magistrsko delo
Tajda Guna (Avtor), Stanislav Avsec (Mentor)

Povzetek

Vprašanje, ali lahko snovalsko razmišljanje vpliva na spodbujanje samoregulacijskega učenja, postaja vse bolj pomembno v kontekstu sodobnega izobraževanja, še posebej pri predmetih, kot je tehnika in tehnologija. Obstaja možnost, da se elementi snovalskega razmišljanja nezavedno pojavljajo med poučevanjem, kar lahko vpliva na spodbujanje samoregulativnosti učencev. Ključno je, da učitelji postanejo bolj osveščeni o tej povezavi ter svoje poučevanje prilagodijo, da bi to sodelovanje med snovalskim razmišljanjem in samoregulacijo postalo bolj zavestno in ciljno usmerjeno. Želimo si, da bi učenci skozi svoje šolanje postopoma razvijali sposobnosti samoregulativnega učenja, saj je reševanje kompleksnejših nalog eden izmed glavnih izzivov, s katerimi se srečujejo. Kompleksne probleme bi tako znali reševati bolj kakovostno in učinkovito, kar je izjemnega pomena, saj se trg dela nenehno razvija in potrebuje inovativne ter samoregulativne mlade posameznike, ki so sposobni slediti dinamičnemu okolju in prinašati nove rešitve. Zato je samoregulacijsko učenje (SRU) ključnega pomena za razvijanje kompetenc, ki omogočajo učencem postati samostojni, inovativni in učinkoviti pri reševanju kompleksnih izzivov. Sposobnost samoregulacije učenja omogoča učencem, da bolj zavzeto sledijo svojim učnim ciljem, spremljajo svoj napredek ter se prilagajajo spremembam glede na dosežene rezultate. Po drugi strani pa snovalsko razmišljanje prinaša kreativnost in inovativnost v proces reševanja problemov. Snovalsko razmišljanje se osredotoča na ustvarjanje novih idej z uporabo miselnih procesov, ki niso običajni za naš vsakdan. Pomaga pri spodbujanju kreativnosti in inovativnosti ter pri reševanju problemov na drugačne in učinkovite načine. Uporaba različnih miselnih procesov lahko vodi do novih idej in rešitev, ki jih morda sicer ne bi odkrili. Snovalsko razmišljanje in samoregulacija učenja nista le dva ločena koncepta, temveč sta lahko tudi tesno povezana. Z našo raziskavo želimo raziskati, ali obstajajo povezave med stopnjo snovalskega razmišljanja pri učencih in njihovo sposobnostjo za samoregulacijsko učenje. Lahko se zgodi, da snovalsko razmišljanje prispeva k razvoju samoregulacijskih veščin pri učencih. Ko se učenci spopadajo s kompleksnimi nalogami in projekti, lahko uporabijo kreativne pristope, ki jih spodbuja snovalsko razmišljanje, hkrati pa se osredotočajo na načrtovanje, organizacijo, spremljanje napredka in prilagajanje strategij, kar so ključni elementi samoregulacije učenja. ii V središču našega magistrskega dela je bila raziskava, ki temelji na vprašanju, ali lahko koncept snovalskega razmišljanja vpliva na pouk tehnike in tehnologije ter spodbudi samoregulacijo učencev. Z našimi raziskavami smo si prizadevali razumeti, kako ta dva koncepta lahko uspešno sodelujeta in prispevata k boljšemu učnemu procesu. Naša raziskava je temeljila na celovitem pregledu obstoječih študij in raziskav, kar nam je omogočilo, da smo prepoznali ključne točke, na katerih se prepletata snovalsko razmišljanje in samoregulacija učenja. V teoretičnem delu smo natančno razčlenili koncept snovalskega razmišljanja na različnih stopnjah ter samoregulacijo učenja. Obravnava različnih raziskav je nakazala, da lahko snovalsko razmišljanje deluje kot izjemno močno orodje, ki spodbuja samoregulacijo pri učencih, še posebej v kontekstu tehničnih in tehnoloških vsebin. Naša študija je razkrila, da lahko učitelji s spretno uporabo snovalskega razmišljanja vodijo učence k bolj kreativnemu in inovativnemu razmišljanju, kar v zameno spodbuja razvoj ključnih samoregulacijskih veščin, kot so organizacija učenja, postavljanje ciljev ter kritična refleksija lastnih dosežkov. Empirični del naše raziskave je zajel populacijo učencev osnovnih šol od 6. do 8. razreda. S pomočjo strukturiranega spletnega anketnega vprašalnika, ki je obsegal dva vprašalnika z Likertovimi lestvicami, smo pridobili uvide v odnos med snovalskim razmišljanjem in samoregulacijo učenja. Naši pridobljeni rezultati so nam ponudili globok vpogled v potencialne povezave med temi koncepti ter nam omogočili razumevanje, kako lahko vključevanje snovalskega razmišljanja v učni proces tehničnih in tehnoloških vsebin pripomore k izboljšanju učnega procesa ter učnih dosežkov učencev. V luči teh ugotovitev je naša raziskava izjemno pomemben korak k dvigu kakovosti pouka, saj zagotavlja učiteljem dragocene smernice, kako spodbuditi samoregulativno učenje med učenci. To lahko nato privede do razvoja visokokompetentnih in inovativnih mladih posameznikov, ki so pripravljeni na soočanje z izzivi sodobnega sveta.

