magistrsko delo
Tamara Jensterle (Author), Stanislav Avsec (Mentor)

Abstract

V magistrskem delu obravnavamo primernost in uspešnost metode učenja s poizvedovanjem za namen razvijanja tehniške ustvarjalnosti pri vsebinah tehnike in tehnologije v osnovni šoli. V teoretičnem delu magistrskega dela smo raziskali pojme, kot so ustvarjalnost, tehniška ustvarjalnost, učenje s poizvedovanjem (PU) in odnos do tehnike in tehnologije (TiT). Povezali smo pojma ustvarjalnosti in odnos do tehnike. Namen našega dela je bil ugotoviti, ali učenje s poizvedovanjem vsebin optimizacije vodnih in vetrnih turbin, ki sta bili izvedeni na različnih nivojih PU in z različno vključenostjo učiteljev, vpliva na tehniško ustvarjalnost in kako. Uporabili smo kvantitativni pristop empirično eksperimentalnega pedagoškega raziskovanja, in sicer je v raziskavi sodelovalo 154 učencev 8. in 9. razreda petih osnovnih šol v šolskem letu 2015/2016. Učenci so se aktivno učili na dveh različnih nivojih/zvrsteh učenja s poizvedovanjem, ki sta za področje osnovne šole najbolj primerna, in sicer strukturirano in usmerjeno učenje s poizvedovanjem. Za ugotavljanje odnosa in izkušenj učencev do tehnike in tehnologije smo uporabili nestandardizirani vprašalnik "Tehnika in jaz", medtem ko smo ustvarjalnost testirali s standardiziranim testom z risanjem, imenovanim TCT-DP. Standardizirani test ustvarjalnosti z risanjem je bil izveden kot pred- in posttest, Tehnika in jaz pa kot enkraten test. Na podlagi ugotovitev smo presodili, da so tehniški dnevi, izvedeni z različnimi vrstami/nivoji PU, pripomogli k dvigu tehniške ustvarjalnosti. Večji doprinos k ustvarjalnosti je prinesla delavnica vsebin Optimizacije vetrnih turbin, kjer so bili učenci le usmerjeni k problemom, medtem ko so učenci pri skupini Optimizacija vodnih turbin bili deležni več strukture in večje vključenosti učitelja. Učenci so na predtestu ustvarjalnosti v povprečju dosegli 24,18 točk od skupno 78, medtem ko so na posttestu napredovali na 27,87 točk. Te vrednosti so tudi primerljive z do sedaj zmerjenimi dosežki učencev 8. in 9. razreda slovenskih osnovnih šol. Učinek delavnic usmerjenega PU na prirastek ustvarjalnosti je statistično značilen (α <0,05) in ocenjen kot zmeren (Cohen d = 0,54). Na splošno je odnos učencev do vsebin tehnike in tehnologije okrog povprečja na lestvici s srednjo vrednostjo 2,5. Ugotovili smo tudi, da pozitiven odnos do vsebin tehnike in tehnologije (TiT) doprinese k razvoju tehniške ustvarjalnosti. Še posebej je pomemben interes za vsebine TiT, ki ima močno napovedno vrednost na dvig tehniške ustvarjalnosti (α = 0,01, β = 0,33) in kaže na potrebno vzdrževano motivacijo tekom PU ter kot drugi pomemben dejavnik odnosa, zavedanje posledic tehnike in tehnologije, ravno tako statistično značilno napove dvig tehniške ustvarjalnosti (α = 0,02, β = 0,21). Raziskava je pokazala, da ustvarjalni učitelj in njegova vpletenost ni dovolj za učinkovit razvoj tehniške ustvarjalnosti pri učencih, medtem ko so primerno artikulirane aktivne oblike učenja lahko primeren vzvod za kreativnost učencev zlasti ob sodobnih in aktualnih vsebinah širšega področja tehnologij in spodbudnem učnem okolju.

Keywords

tehnika in tehnologija;učenje s poizvedovanjem;odnos učencev;test ustvarjalnosti z risanjem;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [T. Jensterle]
UDC: 62:373.3(043.2)
COBISS: 11545929 Link will open in a new window
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Downloads: 136
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Other data

Secondary language: English
Secondary title: Developing technical creativity in 8th and 9th grade elementary school pupils using inquiry-based learning
Secondary abstract: In this master thesis we discuss the adequacy and successfulness of the inquiry-based learning method for developing technical creativity in the design and technology classes in primary school. In the theoretical part of the thesis we researched the concepts like creativity, technical creativity, inquiry-based learning and pupils’ attitude towards technology. We connected the concepts of creativity and attitude towards technology. The aim of our work was to discover whether the inquiry-based learning on the topics of optimizing water and wind turbines which were lectured on different levels of inquiry-based learning and with different teacher participation had an effect on the technical creativity and how. We used the quantitative approach of empirical experimental pedagogical research method; 154 pupils in 8th and 9th grade from five primary schools in the academic year 2015/16 participated in the research. The pupils actively participated in two different levels/genres of inquiry-based learning which are the most suitable for primary schools, that is structured and oriented learning with inquiry. To assess the pupils’ attitude and experience in design and technology we used a non-standard questionnaire “Design and me” while we tested creative thinking with a standard test with drawing TCT-DP. The standard test of creative thinking with drawing was carried out as a pre- and post-test; while the “Design and me” was a one-time test. Based on the findings we judged that the design days at school with different levels/genres of inquiry-based learning help increasing technical creativity. The bigger contribution to creativity was from the workshop Optimizing wind turbines where the pupils were only oriented towards the problems while the pupils in the workshop Optimizing water turbines were given more structure and more teacher participation. The pupils scored in the pre-test on average 24.18 points from 78, while they improved on the post-test to 27.87 points. These values are comparable with the so-far measured achievements of the Slovene pupils from 8th and 9th grades. The effect of the workshops of the directed inquiry-based learning is statistically meaningful (α <0.05) and valued as moderate (Cohen d = 0.54). In general, the pupils’ attitude towards design and technology is average on the scale with the medium value 2.5. We also established that the positive attitude towards design and technology contributes to developing technical creativity. The interest in design and technology is especially important since it has a strong predictive value on increase of technical creativity (α = 0.01, β = 0.33) and shows that it is necessary to maintain motivation during inquiry-based learning and the second important factor of the relationship, being aware of the consequences of design and technology, also statistically meaningfully predict the increase of technical creativity (α = 0.02, β = 0.21). The research showed that a creative teacher and his/her participation is not enough for an effective development of technical creativity with pupils; while the appropriately designed active forms of learning can be an appropriate lever for pupils’ creativity, especially with modern and up-to-date contents of the wide area of technologies and a stimulative learning environment.
Secondary keywords: engineering;primary education;tehnika;osnovnošolski pouk;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Predmetno poučevanje
Pages: X, 99 str.
ID: 10838449