{"id":12854,"date":"2024-03-17T20:00:27","date_gmt":"2024-03-17T18:00:27","guid":{"rendered":"https:\/\/iteach.ro\/experientedidactice\/?p=12854"},"modified":"2024-03-28T06:58:48","modified_gmt":"2024-03-28T04:58:48","slug":"activitatea-steam-de-tip-outdoor-posibilitati-si-modalitati-de-organizare","status":"publish","type":"post","link":"https:\/\/iteach.ro\/experientedidactice\/activitatea-steam-de-tip-outdoor-posibilitati-si-modalitati-de-organizare","title":{"rendered":"Activitatea STEAM de tip outdoor &#8211; posibilit\u0103\u021bi \u0219i modalit\u0103\u021bi de organizare"},"content":{"rendered":"<p>Activitatea s-a desf\u0103\u0219urat \u00een \u0219coala noastr\u0103 chiar de Ziua P\u0103m\u00e2ntului, f\u0103c\u00e2nd parte dintr-un proiect educa\u0163ional desf\u0103\u015furat pe platforma eTwinning, \u201eWe wind the nature\u201d. A fost una dintre sarcinile de proiect, referitoare la dezastrele naturale. Dezastrele sunt definite ca fenomene naturale distructive de origine geologic\u0103 sau meteorologic\u0103, ori \u00eemboln\u0103virea unui num\u0103r mare de persoane sau animale, produse \u00een mod brusc, ca fenomene de mas\u0103. \u00cen aceast\u0103 categorie sunt cuprinse: cutremurele, alunec\u0103rile \u015fi pr\u0103bu\u015firile de teren, inunda\u0163iile \u015fi fenomenele meteorologice periculoase, epidemiile. <!--more--><\/p>\n<p>Pentru realizare, am urmat c\u00e2teva criterii stabilite de speciali\u015ftii care au teoretizat aceste tipuri de activit\u0103\u0163i:<\/p>\n<p>1. Obiectiv clar stabilit: Aflarea informa\u0163iilor despre vulcani \u015fi dezastrele naturale pe care le produc<br \/>\n2. Leg\u0103tura \u00eentre activitatea indoor \u015fi cea oudoor. Elevii vor lucra pe baza aceluia\u015fi curriculum at\u00e2t \u00een clas\u0103 c\u00e2t \u015fi \u00een afara ei:<br \/>\n\u2022 indoor &#8211; preg\u0103tirea \u015fi actualizarea no\u0163iunilor teoretice necesare;<br \/>\n\u2022 outdoor &#8211; desf\u0103\u015furarea efectiv\u0103 a activit\u0103\u0163ii;<br \/>\n\u2022 indoor &#8211; reflexii, observa\u0163ii, constat\u0103ri<br \/>\n2. Elevii s\u0103 lucreze \u00eempreun\u0103. Activitatea outdoor, chiar dac\u0103 va presupune o munc\u0103 individual\u0103, este obligatoriu s\u0103 includ\u0103 munca \u00een echipa \u015fi lucru \u00een grup. \u00cen momentele de interac\u0163iune \u00een grup elevii,elevii vor fi nevoi\u0163i s\u0103 rela\u0163ioneze, s\u0103 comunice s\u0103-\u015fi transmit\u0103 informa\u0163ii sau cuno\u015ftin\u0163e, s\u0103 foloseasc\u0103 \u00eempreun\u0103 deprinderi ce le au deja, s\u0103 se fac\u0103 \u00een\u0163ele\u015fi.<br \/>\n3. Lucru cu situa\u0163ii de \u00eenv\u0103\u0163are concrete \u015fi relevante cu scop vizibil.<br \/>\n4. Activit\u0103\u0163i legate de situa\u0163ii concrete, reale.<br \/>\n5. Munca \u015fi \u00een\u0163elegerea elevilor trebuie s\u0103 foloseasc\u0103 mediul (natura ca spa\u0163iu al \u00eenv\u0103\u0163\u0103rii). Mediul \u00eenconjur\u0103tor ales trebuie s\u0103 sus\u0163in\u0103 procesul de \u00eenv\u0103\u0163are.<br \/>\n6. Lec\u0163ia s\u0103 includ\u0103 experien\u0163e senzoriale. Elevii s\u0103 aib\u0103 ocazia s\u0103 simt\u0103 emo\u0163ia producerii erup\u0163iei unui vulcan.<br \/>\n7. Experien\u0163ele trebuie urmate de lucru \u00een clas\u0103, de conceptualiz\u0103ri abstracte, astfel \u00eenc\u00e2t ceea ce a fost experimentat s\u0103 devina cunoa\u015ftere.<br \/>\n8. Profesorul s\u0103 fie capabil s\u0103 stea deoparte. El trebuie s\u0103 fie un ghid, s\u0103 preg\u0103teasc\u0103 drumul elevilor pentru procesul de \u00eenv\u0103\u0163are \u015fi s\u0103 fac\u0103 loc pentru propriile experien\u0163e. Profesorul trebuie s\u0103 fie capabil s\u0103 favorizeze momentele de bucurie f\u0103r\u0103 a pierde din vedere\u00a0 nici o clip\u0103 scopul principal al activit\u0103\u0163ii. Albert Einstein spunea: \u201e<em>Nu-mi \u00eenv\u0103\u0163 niciodat\u0103 elevii, doar le ofer cele mai bune condi\u0163ii \u00een care ei s\u0103 \u00eenve\u0163e<\/em>\u201d .