Page 31 - Spodbujanje učinkovitega učenja: zbornik povzetkov strokovne konference
P. 31
a Mohorič Naglič Pouk v gozdu za spodbujanje učenja
Eva Šebjanič
Monika Marinko Gozd je naša učilnica. Ne glede na vreme se otroci in odrasli vsak dan srečujemo v
Anja Kimovec gozdu z namenom učenja. Gozd ponuja neomejeno možnosti za celostni razvoj
Helena Borštnar otroka. S sodelavkami soustvarjamo učni prostor v gozdu, v katerem se otroci
Središče za naravno učenje učijo preko izkustvenega učenja, tematske igre, vodenega učnega procesa ter
Samorog osebno motiviranosti za preizkušanje meja svojih zmožnosti. Izjave otrok pou-
info@samorog.si darjajo, da nimajo občutka, da se učijo, ampak je zanje vse igra. Realiziranje ciljev
je velikokrat prepleteno v obliki medpredmetno zasnovanih miniprojektov vsak-
Zbornik povzetkov strokovne danjih situacij in dogodkov, ki imajo ob koncu izvedbe tudi konkreten končni re-
konference Spodbujanje zultat v obliki izdelka (gradnja bazena, hiše na drevesu, domišljijska dramatiza-
učinkovitega učenja, cija znane pravljice, kuharsko tekmovanje ipd.). Učenje tako postane osmišljeno,
Koper, 26. avgust 2020 tematsko pokrito in ni namenjeno samo pridobivanju ocen, ampak tudi razvija-
Abstracts of the Professional nju osebnosti, empatije, sodelovanja in samozavesti, medsebojnemu usklajeva-
Conference Developing nju, organizaciji, potrpežljivosti, navajanju na odgovornost, odkrivanju močnih
Effective Learning, in urjenju šibkih področij ter notranji motivaciji za učenje, poleg tega pa še ro-
Koper, 26 August 2020 kovanju z orodji, obdelavi različnih materialov, od idejnega snovanja do izdelave
izdelka. Osredotočenost na praktični del učenja zajame tako slušni in vidni kot
kinestetični učni stil. Vloga učitelja se v gozdnem učnem prostoru spremeni – po-
stane poslušalec, spodbujevalec, usmerjevalec, mediator, improvizator, prilagaja
učni proces in fleksibilno usmerja dogajanje. Učitelj med opazovanjem otrok pri
njihovi igri izbere trenutek, kdaj vriniti konkreten učni cilj, da v otroku zbudi no-
tranjo motivacijo za nadaljevanje ali nadgradnjo učenja.
Ključne besede: gozdna šola, učni prostor, izkustveno učenje, celostno učenje, uči-
telj
Encouraging Learning through Lessons in the Forest
The forest is our classroom. Every day children and adults meet in the forest to
learn, regardless of the weather. The forest offers unlimited opportunities for a
child’s holistic development. Teachers co-create a learning environment in the
forest, where children learn through experience-based learning, thematic activ-
ities, guided learning process and personal motivation for testing the limits of
their capabilities. In their statements, children emphasise that they do not feel
as if they were learning, but perceive everything as a game. The realisation of
goals is often connected with small cross curricular projects that include every-
day situations and events and conclude with a concrete end result in the form
of a product (building a swimming pool or a tree house, creative dramatisation
of a fairytale, cooking competition, etc.). Learning becomes purposeful, covers all
areas and is not aimed solely at obtaining grades, but instead at developing per-
sonality and empathy, learning about cooperation, self confidence, mutual coor-
dination, organisation, patience and responsibility. What is more, it tries to iden-
tify the stronger areas and improve weaker ones, and find internal motivation for
learning as well as teach the children to work with tools and other materials to
be able to form an idea and transform it into an end product. The focus on the
empirical part of the learning process combines auditory, visual and kinesthetic
learning styles. The teacher’s role changes in a forest learning environment as
the teacher becomes a listener, motivator, guide, mediator and improviser that
adapts the learning process and adjusts the direction of the activity. By observ-
ing the children during their activities, the teacher determines the appropriate
time to insert a learning objective into the activity so that the children internalise
it and start to use it.
