https://doi.org/10.59132/geo/2018/1/43-49
Povzetek
V slovenskih učnih načrtih je veliko ciljev povezanih z vodo. Učenci vodo spoznavajo izkustveno z objektivnega in subjektivnega vidika. Tako rekoč ni učnega predmeta, kjer se ne bi pojavljala voda. Pri nekaterih predmetih se pojavlja v metaforični razsežnosti, pri drugih v življenjski, realni. Posebno mesto ima v učnih načrtih biologije, fizike in kemije, najbolj celostno pa učenci in dijaki njeno vlogo spoznavajo pri pouku geografije. Cilj članka pa je spodbuda za več terenskega dela ob vodi.
Abstract
Geography Lessons about/beside Water
There are many water-related objectives in Slovenian curricula. Pupils learn about water from an objective and subjective point of view. There is practically no school subject in which water does not appear. In some subjects it appears metaphorically, and in others as reality. It has a special place in the Biology, Physics and Chemistry curricula, but it plays the most comprehensive role in Geography lessons. The goal of this article is to encourage more water-related fieldwork.