<\/p>\n<p>\u00cen mod tradi\u0163ional, \u00een procesul actual de predare-\u00eenv\u0103\u0163are \u00een \u0163ara noastr\u0103, <em>outdoor learning<\/em> reprezint\u0103: explorarea locurilor \u00eendep\u0103rtate,excursii, vizite tematice, dezvoltare fizic\u0103 social\u0103 \u015fi personal\u0103. Pentru aceste activit\u0103\u0163i sunt necesare multe resurse: timp, bani, grupuri mici de elevi,echipament adecvat, speciali\u015fti pe diverse domenii. De cele mai multe ori, acestea sunt resurse pe care \u015fcoala \u015fi profesorul nu le are. Exist\u0103 \u00eens\u0103 un model de outdoor care presupune integrarea activit\u0103\u0163ilor in curricula \u015fcolii \u015fi desf\u0103\u015furarea lor \u00een mod constant \u015fi natural f\u0103r\u0103 s\u0103 fie nevoie de resurse speciale. Aceste activit\u0103\u0163i le putem include \u00een scenariile noastre didactice \u00een cadrul programului \u015fcolar obi\u015fnuit.Acest model educa\u0163ional presupune:<\/p>\n<ul>\n<li>Activit\u0103\u0163i frecvente, orientate spre un scop \u015fi bazate pe un curriculum,desf\u0103\u015furate \u00een mediul din proximitatea \u015fcolii;<\/li>\n<li>Lucru cu acelea\u015fi subiecte \u015fi \u00een clas\u0103 \u015fi afar\u0103;<\/li>\n<li>Sarcini de tip problem\u0103 \u015fi presupun\u00e2nd munca \u00een echip\u0103;<\/li>\n<li>Aceia\u015fi profesori pentru activit\u0103\u0163ile indoor \u015fi outdoor.<\/li>\n<\/ul>\n<p>Principala provocare pentru organizatorul unei activit\u0103\u0163i outdoor este cum s\u0103 transforme materia prim\u0103 din mintea elevului, trec\u00e2nd-o printr-un proces de \u00eenv\u0103\u0163are inten\u0163ionat\u0103, \u00een competen\u0163e func\u0163ionale.Educa\u0163ia actual\u0103 trebuie s\u0103 fie holistic\u0103 \u015fi integratoare, bazat\u0103 pe procesul de a da sens oric\u0103rei \u00eent\u00e2mpl\u0103ri \u015fi experien\u0163e proprii.Ideea c\u0103 experien\u0163a, \u00eenv\u0103\u0163area \u015fi progresul sunt interconectate se afl\u0103 la baza diferitelor programe outdoor.<\/p>\n<p>Av\u00e2nd \u00een vedere toate aceste idei, preluate \u015fi din literatura interna\u0163ional\u0103 de specialitate, am preg\u0103tit activitatea, desf\u0103\u015fur\u00e2nd-o pe parcursul a 3 ore. Astfel, \u00een prima or\u0103, organizat\u0103 indoor, elevii au aflat de este un vulcan, din prezent\u0103ri \u015fi filmule\u0163e de pe Youtube, care sunt caracteristicile lui fizice \u015fi chimice, modul \u015fi timpul \u00een care erupe, dezastrele pe care le provoac\u0103, pentru economiile \u0163\u0103rilor \u015fi pentru oameni, \u00een general. La finalul acestei prime lec\u0163ii, elevii au sistematizat cuno\u015ftin\u0163ele dob\u00e2ndie, \u00een mini- referate. \u00cen a doua or\u0103, tot indoor, tot \u00een grupe de 2-3 elevi,\u00a0 au desenat, au creat colaje,\u00a0 au modelat din plastilin\u0103 sau au construit din piese Lego vulcani. Al\u0163ii, pasiona\u0163i de tehnologia digitalizat\u0103, au creat mici produse, originale, \u00een aplica\u0163ii digitale, ca Word Art, Canva \u015fi Chatter Pix Kids, afi\u015fe, postere sau anima\u0163ii, tot despre vulcani. \u00cen a treia or\u0103, cea desf\u0103\u015furat\u0103 outdoor, elevii au mers \u00een curtea \u015fcolii, pentru a simula, prin experimente, erup\u0163ia unui vulcan. Au fost organiza\u0163i \u00een grupe de c\u00e2te 4.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-12879\" src=\"https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2024\/03\/Gogu_vulcanul.jpeg\" alt=\"\" width=\"200\" height=\"393\" srcset=\"https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2024\/03\/Gogu_vulcanul.jpeg 504w, https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2024\/03\/Gogu_vulcanul-153x300.jpeg 153w\" sizes=\"auto, (max-width: 200px) 100vw, 200px\" \/>Materialele necesare:<\/p>\n<ul>\n<li>sticle de plastic, de 1 litru<\/li>\n<li>2 pachete de bicarbonate de sodiu<\/li>\n<li>400 ml o\u0163et (2 pahare)<\/li>\n<li>o sticlu\u0163\u0103 de colorant alimentar ro\u015fu<\/li>\n<li>argil\u0103 