diplomsko delo
Patricija Bizjak (Author), Stanislav Avsec (Mentor)

Abstract

Tehnološka pismenost je dandanes ena izmed ključnih pismenosti, ki posamezniku omogoča aktivno udejstvovanje v svetu. V diplomskem delu je v začetku teoretičnega dela opisan pojem tehnološke pismenosti in njen pomen v posameznikovem vsakdanjem življenju. Določajo jo tri dimenzije; znanje, zmožnosti ter kritično mišljenje in sposobnost odločanja. Vsaka od teh je v nadaljevanju opisana, osredotočimo se na komponento kritičnega mišljenja in sposobnosti odločanja. Na podlagi že narejenih meritev tehnološke pismenosti učencev v osnovni šoli ter učiteljev tehnike in tehnologije v Sloveniji ugotavljamo, da je tehnološka pismenost v Sloveniji zelo podhranjena, predvsem pa nizke rezultate tako učenci kot tudi učitelji dosegajo na področju kritičnega mišljenja in sposobnosti odločanja. Glavni cilj diplomskega dela je raziskati možnosti za razvoj in spodbujanje te komponente preko spodbujanja veščin kritičnega mišljenja in sposobnosti odločanja. Na podlagi tujih študij se kot tak izkaže model pripovedovanja zgodb. Poleg tega pa je v eni izmed študij ugotovljeno, da je za spodbujanje ter razvijanje te komponente primeren integriran pristop, ki povezuje dva ali več predmetnih področij, saj to vpliva na izboljšanje sposobnosti mišljenja višjega reda, kamor spada tudi integrirano mišljenje. V zadnjem poglavju diplomskega dela smo zasnovali šest različnih tehničnih zgodb, ki glede na način aktivnosti, ki jih učenci izvajajo, spodbujajo integrativno – konvergentno ali raziskovalno – divergentno mišljenje. Na metodi tehničnih zgodb zasnovan pouk tehnike in tehnologije, ki je naravnan za spodbujanje kritičnega mišljenja, bo omogočal, da učenci (a) pogosto sprašujejo in odkrivajo, raziskujejo, (b) presojajo in vrednotijo kriterije v dani situaciji, (c) interpretirajo pojave, analizirajo predpostavke, (d) oblikujejo, analizirajo in vrednotijo lastne in tuje argumente, (e) rešujejo tehnične in tehnološke probleme in se odločajo ter (f) razmišljajo o lastnem razmišljanju, kjer ozaveščajo svoje predpostavke z vidika vsebine, strategije, kako so prišli do izbora, in si znajo postaviti cilje za nadaljnje aktivnosti.

Keywords

tehnološka pismenost;kritično mišljenje in sposobnost odločanja;miselne veščine višjega reda;tehnične zgodbe;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [P. Bizjak]
UDC: 62:373.3(043.2)
COBISS: 12123465 Link will open in a new window
Views: 570
Downloads: 155
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Other data

Secondary language: English
Secondary title: Opportunities for developing technological literacy through technical stories
Secondary abstract: Technological literacy is nowadays one of the key literacies which enables an individual to actively engage in the world. At the beginning of the theoretical work, the thesis describes the concept of technological literacy and its significance in the individual's daily life. It is defined by three dimensions: knowledge, aptitude, critical thinking and decision-making ability. Each of these is described below, focusing on the component of critical thinking and decision-making skills. On the basis of already measured technological literacy of students in the elementary schools and engineering and technology teachers in Slovenia, we find that the technological literacy in Slovenia is very undernourished, and above all the low results are achieved by students as well as teachers in the field of critical thinking and decision-making skills. The main aim of the thesis is to explore the possibilities to develop and promote this component by stimulating the skills of critical thinking and decision-making skills. Based on foreign studies the story telling model emerged. Furthermore, in one of the studies, it is found that an inclusive approach involving two or more subject areas is appropriate for the promotion and development of critical thinking and decision-making skills, as this affects the improvement of higher order thinking skills, including integrated thinking. In the final chapter of the thesis six different technical stories have been developed, which, depending on the way the students are performing, promote an integrative-convergent or research-divergent thinking. Based on the technical stories method, the teaching of the engineering and technology, which is oriented towards the promotion of critical thinking, will enable students to (a) frequently ask, discover and explore (b) estimate and evaluate the criteria in a given situation (c) to interpret the phenomena, analyze the assumptions (d) form, analyze and evaluate the argument, both of one's own and of others (e) solve technical and technological problems and make decisions and (f) think about their own thinking, in which they become aware of their own assumptions in terms of content, strategy to establish the selection, and they can set goals for further activities.
Secondary keywords: engineering;primary education;tehnika;osnovnošolski pouk;
File type: application/pdf
Type (COBISS): Bachelor thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Dvopredmetni učitelj: Matematika-tehnika
Pages: 32 str.
ID: 10973185