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Magistrsko delo Odnos učiteljev do tehniških dni skozi študijo primera – Izdelek iz papirja, sestavljajo trije, med seboj povezani, deli – teoretični, empirični in praktični del. V teoretičnem delu so podrobneje opredeljeni dnevi dejavnosti, s poudarkom na tehniških dneh, in s stališča tehniških dni analiziran učni načrt za Spoznavanje okolja 2011. V empiričnem delu so predstavljeni izsledki empirične raziskave. Ugotovljeno je, da učitelji praktiki večinsko pojmujejo tehniške dni kot izdelovanje uporabnih izdelkov in da vsebine črpajo iz aktualnih vsebin, ki so učencem zanimive. V praktičnem delu je študija primera (Iz papirja izdelujemo uporabne predmete – držalo za pisala), ki izhaja iz sodobnih didaktičnih teorij. Ugotovljeno je, da morajo učitelji tehniške dneve skrbno načrtovati, če želijo, da so le-ti posledično učencem bolj zanimivi in da si ob praktičnem dnevu razvijajo različne spretnosti in sposobnosti. The master's paper The attitude of teachers towards technical days based on the case study – Paper product consists of three interconnected parts – theoretical, empirical and practical part. In the theoretical part, activity days, with the emphasis on technical days, are defined in detail and the curriculum for the subject Environmental studies 2011 from the viewpoint of technical days is analyzed as well. The empirical part presents the results of the empirical survey. It is established that teachers practicians mostly see technical days as days for making useful products and that they take topics from current topics which are of students’ interest. The practical part is a case study (We make useful products from paper – pen holder) which arises from modern didactical theories. It is established that teachers have to plan technical days carefully if they wish them to be interesting for the students and that students develop different skills on these days.

V teoretičnem delu so predstavljeni naravoslovni dnevi, ki so ena izmed štirih vrst dni dejavnosti, opredeljenih v razširjenem programu predmetnika. Učencem skozi različne oblike in metode dela omogoča, da nadgradijo znanje, opredeljeno v standardih znanja v učnem načrtu. Naravoslovni dnevi se izvajajo v sklopu rednega pouka vseh devetih let osnovnošolskega izobraževanja. Vsako leto učitelj izvede tri naravoslovne dneve, ki obsegajo pet pedagoških ur. Učitelji posameznih razredov načrtujejo naravoslovne dneve sami. Vodilo načrtovanja naravoslovnih dni so cilji, ki so zapisani v dokumentu Koncept dni dejavnosti. Koncept dni dejavnosti je objavljen na spletni strani Ministrstva za izobraževanje, znanost in šport. Naravoslovni dnevi morajo učencu ponuditi kvalitetne dejavnosti, pozitivne izkušnje, motivacijo za naravoslovje in pozitiven odnos do narave. V empiričnem delu so predstavljeni rezultati ankete. Anketni vprašalnik je bil uporabljen z učenci petih razredov osnovne šole. Učenci petih razredov so bili izbrani namensko, saj imajo pet let izkušenj z naravoslovnimi dnevi. Raziskava je pokazala, da imajo učenci petih razredov dobre izkušnje z naravoslovnimi dnevi. Vsi anketirani učenci so si zapomnili, da so imeli v šolskem letu tri naravoslovne dneve. Na naravoslovnih dnevih so raziskovali, izvajali poizkuse, obiskali različne naravoslovne ustanove, šli v naravo in izdelovali različne izdelke. Več kot polovica učencev je na naravoslovnih dnevih izvedela zanimivosti o obravnavani tematiki in je tako nadgradila obstoječe znanje z novim. Večina anketiranih učencev je izrazila željo po tem, da bi imeli v šolskem letu več kot tri naravoslovne dneve. Theoretical section of this work includes the introduction to the Natural Science Day (NSD henceforth), one of the established activity days in the curricula of Slovenian primary schools. By using various methods of work and learning, NSD’s allow the pupils to improve their basic knowledge defined by the curriculum. NSD’s are organized as regular part of the curriculum through the entire 9-year period of primary education. Every year the teacher organizes three NSD’s, each encompassing five pedagogic hours. The class teachers plan and design NSD’s independently. Guidelines for the organization of NSD’s are provided by the NSD concept memo, a document published by the Slovenian Ministry of Education, Science and Sport. In general, NSD’s should provide the pupils with high quality activities, positive experience, motivation for research and positive attitude towards nature. The empirical part of this work includes a survey of the experience of fifth-grade pupils with NSD’s. The selection of the fifth grade pupils is based on a reasonable amount of experience acquired over five years of school. The survey confirms that the pupils have positive experience with NSD’s and that they all remember they had three NSD’s per year. The pupils confirmed that they performed research and investigation on various topics, visited research organizations, worked in the nature and crafted several creations. More than half of the respondents learned interested details about the investigated subjects, thereby expanding their knowledge. Also, the majority of respondents expressed support for having more than three NSD’s per year.

