DIDAKTICAL MODEL OFTEHNICAL EXCURSIONDIDAKTICAL MODEL OFDIDAKTICAL MODEL OFTEHNICAL EXCURSIONTEHNICAL EXCURSION

I. INTRODUCTIONToday we ruminate more and more about new possibilities for better quality of school. Quality in sense of more efficient school where would achieve better results of work as school would be more pleasant as well.

Suitable method for fulfilment of these goals, if beside school practicum and natural science days also excursion, which presentimportant piece in the mosaic of empirical learning. Also contemporary didactic estimate excursions positive and comprehend them as indispensable form of school work.

Efficiency and quality of excursion itself depends also form correct inclusion of excursion into the educational work and also from correct organisation.

1. GENERAL ABOUT EXCURSIONWord “excursion” comes from Latin, which means trip with technological guidance. It’s form of work with goal, where listeners in the nature or on specific place, discover subjects and phenomenon, which get to know theoretical at school lessons.

Excursion is still the most popular and most adequate way of predominating alienated theoretical work. It’s need to take advantage of priority, which offers an excursion, to overcome lack of work, limited excursion of classroom.

Slovenian language knows two similar expressions, which have one main character, which approach also separation. These are expressions trip and excursion. To both is common travelling. But main difference is goal or intention for travelling.

Trip is marked with travelling purposed to amusement. Usually is close connected to sport activities.

Excursion we could define as travelling with serious intention. This is working travelling, which is first of all educational directed but such a travelling may not and can not be let to a chance, because it could turn into the ordinary trip. Excursion should be organised and planned carefully. It should become part of school education. From this reason should come out from school work, which need to be completing.

The most important role of excursion at completing, is offering to listeners empirical learning, which is completed with theoretical knowledge, previous gained in the school. Because of that should be planned before the lessons start. When writinga year learning plan should it be provided and in accordance to excursion, school work should be planned.

Among the year is normally realised more excursions, which are very different about the contents. But always is demanded team work of teachers of different subjects, as excursions are multidiscipline. As we mentioned already, excursion offers possibility of practical learning, so it enables empirical learning.

Learning like this stimulates relaxed and democratic mood and spontaneity. Friendships is formed between listeners and teachers as well. At the same time is developing reciprocal communication, respect and reconciliation of interest.

Listeners or students gain wide and useful knowledge. They develop image space, connect theory with practice extend history knowledge, geography, geology, biology and literature, exercise independent notating, to get essence, formatting of written products with own notes and verbal reporting.

Teacher of techniques and natural science subject or mentor of qualified education must plan an excursion and make suitable learning preparation for its realisation.

Excursions are important, because listeners are directly faced to important elements of politechnical education and natural science (techniques, technology, natural science subjects, technical-technological documentation, economics, organisation of work, energetic, electronic, informatic).

Producal-technical field is on the same level as general cultural and natural science mathematical field, because connecting techniques in today’s society is urgent part of basic education and as equal to humanistic, natural science and artistic education.

Excursions to the different industries, could influence also on decisions about professions of listeners in 7th and 8th grades. In work organisation listeners can get to know whole process or just some parts of it (for example mechanic work, hand work, work in laboratory).

2. SORTS OF EXCURSIONSDue to school year, teachers organise different excursions. These are usually instructive. Excursions can be separated in aspect of goal, duration, learning subject, number of listeners.We know also final excursions and trips.

School tripsInformative excursion

Technical excursionGoals

many days excursions to

abroad

one day excursion to

abroad

one or two-days around Slovenia

final excursions

many classeswhole classgroup of listeners

number of listeners

natural scientistic

geographicalhistoricallearning subject

many daysone day, two days

one-hour, two-hours, half-day

duration

II. GOALS AND TASKS OF EXCURSIONExcursion, as didactical form of work, is important for realising global and operative learning goals. Well prepared excursion influence on development of child’s intellectual, emotional and social components, therefore on development of diverse capacities, like: observation, comprehension of essence and their distinction. Beside that it offer to listeners:

- introduction to connections theory with practice,- development of technical thinking and construction,- development of attitude to natural science and to

environment protection,- collection of material.

