magistrsko delo
Nejc Urbas (Author), Stanislav Avsec (Mentor)

Abstract

Snovalsko razmišljanje kot napreden model poučevanja se uporablja marsikje, največkrat nevede, saj se učitelji niti ne zavedajo, da delajo po tem modelu. Če bi učitelji model snovalskega razmišljanja ozavestili, bi učencem še toliko bolj pomagali pri kompleksnejšem reševanju problemov, saj bi jih naučili, da ni nič narobe, če rešitev v prvem poskusu ni uspešna, vendar je pomembno, da poskušamo večkrat, dokler ne pridemo do učinkovite rešitve. V magistrskem delu nas je zanimalo snovalsko razmišljanje kot napreden model poučevanja učencev od 6. do 8. razreda osnovne šole. Pri tem smo se opirali na različne raziskave, ki so že bile narejene v tej smeri, ter na Dosijev instrument, ki ga je zasnoval skupaj s svojimi sodelavci. Ta instrument je razčlenjen in eden izmed najprimernejših za uporabo pri samoocenjevanju snovalskega razmišljanja učencev zadnjega triletja osnovne šole. V teoretičnem delu smo dali poudarek na snovalsko razmišljanje, prevladujoče definicije, historičnost in razvojni model. Podali smo nekaj različnih vrst snovalskega razmišljanja in opisali model snovalskega razmišljanja, ki so ga razvili na Univerzi Stanford (Hasso Plattner Institute). Ciljni model smo raziskali na področju izobraževanja in umestili oblikovanje uporabniške izkušnje kot izhodišče snovalskega razmišljanja. Še posebno pozornost smo namenili ustvarjanju in merjenju snovalskega razmišljanja ter opredelili profil snovalca. Osrednji namen dela je ugotoviti razširjenost snovalskega razmišljanja ter kako se ta prepleta z razvijanjem idej pri učencih. Uporabljen je kvantitativni pristop empiričnega raziskovanja. V raziskavi so sodelovali učenci od 6. do 8. razreda šestih osnovnih šol tako iz urbanega kot tudi podeželskega okolja. Skupno število učencev, vključenih v raziskavo, ki je izpolnilo oba vprašalnika, je 168, od tega 71 fantov in 97 deklet. V 6. razredu je anketni vprašalnik izpolnilo 73 učencev, v 7. razredu 63 in v 8. razredu 32. Vprašalnik o razvijanju idej je dodatno izpolnilo še 46 učencev, skupaj 214 učencev, od tega 88 fantov in 126 deklet. V 6. razredu je anketni vprašalnik izpolnilo 95 učencev, v 7. razredu 79 in v 8. razredu 40. Uporabili smo vprašalnik o snovalskem razmišljanju, ki ga je zasnoval Dosi, in pa vprašalnik o razvijanju idej, ki ga je zasnoval Runco. Pokazati smo želeli možne povezave med snovalskim razmišljanjem in ustvarjalnostjo za namen izostritve snovalskega razmišljanja pri pouku vsebin tehnike in tehnologije. Snovalsko razmišljanje učencev 6. do 8 razreda je v večini podpovprečno. Učenci 8. razredov so za razliko od učencev 6. razreda bolj nagnjeni k spopadanju z nejasnostmi. Pri splošnem razvijanju idej učenci vseh treh razredov rahlo presegajo povprečno vrednost, ki je postavljena na vrednost tri. Pri miselnem preskoku pa povprečno vrednost presegajo samo učenci 6. razredov. Pri splošnem razvijanju idej večjega preskoka med posameznimi razredi ni opaziti, medtem ko pri miselnem preskoku učenci 6. razredov nekoliko odstopajo. Gledano po spolu, so fantje rahlo v prednosti, zlasti pri timskem delu, sodelovanju s širšo okolico, praktičnem delu in se tudi bolj vživijo v potrebe in želje potrošnika oz. uporabnika tehničnih in tehnoloških izdelkov. Učinek spola je zaznan kot šibek. Vpliv snovalskega razmišljanja na splošno sposobnost razvijanja idej smo zaznali samo pri enem področju, in sicer na področju, ki govori o učenčevi osredotočenosti na ciljnega uporabnika. Ugotovili smo, da bolje kot se bomo odrezali na področju, ki govori o učenčevi osredotočenosti na ciljnega uporabnika, manj bomo uspešni oziroma manjša bo naša splošna sposobnost razvijanja idej oz. divergentna produkcija. Pri merjenju snovalskega razmišljanja na sposobnost razvijanja idej s poudarkom na sposobnosti miselnega preskoka smo ugotovili statistično pomemben vpliv na naslednjih področjih: sposobnost prevzemanja tveganj, osredotočenost na ciljnega uporabnika, premišljenost in zavedanje procesa in ustvarjalno zaupanje. Magistrsko delo je namenjeno predvsem učiteljem in snovalcem učnega načrta tehnike in tehnologije, da v svoje delo aktivno vključijo model snovalskega razmišljanja in s tem učencem omogočijo več svobode pri izdelavi izdelka oziroma pri reševanju problema. Ti učenci bodo znali hitreje in bolje reševati kompleksnejše probleme, saj se ne bodo ustrašili izziva, ki stoji pred njimi. Izsledki raziskave pa bodo dobro vodilo in izhodišče tudi za raziskovalce na področju tehniškega izobraževanja, da bodo lahko še natančneje artikulirali samo domeno snovalskega razmišljanja.

