magistrsko delo
Klara Tomšič (Author), Kosta Dolenc (Mentor)

Abstract

Magistrsko delo obravnava uporabo umetno inteligentnih sistemov pri oblikovanju učnih navodil za praktične izdelke v osnovni šoli. V teoretičnem delu smo opredelili umetno inteligenco, njeno zgodovino, chatbote, prompting in vlogo UI v izobraževanju. V praktičnem delu smo primerjali naloge za izdelavo gugalnice nihalke iz delovnih zvezkov, s tistimi, ki so jih oblikovali sistemi ChatGPT, Gemini in Perplexity. Ugotovili smo, da imajo nekateri sistemi - zlasti Gemini in Perplexity - potencial za oblikovanje kakovostnih, ciljno usmerjenih in didaktično ustreznih nalog. Te vključujejo raziskovalne elemente, refleksijo in so v veliki meri tehnično izvedljive. Po drugi strani pa naloge, ustvarjene z modeloma ChatGPT, pogosto zahtevajo učiteljevo intervencijo in prilagoditev. Umetna inteligenca se izkaže kot uporabna predvsem v začetni fazi načrtovanja učne ure, vendar njena uporaba zahteva strokovno presojo in nadgradnjo. Delo poudarja pomen kritične rabe UI in vlogo učitelja kot ključnega dejavnika kakovostne učne izvedbe.

Keywords

magistrska dela;umetna inteligenca;tehnični izdelki;osnovne šole;učna navodila;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM PEF - Faculty of Education
Publisher: [K. Tomšič]
UDC: 37.091.3:62:004.8(043.2)
COBISS: 247626499 Link will open in a new window
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Downloads: 1
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Other data

Secondary language: English
Secondary title: The use of artificial intelligence to improve instructions in the production of practical products in the 5th grade of primary school
Secondary abstract: The master's thesis discusses the use of artificial intelligence (AI) systems in creating learning instructions for practical products in primary school. In the theoretical part, we defined artificial intelligence, its history, chatbots, prompting, and the role of AI in education. In the practical part, we compared tasks for making a pendulum swing from workbooks with those created by the systems ChatGPT, Gemini, and Perplexity. We found that some systems - especially Gemini and Perplexity - have the potential to create high-quality, goal-oriented, and didactically appropriate tasks. These include research elements, reflection, and are largely technically feasible. On the other hand, tasks created with the ChatGPT models often require teacher intervention and adaptation. AI proves to be useful especially in the initial phase of lesson planning, but its use requires professional judgment and enhancement. The thesis emphasizes the importance of the critical use of AI and the role of the teacher as the key factor of quality lessons.
Secondary keywords: master theses;artificial intelligence;technical products;primary schools;learning instructions;Osnovnošolsko učenje in poučevanje;Umetna inteligenca;Tehnika;Univerzitetna in visokošolska dela;
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages: 1 spletni vir (1 datoteka PDF (X, 124 str.))
ID: 26943345