Collecting of material could be in form of written impressions, graphic sketches, products, models, pictures, etc. Collected material is important for use at further school work. Excursion has strong role in educational value. Listeners experience it like directly life.

In object where are also employed their parents, relatives, gain impression will influence also on emotional experience. Participants of excursion will start to critical valuate relations between people, values of work and knowledge, which will positive influence on development of theirpersonality.

Individual differences among listeners on excursion disappear in accordance to their capacities.

Participants are sorted in the working groups with distributed tasks inside. They judge opinion independently, take decisions democratically, make agreements together and they solve different problems, expressed id also their behaviour to environment and coevals.

III. ORGANISATION OF THE EXCURSION

Learning process is going by certain principles which are calleddidactical principles and which are results about recognition ofeducational process and analyse of successful learning practice.It should be accented that all learning principles must be linked and complemented between as this is condition for successful pedagogical work.

Successful realisation of excursion as specific form of classes, demand using or considering many learning principles.

1. Learning principles of the excursion

Principle of suitability means adaptation of goals, methods and technology of learning in way that to everyone is enabled optimal development, as listeners are different among in aspect of intellectual possibilities, motivation, interests, experience, method of learning, personal characteristic and other specifics.

At the preparation and organisation of excursion are important following principles:

• principle of suitability,• principle of clearness,• principle of activity.

Principle of suitability

• Considering principle of suitability at organisation of excursion means to select quantity and contents of information carefully which listeners will get before the excursion and after that.

• Listeners can in accordance to their level except just limited quantity of information. To reach chosen goals of the excursion is better to plain less learning contents than too many.

• As well is needed in accordance to psychophysical characteristic of listeners to plan relaxation, which will be realised inside of stages of the excursion. Duration of excursion is also important, because it can become boring.

Principle of clearness

• It is about process in which are included all senses, including with listeners’ experiences, pre-knowledge, feelings, fantasy, thinking and remembering.

• Clearness could be divided into the sensual and conceptual. Sensual clearness enables direct contact to reality and assures clear and full images and deep experiencing of learning process. Especially is important for younger pupils which still don’t have abstract thinking skills.

• Principle of clearness is one of the important didactical principles that is main for the organisation as is its correct use the condition for success.

• Conceptual clearness means whole of symbolical expressed thoughts, it explains relations, their co-dependence and it expose the structure of observed project.

• Conceptual clearness is as more important as more abstract logical thinking of listeners is develop.

• Therefore this principle must em considered at the excursion for elder pupils which are able of mental combinations, theoretical and initiative thinking and creative fantasy.

• During the organisation process of the excursion, teacher must active include listeners in the preparation process.

• Principle of activity present the base of every learning process. It means active inclusion of listeners into the all presentable process which approach to the listeners new experiences and recognition to develop their skills.

Principle of activity

• Every gain knowledge and skill which is got by student’s own consciously activity, has much higher value than knowledge which has got somebody else help.

• The listeners independently discover and collect every thing about contents what is connected with excursion. In the stage of realisation independently as possible observe subjects and phenomenon.

• After the end of excursion, listeners make analyse with teacher, but independently prepare reports with pictures.

• With active co-operation during the all stages of excursion, listeners longer and more quality sustain gain knowledge and get qualified for further independent learning and discovering.

2. Planing of excursion

Macro preparation of excursion

At the beginning of school year, teacher makes plan for excursions for certain glass and write them down in to the table.

Because excursions are part of year school curriculum, teacher includes them also in his detailed learning plan.

He writes purposes of goals, what pupils will see or to what will be introduced, when the excursions will be realised and their duration.

Table 2: Year plan of excursion

FebruaryJanuaryDecemberNovemberOctoberSeptember

AugustJulyJuneMayAprilMarch

suitable time for the excursionunsuitable and

Micro preparation of excursion

Extra equipment

Listeners’task

Names of leaders

Group number

Listeners number

Arrival

Depart

AccompaniesLeaderPlaceDateClass

This part includes preparation and organisation, which teacher makes similar as preparation of class lesson. By this must be careful that pretentious of excursion suit to development and pre-knowledge of listeners.