Keywords

tehniško izobraževanje;merjenje snovalskega razmišljanja;ustvarjalnost;večkratna regresija;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [N. Urbas]
UDC: 62:373.3(043.2)
COBISS: 33651971 Link will open in a new window
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Downloads: 28
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Other data

Secondary language: English
Secondary title: Design thinking in 6- to 8-graders of elementary school
Secondary abstract: Design thinking as an advanced model of teaching is used in many places, most often unknowingly. Teachers are not even aware that they are working according to this model. If teachers became aware of that model, they would help students even more in solving more complex problems. With this model, they would teach them that there is nothing wrong if the solution is not successful in the first attempt, but it is important to try several times until they find successful solutions. In the master's thesis, we were interested in design thinking as an advanced model of teaching students from 6th to 8th grade of primary school. In this thesis, we relied on various research that has already been done in this direction and on Dosi’s questionnaire, which he designed together with his colleagues. This questionnaire is disaggregated and one of the most suitable for use in self-assessment of the design thinking of students in the last three years of primary school. In the theoretical part, we emphasized the design thinking, the prevailing definitions, historicity and the development model. We gave some different types of design thinking and described the design thinking model developed at Stanford University (Hasso Plattner Institute). We researched the target model in the field of education and placed the design of the user experience as the starting point for design thinking. We dedicated special attention to the creation and measurement of design thinking and defined the profile of the designer. The main purpose of the thesis is to determine the widespread of design thinking and how it intertwines with the development of ideas in students. A quantitative approach was used for empirical research. Questionnaire was completed by students from 6th to 8th grade of six primary schools. Participated schools in the research were both from urban and rural areas. The total number of students included in the survey who completed both questionnaires was 168, of which 71 were boys and 97 were girls. In the 6th grade, 73 students completed the survey questionnaire, 63 in the 7th grade and 32 in the 8th grade. An additional 46 students completed the idea development questionnaire, a total of 214 students, of which 88 were boys and 126 were girls. In 6th grade, the survey questionnaire was completed by 95 students, in 7th grade by 79, and in 8th grade by 40. We used a questionnaire on design thinking designed by Dosi and a questionnaire on developing ideas designed by Runco. We wanted to show the possible connections between design thinking and creativity for the purpose of sharpening design thinking in the teaching of techniques and technology. The design thinking of 6th to 8th grade students is mostly below average. 8th graders, unlike 6th graders, are more inclined to deal with ambiguities. In the general development of ideas, students in all three classes slightly exceed the average value, which is set at a value of three. In the case of a mental leap, however, only 6th graders exceed the average value. In the general development of ideas, a major leap between individual classes is not observed, while in the mental leap, 6th graders deviate slightly. In terms of gender, boys have a slight advantage, especially in team work, cooperation with the wider environment, practical work as well as more empathy with the needs and desires of the consumer or user of technical and technological products. The effect of gender is perceived as weak. The influence of design thinking on the general ability to develop ideas was detected in only one area, namely the area that speaks to the human centeredness. We found that the better we do in the area that speaks to the human centeredness, the less successful we will be to develop ideas or divergent production. Influence of design thinking on the ability to develop ideas with an emphasis on the ability to jump mentally found a statistically significant impact in the following areas: embracing risk, human centeredness, mindfulness and awareness of the process and creative confidence. The master's thesis is intended primarily for teachers of technic and technology to actively include a model of design thinking in their work and so allow students more freedom in making a product or solving a problem. These students will be able to solve more complex problems faster and better, as they will not be intimidated by the challenge facing them. The results of the research will also be a good guide and starting point for researchers in the field of technical education, so that they can articulate only the domain of design thinking even more precisely.
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, 64, VI str.
ID: 12094328