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Inovacije u nastavi - časopis za savremenu nastavu
2018, vol. 31, br. 3, str. 20-36
jezik rada: srpski
vrsta rada: izvorni naučni članak
doi:10.5937/inovacije1803020R

Creative Commons License 4.0
Inkluzivno obrazovanje kao okvir za promene u radu nastavnika
aMedicinska škola, Užice
bUniverzitet u Beogradu, Filozofski fakultet

e-adresa: mratkovic09@gmail.com

Projekat

Modeli procenjivanja i strategije unapređivanja kvaliteta obrazovanja u Srbiji (MPNTR - 179060)

Sažetak

Istraživanje je sprovedeno radi utvrđivanja načina provođenja slobodnog vremena dece, učestalosti boravka dece u prirodi, kao i stavova dece prema aktivnostima u prirodi i višednevnom boravku u prirodi u formi kampovanja. Metodom eksperimentalnog istraživanja, pomoću tehnika teorijske analize i posebno konstruisanog anketnog upitnika, došli smo do rezultata koji su za analizu i razmatranje. Alarmantan podatak predstavlja činjenica da čak 20% dece istraživanog uzrasta provodi slobodno vreme uz televizore i računare, dok čak 45% dece ne boravi često u prirodi. Tri najčešće navođena razloga zbog kojih ispitanici ne provode vreme u prirodi su: školske obaveze, oba­veze roditelja i činjenica da u okolini nema prirode. Navedeni podaci upućuju na potrebu za organizovanim, sistemskim boravkom dece u prirodi za vreme vikenda u vidu poludnevnih ili celodnevnih izleta ili ekskurzija, kao i višednevnih kampova organizovanih za vreme letnjeg raspusta. Čak 84,9% učenika bi volelo da svoje slobodno vreme provede na kampu, što ispunjava jedan od najvažnijih uslova za sistemsko sprovođenje ovog programa. Deca su svesna vrednosti boravka u prirodi i imaju potrebu i želju da svoje slobodno vreme provode u prirodi, u čemu se i ogleda praktični značaj ovog rada.

Ključne reči

Reference

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