Table 3: Micro preparation on excursion

Outer and inner organisation of the excursion

For difference from regular classes, excursion provides arrival and depart of listeners on placement of happening.

Before the excursion we must to discuss about future plan and toexactly define intention and goal to technical excursion. Listeners should be introduced to rules of travelling bonton.

FOR PRIMARY SCHOOL PUPILS

“In school of life, there’s no vacations”.

On this world there’s a lot of people without any moral norms. Where we come, let it be playground, green plot, cinema, meeting point for excursions or trips, every where we live behind some things which we don’t need it any more. We behave unsuitable, we spit, scream, talk unsuitable words, have jokes from elder people and we don’t respect traffic signs.

On this world there’s a lot of people without any moral norms. Where we come, let it be playground, green plot, cinema, meeting point for excursions or trips, every where we live behind some things which we don’t need it any more. We behave unsuitable, we spit, scream, talk unsuitable words, have jokes from elder people and we don’t respect traffic signs.

THEREFORE:On meeting point we cultural wait on bus arrival. With help of teachers or professors we sort ourselves in groups, we check presence of participants and receive last directions.

THEREFORE:On meeting point we cultural wait on bus arrival. With help of teachers or professors we sort ourselves in groups, we check presence of participants and receive last directions.

The most impatient pupils are in the bus. We are used to scream, to romp and to hustle. Such an unsuitable behaviour we can see in local buses as on long trips. The most we like sticking chewing gums on seats, tearing the curtains, pulling of the seat covers, laughing cloud and we don’t offer seats to elder as well.

The most impatient pupils are in the bus. We are used to scream, to romp and to hustle. Such an unsuitable behaviour we can see in local buses as on long trips. The most we like sticking chewing gums on seats, tearing the curtains, pulling of the seat covers, laughing cloud and we don’t offer seats to elder as well.

THEREFORE:While entering on the bus, we don’t hustle. On the bus we care for cleanness, we put rubbish in the basket and we talk quite. Usually we eat outside on parking place while short breaks.

THEREFORE:While entering on the bus, we don’t hustle. On the bus we care for cleanness, we put rubbish in the basket and we talk quite. Usually we eat outside on parking place while short breaks.

While waiting the museum to open, we dirty the enviroment with the food and the paper. As soon the museum is open, we hustle already and our voices echo all over the museum. While we are walking from one glass case to another, we share unsuitable remarks. We touch exhibits, even if it’s not aloud. During visiting the museum, we liked to eat.

While waiting the museum to open, we dirty the enviroment with the food and the paper. As soon the museum is open, we hustle already and our voices echo all over the museum. While we are walking from one glass case to another, we share unsuitable remarks. We touch exhibits, even if it’s not aloud. During visiting the museum, we liked to eat.

THEREFORE:At arrival in to the museum we don’t hustle. Inside the museum we don’t touch the exhibits, but we just watch, we behave cultural, we don’t eat and we speak quite. If we meet a fellow, we great him polite.

THEREFORE:At arrival in to the museum we don’t hustle. Inside the museum we don’t touch the exhibits, but we just watch, we behave cultural, we don’t eat and we speak quite. If we meet a fellow, we great him polite.

The most uncommon is behaviour of youth inside the shop. Before entering inside usually we don’t great. Also we don’t know magic words like “please”, “excuse me”. We like to tease sellers, we talk rude things and after we still something. Most of all we are very sniffy. We make total mess on the shelves.

The most uncommon is behaviour of youth inside the shop. Before entering inside usually we don’t great. Also we don’t know magic words like “please”, “excuse me”. We like to tease sellers, we talk rude things and after we still something. Most of all we are very sniffy. We make total mess on the shelves.

THEREFORE:At arrival into the shop and at departure we great. If we are in foreign country, we great in origin language. Inside the shop we don’t hustle, we don’t rummage among the shelves, but we wait polite, until we are served. But above all we should not have “long fingers”.

THEREFORE:At arrival into the shop and at departure we great. If we are in foreign country, we great in origin language. Inside the shop we don’t hustle, we don’t rummage among the shelves, but we wait polite, until we are served. But above all we should not have “long fingers”.

