diplomsko delo
Barbara Pajk (Author), Stanislav Avsec (Mentor)

Abstract

Tehnološka pismenost kot glavni produkt tehniškega izobraževanja postaja vse bolj odločilen dejavnik v tehnološko napredni družbi. Vloga učitelja tehnike in tehnologije (TiT) postaja vse bolj kritično uravnalna kot tudi usmerjena k trenutnim trendom in potrebam trga. V diplomskem delu je v uvodnem, teoretičnem delu opisan pojem in vloga tehnološke pismenosti. Do zdaj je bila že raziskovana tehnološka pismenost učencev v prvi triadi in drugi triadi OŠ in prav tako v 9. razredu OŠ. V diplomskem delu se posvetimo tehnološki pismenosti učiteljev TiT, saj so le-ti ključni pri izobraževanju učencev. Glavni cilj diplomskega dela je bil ugotoviti tehnološko pismenost učiteljev TiT različnih osnovnih šol in s tem prispevati k boljšemu poznavanju narave tehnološke pismenosti in procesa učenja vsebin TiT. Po pregledu metod merjenja TP učencev in odraslih smo se odločili za izbiro nedavno razvite metode celostnega merjenja TP, ki je zasnovana na osnovi standardov tehnološke pismenosti (Avsec, 2010) in nam bo omogočala ustrezno primerljivost rezultatov. Metodo smo dogradili z anketnim vprašalnikom, ki nadomešča mero predtesta. Izmerjena tehnološka pismenost učiteljev, ki imajo delovno dobo med 1–30 let, je znašala 65,28 %. Tehnološko znanje učiteljev je bilo doseženo s 85,57 %, medtem ko sta bil dimenziji tehnoloških zmožnosti (55 %) in sposobnost kritičnega razmišljanja in odločanja (56,65 %) značilno odstopajoči. Statistično značilnih razlik (P<0.05) v TP glede na spol in leta delovne dobe (izkušenj) nismo zasledili. Učitelji TiT imajo še vedno premalo inženirskih znanj in zmožnosti oblikovanja ter projektiranja. Prav tako imajo neprimerno domače okolje, kar se tiče razpoložljivosti tehničnih delavnic in motivacije za rabo računalniške opreme na višjih nivojih. Učni načrt vsebin TiT razredov 6–8 bi potreboval dodatno uskladitev in nadgradnjo z merili standardov tehnološke pismenosti.

Keywords

tehniško izobraževanje;tehnološka pismenost;učitelji tehnike in tehnologije;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [B. Pajk]
UDC: 62:373.3(043.2)
COBISS: 11682377 Link will open in a new window
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Downloads: 183
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Other data

Secondary language: English
Secondary title: Technological literacy of design and technology teachers in primary school
Secondary abstract: Technological literacy as the main product of technical education is becoming a crucial factor in our technologically advanced society. The role of a techniques and technologies (TAT) teacher is increasingly more critical, as well as oriented towards current trends and the needs of the market. The concept of technological literacy is described in the introductory (theoretical) part of this thesis. A research about technological literacy (LT) has already been made for pupils in the first and second triad of primary school, as well as its 9th grade. In this thesis we concentrate on the technological literacy of TAT teachers, as they play a crucial role in the pupils’ education. The main objective of this thesis was to establish the technological literacy of TAT teachers in different primary schools and therefore contribute to a better knowledge of the nature of technological literacy and the process of teaching TAT contents. After examining the methods of measuring the TL of pupils and adults, we have decided to use a recently developed method of a complete measurement of TL, based on standards for TL (Avsec, 2010) that will provide us a suitable comparability of the results. A survey questionnaire was added to this method. The measured TL of teachers with 1-30 years of service was 65.28 %. The technological knowledge measured was 85.57 %, while the technological abilities (55 %) and the ability of critical thinking and deciding (56.65 %) derogated. We did not discover any statistically characteristic differences (P<0.05) in TL based on gender and the years of service (their experiences). The TAT teachers still lack engineering knowledge and the ability of designing and planning. They also work in an inappropriately homelike environment in regard to the disposability of technical workshops and the motivation for using computer equipment on a higher level. The contents of the TAT curriculum for 6th to 8th grade needs additional realignment and an upgrade based on standards for TL.
Secondary keywords: engineering;primary education;tehnika;osnovnošolski pouk;
File type: application/pdf
Type (COBISS): Bachelor thesis/paper
Thesis comment: Univ. Ljubljani, Pedagoška fak., Matematika-Tehnika
Pages: 61 str., X
ID: 10863552