Key words: forest school, learning environment, experience-based learning, holis-
tic learning, teacher
https://doi.org/10.26493/978-961-293-002-8.29 29
Eva Šebjanič
Monika Marinko Gozd je naša učilnica. Ne glede na vreme se otroci in odrasli vsak dan srečujemo v
Anja Kimovec gozdu z namenom učenja. Gozd ponuja neomejeno možnosti za celostni razvoj
Helena Borštnar otroka. S sodelavkami soustvarjamo učni prostor v gozdu, v katerem se otroci
Središče za naravno učenje učijo preko izkustvenega učenja, tematske igre, vodenega učnega procesa ter
Samorog osebno motiviranosti za preizkušanje meja svojih zmožnosti. Izjave otrok pou-
info@samorog.si darjajo, da nimajo občutka, da se učijo, ampak je zanje vse igra. Realiziranje ciljev
je velikokrat prepleteno v obliki medpredmetno zasnovanih miniprojektov vsak-
Zbornik povzetkov strokovne danjih situacij in dogodkov, ki imajo ob koncu izvedbe tudi konkreten končni re-
konference Spodbujanje zultat v obliki izdelka (gradnja bazena, hiše na drevesu, domišljijska dramatiza-
učinkovitega učenja, cija znane pravljice, kuharsko tekmovanje ipd.). Učenje tako postane osmišljeno,
Koper, 26. avgust 2020 tematsko pokrito in ni namenjeno samo pridobivanju ocen, ampak tudi razvija-
Abstracts of the Professional nju osebnosti, empatije, sodelovanja in samozavesti, medsebojnemu usklajeva-
Conference Developing nju, organizaciji, potrpežljivosti, navajanju na odgovornost, odkrivanju močnih
Effective Learning, in urjenju šibkih področij ter notranji motivaciji za učenje, poleg tega pa še ro-
Koper, 26 August 2020 kovanju z orodji, obdelavi različnih materialov, od idejnega snovanja do izdelave
izdelka. Osredotočenost na praktični del učenja zajame tako slušni in vidni kot
kinestetični učni stil. Vloga učitelja se v gozdnem učnem prostoru spremeni – po-
stane poslušalec, spodbujevalec, usmerjevalec, mediator, improvizator, prilagaja
učni proces in fleksibilno usmerja dogajanje. Učitelj med opazovanjem otrok pri
njihovi igri izbere trenutek, kdaj vriniti konkreten učni cilj, da v otroku zbudi no-
tranjo motivacijo za nadaljevanje ali nadgradnjo učenja.
Ključne besede: gozdna šola, učni prostor, izkustveno učenje, celostno učenje, uči-
telj
Encouraging Learning through Lessons in the Forest
The forest is our classroom. Every day children and adults meet in the forest to
learn, regardless of the weather. The forest offers unlimited opportunities for a
child’s holistic development. Teachers co-create a learning environment in the
forest, where children learn through experience-based learning, thematic activ-
ities, guided learning process and personal motivation for testing the limits of
their capabilities. In their statements, children emphasise that they do not feel
as if they were learning, but perceive everything as a game. The realisation of
goals is often connected with small cross curricular projects that include every-
day situations and events and conclude with a concrete end result in the form
of a product (building a swimming pool or a tree house, creative dramatisation
of a fairytale, cooking competition, etc.). Learning becomes purposeful, covers all
areas and is not aimed solely at obtaining grades, but instead at developing per-
sonality and empathy, learning about cooperation, self confidence, mutual coor-
dination, organisation, patience and responsibility. What is more, it tries to iden-
tify the stronger areas and improve weaker ones, and find internal motivation for
learning as well as teach the children to work with tools and other materials to
be able to form an idea and transform it into an end product. The focus on the
empirical part of the learning process combines auditory, visual and kinesthetic
learning styles. The teacher’s role changes in a forest learning environment as
the teacher becomes a listener, motivator, guide, mediator and improviser that
adapts the learning process and adjusts the direction of the activity. By observ-
ing the children during their activities, the teacher determines the appropriate
time to insert a learning objective into the activity so that the children internalise
it and start to use it.
Key words: forest school, learning environment, experience-based learning, holis-
tic learning, teacher
https://doi.org/10.26493/978-961-293-002-8.29 29