V učnih načrtih za osnovne šole je predpisano število ur/dni dejavnosti. Te dneve delimo v 4 skupine: naravoslovni dnevi, športni dnevi, tehniški dnevi in kulturni dnevi. V Šoštanju v Vili Mayer smo želeli vzpostaviti naravoslovno pedagoški program za osnovno šolo. S tem smo poleg že ponujenih kulturnih in družboslovnih dni povečali ponudbo ter pripravili nekaj zanimivega, poučnega in koristnega za učence. Pripravili smo več delavnic zasnovanih na z učnimi načrti predpisanih ciljih predmetov - Spoznavanje okolja, Naravoslovje 6 in 7, Kemija in Biologija. Raziskavo smo izvedli tako, da smo pripravili en naravoslovni dan in dve delavnici. Učencem smo pripravili delovne liste, ki smo jih analizirali s stališča kakovosti pridobljenega znanja. Ugotovili smo, da so učenci bolje reševali delovni list v tisti delavnici, ki so jo obiskali najprej. Kasneje pa sklepamo, da je najbrž padala koncentracija in so delovni list reševali manj zbrano. Kljub temu pa so bili listi v večini rešeni pravilno in dosledno. Z evalvacijskimi listi, ki so jih učenci rešili ob koncu izpeljanega naravoslovnega dne, smo pridobili podatke, kakšen je njihov odnos do učenja zunaj šolskega razreda. Ugotovili smo, da učenje zunaj šolskega razreda učence zanima, jih veseli, jim je zanimivo, ga ne prezirajo in jih ne žalosti. Prav tako smo za mnenje povprašali še učitelje spremljevalce. Z izvedenim naravoslovnim dnem so bili zadovoljni, delavnice so bile razumljive za učence, zanimive in imele so ustrezno didaktično izvedbo. Delavnice bomo tržili v prihodnje še naprej. Z novim šolskim letom bomo povečali ponudbo in pripravili še nekaj vsebin, ki so atraktivne za šole ter hkrati promovirajo Vilo Mayer in jo predstavljajo širši okolici. Primary school curricula have fixed number of hours for activity days. The activity days can be categorized into four groups: cultural days, craft days, science days and sports days. In Šoštanj’s Villa Mayer, we tried to establish the program of science education in primary schools. In addition to the already offered cultural and social days, we prepared something interesting, instructive and useful for students. We prepared several workshops based on the curricula of the following subjects: Environmental Education, Natural Sciences 6 and 7, Chemistry and Biology. In order to carry out the research, we organized a science day and prepared two workshops. Each student had to complete a worksheet which was later analysed from the viewpoint of the quality of their knowledge gained. We have ascertained that the students were more able to complete the worksheet in a workshop they visited first. We also infer that later their concentration decreased since the worksheets were not fully completed. Nevertheless, the worksheets were, in most cases, completed correctly and consistently. The evaluation questionnaires, which were completed by the students at the end of the science day, provided us with data about their attitude towards learning outside. We have found out that the students are interested in learning outside the classroom. Moreover, they find it interesting, it gives them pleasure and they do not detest it. Furthermore, the accompanying teachers were asked for their opinions. They were all satisfied with the science day. In their opinion, the workshops were clear and understandable to the students. They were interesting and had appropriate didactic implementation. We will continue with marketing these workshops to students. At the beginning of the new school year, we will improve our offer and prepare some other contents that are attractive to schools and at the same time promote Villa Mayer and represent it to a wider area

Diplomsko delo z naslovom Kulturni dan v drugem razredu – potovanje okoli sveta je sestavljeno iz treh delov, teoretičnega, praktičnega in empiričnega. V teoretičnem delu uvodoma predstavljamo dneve dejavnosti, njihove cilje, načrtovanje in organizacijo. Temu sledi opredelitev predmeta spoznavanje okolja ter pregled učnega načrta ter potrjenih učbenikov za predmet spoznavanje okolja, in sicer s stališča kulturnih dni, kjer pridemo do ugotovitev, da predlogi izpeljav kulturnih dni v pregledanem niso navedeni. V praktičnem delu diplomske naloge predstavljamo učno pripravo, izvedbo in vrednotenje kulturnega dne, ki smo ga izpeljali in ki zadošča vsem teoretičnim zahtevam sodobnega pouka. Kulturni dan smo izvedli na Osnovni šoli Rače, sodelovalo pa je 34 učencev drugih razredov. Potek kulturnega dne je dokumentiran tudi s fotografijami. V zadnjem, empiričnem delu diplomske naloge prikazujemo izsledke raziskave, ki smo jo izvedli med učenci pred in po izvedbi kulturnega dne. Namen raziskave je bil ugotoviti, ali je znanje učencev po izvedbi kulturnega dne bistveno boljše, kar lahko tudi potrdimo. My diploma thesis entitled The cultural day in the second grade – a journey around the world consists of three parts, theoretical, practical and empirical. Theoretical part deals with activity days, their goals, planning and organisation. It is followed by a definition of the subject environmental education, from cultural days point of view, where we can establish that suggestions for execution of cultural days are not listed. Practical part represents educational preparation, execution and valuation of the cultural day, which was executed and suffices for all theoretical demands of modern class. The cultural day was executed in Primary School Rače, where 34 second grade students participated. An event is also documented with photographs. The final, empirical part of my diploma paper presents research results, which were executed among students before and after our cultural day. The main purpose of the research was to establish if the students’ knowledge was fundamentally better after the execution of the cultural day, what we can affirm.

