https://doi.org/10.59132/geo/2017/1/55-63
Povzetek
Današnji učni načrti pri geografiji spodbujajo vključevanje in izvajanje terenskega dela pri pouku geografije, kar omogoča (dodatno) razvijanje učenčevih kompetenc, sposobnosti in pridobivanja ter poglabljanja znanja. Terensko delo pri geografiji vključuje različne oblike in metode dela, med njimi so najpomembnejše orientiranje v pokrajini, zbiranje podatkov, opazovanje fizičnih in družbenih značilnosti, kartiranje, določanje različnih fizikalnih parametrov in druge metode, ne nazadnje tudi konstruktivna analiza in sinteza izbranih procesov. Pri tem pa vsekakor ne smemo pozabiti, da se tovrstno delo zelo povezuje z interdisciplinarnim delom, torej z medpredmetnim povezovanjem. Prispevek predstavlja primer terenskega dela v 9. razredu v povezavi z (nekaterimi) medpredmetnimi povezavami ter osvetljuje njegovo pomembnost, tovrstno delo pa je tudi izziv za prihodnost.
Abstract
Fieldwork in Geography Lessons – A Practical Example
Present-day Geography curricula promote the incorporation and implementation of fieldwork in Geography lessons, which enables (additional) development of students’ competences and abilities, and the gaining and deepening of knowledge. Fieldwork in Geography encompasses various forms and methods of work, of which the most important ones are spatial orientation; data collection; observation of physical and social characteristics; mapping; defining various physical parameters and other methods; and, last but not least, a constructive analysis and synthesis of select processes. In doing so, we must not forget that such work is closely connected with interdisciplinary work, that is, with cross-curricular integration. The paper presents an example of fieldwork in the 9th grade in connection with (certain) cross-curricular links and highlights its importance.