127 KB21 KB202420252025Lipavic Oštir, Aljaletnik:2številka:4str. 12-17COBISSID_HOST:243170819ISSN:3023-9710URN:URN:NBN:SI:doc-119TXL4NslPedagoška perspektivaPedagoška perspektivaenvironmental awarenessforeign languageinterdisciplinary integrationmedpredmetno povezovanjeoutdoor learningpouk zunajsenzibiliziranje za okoljetuji jezikTri muhe na en mah – pouk tujega jezika na prostem in senzibiliziranje za okolje|Understanding the world through compartmentalization into school subjects can be overcome by combining foreign language instruction with an outdoor learning approach and by developing environmental awareness. This places the foreign language in a new, authentic role. Environmental awareness gains significance, as outdoor learning always begins directly from our surroundings, making phenomena related to the environmental crisis more concrete and localized. This is highly valuable in today’s world. The outdoor learning approach itself gains added value when it is connected with classroom instruction, thereby overcoming the common perception that outdoor lessons are merely a form of leisure that takes time away from achieving subject-specific goals. With the OLGEA model, we have demonstrated the opposite – hitting three birds with one stone is indeed possible, provided that we, as teachers, are open to teamwork, interdisciplinary collaboration, and our own learning, which is beneficial for our professional developmentV šoli predalčkamo spoznavanja sveta na šolske predmete, kar lahko premagamo npr. s kombiniranjem pouka tujega jezika s poučevanjem na prostem ter z razvijanjem senzibiliziranja za okolje. Tuji jezik je s tem postavljen v neko novo, avtentično vlogo. Senzibiliziranje za okolje pridobi na pomenu, saj izhajamo pri njem zaradi pouka na prostem vedno samo neposredno iz našega okolja ter konkretiziramo in lokaliziramo pojave, povezane z okoljsko krizo. To ima v današnjem času veliko vrednost. Pouk na prostem pa pridobi s tem, ko ga izvajamo povezano s poukom v razredu, s čimer presegamo pogosto ustaljeno oceno, da je pouk na prostem pač neka oblika oddiha, ki pa nam jemlje čas za doseganje ciljev predmeta. Z modelom OLGEA smo pokazali ravno nasprotno – tri muhe na en mah so možne, seveda pod pogojem, da smo kot učitelji odprti za timsko delo, medpredmetno sodelovanje in tudi za lastno učenje, koristno za naš profesionalni razvojTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of Slovenia