Diplomsko delo je sestavljeno iz dveh povezanih, zaokroženih celot – teoretične in praktične. V teoretičnem delu podrobneje predstavljamo dneve dejavnosti, njihove cilje, oblike in metode dela. Poseben poudarek je na naravoslovnih dnevih in z njim povezanim naravoslovjem. Ob koncu teoretičnega dela smo se seznanili z osnovnimi podatki Zemlje, njenim gibanjem in vrtenjem. Ti podatki so nam omogočili lažjo predstavitev praktičnega dela. V praktičnem delu predstavljamo naravoslovni dan, Gibanje Zemlje, ki smo ga načrtovali, izvedli in ovrednotili v skladu s sodobnimi izobraževalnimi trendi. Izvedli smo ga na podružnični osnovni šoli Krog, v oddelku četrtega razreda, ki skupaj šteje 17 učencev. Present diploma paper consists of two linked units – theoretical and practical. The theoretical part presents activity days with their goals, forms and methods of approach in greater detail, with special emphasis on natural science and natural science activity days. Here we learn about basic Earth data, its movement and rotation, which was helpful when presenting the practical part. The second part of the diploma paper presents natural science day on Movement of Earth. It was planned, executed and evaluated according to modern educational trends in the 4th grade of Subsidiary Elementary School Krog with 17 pupils.

Na pozitivno oblikovanje mladega človeka vpliva mnogo stvari, med njimi tudi naravoslovje. Zato je pomembno, da ga otrokom približamo že v predšolskem obdobju, v šoli pa se trudimo, da bi ga prikazali na čim bolj zanimiv, pester, privlačen in zabaven način. S tem želimo doseči, da bi si ga učenci vtisnili v spomin ter z njim povezovali nekaj pozitivnega in si pridobljene informacije tudi zapomnili. Poudarek diplomske naloge je na naravoslovnih dneh in kombiniranih oddelkih. V teoretičnem delu diplomske naloge smo natančneje predstavili kombinirani oddelek, njegove značilnosti, prednosti in slabosti. Opredelili smo dneve dejavnosti s poudarkom na naravoslovnih dneh. Opisali smo tudi cilje, vsebine, načrtovanje in izvajanje ter predlagali vsebine, ki so primerne za izvajanje naravoslovnih dni. Podali smo metode in oblike dela, ki so najprimernejše za izpeljavo naravoslovnega dne. V praktičnem delu diplomske naloge pa smo podali natančen načrt, ga izpeljali ter na koncu vrednotili celoten naravoslovni dan. Le-tega smo izvedli na podružnični osnovni šoli Vuhred v oddelku prvega in drugega razreda, ki skupaj štejeta 11 učencev. Vsebina naravoslovnega dne je bila zdravo življenje, ki je aktualno in za učence zelo pomembno. Na koncu smo podali smernice ob načrtovanju, izpeljavi in vrednotenju naravoslovnega dneva v kombiniranem oddelku. There are many things that influence a young person in a positive way, one of them are natural sciences. Therefore it is important that we introduce natural sciences to the children already in a preschool period. Further on, as teachers in primary school we are trying to present natural sciences in an interesting, attractive and entertaining way. As a result we want the pupils to have a positive experience in learning about natural sciences and we also want them to memorize the presented information. The emphasis in the present diploma dissertation is on the natural sciences days in combined classes. In the theoretical part of the dissertation there are thorough descriptions of a combined class, its characteristics, advantages and disadvantages. We defined activity days with the emphasis on the natural sciences days. There are descriptions of goals, themes, planning and performance, we also propose some suitable themes. There are methods and forms of work listed that are considered as most appropriate during natural sciences days. In the practical part of the dissertation there is an accurate working plan that was carried out and also the final evaluation of the natural sciences day. It was carried out in a branch school in Vuhred in a combined class with altogether 11 pupils form the first and the second school year classes. The theme of natural sciences day was healthy life, which is a current theme and very important for the pupils. In the end there are guidelines listed for planning, performing and evaluating a natural sciences day in a combined class.

