magistrsko delo
Tjaša Ledinek (Author), Stanislav Avsec (Mentor)

Abstract

Poučevanje na daljavo je posebna oblika poučevanja, pri kateri sta učenec in učitelj prostorsko ločena, komunikacija med njima in učenci pa poteka s pomočjo raznovrstne informacijsko-komunikacijske tehnologije (IKT). Na takšno obliko poučevanja morajo biti dobro pripravljeni učenci in učitelji. V magistrskem delu smo predstavili potek in poučevanje tehnike in tehnologije med covidom-19 oziroma v izrednih razmerah. Naredili smo pregled obstoječih raziskav in izvedli tudi svojo. Tehnika in tehnologija (TIT) je obvezen šolski predmet, ki je vključen kot samostojen predmet v 6., 7. in v 8. razredu. Bistveno se razlikuje od drugih predmetov, saj vključuje veliko praktičnega dela, pri katerem učenci s pomočjo strojev, orodij in pripomočkov izdelujejo raznovrstne izdelke. Vsak razred temelji na drugem materialu; v 6. razredu učenci spoznavajo papir in les, v 7. umetne snovi in v 8. kovine. Poleg vsega naštetega pa se srečajo še z vsebinami elektrotehnike, gonil in z motorji.V teoretičnem delu smo najprej predstavili potek rednega dela, poučevanja, ocenjevanja, preverjanja ter vsebine predmeta TIT. Za tem smo predstavili poučevanje v izrednih razmerah v Sloveniji in prav tako v tujih državah. Pri teh smo se osredinili na sosednje in večje države. Navedene so tudi razlike in podobnosti med poučevanjem v rednih razmerah in poučevanjem v razmerah, ki niso redne. V empiričnem delu smo raziskali, kako so potekali poučevanje, ocenjevanje in preverjanje učne snovi pri tehniki in tehnologiji v razmerah covida-19. Izvedena je bila kvantitativna raziskava s kavzalno-neeksperimentalno metodo. Način vzorčenja je bil namenski, saj so bili bistveni osnovnošolski učitelji tehnike in tehnologije 6., 7. in 8. razreda, ki so poučevali ali trenutno poučujejo na daljavo; vzorec je obsegal 121 učiteljev in učiteljic. Vprašalnik, ki smo ga uporabili, smo zasnovali sami. Analiza rezultatov je identificirala naslednje pomembne ugotovitve: a) najpogostejša metoda za podajanje različnih tematik pri tehniki in tehnologiji je metoda demonstracije (vzorci, postopki, procesi, videoposnetki); b) najpogostejša uporaba IKT je zajemala Moodle in Zoom; c) učitelji so za pripravo na pouk porabili veliko časa, zaznali so srednjo težavnost uporabe in vsi so pri učencih zaznali motivacijo; č) pri ocenjevanju so največkrat ocenjevali fizični izdelek; d) pri verodostojnosti ocene se kaže percepcija pri ustnem ocenjevanju znanja, drugi načini pa so bili ocenjeni pod srednjo vrednostjo; e) pri sredstvih in načinih ocenjevanja je bil največkrat uporabljen način ocenjevanja prek fotografije; f) za ocenjevanje so uporabljali opisni kriterij; g) učitelji so učence največkrat ustno spodbujali pri delu na daljavo; h) učitelji so največ sodelovali z učitelji tehnike in tehnologije prek Zooma/Teamsov/Webexa, glavni predmet izmenjave pa so bile izkušnje in primeri dobre prakse; i) najboljše pridobljena kompetenca učencev pri šolanju na daljavo je po oceni učiteljev raba IKT; j) učitelji se pri doseganju taksonomskih ciljev na daljavo najbolj osredinjajo na razumevanje; k) slabo odzivne učence motivirajo tako, da opravijo razgovor z njimi; l) količina dela na daljavo je največja pri pripravi, pri vseh pa je nadpovprečna; m) težavnost poučevanja po posameznih razredih se bistveno ne razlikuje. Na osnovi ugotovitev raziskave smo podali tudi številne smernice za učinkovit pouk vsebin tehnike in tehnologije (TIT), ciljno rabo IKT, ocenjevanja izdelkov, spodbujanja učencev in sodelovanja učiteljev tega predmeta. Z raziskavo podajamo tudi globlji vpogled v naravo TIT, pa tudi v razvoj in optimizacijo učinkovitosti didaktike tehnike za bolj dinamični pouk, boljše podajanje učne snovi, bolj strukturirano, objektivno in veljavno ocenjevanje znanja ter za uspešnejše in boljše sodelovanje učiteljev.Prihodnje raziskave so lahko usmerjene v bolj ciljno proučevanje posamezne starostne sestave učencev, še posebej s socialno-ekonomskega vidika.

