To this end, 85 third grade pupils from Slovenian elementary schools participated in the research. 40 pupils of the control group participated in experiential learning in the classroom, while 45 pupils of the experimental group participated in experiential learning in Sečovlje Salina Nature Park. After the lessons, we used a four-level Likert scale to check the pupils’ opinion and interest in the activities performed. We used the T-test to show whether any of the results were significantly different when comparing control group and experimental group. The results showed that the pupils of both groups enjoyed the lessons very much; learning about the salt-pans was very interesting to most pupils, and statistically significant differences were not shown in our results. At the same time, we noticed that some of the pupils of the experimental group expressed their displeasure of learning outdoors because of long walk, bad weather and outdoor learning itself. We can summarize that, for the majority of pupils, outdoor learning is desirable but they are also motivated to participate in experiential learning in the classroom. | sr |
dc.language.iso | sr | sr |
dc.language.iso | en | sr |
dc.publisher | Beograd : Institut za pedagoška istraživanja | sr |
dc.rights | openAccess | sr |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | |
dc.source | Motivacija u obrazovanju između teorije i prakse | sr |
dc.subject | iskustveno učenje | sr |
dc.subject | prirodno okruženje | sr |
dc.subject | park prirode Sečovlje Salina | sr |
dc.subject | upoznavanje okruženja | sr |
dc.subject | učenici | sr |
dc.subject | Experiential learning | sr |
dc.subject | natural learning environment | sr |
dc.subject | Sečovlje Salina Nature Park | sr |
dc.subject | learning about the environment | sr |
dc.subject | pupils | sr |
dc.title | Da li je iskustveno učenje u prirodnom okruženju podsticajnije od iskustvenog učenja u učionici? | sr |
dc.title | Is experiential learning in natural learning environment more stimulating than experiential learning in classroom? | sr |
dc.type | conferenceObject | sr |
dc.rights.license | BY | sr |
dc.citation.epage | 75 | |
dc.citation.spage | 74 | |
dc.description.other | Knjiga rezimea, 25. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa | sr |
dc.description.other | Book of abstracts / 25th International Scientific Conference "Educational Research and School Practice" | |
dc.identifier.fulltext | http://ipir.ipisr.org.rs/bitstream/id/1416/Da_li_je_iskustveno_ucenje_2020.pdf | |
dc.identifier.rcub | https://hdl.handle.net/21.15107/rcub_ipir_511 | |
dc.type.version | publishedVersion | sr |