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Experiential pedagogy in primary school

Manca Farkaš (2013) Experiential pedagogy in primary school. Diploma thesis.

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    This thesis begins with a theoretic part which observes the contemporary life of children, teenagers and young adults through the eyes of different authors. Special emphasis is placed on difficulties of growing up and their consequences. Further focus is put on topics of free time use, human relations, meaning of games and playing, team work, and the effect of sport for appropriate motoric functions’ development. This thesis analyses primary school, which is part of every human being's life. Analysis focuses on the basic goal of elementary education and its role in children upbringing. Specialists have critical views of traditional teaching forms, which are also brought forward. The method of experiential pedagogy is presented in more detail, since it is an alternative option, a sort of an exit from everyday life, and routine student teaching. The second, empirical part can be further divided into two. An experiment of introducing the method of experiential pedagogy into teaching, which was carried out in a chosen primary school, is presented in one part. The project was named Weekend of Experiential Pedagogy for Nine-graders. After the project, the pupils answered questions of a fully structured interview, the interview for teachers and the principal was on the other hand half structured. The interviews checked the effects of this method on the school work after the project and the project’s role as a school for life. They also put into view the consequences of the project for relationships between students themselves, between teachers and students, and the possibilities for future incorporation of this method into the program of the primary school. The results showed stronger and tighter relationships between the students and the teacher, students’ interrelations also improved; stigmatization and exclusion were less frequent after the project with experimental pedagogy. Many positive effects of this approach were quite obvious, as pupils tried out new experience, they took on responsibility, discovered new facts about themselves, enhanced the group thrust, embraced the presence of others, and formed knowledge of appropriate human contacts. Also the teachers gained new knowledge and new ideas for further work with students. The possibilities of introducing the method of experiential pedagogy into primary school are numerous: hours for class community forming, days for extracurricular activities, additional professional help for talented pupils and for pupils with emotional and behavioural disorders, school’s additional offers etc. The problem seems to be primarily that the school workers are not familiar with this method. Therefore a structured presentation of this method for the teachers would be crucial, as they could carry it out on numerous occasions with some additional help of external associates.

    Item Type: Thesis (Diploma thesis)
    Keywords: experiential pedagogy, primary school, relations, free time
    Number of Pages: 113
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    izr. prof. dr. Darja Zorc MaverMentor
    asist. Urška BenčičComentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=9882185)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 1941
    Date Deposited: 29 Nov 2013 11:43
    Last Modified: 29 Nov 2013 11:43
    URI: http://pefprints.pef.uni-lj.si/id/eprint/1941

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