Simulacijske metode v geografskem izobraževanju – Primeri dobre prakse
DOI:
https://doi.org/10.18690/rg.21.1.5475Ključne besede:
simulacijska metoda, geografija, izobraževanje, dobra praksa, učni načrtPovzetek
Članek predstavlja analizo uporabe simulacijske metode v pouku geografije na osnovni šoli. Teoretičnemu pregledu razvoja metode in razpravi o njenih prednostih in omejitvah sledi obravnava njenega potenciala v okviru trenutnega izvajanja hrvaškega učnega načrta za geografijo v razredu. Osrednji del članka predstavlja primere dobrih praks s simulacijami zasedanj mednarodnih organizacij (Evropske komisije in Varnostnega sveta Združenih narodov) v razredu, ki jih je avtor izvedel maja 2024 in 2025 v dveh osnovnih šolah. Skupno je bilo izvedenih 12 simulacij v šestih razredih sedmega in šestih razredih osmega razreda, v katere je bilo vključenih 78 različnih učencev. Rezultati evalvacije kažejo, da je 57 % učencev doseglo oceno odlično (A), 32 % zelo dobro (B) in 21 % dobro (C), pri čemer je le en učenec prejel oceno zadostno (D). Analiza poudarja visoko motivacijo učencev, razvoj komunikacijskih in pogajalskih veščin ter prepričanje učencev, da izkustveno učenje podpira smiselnejše pridobivanje znanja. Metoda učiteljem omogoča tudi celovitejši vpogled v kompetence učencev, hkrati pa bogati pouk s povezovanjem geografskih vsebin z državljansko vzgojo in medpredmetnimi temami. Simulacije predstavljajo dragocen primer dobre prakse in imajo potencial za trajno obogatitev sodobnega poučevanja geografije.
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