Zakaj je v poucevanju pomembno razumevanje abiotskih naravnih elementov

MATYASEK, Jiri. Zakaj je v poucevanju pomembno razumevanje abiotskih naravnih elementov (Why it is Important in Tuition to Understand Well Abiotic Elements of Nature). 1st ed. Ljubljana: ZRS za solstvo, 2002, 1 pp. Okoljska vzgoja v soli, letnik 4., st. 2. ISSN ~1408-712X.

Basic information

Original name

Zakaj je v poucevanju pomembno razumevanje abiotskih naravnih elementov

Name (in English)

Why it is Important in Tuition to Understand Well Abiotic Elements of Nature

Authors

MATYASEK, Jiri

Edition

1. vyd. Ljubljana, 1 pp. Okoljska vzgoja v soli, letnik 4., st. 2, 2002

Publisher

ZRS za solstvo

---

Other information

Type of outcome

Odborná kniha

Confidentiality degree

není předmětem státního či obchodního tajemství

Organization unit

Faculty of Education

ISBN

ISSN 1408-712X

---

Abstract

V originále

Ucna tema odnos cloveka do anorganske narave bi morala postati del okoljske vzgoje v osnovnih solah. Ucitelji naravoslovja bolj poudarjajo organski kot anorganski razvoj skozi zgodovine zemlje. Za to obstaja vec razlogov: uciteljevo teoreticno in prakticno znanje, tradicija sol itd. Neravnotezje v uciteljevem dojemanju povezav med organsko in anorgansko naravo se je razvijala skozi univerzitetni studij, zlasti na enopredmetnem studiju biologije. Etc.

In English

A subject matter on inorganic nature and relations of the inorganic nature to humans - an element of the organic nature, should become a part of an environmental education at schools. It is common that the teachers of natural history tend more to biotic rather than to abiotic elements of nature. Therefore they prefer the inorganic nature in their tuition. There are several reasons why it is so, one of the chief ones is the teachers focus of activity, his theoretical knowledge and skills in natural sciences, the tradition of the school etc. The disbalance in the teachers perception of common relations between the organic and inorganic nature is formed and unilaterally developed during his university studies, especially those education combinations in which the study of biology is not accompanied with any natural science discipline. Moreover a student the incoming teacher of natural history is often focused in some botanical, zoological or anthropological specialisation and gets acquainted with environmental and geological sciences later or does not at all. It becomes a great handicap if he does not know the dependence of the organic nature on the inorganic nature, if he does not understand it and is not able to explain it to his pupils. Etc.