magistrsko delo
Pavel Zakal (Author), Stanislav Avsec (Mentor)

Abstract

Magistrsko delo zajema pregled in opis aktivnih metod poučevanja in umestitev poizvedovalnega učenja (PU) (ang. inquiry-based learning) med te metode. Predstavljen je pojem odnos učencev do tehnike in tehnologije (TIT). Opisana sta načrtovanje in izdelava učnega modela (dvigala) za primer izvedbe PU na razredni stopnji osnovne šole (OŠ). Empirični del temelji na primerjavi dveh metod poučevanja tehniških vsebin v OŠ. Primerjali smo metodi PU in klasičnega poučevanja (KP). Za obravnavo teme (gonila) smo zasnovali učni pripravi za tehniški dan (TD) (5 šolskih ur) v skladu z obema metodama poučevanja. Izhajali smo iz nadgrajenih in razširjenih ciljev iz učnega načrta (UN) za naravoslovje in tehniko (NIT) za 5. razred, ki smo jih ovrednotili po revidirani Bloomovi taksonomski lestvici. TD smo izvajali v treh OŠ v 5. razredih devetletne OŠ. V raziskavi je sodelovalo 40 učencev 5. razredov. Naša primarna motivacija je bila ugotavljanje učinkovitosti PU v primerjavi s KP na kognitivni ravni na razredni stopnji OŠ ob upoštevanju različne predispozicije učencev do vsebin TIT. Za merjenje učinkovitosti smo uporabili nestandardiziran test. Učencem smo v času TD razdelili pred- in potest ter po treh tednih še pozni test, s pomočjo katerega smo merili trajnost znanja. Zanesljivost testa smo določili z intraklasnim koeficientom korelacije IKK = 0,65 (ang. ICC). Pri obeh skupinah je viden enakomeren in zmeren napredek v znanju (Cohen d = 0,49). Statistično pomembne razlike (α < 0,05) učencev so se pokazale na stopnji uporabe po revidirani Bloomovi taksonomski lestvici v prid eksperimentalne skupine z velikim učinkom (η2 = 0,155). Prav tako je test preizkusa skupin (ang. tests of between-subjects effects) pokazal statistično pomembne razlike na stopnji razumevanja in vrednotenja v prid izkazanega znanja kontrolne skupine z velikim učinkom (η2 = 0,248 pri razumevanju in η2 = 0,173 pri vrednotenju). Trajnost znanja se je pokazala kot zmerno do močno večja v prid eksperimentalne skupine. Statistično pomembnih razlik po spolu ni bilo (α > 0,05). Rezultate obeh skupin smo korelirali z rezultati odnosa učencev do TIT, ki smo jih dobili z vprašalnikom »Tehnika in jaz«. Vsi podatki so bili obdelani s pomočjo uporabe opisne statistike in programa SPSS. Učenci so na TD, kjer smo vsebino (gonila) obravnavali z metodo PU, zelo uživali in niso tako občutili obremenitve samega pouka. PU je za učence bilo nekaj novega in drugačnega, zato so bili tudi bolj motivirani za samo delo kot pri KP. Raziskava je pokazala, da je PU primernejše pri obravnavi s praktičnega vidika poučevanja, pri utrjevanju in ponavljanju snovi za večjo trajnost naučenega/pridobljenega.

Keywords

klasično poučevanje;poizvedovalno učenje;odnos učencev;učinkovitost pouka;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [P. Zakal]
UDC: 62:373.3(043.2)
COBISS: 11830345 Link will open in a new window
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Other data

Secondary language: English
Secondary title: Inquiry-based learning of design and technology subject matter in primary school
Secondary abstract: The master thesis consists of an overview and a description of active teaching methods, including the inquiry-based learning method, defining it as one of the active teaching methods. The thesis illustrates the concept of the student’s attitude towards the primary school subject matter design and technology. Furthermore, the study offers a description of planning and producing a learning model (an elevator), as an example for the implementation of inquiry-based learning in the first triad (first three-year cycle) of primary school. The empirical part of the thesis focuses on comparing two methods of teaching design and technology in primary school. It compares inquiry-based learning and the classical teaching method. In accordance with both methods, we devised two different lesson plans to teach a topic (the gear unit) on a Technical day (5 class periods). The lesson plans were based on the upgraded and expanded objectives, defined in the teaching syllabus for natural science and technology in the fifth grade of primary school. The objectives were evaluated according to the revised edition of Bloom’s Taxonomy. The Technical day was carried out in the fifth grade on three different primary schools. The study included 40 fifth grade students. Our primary motivation was to evaluate the effectiveness of the inquiry-based learning method in comparison to the effectiveness of the classical teaching method. The cognitive effectiveness of both methods was examined on the students of the first triad (first three-year cycle) of primary school considering the different prepositions of the students regarding the different topics of the subject matter design and technology. The effectiveness was measured by a non-standardized test. On the Technical day, students were handed a before-and-after test and three weeks later they were handed another, late test, through which we have measured the durability of their knowledge. To assure the reliability of the test, we used an interclass correlation coefficient of 0.65. Both groups showed a steady and moderate progress in knowledge (Cohen’s d = 0.49). Statistically significant differences (α < 0.05) between the groups of students were observed in favour of the experimental group, namely with a significant effect (η2 = 0.155) regarding to the application of acquired knowledge according to the revised edition of Bloom’s Taxonomy. Similarly, the between-subject test showed statistically significant differences regarding the level of understanding and evaluating in favour of the control group with a significant effect (η2 = 0.248 for understanding and η2 = 0,173 for evaluating). The durability of knowledge has proven to be from moderately to strongly higher in favour of the experimental group. There were no statistically significant (α > 0.05) gender differences. The results from both groups were correlated to the results regarding their attitude towards the primary school subject matter design and technology, which were acquired via the survey “Technology and Me”. All of the attained data were processed via descriptive statistics and the help of the SPPS Statistics statistical software. On the Technical day on which the topic (gear units) was taught with the inquiry-based learning method, the students enjoyed themselves more and haven’t felt the pressure of the lesson itself. The inquiry-based learning method was new and different for the students, so it boosted their motivation for work, as opposed to the students, who were taught using the traditional learning method. The study proved the inquiry-based learning to be more appropriate regarding the practical aspect of teaching, knowledge consolidation and the repetition of the learned material to increase the durability of the learned/acquired knowledge.
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, Poučevanje na razredni stopnji
Pages: XIII, 64 str., XXIII str. pril.
ID: 10881409