| Abstract | Diplomski rad izrađen je na Odsjeku za prirodne znanosti Fakulteta za odgojne i obrazovne znanosti u
Osijeku iz predmeta Poznavanje biljaka i životinja pod vodstvom mentorice doc. dr. sc. Irelle Bogut,
izvanredne profesorice i mentora mr. sc. Željka Popovića, profesora visoke škole.
Šume su pluća našeg planeta, a s obzirom na građu listova drveća i njihovom trajanju, razlikujemo
listopadno i vazdazeleno drveće. Prema tome šume mogu biti listopadne, vazdazelene i mješovite. U
listopadnim šumama prevladava drveće koje u jesen gubi sve lišće. To su, primjerice, hrast i bukva. U
vazdazelenim šumama raste drveće koje tijekom cijele godine ima zeleno igličasto lišće. Takvi su,
primjerice, jela, smreka i bor. U mješovitim šumama raste i listopadno i vazdazeleno drveće, npr.
bukva, jela i smreka. Osim drveća, u šumama raste i grmlje, npr. divlja ruža, bazga, lijeska i kupina.
Cilj je diplomskog rada ispitati poznavanje šumskog drveća i grmlja kod djece mlađe školske dobi te
vidjeti postoji li razlika u znanju o šumskom drveću i grmlju kod učenika i studenata. Populacija
obuhvaćena ovim istraživanjem su učenici mlađe školske dobi, ukupno 50 učenika trećih i četvrtih
razreda Osnovne škole „Voćin“ u Voćinu te 50 studenata 1. godine učiteljskog studija na Fakultetu za
odgojne i obrazovne znanosti u Osijeku. U istraživanju je kao instrument korišten test. Test je
sadržavao 15 pitanja različitog tipa. Od ukupno 100 ispitanika, 66% je znalo da šume mogu biti
listopadne, vazdazelene i mješov ite (82% učenika i 50% studenata). Najviše ispitanika prepoznalo je
orah na fotografiji – 90/100 (46/50 učenika i 44/50 studenata), zatim kesten – 89/100 (48/50 učenika i
41/50 studenata), jabuku – 84/100 (48/50 učenika i 41/50 studenata), kupinu – 83/100 (40/50 učenika i
43/50 studenata), malinu – 76/100 (32/50 učenika i 44/50 studenata), maslinu – 75/100 (30/50 učenika
i 45/50 studenata), hrast – 73/100 (43/50 učenika i 39/59 studenata) te ostala drveća i grmlja. Tisu,
svib, hrast crniku, crni bor, jarebiku i poljski jasen nije prepoznao niti jedan učenik, također niti jedan
student. Rješavanjem ovog testa pokazano je da nema značajnih razlika u poznavanju šumskog
drveća i grmlja između učenika trećih i četvrtih razreda osnovne škole. Također nema ni značajnih
razlika u poznavanju šumskog drveća i grmlja između učenika i studenata. Nastavni plan i program za
osnovnu školu propisuje za četvrti razred nastavnu temu Šuma koja obuhvaća područje istraživanja
koje sam provela u istraživanju. |
| Abstract (english) | Graduation work has been made in the Department of Natural Sciences of Faculty of
Educational Sciences in Osijek in the subject "Knowledge of plants and animals" under the mentorship
of doc. Ph. D.. Irella Bogut, Associate Professor and mentor mr. sc. Željko Popović, College Professor.
Forests are the lungs of our planet. Considering the structure of leaves of trees and their
duration, we distinguish deciduous and evergreen trees. Therefore forests can be deciduous,
evergreen and mixed. In deciduous forests prevail trees that lose all the leaves in autumn. These are,
for example, oak and beech. In the evergreen forests there are trees that throughout year has a green
needle-like leaves. Such as fir, spruce and pine. In mixed forests there are both, deciduous and
evergreen trees, for example, beech, fir and spruce. Beside the trees, in forests there are bushes,too.
For example, there are wild rose, elder, hazel and blackberries.
The aim of the graduate work is to examine the knowledge of forest trees and bushes of
children under school age, and to see whether there is a difference in knowledge of forest trees and
bushes between pupils and students. The population of this study included primary school children. In
total there are 50 students of third and fourth grade of Voćin Primary school in Voćin and 50 First
Year Students at the Faculty of Educational Sciences in Osijek. Tests were used as research
instruments. The test consisted of 15 questions of different types. Out of 100 respondents, 66% knew
that the forest can be deciduous, evergreen and mixed (82% of pupils and 50% of students). Most
respondents recognized the nut in the photo - 90/100 (46/50 pupils and 44/50 students), followed by
chestnut - 89/100 (48/50 pupils and 41/50 students), apple - 84/100 (48/50 pupils and 41/50 students),
blackberry - 83/100 (40/50 pupils and 43/50 students), raspberry - 76/100 (32/50 pupils and 44/50
students), olive - 75/100 (30/50 pupils and 45/50 students), oak - 73/100 (43/50 pupils and 39/59
students) and other trees and bushes. Tisa, dogwood, oak, pine, mountain ash and ash has not been
recognised nighter by primary school children, nor by students. Resolution of this test shows us that
there aren't any significant differences in knowledge of forest trees and bushes between the students
of third and fourth graders. There are also no significant differences in knowledge of forest trees and
bushes between primary school children and students. The curriculum for primary school prescribes
the teaching topic Forest for fourth graders that includes an area of research that I carried out in this
research. |
