Publication details
Výuka na školní zahradě v pregraduálním vzdělávání oboru Učitelství pro 1. stupeň
| Title in English | Teaching in the school garden in undergraduate education of Primary school teaching |
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| Authors | |
| Year of publication | 2023 |
| Type | Appeared in Conference without Proceedings |
| MU Faculty or unit | |
| Citation | |
| Description | Teaching in the school garden or on the school grounds should be a natural part of science education at primary school. Research on using the school garden as an environment for learning recommends this issue to implement in the curricula of future teachers, not only the theory of this form of education outside the classroom, but also the practical experience with teaching in the garden, based both on current trends and, above all, current scientific knowledge about the impact of this teaching on students and the possibilities of maximizing these effects. This thesis aims to compare the changes in the preconception of the school garden as an educational environment and the perceived benefits of teaching in the school garden, based on a project technique in the form of so called "five-leaf" based on cinquain method carried out before and after one-semester class for the students of Teaching for primary schools. The theoretical part of the thesis focuses on two main areas. The-se are school gardens as such – the history of school gardens, current trends in the adaptation of school gardens towards the promotion of biodiversity and the conditions for pupils' learning, the impact of school garden education on the development of pupils' personality, but also the barriers preventing more frequent and intense use of school gardens with pupils of primary education. The second key area is the possibility of preparing both students in teacher training and actual teachers to use school gardens, not only in science education. The practical part presents the actual research investigation, which was carried out with the students of Primary teacher training in terms spring 2021 and spring 2022, in which the preconception of the school garden as an educational environment has been investigated, and in the case of the students from the semester spring 2022 also the change of this preconception initiated by personal experience of lear-ning in the faculty garden of the Faculty of Science of the Masaryk Uni-versity, including the experience of teaching pupils. The research tool chosen was the "five-leaf" based on cinquain method. „Five-leaf“ was primarily designed to develop critical thinking, which by its nature all-ows for indirectly exploring changes in the perception of the role of school gardens and their contribution to teaching. This indirect sta-tement is also the reason why the results of the analysis have been evaluated in qualitative rather than quantitative terms. |
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