SZKOŁA, UNIWERSYTET I BIZNES JAKO WĘZŁY SIECI UCZĄCEJ SIĘ – ROLA PRZYSZKOLNYCH OGRÓDKÓW METEOROLOGICZNYCH W KSZTAŁCENIU GEOGRAFICZNYM I PRZYRODN ICZYM W SZKOLE PODSTAWOWEJ „ŁEJERY” W POZNANIU

Abstract

Geography is traditionally perceived as a discipline of science dealing with the spatial diversity of the outer shell of the earth, and the relations between its components and human activity (Tkocz, 2005). The identification of relations and correlations, constructing hypotheses and, finally, observations and measurements are among the most important skills of applying knowledge in practice (Regulation of the Ministry of Education of 14 February 2017 on the core curriculum). In a world of dynamic acquisition of factual knowledge, practical skills are gaining in importance, together with the ability to select information and search for it. Connectivity is the answer to contemporary trends in education, viewed as the theories of education, perceiving knowledge as a set of network connections between objects. In this perspective, learning is about establishing and developing such connections (Downes, 2017). This idea promotes abstaining from fact-based knowledge or even concept development and to look for facts, collect and process them. As part of “Łejery! What kind of weather is this?!” carried out by the school (project organizer), Faculty of Geographic and Geological Sciences (the content-related sponsor) and the Enea company (sponsor of the Enea Academy of Talents project), a self-organising map was created in accordance with the theory of constructivism. By means of measurements and exchanging information, the students can empirically and single-handedly acquire their own knowledge and practical skills.