V diplomskem delu želim prikazati dejstvo, da se učenci najbolje in največ naučijo ob lastni dejavnosti. To dosežemo predvsem z dnevi dejavnosti, ki nadgrajujejo poučevanje po predmetih in s svojo medpredmetnostjo presegajo pogosto preostro začrtane meje med posameznimi predmeti. Opredelila sem se predvsem na tehniške dni, ki skupaj z drugimi dnevi dejavnosti predstavljajo vez med predmeti, predmetnimi področji in življenjsko prakso. Ker je tehnika močno povezana z okoljem, sem tehniški dan povezala ravno z naravoslovjem, to je varstvom okolja. Povezavo sem naredila s Tednom otroka, v sklopu katerega so bili učenci v Naravnem parku Jovsi. Od tu so tudi dobili idejo za izdelek iz lesa — zabavnega lesenega ptiča. V teoretičnem delu je opisan predmet Tehnika in tehnologija ter povezava pouka z dejavnostmi, obravnavane so teoretične osnove tehniških dni v osnovni šoli in osnove projektnega učnega dela. Opisanih pa je tudi nekaj bistvenih tehničnih znanj za načrtovanje in razvoj izdelka. V praktičnem delu je opisana izvedba tehniškega dneva, ki je potekala dva dni in sicer na projekten učni način. V empiričnem delu so podane metode zbiranja in interpretacije podatkov ter analiza anketnega vprašalnika. Glede na praktičen del ter vse izdelane izdelke učencev tehniški dnevi prinašajo v šolsko prakso način dela, ki tako učencem kot učiteljem omogoča bolj ustvarjalno in sproščeno okolje, česar jim v vsakdanjem pouku vsekakor primanjkuje. The aim of this thesis is to show pupils learn best and most from their own activities. This can be achieved with activity days, which upgrade topics learnt at different school subjects. What is more, their interdisciplinarity overcomes the borders between different subjects, which seem to be too strictly lined at school. The focus is on technical days as well as other activity days since they represent a bond between subjects and real life. Technique is strongly connected with environment, that is why I connected a technical day with natural science – environmentalism. The connection was made with a child’s week, because on that occasion pupils visited the Natural park Jovsi. There they also got the idea for a product made from wood – a funny wooden bird. In the theoretical part a presentation of the subject technique and technology is given as well as connections between school lessons and activities. This part deals with theoretical basis of technical days in primary school and the basics of project work. Moreover, some fundamentals of technical knowledge needed for planning and developing a product are also described. The second part presents how a technical day was carried out. The activities covered two days, in which project work was used. The last part consists of empirical work. Methods used were collecting and interpreting the results and the analysis of the questionnaire. Considering the practical part and all the pupils’ products, technical days bring a new way of work enabling pupils and teachers to work in a more creative and relaxing environment, which they certainly lack in everyday school lessons.

Diplomska naloga NAČRTOVANJE, IZVEDBA IN VREDNOTENJE TEHNIŠKEGA DNEVA V OKVIRU SPOZNAVANJA TEHNIŠKIH ZANIMIVOSTI V KONKRETNEM OKOLJU je sestavljena iz treh delov: teoretičnega, empiričnega in praktičnega. V teoretičnem delu je opisano načrtovanje in organizacija tehniških dni ter osnovne značilnosti gonil. V empiričnem delu je s pomočjo triangulacijske metode predstavljena raziskava, ki ugotavlja, kako učenci poznajo tehniška sredstva, ali poznajo njihov pomen in uporabo v konkretnih okoljih. Podatki so bili pridobljeni s pomočjo opazovalnega lista, opazovalec je bil učitelj tehnike in tehnologije. Rezultati opazovanja so prikazani tabelarično in grafično. V praktičnem delu je predstavljena podrobna učna priprava za tehniški dan z naslovom Spoznavanje tehniških zanimivosti v konkretnem okolju. Graduation Thesis PLANNING, EXECUTION AND EVALUATION OF A TECHNICAL DAY IN THE FRAMEWORK OF RECOGNISING THE TECHNICAL POINTS OF INTEREST IN A SPECIFIC ENVIRONMENT consists of three parts: theoretic, empirical and practical. In the theoretical part planning and organisation of technical days and the basics of the characteristics is described. With the help of the triangulation method a research is presented in the empirical part, with which it is determined how scholars know the technical means or theirs mening and its use in a sepcific environment. The data were gained with the use of a observatory list. The teacher of technics and technology was the observer. The results of the observation are presented as tabular as well as grafical. In the practical part a detailed learning preparation for a technical day is described. Its title is »Recognising the technical points of interest in a specific environment.«