While walking around the city, we don’t consider traffic signs. We hustle on pavements, we jump on the street, we complete among us who cherish to cross the street at red light. In short, all this “award” us as tourists, visitors of foreign cities.

While walking around the city, we don’t consider traffic signs. We hustle on pavements, we jump on the street, we complete among us who cherish to cross the street at red light. In short, all this “award” us as tourists, visitors of foreign cities.

THEREFORE:While walking around the city, we behave nice and we let enough space on pavement also for others - obeying rule “right of way” On the street we don’t scream, we don’t eat, we cross the street on pedestrian crossing.

THEREFORE:While walking around the city, we behave nice and we let enough space on pavement also for others - obeying rule “right of way” On the street we don’t scream, we don’t eat, we cross the street on pedestrian crossing.

Inside the restaurant we order food just over the bar or we scream behind the waiter. Because we hustle, we split drink to the floor and table. We also break some glasses, we fire table cover with cigarette, while cigarette ends finish under the table.

Inside the restaurant we order food just over the bar or we scream behind the waiter. Because we hustle, we split drink to the floor and table. We also break some glasses, we fire table cover with cigarette, while cigarette ends finish under the table.

THEREFORE:At arrival in the bar and departure out of it, we great, we seat decently and wait for a waiter. While eating, we don’t sip, but we eat cultural, before leaving the bar, we pay the bill, thank and great.

THEREFORE:At arrival in the bar and departure out of it, we great, we seat decently and wait for a waiter. While eating, we don’t sip, but we eat cultural, before leaving the bar, we pay the bill, thank and great.

List of the group leaders and teachers - accompanies

332211

Teachers accompaniesTeachers accompanies44332211

Group leadersGroup leaders

BUS Nr. 2BUS Nr. 1

List of excursion’s participants

3.2.1.

Surname and name of accompanies9.8.7.6.5.4.3.2.1.

Name and SurnameSea. Num.ClassEXCURSION BUS št. 1

3. THE ORGANISATIONAL MODEL FOR TECHNICAL EXCURSION

The excursion is a specific form of educational work which is much different than class lessons, because of it demands different and extended methods and detailed preparations. All this is need because of specific conditions on the project placement.

In ambition for high quality of realisation of educational goalsand to assure maximal safety of participants, tasks of excursionmust be defined differently.

The methodology for preparation and realisation of excursion is the same as for class lessons. Also for excursion are three main stages:

• preparation on the excursion,• realisation of the excursion,• the final work.

A) PREPARATOIN ON THE EXCURSION

1. TEACHER’S PREPERATION ON EXCURSION

• First it’s need that the teacher defines theme and goals of the excursion. It’s important that difficulty of the excursion adapts to the age and to knowledge listeners.

• The plan should not be fulfilled with unimportant details, because majority of observed subjects and process tire listeners. From this reason is the concentration, interest and obedience less intensive.

• Because of that, theme of the excursion should be concrete as possible. It would be the best that organiser first visits its placement, informs about work, tasks, work conditions and safety of the placement.

• On the base of information organiser defines placement, what and how detailed participants will observe.

• The teacher need to has also detailed preparation for work which includes requisites, aim and tools for work on the ground also learning methods and sociological work forms.

• Beside that must defines exact departure time, duration of the excursion and arrival time. The time of some visits should be defined the most exact.

• The special place in the preparation, take direct tasks of work, which need to be realised inside certain stages.

• If we choose work in groups, it’s need to prepare suitable learning or working tasks.

• About work out of classrooms, it’s need to inform parents of participants, specially if the excursion is not of the school neighbourhood. In this case could be helpful to invite external co-operator, specially tourist agencies which already offers such contents inside their programmes.

2. Preparation of listeners

In special planned hours, dedicated to listeners, we must inform them with:

• goal of the excursion,

• technical requisites which need to be brought with,

• object which will be visited,

Listeners should be prepared before the excursion starts. We need to handle all elements, otherwise the observation and work can not succeed.

Of course it’s not recommend to handle the excursion in all details, because it would not be so interested any more.