Ključne besede

snovalsko razmišljanje;samoregulativnost učenja;pouk tehnike in tehnologije;osnovnošolsko poučevanje;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [T. Guna]
UDK: 37(043.2)
COBISS: 183231747 Povezava se bo odprla v novem oknu
Št. ogledov: 18
Št. prenosov: 6
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Design thinking to promote self–regulated learning at engineering and tehnology lessons
Sekundarni povzetek: The question of whether design thinking can have an impact on promoting self–regulated learning is becoming increasingly important in the context of modern education, especially in subjects such as engineering and technology. There is a possibility that elements of design thinking unconsciously occur during teaching, which may have an impact on promoting learners' self–regulation. It is crucial that teachers become more aware of this link and adapt their teaching to make this collaboration between design thinking and self–regulation more conscious and purposeful. We want students to gradually develop self–regulated learning skills throughout their schooling, as solving more complex tasks is one of the main challenges they face. This is of paramount importance as the labour market is constantly evolving and needs innovative and self–regulating young individuals who are able to keep up with the dynamic environment and bring new solutions. Self–regulated learning (SRL) is therefore key to developing competences that enable learners to become independent, innovative and effective in solving complex challenges. The ability to self–regulate learning enables learners to pursue their learning goals with greater commitment, to monitor their progress and to adapt to change in the light of their performance. On the other hand, design thinking brings creativity and innovation to the problem–solving process. Design thinking focuses on generating new ideas using thought processes that are not common to our everyday lives. It helps to stimulate creativity and innovation and to solve problems in different and effective ways. Using different thought processes can lead to new ideas and solutions that you might not have discovered otherwise. Design thinking and self–regulated learning are not just two separate concepts, but they can also be closely interconnected. Our research aims to investigate whether there are correlations between students' level of design thinking and their capacity for self–regulated learning. It may be that design thinking contributes to the development of learners' self–regulatory skills. When faced with complex tasks and projects, learners may use creative approaches stimulated by design thinking, while focusing on planning, organising, monitoring progress and adapting strategies, which are key elements of self–regulated learning. iv The focus of our Master's thesis was a research based on the question whether the concept of design thinking can influence the teaching of engineering and technology and promote learners' self–regulation. In our endeavour, we sought to understand how these two concepts can work together successfully and contribute to a better learning process. Our research was based on a comprehensive review of existing studies and research, which allowed us to identify key points where design thinking and self–regulation of learning intersect. In the theoretical part of our work, we have elaborated on the concept of design thinking in its different stages and on the self–regulation of learning. A review of various research studies suggested that design thinking can act as an extremely powerful tool to promote learners' self– regulation, especially in the context of technical and technological content. Our study revealed that through the skilful use of design thinking, teachers can guide students to think more creatively and innovatively, which in turn fosters the development of key self–regulatory skills such as organising learning, setting goals and critically reflecting on their own achievements. The empirical part of our research covered a population of primary school pupils from grades 6 to 8. Using a structured online questionnaire comprising two Likert–scale questionnaires, we gained insights into the relationship between design thinking and self–regulation of learning. Our results offered deep insights into the potential links between these concepts and allowed us to understand how integrating design thinking into the learning process of technical and technological content can help to improve the learning process and students' achievement. In light of these findings, our research is an extremely important step towards improving the quality of teaching, providing teachers with valuable guidance on how to foster self–regulated learning among students. This can then lead to the development of highly competent and innovative young individuals who are ready to face the challenges of the modern world
Sekundarne ključne besede: design thinking;self–regulation learning;Technology and Engineering lessons;primary school teaching;Osnovnošolsko izobraževanje;Univerzitetna in visokošolska dela;
Vrsta dela (COBISS): Magistrsko delo/naloga
Študijski program: 0
Konec prepovedi (OpenAIRE): 1970-01-01
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Poučevanje
Strani: 1 spletni vir (1 datoteka PDF (106 str.))
DOI: 20.500.12556/RUL-154177
ID: 22754273