magistrsko delo
Blaž Kelvišar (Author), Matej Zapušek (Mentor), Alenka Žerovnik (Co-mentor)

Abstract

Umetna inteligenca (UI) vse bolj zaznamuje različna področja vsakdanjega življenja, kar zahteva njeno vključitev v izobraževalni sistem. Magistrsko delo raziskuje, kakšno je stanje poučevanja UI po svetu, kako osnovnošolski učitelji zaznavajo prednosti, ki jih prinaša poučevanje temeljnih konceptov UI v osnovni šoli, katere izzive zaznavajo in kako naklonjeni so poučevanju UI. Zajema tudi vprašanje učnih gradiv za UI, pri čemer je poudarek na ustvarjenih interaktivnih večpredstavnostnih učnih gradivih (interaktivni videoposnetki), ki so nastali v okviru internega znanstveno raziskovalnega projekta z naslovom “Razvoj interaktivnih odprtih izobraževalnih virov (OER) za poučevanje temeljnih konceptov umetne inteligence v 2. in 3. vzgojno-izobraževalnem obdobju osnovne šole”, ki v letih 2025 in 2026 poteka na UL Pedagoški fakulteti, ter na učiteljev pogled na njihovo primernost in uporabnost za poučevanje temeljnih konceptov UI pri pouku. Namen raziskave je bil ugotoviti, v kolikšni meri učitelji prepoznavajo vrednost teh gradiv, ali jih ocenjujejo kot dovolj celovita za izvedbo učne ure in v kakšni meri bi jih bili pripravljeni uporabiti pri svojem pouku. Empirični del temelji na kvantitativni raziskavi, izvedeni med slovenskimi osnovnošolskimi učitelji. Z analizo anketnih podatkov ugotavlja, da večina učiteljev ocenjuje pripravljena interaktivna večpredstavnostna gradiva kot primerna in uporabna. Ugotovitve kažejo, da so učitelji v povprečju naklonjeni vključevanju umetne inteligence v pouk, pri čemer prepoznavajo potrebo po dodatni podpori. Posebno pozornost namenjajo etičnim vidikom uporabe UI v izobraževanju, kar kaže na razvit občutek odgovornosti. Kljub visoki naklonjenosti uporabi gradiv pa rezultati razkrivajo tudi nekatere pomisleke, povezane s pomanjkanjem časa, umeščenostjo UI v kurikulum ter zaznanimi razlikami v kompetencah med učitelji različnih predmetnih področij. Magistrsko delo ugotavlja, da je za uspešno implementacijo UI v osnovnošolski prostor ključno zagotoviti sistemsko podporo, ki vključuje tako kakovostna gradiva kot tudi kontinuirano strokovno usposabljanje učiteljev. Osvetljuje pomen skrbno načrtovanih učnih vsebin o umetni inteligenci v osnovnošolskem izobraževanju in opozarja na potrebo po nadaljnjem razvoju pedagoških pristopov in doizobraževanje učiteljev, ki bodo omogočili učinkovito vključevanje tovrstnih vsebin v njihov pouk.

Keywords

osnovna šola;drugo in tretje vzgojno-izobraževalno obdobje;stališča učiteljev;digitalna pismenost;računalniško mišljenje;etika;izobraževanje učiteljev;interaktivna večpredstavnostna učna gradiva.;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [B. Kelvišar]
UDC: 373.3:004.89(043.2)
COBISS: 246179843 Link will open in a new window
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Downloads: 10
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Other data

Secondary language: English
Secondary title: Teachers' perspectives on educational materials for artificial intelligence in the second and third triads of primary school
Secondary abstract: Artificial intelligence (AI) is increasingly shaping various aspects of everyday life, which calls for its integration into the educational system. This master's thesis explores the current state of AI education worldwide, examines how primary school teachers perceive the benefits of teaching fundamental AI concepts at the elementary level, identifies the challenges they face, and assesses their willingness to teach AI. It also addresses the issue of teaching materials, with a particular focus on the interactive multimedia resources (interactive videos) developed as part of the internal research project entitled “Development of Interactive Open Educational Resources (OER) for Teaching Fundamental Concepts of Artificial Intelligence in the 2nd and 3rd Educational Period of Primary School,” conducted at the Faculty of Education, University of Ljubljana, in 2025 and 2026. The study investigates teachers’ views on the appropriateness and usability of these materials for classroom use. The purpose of the research was to determine the extent to which teachers recognize the value of these resources, whether they consider them sufficiently comprehensive for delivering a complete lesson, and to what degree they would be willing to implement them in their own teaching. The empirical part of the thesis is based on a quantitative study conducted among Slovenian primary school teachers. The analysis of the survey data reveals that most teachers consider the developed interactive multimedia materials appropriate and useful. The findings indicate that, on average, teachers are inclined to integrate AI into their lessons, while also recognizing the need for additional support. Ethical considerations in the use of AI in education were emphasized, reflecting teachers’ strong sense of responsibility. Despite the generally positive reception of the materials, the results also highlight certain concerns, including lack of time, the placement of AI within the curriculum, and perceived differences in teacher competencies across subject areas. The thesis concludes that successful implementation of AI education in primary schools requires systemic support, encompassing both high-quality educational resources and ongoing professional development for teachers. It underscores the importance of carefully designed AI-related learning content in primary education and calls for continued development of pedagogical approaches and teacher training to enable the effective inclusion of such content in everyday teaching.
Secondary keywords: artificial intelligence;primary school;second and third educational cycle;teachers' attitudes;digital literacy;computational thinking;ethics;teacher education;interactive multimedia teaching materials.;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 (93 str.))
ID: 27125780