magistrsko delo
Veronika Šinigoj (Avtor), Janez Jamšek (Mentor), Stanislav Avsec (Komentor)

Povzetek

V magistrskem delu obravnavamo primernost in uspešnost metode učenja z odkrivanjem za namen poučevanja tehniških vsebin v osnovni šoli v primerjavi s klasično metodo poučevanja. Izhajali smo iz predhodno pripravljenih učnih priprav za tehniški dan na tematiko krmiljenja električnega kroga s stikali. Učni pripravi sta izdelani v skladu z metodo klasičnega poučevanja in učenjem z odkrivanjem. Izobraževalni cilji tehniškega dne izhajajo iz učnega načrta za obvezni predmet tehnika in tehnologija in so razširjeni/nadgrajeni s cilji izbirnega predmeta elektrotehnika. Tehniški dan smo izvajali v petih osnovnih šolah v 7. razredu devetletne osnovne šole. Naša primarna motivacija je bilo ugotavljanje učinkovitosti učenja z odkrivanjem v primerjavi s klasičnim poučevanjem na kognitivni ravni. Za ta namen smo sestavili ustrezen merski instrument. Za namen določitve primernejše metode poučevanja za obstoječi učni načrt za tehniko in tehnologijo smo pridobljene podatke statistično obdelali. Zanesljivost testa smo določili s parametrom Cronbach ∝. Kriterijska veljavnost je bila določena s Pearsonovim korelacijskim koeficientom (rxy), konstruktivna s faktorsko analizo. Občutljivost testa smo določili s točkovnim biseralnim koeficientom (rpbis). T-test ni pokazal statistično pomembnih razlik med eksperimentalno in kontrolno skupino, torej med učenjem z odkrivanjem in klasičnim poučevanjem. Pri obeh skupinah je viden enakomeren napredek v znanju. Minimalni napredek učencev se je pokazal v eksperimentalni skupini na stopnjah razumevanje, analiziranje, vrednotenje in ustvarjanje revidirane Bloomove taksonomske lestvice. T-test je pokazal statistično pomembne razlike na stopnji pomnjenje v prid izkazanega znanja kontrolne skupine in stopnji analiziranje v prid eksperimentalne skupine. Napredovali so tako učenci kot učenke. Statistično pomembnih razlik med spoloma kontrolne in eksperimentalne skupine ni bilo. Tako v eksperimentalni kot v kontrolni skupini nekoliko boljši rezultat dosežejo učenci. Pokazalo se je, da je za nekatere učence odkrivanje pretežko. Učenci so bili zmedeni, saj niso točno vedeli kaj morajo početi. Med tehniškim dnem s klasičnim poučevanjem nismo imeli težav. Učenci so na vsakem koraku vedeli kaj morajo početi.

Ključne besede

učni načrt;Bloomova taksonomska lestvica;kognitivno znanje;električni krog;stikala;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [V. Šinigoj]
UDK: 62:373.3.016(043.2)
COBISS: 10717769 Povezava se bo odprla v novem oknu
Št. ogledov: 1075
Št. prenosov: 211
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: Comparing discovery learning to traditional teaching approaches in design and technology teaching
Sekundarni povzetek: Thesis compares two teaching methods, discovery learning and traditional teaching for the purpose of primary school design and technology teaching. Existing lesson plans for a school activity day by discovery learning and by traditional teaching were used. The school activity day objectives are based on the compulsory Design and Technology subject curriculum and upgraded with learning objectives from Electrical Engineering optional subject curriculum. Shool activity day was implemented in five Slovenian primary schools in the 7th grade. Our primary motivation was to find out which teaching method is more appropriate and effective to be used for Design and tehnolog teaching. For this purpose we used statistics analysis obtained data. We statistically process the obtained data in order to determine the most adequate teaching method for the existing curriculum for Design and Technology. The reliability of the test was determined with the Cronbach ∝ parameter. The critical value was determined using Pearsons' correlation coefficient (rxy), a constructive with factor analysis. As for the test's sensitivity, it was evaluated with the point-biserial correlation coefficient (rpbis). The t-test failed to demonstrate statistically significant differences between the experimental and the control group, i.e. between discovery learning and the traditional teaching method. The knowledge of both groups was clearly improving at a constant rate. Minimal cognitive process progress was observed in the experimental group at comprehension, analysis, evaluation and application according to the revised Bloom's taxonomy. Moreover, the t-test revealed statistically significant differences of the knowledge cognitive process level for the control group and the experimental group, respectively. Both boys and girls showed progress. There were no statistically significant differences in terms of gender in the control and the experimental group. Boys achieved slightly better results in both groups. It has shown that for certain students discovery is difficult. Students are confused because they do not know exactly what to do. During the school activity day by traditional teaching method we had no problems. Students knew what to do at every step of a process. The study revealed that for some students discovery learning is too difficult. Students are confused due to shortage of guidance. No such difficulties were observed executing the school activity day by the traditional teaching method. Students knew what to do at every step of a process.
Sekundarne ključne besede: engineering;primary education;tehnika;osnovnošolski pouk;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. Ljubljana, Pedagoška fak., Dvopredmetni učitelj
Strani: VI, 38 str., XXXVIII str. pril.
ID: 9055567