Raziskovanje konceptov umetne inteligence z dejavnostmi računalništva brez računalnika v drugem vzgojno-izobraževalnem obdobju osnovne šole

magistrsko delo

Klara Lampret (Author), Irena Nančovska Šerbec (Mentor)

Abstract

Vključevanje umetne inteligence s pristopom računalništva brez računalnika v osnovni šoli lahko pomembno prispeva k obogatitvi učnega procesa in razumevanju osnovnih konceptov strojnega učenja med učenci drugega vzgojno-izobraževalnega obdobja osnovne šole. S takšnim pristopom učencem omogočimo, da se že v zgodnjih letih seznanijo z osnovnimi koncepti strojnega učenja na prilagojen, njim razumljiv način. Računalništvo brez računalnika učiteljem omogoča vključevanje poučnih iger, vaj in razprav. Izvedli smo štiri različne dejavnosti (glej Unplugged Informatik, n. d.): Opice, Slike, Premagaj krokodila in Šah s krokodili. Cilj aktivnosti Opice je bil učencem približati pojem odločitvenega drevesa. Pri drugi aktivnosti, torej Slike, so se učenci seznanili s pojmom in delovanjem nevronskih mrež. Pri zadnjih dveh aktivnostih, Šah s krokodili in Premagaj krokodila, pa so učenci spoznali spodbujevalno učenje. Vse štiri aktivnosti spodbujajo kritično razmišljanje in aktivno sodelovanje učencev. Učence petega razreda osnovne šole skozi aktivnosti računalništva brez računalnika vpeljemo v koncepte umetne inteligence, kot so odločitvena drevesa, nevronske mreže in spodbujevalno učenje. Med izvedbo raziskave smo opazili, da so učenci med dejavnostmi uporabljali računalniško mišljenje in ga tudi razvijali. Opazovali in ocenjevali smo tudi odnos do vsebin in razredno dinamiko. Ugotovili smo, da so učenci nov način dela pozitivno sprejeli, saj so bile učne ure bolj dinamične v primerjavi z rednim poukom. Učenci so se med seboj spodbujali in si pomagali med seboj. Še posebej pri izgradnji odločitvenih dreves so pokazali veliko kreativnosti. Pri dejavnosti Slike pa je do izraza prišlo njihovo kritično mišljenje. Vse štiri dejavnosti pa so podprle reševanje problemov in predvsem medsebojno sodelovanje. S tem smo podprli naša predvidevanja, da je računalništvo brez računalnika učinkovit pristop za uvajanje novih pojmov v drugo vzgojno izobraževalno obdobje osnovne šole.

Keywords

strojno učenje;računalništvo brez računalnika;osnovni pojmi umetne inteligence;odločitvena drevesa;nevronske mreže;spodbujevalno učenje;

Data

Language:	Slovenian
Year of publishing:	2025
Typology:	2.09 - Master's Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[K. Lampret]
UDC:	004.89(043.2)
COBISS:	233418243
Views:	139
Downloads:	17
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Exploring artificial intelligence concepts through non-computer-based activities in Grades 4-6 of primary school
Secondary abstract:	Integrating artificial intelligence using an unplugged computing approach in primary education can significantly enrich the learning process and enhance students' understanding of basic machine learning concepts in the second educational period of primary school. This approach allows students to familiarize themselves with fundamental machine learning concepts at an early age in an adapted and comprehensible way. Unplugged computing enables teachers to incorporate educational games, exercises, and discussions. We conducted four different activities (see Unplugged Informatik, n.d.): Monkeys, Pictures, Defeat the Crocodile, and Chess with Crocodiles. The aim of the Monkeys activity was to introduce students to the concept of decision trees. In the second activity, Pictures, students learned about neural networks and their functioning. The last two activities, Chess with Crocodiles and Defeat the Crocodile, introduced students to reinforcement learning. All four activities foster critical thinking and active student engagement. Through unplugged computing activities, fifth-grade students were introduced to AI concepts such as decision trees, neural networks, and reinforcement learning. During the research, we observed that students applied and further developed computational thinking throughout the activities. We also monitored and assessed their attitude towards the content and classroom dynamics. Our findings indicate that students responded positively to this new method of learning, as the lessons were more dynamic compared to traditional instruction. They encouraged and helped each other, showing particular creativity in constructing decision trees. The Pictures activity highlighted their critical thinking skills. All four activities supported problem-solving and, most importantly, collaboration. These findings confirmed our hypothesis that unplugged computing is an effective approach for introducing new concepts in the second educational period of primary school.
Secondary keywords:	artificial intelligence;machine learning;CS Unplugged;understanding the concept of artificial intelligence;decision trees;neural networks;reinforcement learning.;Osnovnošolsko učenje in poučevanje;Umetna inteligenca;Univerzitetna in visokošolska dela;
Type (COBISS):	Master's thesis/paper
Study programme:	0
Thesis comment:	Univ. v Ljubljani, Pedagoška fak., Poučevanje
Pages:	1 spletni vir (1 datoteka PDF (100 str.))
ID:	26240644