doktorska disertacija
Andrej Flogie (Author), Boris Aberšek (Mentor)

Abstract

Za temelj naloge smo postavili neposredno korelacijo med izobraževalno teorijo in prakso. Predstavljen je izvirni znanstveni prispevek na področju razvoja edukacijske znanosti, s katerim se ukvarjajo vse države članice Evropske unije. Temelj izobraževalni teoriji v nalogi tako predstavljajo pomembni filozofski koncepti izobraževalnih sistemov kot tudi učne paradigme zadnjega obdobja. Na teh dveh izhodiščih je opredeljena didaktika, njen razvoj skozi čas in posledično izobraževalni sistemi posameznega družbenega okolja. Njihov razvoj skozi čas, medsebojno prepletanje in vloga skozi zgodovinska obdobja so predstavljeni v prvih treh poglavjih. Ob poznavanju posamezne učne paradigme in filozofskih konceptov določenega obdobja je namreč moč zaslediti usmerjenost družbe ter smer razvoja in razmišljanja le-te. Pri razmisleku o novih pedagoških paradigmah smo opredelili značilnosti mladostnika 21. stoletja ter odziv sodobne družbe na kritiko nekonkurenčnega izobraževalnega sistema s področja "kompetenc". Značilnosti današnjih generacij, opredeljene z različnih vidikov (od sociološkega, tehnološkega, psihološkega do filozofskega), in njihova pričakovanja predstavljajo nove izzive sodobne šole. Vse to so potrebni segmenti za vzpostavitev novega kognitivno nevroedukacijskega modela "Inovativne pedagogike 1 : 1". Da lahko vse te segmente povežemo v celosten multidimenzionalni model, pa potrebujemo še področje kognitivne znanosti. Predlagani multidimenzionalni model "Inovativne pedagogike 1 : 1" izpostavlja potrebo po celovitem pristopu k izobraževanju, ki temelji na kompetencah. Vloga šole je naučiti učence reševanja konkretnih življenjskih problemov oziroma jim dati izkušnjo uporabe različnih orodij za različne življenjske okoliščine. Model izpostavlja potrebo po celovitem pristopu k izobraževanju in pri tem izpostavlja tudi kompetenčno zasnovanost. Šola mora učence naučiti reševanja konkretnih življenjskih problemov oz. jim mora dati vsa potrebna orodja za to početje. S sintezo multidimenzionalnega modela inovativne pedagogike s predlaganim transdisciplinarnim modelom kognitivne nevroedukacije smo vzpostavili kognitivno nevroedukacijski model "Inovativne pedagogike 1 : 1". V sklopu raziskave v nalogi smo tako odkrili, da inovativni didaktični pristopi poučevanja, podprti s sodobno IKT, spreminjajo tradicionalni način in okolje učenja učencev ter imajo večji prispevek k doseganju višjih taksonomskih in kognitivnih ravni kompetenc kot uporaba klasičnih metod poučevanja. Dokazali smo, da je izobraževalni proces s takšnim pristopom v koraku s potrebami današnje digitalne družbe in gospodarstva. Prav tako smo dokazali, da imajo inovativni didaktični pristopi poučevanja, podprti s sodobno informacijsko-komunikacijsko tehnologijo, pozitiven psihosocialni vpliv na učence. Učenci, ki so deležni inovativnega didaktičnega poučevanja, podprtega s sodobno IKT, izražajo manj odklonilen odnos do šole. Vse to smo potrdili v sklopu empiričnega dela, predstavljenega v desetem poglavju. Le-ta temelji na načrtnem triletnem sodelovanju slovenske šolske politike (pristojnega ministrstva za šolstvo), raziskovalnih skupin in organizacij s tega področja (Zavod RS za šolstvo, Center za poklicno izobraževanje, Fakulteta za naravoslovje in matematiko Univerze v Mariboru, Pedagoški inštitut) in šestih naprednih osnovnih šol iz statistično depreviligiranih regij v sklopu projekta "Inovativna pedagogika 1 : 1 v luči kompetenc 21. stoletja". Dinamični večdimenzijski sistemski pogled na socio-tehnične preskoke pa predstavlja pogled v prihodnost razvoja slovenskega šolskega izobraževalnega sistema.

