https://doi.org/10.59132/geo/2018/2/26-37
Povzetek
V članku avtor razmišlja o možnostih aktivne udeležbe dijakov pri pouku geografije v obliki samostojnega raziskovalnega dela. Gre za učni sklop alpskih in predalpskih pokrajin pri predmetu geografija v 3. ali 4. letniku gimnazijskega programa. Zamišljen je raziskovalno-projektni pristop na ožjem učnem sklopu pokrajin ob toku reke Savinje od njenega izvira v Kamniško-Savinjskih Alpah do sotočja z Ložnico pri Celju. Avtor si je delo zamislil tako, da dijaki v igri vlog različnih deležnikov iz realnega življenja raziskujejo izbrano, njim prepuščeno problematiko, ki je vezana na obravnavane pokrajine. Način dela je v obliki formativnega spremljanja/preverjanja, rezultat pa konkretni izdelek s predstavitvijo. Avtor je podrobneje predstavil še nekaj posebnosti obravnavanih pokrajin, ki jih je mogoče vključiti v delo.
Abstract
From Celje to Logar Valley – Authentic Task with Formative Assessment Elements
In this article the author contemplates the possibilities of secondary school students’ active participation in Geography lessons in the form of independent research work. It concerns the learning unit on alpine and pre-alpine landscapes in the subject of Geography in the 3rd or 4th year of the general secondary school programme. It envisages a research and project approach to a narrower learning unit on landscapes along the course of the Savinja River, from its spring in the Kamnik-Savinja Alps to its confluence with the Ložnica River near Celje. The author has envisaged the work so that the students research an issue of their own choosing, which is connected with the landscapes being discussed, while playing the roles of various real-life stakeholders. The work is done in the form of formative assessment and the result is a concrete product with a presentation. The author has also thoroughly presented a few special features of the landscapes being discussed, which can be incorporated into classwork.