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Projektno učno delo s pomočjo 3D tiska v 8. razredu osnovne šole
ID Perše, Tina (Author), ID Avsec, Stanislav (Mentor) More about this mentor... This link opens in a new window

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/6260/ This link opens in a new window

Abstract
Začetki tehnologije 3D tiskanja so v osemdesetih letih prejšnjega stoletja, dandanes pa se te tehnologije hitro razvijajo in počasi pronicajo tudi v šolski prostor. Tudi tu bi lahko pomembno izboljšale kakovost pouka. Širina in univerzalnost 3D tehnologij omogočata različna področja uporabe – od izdelave didaktičnih pripomočkov do uporabe pri izdelavi izdelka, projekta. Na splošno 3D tiskanje postavlja uporabnika v središče in od njega zahteva aktivnost, zato je vpeljava 3D tehnologij najbolj smotrna, ko je pri pouku podprta z metodami aktivnega učenja. Induktivne metode poučevanja predstavljajo nasprotje od klasičnega, tradicionalnega pouka, saj v ospredje postavljajo učenca in od njega zahtevajo neprestano aktivnost in uporabo višjih kognitivnih procesov. Ena izmed metod je tudi poizvedovalno učenje, ki posnema pristop pravega znanstvenega raziskovanja. Poleg tega pa poizvedovalno učenje pri učencih izzove kognitivne konflikte, z razrešitvijo teh pa učenci razvijajo kritično mišljenje in druge veščine. V teoretičnem delu magistrskega dela se najprej srečamo s tehnologijo 3D tiskanja. Podrobno je opisana tehnologija neprestanega ciljnega nalaganja (FDM ali FFF), ki je najbolj razširjena za vsesplošno uporabo in smo jo tudi uporabili pri našem eksperimentu. Zatem sledi pregled pogosto uporabljenih metod aktivnega učenja, podrobneje je predstavljena metoda poizvedovalnega učenja. Sledi še definicija kritičnega mišljenja, smernice poučevanja in pomembnost z vidika tehnike in tehnologije. Cilj naše raziskave je ugotoviti, kako uporaba 3D tiskalnika vpliva na razvoj kritičnega mišljenja pri učencih 8. razreda osnovne šole. Zanimalo nas je tudi, ali obstajajo kakšne povezave med tem, kako učenci cenijo kritično mišljenje in v prirastku njihovega napredka v kritičnem mišljenju. Raziskava temelji na deskriptivni in kavzalni kvazi-eksperimentalni metodi, pristop je kvantitativen. V razredu smo izvedli 5 šolskih ur v obliki tehniškega dneva na temo gonil. Pouk smo načrtovali po induktivni metodi izobraževalnega modela poizvedovalnega učenja 5E (ang. Engage, Explore, Explain, Elaborate in Evaluate). V raziskavo so bili vključeni učenci dveh oddelkov 8. razreda osnovne šole v šolskem letu 2018/2019. Celotni vzorec predstavlja 55 učencev. Od tega je bilo 25 učencev v eksperimentalni skupini, v kateri smo izvedli tehniški dan s 3D tiskanjem, pouk je bil podprt s poizvedovalnim učenjem, preostalih 30 učencev pa je sestavljalo kontrolno skupino, kjer je pouk potekal na klasičen način. V obeh skupinah smo pred obravnavo teme gonil izvedli predtest kritičnega mišljenja, po koncu obravnave pa smo izvedli še posttest. Učenci obeh skupin so po obravnavi izpolnili še vprašalnik o kritičnem mišljenju, ki preverja učenčev odnos do kritičnega mišljenja. Iz rezultatov na pred- in posttestu smo izračunali prirastek kritičnega mišljenja in glede na preostale faktorje ugotavljali vpliv 3D tehnologij – še posebej 3D tiskanja – na razvoj kritičnega mišljenja. Iz dobljenih rezultatov lahko ugotovimo, da so učenci na splošno napredovali, saj so v povprečju na posttestu (¯x=30,91 %) dosegli boljše rezultate kot na predtestu (¯x=26,55 %). V povprečju so učenci eksperimentalne skupine (¯x=8,53 %) bolj napredovali kot učenci kontrolne skupine (¯x=3,69 %) izraženo s povprečnim normaliziranim prirastkom skupine. Če pogledamo rezultate normaliziranega prirastka skupine po spolu, ugotovimo, da so v povprečju učenci (¯x=6,44 %) bolj napredovali kot učenke (¯x=5,56 %). Rezultati vprašalnika kritičnega mišljenja kažejo, da imajo učenci eksperimentalne skupine v povprečju boljši odnos do kritičnega mišljena oziroma ga bolj cenijo kot učenci kontrolne skupine, medtem ko učenci kontrolne skupine bolje zaznavajo napačna razumevanja v povezavi s kritičnim mišljenjem. Rezultati so pokazali, da so v povprečju učenci, ki bolj vrednotijo kritično mišljenje, tudi bolj napredovali v kritičnem mišljenju. Nasprotno pa zgolj zaupanje v kritično mišljenje oziroma v svoje sposobnosti biti kritični mislec ni zadosti za napredovanje v samem kritičnem mišljenju. Zavedati se moramo omejitev naše raziskave, kjer je vzorec precej majhen in intervencija zelo kratka. Dobljeni rezultati niso pokazali statistično pomembnih vplivov prisotnosti 3D tehnologij pri razvoju kritičnega mišljenja, kljub temu pa zaznamo trend rezultatov, ki kažejo v prid 3D tiskanju ter metodi 5E poizvedovalnega učenja. Za ugotovitev vplivov bi morali raziskavo razširiti in povečati časovni obseg intervencij. Magistrsko delo je uporabno za učitelje tehnike in tehnologije, ki se spoznavajo s tehnologijo 3D tiskanja ali pa bi želeli 3D tiskalnik vnesti v pouk tehnike in tehnologije. Prav tako je namenjena učiteljem, ki si želijo v pouk vpeljati metode induktivnega učenja – še posebej poizvedovalno učenje – in s tem pri učencih spodbujati razvijanje kritičnega mišljenja, timskega sodelovanja, komunikacijskih spretnosti in drugih veščin.