sau p\u0103m\u00e2nt \u015fi c\u00e2te un lighean cu ap\u0103- se poate folosi \u015fi carton, foi de h\u00e2rtie de culoare maro, verde, galben\u0103, acuarele, plastilin\u0103 &#8211; pentru modelarea formei unui munte<\/li>\n<li>p\u00e2lnie<\/li>\n<li>cazmale\/ lop\u0103\u0163ele mici<\/li>\n<\/ul>\n<p>Modul de lucru: Elevii au s\u0103pat mici gropi, ad\u00e2nci de 5 cm, \u00een care au a\u015fezat sticlele. Au modelat, cu materialele dorite, c\u00e2te un vulcan, pe sticla-suport. L-au colorat, cu acuarele sau lipind foile colorate. Apoi, au introdus, cu ajutorul p\u00e2lniei, bicarbonatul de sodiu \u00een sticle. Pe urm\u0103 au turnat \u015fi\u00a0 colorantul alimentar, iar la final, o\u0163etul.<\/p>\n<p>Reac\u0163iile de \u00eenc\u00e2ntare, la vederea \u201eerup\u0163iei\u201d vulcanului grupei lor, au fost \u00eenso\u0163ite de fotografii, care au demonstrat c\u0103 activitatea \u015fi-a atins obiectivele.<\/p>\n<p>La final, elevii au conceptualizat asupra activit\u0103\u0163ii, trec\u00e2nd experien\u0163ele tr\u0103ite \u00een fiecare din cele 3 etape, \u00een jurnalul proiectului \u201eWe wind the nature\u201d, prezentat ulterior, \u00eentr-un webinar, colegilor din \u0163\u0103rile participante: Turcia, Italia, Spania, Bulgaria, Armenia, Albania, Estonia etc.<\/p>\n<p>Crea\u0163ii ale elevilor \u015fi filmule\u0163e din activitate: youtube.com\/watch?v=3Tqwgb91GUM<\/p>\n<p><iframe loading=\"lazy\" title=\"YouTube video player\" src=\"https:\/\/www.youtube.com\/embed\/3Tqwgb91GUM?si=XGEABQ2kSSkXQHfS\" width=\"560\" height=\"315\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>Activitatea outdoor: experimentul \u201eVulcanul\u201d &#8211; youtu.be\/GkCM_6WzFuw<\/p>\n<p><iframe loading=\"lazy\" title=\"YouTube video player\" src=\"https:\/\/www.youtube.com\/embed\/GkCM_6WzFuw?si=nraokwHYNPQernOd\" width=\"560\" height=\"315\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p><em><strong>Bibliografie<\/strong><\/em><br \/>\n\u2022 Ciolan, Lucian (2008), \u201e\u00cenv\u0103\u0163area integrat\u0103, fundamente pentru un curriculum transdisciplinar\u201d, Ed. Polirom, Bucure\u015fti;<br \/>\n\u2022 Jordet, A.N. (2010), \u201eWhat is outdoor learning\u201d\u00a0 ,Manual for Founda\u0163ion Course;<br \/>\n\u2022 Lifelong Learning Programme (2013), Manual de educa\u0163ie outdoor\u201d, Prim\u0103ria C\u0103tunele;<br \/>\n\u2022 Secelean Rodica (2013), Referat \u201eActivit\u0103\u0163i de tip outdoor\u201d<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Activitatea s-a desf\u0103\u0219urat \u00een \u0219coala noastr\u0103 chiar de Ziua P\u0103m\u00e2ntului, f\u0103c\u00e2nd parte dintr-un proiect educa\u0163ional desf\u0103\u015furat pe platforma eTwinning, \u201eWe wind the nature\u201d. A fost una dintre sarcinile de proiect, referitoare la dezastrele naturale. Dezastrele sunt definite ca fenomene naturale &hellip; <a href=\"https:\/\/iteach.ro\/experientedidactice\/activitatea-steam-de-tip-outdoor-posibilitati-si-modalitati-de-organizare\">Cite\u0219te continuarea <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1863,769,1275,778,895],"tags":[1621],"class_list":["post-12854","post","type-post","status-publish","format-standard","hentry","category-educatie-outdoor","category-etwinning","category-invatamant-primar","category-metode-didactice","category-stem","tag-mihaela-gogu"],"_links":{"self":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/12854","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/comments?post=12854"}],"version-history":[{"count":2,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/12854\/revisions"}],"predecessor-version":[{"id":12880,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/12854\/revisions\/12880"}],"wp:attachment":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/media?parent=12854"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/categories?post=12854"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/tags?post=12854"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}