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Research Learning of the Environmental Subjects in Case of Educational Polygons in Slovenia

Research Learning of the Environmental Subjects in Case of Educational Polygons in Slovenia

Jerneja Križan, Ana Vovk Korže, Nina Hriberšek, Mojca Kokot Krajnc, Nina Globovnik
Copyright: © 2013 |Pages: 12
ISBN13: 9781466621220|ISBN10: 1466621222|EISBN13: 9781466621237
DOI: 10.4018/978-1-4666-2122-0.ch039
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MLA

Križan, Jerneja, et al. "Research Learning of the Environmental Subjects in Case of Educational Polygons in Slovenia." Handbook of Research on Didactic Strategies and Technologies for Education: Incorporating Advancements, edited by Paolo M. Pumilia-Gnarini, et al., IGI Global, 2013, pp. 442-453. https://doi.org/10.4018/978-1-4666-2122-0.ch039

APA

Križan, J., Korže, A. V., Hriberšek, N., Krajnc, M. K., & Globovnik, N. (2013). Research Learning of the Environmental Subjects in Case of Educational Polygons in Slovenia. In P. Pumilia-Gnarini, E. Favaron, E. Pacetti, J. Bishop, & L. Guerra (Eds.), Handbook of Research on Didactic Strategies and Technologies for Education: Incorporating Advancements (pp. 442-453). IGI Global. https://doi.org/10.4018/978-1-4666-2122-0.ch039

Chicago

Križan, Jerneja, et al. "Research Learning of the Environmental Subjects in Case of Educational Polygons in Slovenia." In Handbook of Research on Didactic Strategies and Technologies for Education: Incorporating Advancements, edited by Paolo M. Pumilia-Gnarini, et al., 442-453. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-2122-0.ch039

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Abstract

The Slovenian education system educates and trains young people under the guidelines of sustainable development, as this will increase responsibility and adherence to the environment and human society, which part we are. With this training, active method learning is emphasized, where students in empirical way in the real world through the experience of life and with use of their senses get the new knowledge. In this chapter, the authors present two learning polygons: a polygon for ecoremediations, and learning ground for permaculture, where students on the basis of experiential learning in real world pursue their learning objectives the field of geography. These are piloting examples of the educational polygons outside schools, and therefore create opportunity for practical application of frontal classroom lessons. Field works can substitute classroom activities and create new way of learning. Research and education work on polygons give possibilities for planning active work in landscape, team work, cooperation, and evaluation.

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