Language:Slovenian
Keywords:tehnika in tehnologija
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Year:2020
PID:20.500.12556/RUL-117024 This link opens in a new window
COBISS.SI-ID:20211459 This link opens in a new window
Publication date in RUL:23.06.2020
Views:763
Downloads:90
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Secondary language

Language:English
Title:Project-based learning of eighth graders using 3D printing
Abstract:
The beginnings of 3D printing technology date back to the 1980s, and today these technologies are rapidly evolving and slowly becoming available in schools as well. When implemented effectively, they can significantly improve school lessons. The universality of 3D technologies enables different fields of application – from manufacturing artefacts that aid learning to teaching students about 3D printing and enabling them to use this technology. In general 3D printing technologies are a maker-centered tool so engaging pupils in 3D printing technology activities offers the benefits of innovative learning methods such as active learning. Inductive teaching and learning methods are the opposite of traditional teaching, as they are learner-centered, which means they impose more responsibility on pupils for their own learning and require constant activity and the use of higher cognitive processes. One of the methods is inquiry-based learning, which imitates the approach of authentic scientific research. In addition, inquiry learning provokes cognitive conflicts in students, and by resolving these, students develop critical thinking and other skills. In the theoretical part, first the 3D printing technology is presented. FDM and FFF technology, which is the most widely used, is described in detail and was also used in our experiment. Inductive teaching and learning methods are introduced, focused on inquiry-based learning method. Critical thinking and its importance for STEM classes are also presented. The aim of our research is to determine how the use of a 3D printer affects the development of critical thinking in 8th grade elementary school students. We were also interested in whether there are any correlations between students’ value of critical thinking and their progress in critical thinking. The research is based on a descriptive and causal quasi-experimental method and quantitative approach. Implementation of the school activity day lasted for 5 school hours, the main topic was gears. The lesson was planned according to the inductive method of inquiry-based learning model 5E (Engage, Explore, Explain, Elaborate and Evaluate). The study included students from two classes of the 8th grade of primary school in the 2018/2019 school year. The sample represents 55 students, 25 of whom participated in the school activity day, in which we conducted 3D printing activities supported by inquiry-based learning (experimental group). The remaining 30 students consisted of a control group, where the lesson took place in the classical way. In both groups, a pre-test of critical thinking was conducted before addressing the topic of gearboxes, and a posttest was performed after the implementation of the school activity day. Through the test of critical thinking we obtained information about the students’ critical thinking level. A few weeks after the implementation of the school activity day, the students of both groups completed a questionnaire of critical thinking, which showed us the students' attitude towards critical thinking. From the obtained results, it can be concluded that all the students generally progressed, as on average they achieved better results on the posttest (¯x = 30,91 %) than on the pretest (¯x = 26,55 %). On average, students in the experimental group (¯(x )= 8,53 %) progressed more than students in the control group (¯x = 3,69 %), expressed with the class average normalized gain. A comparison of the genders reveals that, on average, male students (¯x = 6,44 %) progressed more than female students (¯x = 5,56 %), also using the class average normalized gain. The results of the questionnaire of the critical thinking show that, on average, the students in the experimental group have a better attitude towards critical thinking and they value it more than the students in the control group, while students in the control group have better perceived misconceptions in relation to critical thinking. The results showed that, on average, students who valued critical thinking more also made more progress in critical thinking. Conversely, confidence in critical thinking or in one’s ability of critical thinking is not enough to advance oneself in critical thinking itself. It is important to be aware of the limitations of our research, where the sample is quite small and the intervention is very short. The obtained results did not show statistically significant influences of the presence of 3D technologies in the development of critical thinking. However, we notice a trend of results that show in favor of 3D printing and the 5E model of inquiry learning. In order to determine the impact, the research should be expanded and the time of the intervention increased. The master's thesis is useful for teachers of design and technology who are familiar with 3D printing technology or would like to involve a 3D printer in the class. It is also intended for teachers who want to introduce inductive learning methods into teaching, especially inquiry learning, and thus encourage students to develop critical thinking, teamwork, communication skills and other skills.

Keywords:design and technology

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