Spoznavanje 3D-tiska pri predšolskih otrocih

diplomsko delo

Sara Lazar (Avtor), Stanislav Avsec (Mentor), Veronika Šinigoj (Komentor)

Povzetek

Naj začnem z mislijo, ki me popelje nazaj v čas, ko sem se odločila za pisanje diplomskega dela na temo o 3D-tisku. Na začetku nisem vedela, kaj je naprava, ki je bila v kotu tehnične učilnice, videti pa je bila kot nekakšna škatla, polna tehnoloških presenečenj. Takrat sem se zavedala, da želim o tem izvedeti več, zato sem se lotila iskanja podatkov in zanimanje usmerila v napravo, ki se imenuje 3D-tiskalnik. V svojem diplomskem delu sem raziskovala, kako poznano je področje 3D-tiska v vrtcu, v kolikšni meri bi se strokovni delavci posluževali takšne vrste tiska, predvsem pa so me zanimali argumenti predstavnikov tistih, ki nove tehnološke napredke podpirajo, in tistih, ki menijo, da tega v vrtcu ne potrebujemo. V teoretičnem delu sem se osredinila na ključne značilnosti 3D-tiska in poskusila množici ljudi na čim enostavnejši način predstaviti vrsto novega tiska. Raziskala sem zgodovino 3D-tiska in postopke 3D-tiska. Posvetila sem se tudi razvojnim značilnostim predšolskih otrok, umestitvi tehnične vzgoje v Nacionalni dokument – kurikulum ter kako je 3D-tisk uporabljen v vrtcih. Za potrebe empiričnega dela sem sestavila anketni vprašalnik in ga razdelila med 33 vzgojiteljev in pomočnikov vzgojiteljev predšolskih otrok. Ugotovila sem, da je 3D-tisk v veliki meri ljudem nepoznana tehnološka stvar, po kateri vsaj za zdaj nimajo večjih potreb. S skupino 20 otrok vrtca Galjevica, skupina Ježi, smo se odpravili na Pedagoško fakulteto, kjer so otroci spoznali 3D-tiskalnike in preizkušali izdelke, ustvarjene z njimi. Izvedli smo tudi eksperiment z maso »slime« ter z njo ustvarjali 3D-oblike. Namen eksperimenta je bil končni produkt, kar je podobno postopku pri 3D-tiskalniku, torej pridobitev nečesa realnega iz naprave. V sklepu sem opisala ugotovitve, do katerih sem prišla s pomočjo empiričnega dela.

Ključne besede

3D-tisk;3D-tiskalnik;tehnična vzgoja;3D-tehnologija;učenje;

Podatki

Jezik:	Slovenski jezik
Leto izida:	2019
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[S. Lazar]
UDK:	373.2.016:62(043.2)
COBISS:	12494921
Št. ogledov:	427
Št. prenosov:	73
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Introduction of 3D-Printing to preschool children
Sekundarni povzetek:	Let me start with a thought that brings back memory of the time when I decided to write the diploma paper on 3D-printing. At first, I didn’t know what the machine standing in the corner of the technology classroom was. It looked like some kind of a box - a box full of technological wonders. At that moment, I realized I wanted to find out more about it. This is why, I began to look for necessary data and thus I focused my interest on the machine, called a 3D-printer. In my diploma paper, I did the research on the following topics: how well is the 3D- printing known in kindergartens; how much would kindergarten workers use such type of printing; what are the advantages and disadvantages of using this type of printing in kindergartens, separately. On the one hand, by those who support the introduction of technological headway into kindergartens. And on the other hand, by those who oppose introducing such new technologies since they believe that kindergartens do not need them. In the theoretical part of my diploma paper, I concentrated on the key characteristics of 3D-printing and I tried to illustrate the new type of printing to a group of people in the simplest way possible. I examined the history and the procedures of 3D-printing. Moreover, I considered the features of the preschool children development. I also paid attention to the role of Technology in the National School Curriculum and the way 3D- printing technology is used in kindergartens. For the empiric part of the diploma paper, I put together a questionnaire and I distributed it to 33 preschool teachers and preschool teacher assistants. I established the fact that childcare workers are mostly not acquainted with 3D-printing technology and so far feel no need to use it. With the group of 20 children named Ježi (Hedgehogs) from Galjevica Kindergarten, we visited the Faculty of Education where the children got to know 3D-printers and tested some products made with 3D-printing technology. We also conducted an experiment with the so-called slime dough which we used to make our own 3D-products. The purpose of the slime dough experiment was to obtain a tangible final product, a procedure similar to 3D-printing technology. In the conclusion, I presented the findings based on the empiric part described above.
Sekundarne ključne besede:	nursery school;pre-school child;vrtec;predšolski otrok;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo/naloga
Komentar na gradivo:	Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Strani:	53 str.
ID:	11185319