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Patterns in nature

Urška Podobnik (2014) Patterns in nature. Diploma work.

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    Abstract

    The diploma thesis entitled Patterns In Nature comprises theoretical, empirical and practical sections. The theoretical section defines the term pattern and describes the development of the term age-stratified sample, i.e. from the age of one to the age of five. Development is also defined with respect to a child’s conceptualisation, how a child understands order of precedence, copying, the creation of a pattern, etc. The thesis also describes what is important for all male and female kindergarten teachers and how they should observe the development of the understanding of patterns in children. Patterns in nature are defined from various points of view. The first item is how mathematics is connected to patterns through symmetry, the golden ratio, the Fibonacci sequence and the regular hexagon. These are followed by warning and protective patterns, movement patterns, footprints left by animals when moving around, animal vocalisation patterns, cyclical patterns and patterns of light. At the end of the theoretical section, the constructivist approach to teaching is presented. The empirical section presents the results of an interview survey of 70 children aged 4 to 6 from two kindergartens in the surroundings of Kranj. The results present the children’s knowledge and conceptualisations of the various patterns in nature. Responses are analysed according to the age of the children and presented in charts. The practical section describes ten activities for learning about nature through various patterns, i.e. in a group of 19 children aged 4 to 6. The children learned about the salamander and warning and protective patterns, the giant African snail and animal movement patterns, animal vocalisation patterns, the honeycomb pattern and apiculture, the life cycle of an apple tree through the seasons, the patterns of animal footprints, the sunflower seed pattern and the rainbow pattern. The children produced patterns using photos of different snowflakes. At the end, the results are presented of the interview survey carried out after the completion of activities. The results have shown that the activities have a positive effect on the children’s cognizance as well as their knowledge and understanding of patterns.

    Item Type: Thesis (Diploma work)
    Keywords: patterns, patterns in nature, constructivism, pattern-based activities in kindergarten, preschool child, primary natural science
    Number of Pages: 138
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    izr. prof. dr. Barbara BajdMentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=10038089)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 2112
    Date Deposited: 05 May 2014 11:56
    Last Modified: 05 May 2014 11:56
    URI: http://pefprints.pef.uni-lj.si/id/eprint/2112

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