28 research outputs found

    Europski identitet u slovenskom obrazovnom sustavu s geografskog gledišta

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    In order to achieve the European Union goals of effective integration in a wide range of economic and political domains, there is a need to reflect upon the common sense of European identity. The authors tried to identify to what extent content on ”Europe”, ”European dimension” and ”European identity and citizenship” exists in the Slovenian national secondary school curricula of social science subjects and how it is represented and constructed in official curricular documents. Upon the gathered data authors through geographical perspective discuss the connection between actual teaching of European issues in the classroom and syllabus goals, asking themselves if it is possible to achieve integration in terms of collective identity.Za postizanje ciljeva Europske unije glede učinkovite integracije širokog spektra ekonomskih i političnih područja, nailazimo na potrebu da se u tom spektru odražava zajednički osjećaj europskog identiteta. Autori su pokušali ustanoviti koliko je sadržaja vezanog na ”Europu”, ”Europsku dimenziju” i ”Europski identitet i državljanstvo” zastupljeno u nastavnim planovima i programima predmeta društvenih znanosti u Sloveniji i kako je taj sadržaj prezentiran i strukturiran u nacionalnima školskima dokumentima. Na temelju prikupljenih podataka autori su s geografskog gledišta, raspravili o poveznici između realizacije u nastavi i programskih ciljeva glede europskih pitanja u školama, propitujući je moguće postići integraciju u smislu zajedničkog europskog identiteta

    Oblikovanje predstav o slovenskih pokrajinah v izobraževalnem procesu

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    Shaping the Geographical Imagination of Slovenian Landscapes in EducationThis volume focuses on Slovenian students’ geographical imaginations of Slovenian landscapes and the impact of curricula, syllabuses for selected subjects, and textbooks for them. It proceeds from the premise that photographs play an important role in shaping and maintaining individual and collective conceptions of landscapes. The introduction builds a theoretical framew`rk based on the concepts of landscape, geographical imaginations, and visuality. This is followed by a chapter presenting results of an analysis of twenty-five syllabuses for seventeen primary- and secondary-school subjects referring to shaping landscape imaginations. The third chapter brings results of an analysis of 949 photogrῡphs from fifty primary- and secondary-school textbooks. The fourth chapter presents the results of the analysis of questionnaires completed by 722 students and twenty-seven teachers from seventeen Slovenian primary schools and eight secondary schools. The fifth chapter synthesizes all of the findings.V knjigi so povezana gledišča raziskovalcev in ustvarjalcev, da bi odkrili, kako oblikujejo in soustvarjajo rituale, tako teoretično kakor praktično. Obravnavani so naslednji problemi:stiki med raziskovalci in (po)ustvarjalci in njihovi pogledi, strategijepogajanja in prenos znanja med njimi,ustvarjalci kot domači raziskovalci in vez med uprizoritvami in raziskovalci,ustvarjalci, uprizoritve, raziskovalci in Unescova oznaka kulturne dediščine,kulturne ustanove, izobraževanje ustvarjalcev folklore.Monografija se osredotoča na geografsko zamišljanje učencev in dijakov slovenskih šol slovenskih pokrajin ter na vpliv učnih načrtov in katalogov znanja izbranih predmetov ter učbenikov nanj. Izhajamo iz predpostavke, da imajo fotografije pomembno vlogo pri oblikovanju in ohranjanju individualnih in kolektivnih predstav o pokrajini. Pokrajino razumemo ne le kot preplet dejanskega in videnega, ampak tudi kot rezultat dojemanja in interpretacije. Za oblikovanje predstav je obdobje šolanja z vsemi informacijami, ki jih posreduje, izjemno pomembno

    Vrednotenje zahtevnejših geografskih učnih vsebin na vseh ravneh izobraževanja = Evaluation of more demanding geographical contents regarding all educational levels

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    The article deals with a didactical problem of transfer and understanding of moredemanding geographical contents which are included into geographical educationalvertical. Further improvement of geography teaching and assurance of highquality syllabus on every level of geographical education require a defining of moredemanding geographical contents and reasons for their difficulty, argumentation oftheir incorporation into syllabuses and assessment of ways and methods for dealingwith them and for their adoption. The analyses of scientifically demanding geographicalcontents offer the origins for better organisation of contents in the verticalof geographical education and the origins for better education of future geographyteachers

    Vrednote prostora v procesu geografskega izobraževanja = Values of space in the process of geography education

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    Across Europe the need for finding new methodologies for the teaching of space-relatedtopics in primary and secondary schools is perceived. Accordingly, the author suggests possibilitiesfor the development of geography teaching; particularly with regard to subject areasconcerning sustainable development, values of space, and increasing the public awarenessof both. The paper discusses the options, tendencies and potential obstacles towards theimplementation of those topics into geography as well as into other curricula and looks at thedifferences between expectation, and the actual delivery

    EDUCATION FOR SUSTAINABLE DEVELOPMENT: A SLOVENIAN PERSPECTIVE

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    The paper presents the development and fulfilment of the aims of sustainable development in the Slovenian educational system. The meaning of education for sustainable development and its goals are presented through introducing new ideas into schools, which is one of the most demanding tasks, especially when the initiative comes from non-educational sources

    Vrednotenje zahtevnejših geografskih učnih vsebin na vseh ravneh izobraževanja

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    V geografskem izobraževanju se srečujemo z didaktičnim problemom prenosa in razumevanja zahtevnejših geografskih učnih vsebin, ki naj bi bile s stališča stroke vključene v celotno vertikalo geografskega izobraževanja. Nadaljnje izboljševanje pouka in študija geografije ter zagotavljanje kakovostnih učnih načrtov za učence na vseh stopnjah geografskega izobraževanja zahteva definiranje zahtevnejših geografskih učnih in študijskih vsebin, definiranje vzrokov za njihovo pojavljanje, utemeljitev razlogov za njihovo vključitev v učne načrte ter ugotavljanje poti in metod za njihovo razumevanje in usvajanje

    Evropska dimenzija poučevanja o Alpah

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    Alpe so s svojo lego v več evropskih državah lahko izjemen dejavnik povezovanja in skupnega preučevanja tako v osnovni kot v srednji šoli. S skupnimi projekti šol alpskih dežel bi lahko uresničili mnoge izmed ciljev, ki so zapisani v Zeleni listini o evropski dimenziji izobraževanja. V prispevku je predstavljenih nekaj možnosti sodelovanja na področju geografije med šolami alpskih dežel
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