Keywords

didaktika;inovativni didaktični pristopi;kompetence;Inovativna pedagogika 1:1;sodobna informacijsko-komunikacijska tehnologija;IKT;disertacije;

Data

Language: Slovenian
Year of publishing:
Typology: 2.08 - Doctoral Dissertation
Organization: UM FNM - Faculty of Natural Sciences and Mathematics
Publisher: A. Flogie]
UDC: 37:001.895(043.3)
COBISS: 22917896 Link will open in a new window
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Downloads: 319
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Secondary language: English
Secondary title: The Influence of Innovative education and Information and Communications Technology on the Changes of the Pedagogical Paradigm
Secondary abstract: For the foundation of the thesis is the direct correlation between educational theory and practice. The original scientific paper is represented, which investigate the field of educational science that is currently engaged in all the Member States of the European Union. Tha base of the paper are important philosophical concepts of educational systems as well as modern learning paradigms. On these two foundations didactic is defined and its development as a part of changes in society. Their evolution over time, intertwining and role through the historical periods is presented in the first three chapters. Understanding of learning paradigms and philosophical concepts of specific era enable us to follow orientation of the society and the way of thinking in it. In considering the new pedagogical paradigms we have identified the characteristics of adolescent in 21st century and the response of modern societies to the criticism of uncompetitive education system, specially in the field of "competences". Characteristics of current generations are defined by different aspects, such as sociological, technological, psychological to a philosophical point of view. Their expectations are new challenges of the modern school. All this segments are necessary to create a new model of cognitive neuro-educational "Innovative pedagogy 1 : 1". To connect all these segments in a holistic multidimensional model, we have to add a field of cognitive science. The proposed multidimensional model of "Innovative pedagogy 1 : 1" highlights the need for a holistic approach to education, which is based on competences. The role of schools is to teach students to solve real life problems and give them the experience of using different tools for different life situations. The synthesis of the multidimensional model of innovative pedagogy with the proposed model of trans disciplinary cognitive neuro-education, the cognitive nevroedukacijski model of "Innovative pedagogy 1 : 1" is set. As part of the research we have established, that innovative methods of teaching, supported by modern ICT are changing the traditional way of learning and learning environment of students. They have a higher impact on the achievement of higher taxonomic levels and cognitive competences than traditional teaching methods. We have shown that the educational process with this approach is aligned with the needs of today's digital society and economy. We have also proven that innovative methods of teaching, supported by modern information and communication technology have positive psychosocial impact on pupils. Students who benefit from innovative teaching, supported by modern ICT, express less negative attitude towards school. This was confirmed in the context of our empirical work, presented in the tenth chapter. It is based on a systematic three-year collaboration of Slovenian school policy (the competent Ministry of Education), research groups and organizations in the field (National Education Institute, Centre for Vocational Education, Faculty of Natural Sciences and Mathematics, University of Maribor, Pedagogical Institute) and six advanced primary schools from statistically depriviliged regions within the project "Innovative pedagogy 1 : 1 in the light of the competences of the 21st century". Dynamic multidimensional systemic view on the socio-technical leaps represents a glimpse into the future development of the Slovenian educational system.
Secondary keywords: didactics;innovative didactic approaches;competences;Innovative pedagogy 1:1;modern information and communications technology;ICT;dissertations;
URN: URN:SI:UM:
Type (COBISS): Doctoral dissertation
Thesis comment: Univ. v Mariboru, Fak. za naravoslovje in matematiko, Oddelek za tehniko
Pages: 135 f.
ID: 9197604