• disposition in groups,

• duration of the excursion,

• rules and behaviour on the way, on the placement,

• safety provisions on the excursion,

• process of the work inside groups, with exercises and other requisites,

• writing notes, sketching and writing the report with picture material.

Teachers - accompanies of the excursion

Preparation on the excursion

3. INFORMING PARENTS

Parents should be informed with numbers of excursions in the school year, with their intention, with the content and duration.

It should be talked about on common meetings, on meetings for parents.

4. PREPARATION OF THE PROGRAMME

At preparation of programme the teacher should be careful on:• definition of goals,• selection of methods and resources,• definition of the way,• timed analyse,• preparation the tasks for pupils,• preparation of others participant of the excursion, specially

accompanies.

The success of the excursion depends from quality prepared programme for which is responsible the teacher - organiser or team of teachers if the excursion is interdiscipline oriented or if there are many classes together.

4.1. DEFINITION OF GOALS

Goals of the excursions are planned in accordance with educational goals of the subject or of the school curriculum. Goals of the schooling includes development of listeners on psychomotorical, emotional and educational level. With suitable programme is possible to realise goals on the all three levels.

That the excursion could satisfy all the needs of participant, by preparation is need to consider some learning principles:

• the principle of psychophysical capacities and needs of listeners, which demands to connect pleasant with useful,

• the principle of activity of listeners is stimulated is stimulated with completing tasks,

• the principle of sinchronology which demands visual and hearing sensations, if possibly also including other senses.

Educational goals of the subject which is defined by the school curriculum, must be totally included in programmes of the excursion:

• to gain the new knowledge,

• to practice and specialise the knowledge,

• to develop capacities and values.

In accordance with school curriculum teachers provide certain themes, which is base for the organisation and the realisation of the technical excursion.

When the teacher is choosing certain objects to visit, must consider also the development of listeners and their psychophisical capacities.

4.2. MICRO PROGRAMM OF EXCURSION

Therefore must carefully study and critical evaluate and select appropriate, what will be pedagogical effected and interesting

The teacher must provide good, where and what listeners will discover, where and how will fulfil tasks or practical work and where they will get relaxed.

With considering all this elements, the teacher can prepare similar plan of the direction. He selects the meeting point, direction of the way, order of places and objects, with the educational process at the same time.

Duration of the school excursion depends from goals, tasks which has to be reached. Depends from the quantity of visited objects and from distance between. Just because of that it’s need already in the preparation stage on place for time analysing. Bythis it’s need to consider listeners and their psychophisicalcapacities.

Special place of the preparation on the excursion has direct tasks which has to be realised inside of certain stages of the learning process. The task and its practising has intention to motivate certain activities of listeners, as they are main for appropriate receiving and remaking of information, for assimilating the material.

What kind of tasks which the teacher will create depends from sort of the excursion and its goals, from listeners’psychophisical capacities, experiences and their pre-knowledge. It has to prepare working sheets with not too many tasks.

If we organise work inside groups, is more suitable and effective that we prepare different tasks. In this way we can berealised more educational goals at the same time, at the same place.

The teacher-mentor must introduce goals and tasks to all technical co-operators, which will be in the time of the excursion, in any way in contact with listeners.

It’s need ti introduce them all details about the direction, duration of the excursion and its timed order. They should know for contents and methods as their concrete roles inside.

The special attention should be attended also to the advanced visit of technical workers - hosts (guides in the cultural institutions or representatives of certain companies...), which will receive andguide listeners.

With them should discuss and make agreement about the time of the arrival, the duration of the visit, about certain goals which we want to realise with the visit.

The teacher should talk with technical co-operations - hosts specially about conditions which assurance listeners’ safety. They should inform us about rules of the behaviour in their environment and about traps which could be dangerous for listeners.

A safety is one of the category which must be assured at all excursions. For the safety are responsible and charged teachers -guide and accompanies.

For the safety is formal provided with the normative about number of teachers - accompanies. One teacher for 15 listeners. The safety of listeners must be planned already in the preparation stage of the excursion. Care for them is taken in the moment of the departure and last till they return to home save.

