Vpogled v pedagoško prakso tehniškega izobraževanja v slovenskih osnovnih šolah med pandemijo covida-19: model učenja na daljavo

Urankar, Bernarda (author), Jamšek, Janez (author)

Ko se je marca 2020 začela pandemija covida-19, je bilo treba izobraževalni proces preoblikovati, da bi ustrezal trenutnim potrebam. Na Pedagoški fakulteti Univerze v Ljubljani imajo bodoči učitelji tehnike v 3. in 4. letniku dodiplomskega dvopredmetnega študijskega programa obvezno opravljanje pedagoške prakse v izobraževalnih ustanovah. Zaradi zaprtja osnovnih šol se je učna praksa preoblikovala v prakso na daljavo/spletno prakso. Ta empirična študija preučuje pred kratkim razvit intuitivni model učenja na daljavo, ki se je izvajal med pedagoško prakso. Dnevniki pedagoške prakse so služili kot instrument za zbiranje podatkov. Velikost vzorca obsega 56 učnih priprav z dejavnostmi/aktivnostmi za osnovnošolski predmet tehnika in tehnologija za učence, stare od 12 do 15 let, na 15 osnovnih šolah v različnih krajih po Sloveniji, ki jih je med prakso na daljavo v študijskem letu 2019/20 in 2020/21 izvajalo 11 učiteljev tehnike. Raziskovalna metodologija je osredinjena na določanje tipa učne ure in analizo elementov učnega modela v učni pripravi z dejavnostmi/aktivnostmi izvedbe načrta. Elementi modela učenja na daljavo se ocenjujejo glede na uporabljena spletna učna orodja na platformah za e-učenje in spletna orodja za tehniško izobraževanje (npr. tehniške risbe in električna vezja). Pedagoška praksa, izvedena z modelom učenja na daljavo, je bila nova za študente – bodoče učitelje – in učitelje mentorje pa tudi za učence. Poudarjene so prednosti in slabosti spletnih učnih orodij. Poleg tega model učenja na daljavo iz učne prakse prvega vala covida-19 je bil prilagojen za izvajanje pedagoške prakse v terminu drugega vala covida-19. Pandemija je omogočila porast uporabe kombiniranega učenja, ki je osredinjeno na srednješolsko in visokošolsko izobraževanje, vendar je pri vstopu v osnovnošolsko domeno naletelo na ovire. Prikazano bo, kako kombinirano učenje vključiti v predlagani model učenja na daljavo.

• Language: Slovenian
• Keywords: kombinirano učenje
• Work type: Article
• Typology: 1.01 - Original Scientific Article
• Organization: PEF - Faculty of Education
• Publication status: Published
• Publication version: Version of Record
• Publisher: University of Ljubljana, Faculty of Education
• Year: 2022
• Number of pages: Str. 233-264
• Numbering: Vol. 12, no. 4
• PID: 20.500.12556/RUL-144257
• ISSN: 1855-9719
• COBISS.SI-ID: 105571075
• Publication date in RUL: 09.02.2023

URANKAR, Bernarda and JAMŠEK, Janez, 2022, Vpogled v pedagoško prakso tehniškega izobraževanja v slovenskih osnovnih šolah med pandemijo covida-19: model učenja na daljavo. [online]. 2022. Vol. 12, no. 4, p. 233–264. [Accessed 30 April 2025]. Retrieved from: https://repozitorij.uni-lj.si/IzpisGradiva.php?lang=eng&id=144257

Secondary language

• Language: English
• Title: Insights into engineering education teaching practice in Slovenian primary schools during the covid-19 pandemic: distance learning model

Abstract

When the Covid-19 pandemic started in March 2020, the educational process had to be redesigned to meet current needs. At the Faculty of Education of the University of Ljubljana, pre-service engineering and technology teachers (3rd and 4th years of undergraduate two-subject teachers’ study programme) are obliged to complete a teaching practice in educational institutions and submit a teaching practice diary. Due to the closure of primary schools, the teaching practice was transformed to distance/online practice. This empirical study examines a recently developed intuitive model for distance learning, which took place during the teaching practice. Teaching practice diaries served as an instrument for gathering data. The sample size encompasses 56 lesson plan activities for the compulsory primary school Design and Technology subject for students aged 12–15 years at 15 primary schools in different parts of Slovenia carried out during online teaching practice by 11 pre-service technology teachers in the 2019/2020 and 2020/2021 academic years. The research methodology is focused on lesson-type determination and model elements analysis in lesson plan making and implementation activity. Distance learning model elements are evaluated with regard to online/offline learning tools from e-learning platforms to engineering education field-specific tools (e.g., technical drawings and electric circuits). Online teaching practice was as new for pre-service technology teachers and teacher-mentors as online learning was new for students. The advantages and disadvantages are highlighted. Furthermore, the distance learning model from the first Covid-19 wave teaching practice was adapted to challenge the second Covid-19 wave. The pandemic has enabled the rise of blended learning, which has been gaining focus in secondary and higher education levels in recent years; however, it encountered obstacles when entering the primary school domain. How to encompass blended learning into the evolved distance learning model will be shown.

• Keywords: blended learning