37 KB165 KB35 KB200820262012Petek, Darijaštevilka:4letnik:5str. 101-114ISSN:1855-4431COBISSID:19585544URN:URN:NBN:SI:doc-TQJF0VFPslPedagoška fakultetaRevija za elementarno izobraževanjeactive learningaktivno učenjeearly science learninginquiry-based science teachingnaravoslovjeproblem solvingraziskovalni pristopireševanje problemovzgodnje učenjeZgodnje učenje in poučevanje naravoslovja z raziskovalnim pristopom| Inquiry-based early science teaching and learning|The inquiry-based approach has become well established at all school stages, especially with regard to science and environmental education, which are inherently connected. Inquiry-based didactic approach which is based on problem-solving is perceived as one of the basic personalized learning and teaching strategies. Thus, it is a modern and fresh approach in early childhood science education in Slovenia. It is considered also in the EU guidelines on education as the IBSE model (2007). Didactically, it is based on several theories, among which we can underline the Piaget's theory and constructivism. Its process is connected with the didactic system of problem-based learning which is similarly systematized and basically structured in accordance with the logic of the cognitive process as well as with the scientific approach and way of thinking. The inquiry-based approach helps us pursue two basic goals of education, namely, to maintain children's curiosity and their permanent interest in knowledge and to develop the skills which are needed for independent problem-solving. The latter regards also and particularly those skills that are concerned with the acquisition and the understanding of the processes in natural environment. Inquiry-based learning implements general and operative goals of science (and environmental education), as defined in preschool and elementary school (first triad) curriculumsV prispevku so predstavljena in kritično ovrednotena znanstvena spoznanja s področja zgodnjega učenja in poučevanja naravoslovja, temelječega na dejavnostih, ki otroku omogočajo aktivno vključevanje. Raziskovalni didaktični sistem pouka, ki temelji na reševanju problemov, lahko označimo kot eno temeljnih strategij personaliziranega učenja in njemu primernega načina poučevanja. Predstavlja sodoben in svež pristop v našem zgodnjem izobraževanju na področju naravoslovja, vse bolj pa je pomemben pri poučevanju v vseh šolskih obdobjih. Kot sodoben didaktični pristop je tudi del smernic EU za izobraževanje kot model IBSE (2007). Svoje didaktične temelje ima v več teorijah, pri čemer lahko izpostavimo konstruktivizem ter razvojni teoriji Vigotskega in Piageta. Procesno se veže na didaktični sistem problemskega pouka, ki sledi logiki spoznavnega procesa ter znanstvenega načina dela in razmišljanja. S pomočjo raziskovalnega pristopa sledimo dvema temeljnima ciljema izobraževanja: ohraniti radovednost otrok in trajen interes za znanje ter oblikovati sposobnosti, ki so potrebne za samostojno reševanje problemov. Ob tem je treba izpostaviti vlogo vzgojitelja kot kompetentnega odraslega, ki raziskovanje organizira, usmerja in vodi. Skozi raziskovalni pouk se dosegajo splošni in operativni cilji naravoslovnih vsebin v kurikulu za vrtce in spoznavanja okolja za prvo triletje OŠTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaUniverza v Mariboru, Pedagoška fakulteta