Keywords

tehnika in tehnologija;tehniško izobraževanje;vidiki učiteljev;učitelji;informacijsko-komunikacijska tehnologija;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [T. Ledinek]
UDC: 62:373.3(043.2)
COBISS: 107325443 Link will open in a new window
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Downloads: 0
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Other data

Secondary language: English
Secondary title: Teaching of design and techonology in the COVID-19 era
Secondary abstract: Distance teaching is a special form of teaching in which the pupil and the teacher are spatially separated, and communication between them is carried out using a variety of information and communication technologies (ICT). Students and teachers must be well prepared for this form of teaching. In the master's thesis, we presented the course and teaching of design and technology during covid-19 or in emergency situations. We have made an overview of already existing research and also carried out our own. design and technology is a compulsory school subject that is included as an independent subject in 6th, 7th and 8th grade. It is fundamentally different from other subjects, as it involves a lot of practical work in which students produce a variety of products with the help of machines, tools and accessories. Each grade is based on a different material; in the 6th grade, students learn about paper and wood, in the 7th artificial substance and in the 8th metal. In addition to all of the above, they also encounter electricity, gears and motors.In the theoretical part, we first presented the course of regular work, teaching, grading, verification and content of the subject of design and technology. After that, we presented teaching in emergency situations in Slovenia and also in foreign countries. In doing so, we have concentrated on neighbouring and larger countries. Differences and similarities between teaching in regular situations and teaching in non-regular situations are also reported. In the empirical part, we investigated how the teaching, grading and verification of learning material in the design and technology class in the conditions of covid-19 took place. A quantitative study using the causal non-experimental method was conducted. The mode of sampling was purpose-made, as primary school teachers of techniques and technologies for the 6th, 7th and 8th grade who taught or are currently teaching remotely were essential; the sample consisted of 121 teachers. The questionnaire we used was designed by us. The analysis of the results identified the following important findings: a) the most common method for presenting various topics in design and technology is the demonstration method (samples, procedures, processes, videos); b) the most common use of ICT covered Moodle and Zoom; c) teachers spent a lot of time preparing for classes, they perceived a medium difficulty of use and all perceived motivation in students; č) they most frequently evaluated physical product in the grading; d) the credibility of the grading shows the perception in the oral assessment of knowledge, while other methods were assessed below the mean value; e) the most frequently used method of grading in means and methods of grading was through photography; f) for the grading, the descriptive criterion was used; g) teachers most often verbally encouraged pupils to work remotely; h) teachers most cooperated with teachers of technology and technology through Zoom/Teams/Webex, and the main subject of the exchange was experience and examples of good practice; i) the best acquired competence of pupils in distance education is the use of ICT according to the assessment of teachers; j) teachers most focus on understanding the taxonomic goals of distance education; k) poorly responsive pupils are motivated by conducting an interview with them; l) the amount of work for distance learning is the biggest in preparation, and in all cases it is above average; m) the difficulty of teaching by grade does not differ significantly. Based on the findings of the research, we have also provided a number of guidelines for effective teaching of the contents of the design and technology (D&T), targeted use of ICT, product evaluation, encouraging pupils and the participation of teachers of this subject. The research also provides a deeper insight into the nature of D&T as well as into the development and optimization of the effectiveness of didactics technique for more dynamic teaching, better teaching of learning material, more structured, objective and valid assessment of knowledge and for more successful and better cooperation of teachers.Future research may aim at a more targeted study of the individual age composition of pupils, especially from a socio-economic point of view.
Secondary keywords: Osnovnošolsko učenje in poučevanje;Tehnika;Izobraževanje na daljavo;Covid-19;Univerzitetna in visokošolska dela;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Predmetno poučevanje
Pages: XII, 77, IX str.
ID: 15277384