diplomsko delo
Hilda Plohl Križnar (Avtor), Stanislav Avsec (Mentor)

Povzetek

Tehnološka pismenost (TP) otrok v predšolskem obdobju (PO) postaja v današnjem času vse bolj nujna. Danes se za tehnološko pismeno osebo šteje nekdo, ki razume naravo tehnologije, ima praktične (fizične, senzorične) zmogljivosti in sposobnosti za interakcijo s tehnološkimi dosežki ter je sposoben kritičnega razmišljanja o vprašanjih glede tehnologij. S temo diplomskega dela skušamo poudariti transparentno oblikovanje ciljev za reševanje zastavljenih problemov. Na podlagi dosedanjih ugotovitev je TP v vrtcih malo poznana, dejavnosti za njeno razvijanje pa so pomanjkljive ali celo nedefinirane. Tudi demonstracija TP v vrtcih potrebuje ustrezno preverjanje. Poznavanje otrokovega zgodnjega razvoja predstavlja pomemben okvir za koncept predšolske vzgoje v vrtcu, posebej za populacijo otrok, ki je obravnavana v diplomskem delu. Tudi igra kot sredstvo za razvijanje TP je v diplomskem delu povezana z osnovnimi gradniki predšolske vzgoje, ki so prepoznani v danih ciljih vzgojnega dela, metodah in oblikah. Na podlagi analize stanja poznavanja TP med vzgojiteljicami smo ugotovili, da je poznavanje pojma slabo in da je njihova zaznava o tehnološko pismenem otroku napačna, pa tudi, da vsebine tehnike in tehnologije niso primerno integrirane v kurikulum za vrtce in bi jih bilo treba definirati, tako kot je definiranih ostalih 6 področij dejavnosti. Na podlagi izsledkov raziskav in analize stanja smo izdelali model, ki celovito razvija TP tako na področju tehničnega znanja in reševanja problemov kot tudi na področju zgodnjega kritičnega razmišljanja o vplivih tehnologije na naravno okolje. Model smo vrednotili, pri čemer smo ugotovili, da so otroci na osnovi zgodbe brez težav odgovarjali na tehnična vprašanja o njeni vsebini, da so se pokazale težave pri sestavljanju gibank in da skoraj ni bilo težav pri sestavljanju sestavljank s tehničnim motivom. Na osnovi ovrednotenega modela smo pedagoškim delavcem v vrtcih predlagali smernice, kako pridobiti in izvajati tehnološko opismenjevanje na podlagi teoretičnih znanj iz dosedanjih raziskav ter osmišljenih vzgojno-izobraževalnih izkustvenih namer v vrtcih.

Ključne besede

tehnična vzgoja;tehnološka pismenost;model razvijanja tehnološke pismenosti;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.11 - Diplomsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [H. Plohl Križnar]
UDK: 373.2.016:62(043.2)
COBISS: 11766345 Povezava se bo odprla v novem oknu
Št. ogledov: 909
Št. prenosov: 203
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: Technological literacy in five - to six- year - old children
Sekundarni povzetek: Technological literacy of pre–school children has now been becoming more and more urgent. Nowadays, to be considered as technologically literate, you must understand the character of technology, have practical (physical, sensorial) abilities for interaction with technological devices, and be able to estimate the questions of technologies critically. All these are followed by my interest of writing the diploma work on these topics, with which I'm trying to establish transparent forming of goals for solving the problems of the topic. By now I've realised that technological literacy in kindergartens needs checking. Knowing the infant's early development represents an important frame of the pre-school education concept in the kindergarten, especially for the population of children I'm working on at my diploma - work. There, the playing, as a way of developing technological literacy, is connected with elementary building bricks of pre–school education that is recognized in the given aims of educational work, methods and forms of education. On the foundation of the analysis of the knowledge of TL among the kindergarten professional staff was found out, that the knowing of TL is poor and that the staff's perception of a T literate child is not accurate, as much as also the contents of technics and technology aren't properly integrated into the kindergarten curriculum and should be defined as well as the other six fields of activities are defined. On the basis of results of the researches and analysis of the situation we have made a model that develops TL in whole on the field of technology knowledge and on the field of early critical thinking about the technology effect on the natural environment. While valuing the model we found out that - the children easily answered the technical questions of the content of the previously represented story - the problems occurred at assembling of the puppets with mechanism - almost no difficulties were noticed at assembling puzzles with technical motif. On the basis of the valued model we've suggested the pedagogical workers how to gain and practise technological literacy in kindergartens on the basis of designed educational purposes in kindergartens.
Sekundarne ključne besede: pre-school education;technical education;predšolska vzgoja;tehniško izobraževanje;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Diplomsko delo/naloga
Komentar na gradivo: Univ. Ljubljani, Pedagoška fak., Predšolska vzgoja
Strani: VIII, 52 f., [9] str. pril.
ID: 10870007