In the case that some of listeners are problematical in the behaviour, the teacher must carefully thing, to deliberate on with other teachers and servants of the school advisory service and with parents, if these listeners can participate.

This problem can be solved in many ways (listener can participate to the excursion with parents which will take responsibility and care for him, or also a school friend and).

On the excursion can happen also unpredictable situations, which demand the maximal attention, readiness and inventiveness in the every moment.

Realisation of the educate excursion is an accomplishment of previous preparations of teachers and listeners. Success and results will be assured, if the teacher has worked carefully on all sequences of organisational and contextual preparation.

A) REALISATION OF EXCURSION

Realisation of excursion usually starts with stimulated speech (a greeting, intention of the technical excursion, direction), after follows short and clear directions (about behaving and on what put concentration while travelling). After the introduction starts the excursion in forecasted order of the learning stages.

Between the excursion the teacher guide and direct to active participation of listeners, using different methods and tasks.

In the case of practical work should be intended attention to concrete directions for work, because listeners must be necessary informed with work operations. These must be demonstrated slow and clear, if possible in the classroom beforethe departure.

If it’s need can listeners make a scheme. At the realisation of the excursion should care on duration of singly stages that we don’t exceed provided time for other stages. As we care also for logical linking of one component to another.

It is necessary to collect enough material for further work in the classroom.

We must provide also time intended for reporting of groups about work results. At reporting it’s need to assure the demonstration of collected material in the form of the final exhibition, where pictures and video material will be available to see also to others.

At the end of the excursion can already be a short conclusion. It’s need to tell, what was the goal of the excursion and to prepare listeners on further work, which can be done at home or in the school.

C) THE FINAL WORK

Material, which was collected during the excursion, should be examined and after to put in order. It’s the best to do it right after, because events, impressions, experiences are still fresh.

The final work can be done in many different ways:

• Listeners tell about their opinion, impressions which they’ve got. In this way they exchange experiences and information which they missed.

• Listeners are acquainted with questions before the excursion, on which they answer after. At completing tasks we can add explanation and supplement about what we have seen at the visit.

• Listeners answer on questions of school friends by their own. If a question exceed limits of provided goals, we direct them to use certain literature.

• The most often is final part, made of reports of groups or individuals, about tasks which they were given before the excursion. A report must be written and complete.

• Therefore must each group have enough time for handling and ordering information. If they don’t have material, the teacher enables them to look into the literature.

• After completely handled and settled report, can appear in front of the whole class. Beside report is also welcome to make picture material - posters, which are after exhibited.

• The concluding part includes also the evaluation of work inside groups or individuals. About work of each group must be given a mark, how individuals and groups fulfilled their obligations andhow they contributed to success of the excursion.

• It can be prepared also short tasks of objective type, which can serve for examination of the excursion. Beside that, the teacher must evaluate the excursion, to analyse all the stages, to write all the faultiness, good things and achieved results.

• In accordance with that, the teacher can thing how to organise next excursion even better and how will use results of the excursion by his further educational work. Above all must introduce results to other teachers.

At the end of it, follows evaluation of all participants, mentors and accompanies. On the base of the discussion and analyse, should form also answers on following questions:

• where goals and tasks of the excursion realised,

• what explains success or non-success of the excursion,

• was time disposed suitable,

• which knowledge was gained by listeners and teachers,

• which expected knowledge was not gain and why,

• why were problems and how to avoid them.

In the conclusion can affirm that good results don’t arise with quantity of excursions, but with exact planning, with universal organisation and good realisation.

To achieve this, the teacher needs the will, a creative work, a knowledge, an organisational skill and inventiveness.

In the conclusion can affirm that good results In the conclusion can affirm that good results dondon’’t arise with quantity of excursions, but with t arise with quantity of excursions, but with exact planning, with universal organisation and exact planning, with universal organisation and good realisation.good realisation.

To achieve this, the teacher needs the will, a To achieve this, the teacher needs the will, a creative work, a knowledge, an organisational creative work, a knowledge, an organisational skill and inventiveness.skill and inventiveness.

D) THE EVALUATION OF THE EXCURSION