Izvleček
V prispevku je najprej predstavljena literatura, ki je učiteljem na voljo kot navdih in podpora pri načrtovanju in izvajanju pouka na prostem. Izpostavljeno je, da je v Sloveniji dovolj sistemskih možnosti za pouk na prostem, saj imamo v predmetniku za osnovno šolo tako dneve dejavnosti kot šolo v naravi. Če k temu dodamo še 26 Centrov šolskih in obšolskih dejavnosti (CŠOD), potem nam lahko pogoje za pouk na prostem zavidajo mnoge druge države. V nadaljevanju je izpostavljen problem, ki je za slovensko osnovno šolo ključnega pomena – namreč ugotovitve raziskave TIMSS 2011, da naši učenci ne hodijo radi v šolo, saj so bili osmošolci na zadnjem mestu, četrtošolci pa le malo višje. Pouk na prostem in odklonilen odnos do šole je mogoče povezati z zelenim prehodom in trajnostnim razvojem, ter s tem povezano VITR. Učna okolja za trajnostni razvoj skupaj celošolskim pristopom pri tem zavzemajo osrednje mesto.
Abstract
Learning Environments for Sustainable Development
This paper opens with the literature that can inspire and support teachers in designing and implementing outdoor lessons. Slovenia has sufficient outdoor learning facilities, with activity days and outdoor education included in the primary school curriculum. When we add in the 26 Centres for School and Outdoor Education, the conditions for outdoor lessons are far better than in many other countries. The following points to a critical issue for Slovenian primary education: the findings of the TIMSS 2011 survey show that our students dislike going to school, with eighth-graders ranking last and fourth-graders only marginally higher. Outdoor learning and school disengagement could be related to the green transition, sustainable development, and the associated ESD, including learning environments for sustainable growth and the whole school approach.