Pregled stanja poučevanja in izdelava videoposnetkov na temo določanja cene izdelkov : magistrsko delo

Fornazarič, Sebastian (author), Rihtaršič, David (mentor), Avsec, Stanislav (comentor)

Minevajo že več kot tri desetletja, odkar se je Slovenija osamosvojila in tako prešla iz planskega, državno vodenega, v tržno gospodarstvo. Finančna pismenost je danes skoraj tako pomembna, kot je sposobnost dejanskega pisanja ali računanja. Žal pa je slovenski šolski sistem še nekje v prehodni fazi glede udejanjanja tega v praksi, saj zaenkrat v predmetniku še ni samostojnega predmeta, ki bi skrbel za finančno pismenost. Del te naloge opravljajo učitelji pri pouku gospodinjstva ter pri pouku tehnike in tehnologije. Kalkulacije oz. računanje cene izdelka so obvezni del učnega načrta v sklopu predmeta tehnika in tehnologija v 6., 7. in 8. razredu osnovne šole. Gre sicer za nepriljubljeno temo, kar se odraža tudi v razpoložljivih učbenikih, saj jih polovica sploh ne pokriva te teme, ostala polovica pa je skopa in spodbuja uporabo računalniškega programa, ki je bil nazadnje posodobljen aprila 2007. Ker v našem pregledu literature na to temo nismo odkrili predhodnih raziskav, smo se raziskovanja lotili na eksplorativen način s pomočjo devetih raziskovalnih vprašanj. Spletno anketo je rešilo 126 učiteljev, starih med 27 in 64 let, od tega je bilo 43 moških. Kalkulacije v svoj pouk vključuje le 34,1 % anketirancev, od teh jih 58,1 % uporablja zgolj računalniški program Kalkulacije. Med spoloma je prišlo do statistično pomembnih razlik (χ2 = 8,43, g = 1, p = 0,004) glede poučevanja, in sicer je med moškimi bilo pomembno več učiteljev, ki to temo vključujejo v svoj pouk (51,2 %) v primerjavi z ženskami, ki poučujejo kalkulacije v okviru tehnike in tehnologije (25,3 %). Do statistično pomembnih razlik (χ2 = 6,02, g = 1, p = 0,014) je prišlo tudi med vezavama tehnika – matematika in tehnika – fizika. Delež učiteljev, ki poučuje kalkulacije, je bil višji pri smeri tehnika – fizika (48,6 %) v primerjavi z deležem učiteljev, ki poučuje smer tehnika – matematika (23,5 %). Učitelji so kot dejavnik, ki jih ovira pri poučevanju, izpostavili pomanjkanje časa (M = 3,43, SD = 1,19) in nemotiviranost učencev in učenk (M = 3,27, SD = 1,12). Med skupinama učiteljev, ki poučujejo in ne poučujejo kalkulacij, je prišlo do statistično pomembnih razlik (χ2 = 11,72, g = 4, p = 0,020) pri zaznavi pomanjkanja časa. Znotraj skupine učiteljev, ki ne poučuje kalkulacij, prihaja do statistično pomembnih razlik (χ2 = 12,64, g = 4, p = 0,013) pri dejavnikih, ki jih ovirajo pri poučevanju tehnike in tehnologije nasploh, in pri dejavnikih, ki jih ovirajo pri poučevanju kalkulacij, in sicer se je pomembna razlika pokazala pri zaznavi, da je predvidene snovi preveč. Odločili smo se, da bomo za učitelje in učence pripravili gradiva na temo kalkulacij v obliki videoposnetkov. Pri učenju z multimedijo je potrebno upoštevati spoznanja kognitivne znanosti in predpostavke, ki so osnova Mayerjevih načel pri poučevanju z multimedijo. Opredelil je 15 načel, ki se jih je treba držati, če želimo imeti čim boljše učinke poučevanja s tovrstnim gradivom. Namen posnetkov je izboljšati trenutno stanje poučevanja kalkulacij v slovenskih osnovnih šolah in zakrpati luknjo v pomanjkljivem gradivu, kot tudi spodbuditi učitelje, da začnejo poučevati kalkulacije v večji meri. Posnetki so prosto dostopni na YouTubu; za lažji pregled so povezave do njih objavljene na spletnem portalu znatijekul.si/OS/kalkulacije.html.

• Language: Slovenian
• Keywords: kalkulacije, določanje cene izdelka, tehnika in tehnologija, videoposnetki, e-gradiva, izdelava e-gradiva, izdelava videoposnetkov, Mayerjeva načela, pouk
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Place of publishing: Ljubljana
• Publisher: S. Fornazarič
• Year: 2024
• Number of pages: [68] str.
• PID: 20.500.12556/RUL-159200
• UDC: 621.397:37(043.2)
• COBISS.SI-ID: 200744195
• Publication date in RUL: 03.07.2024

Secondary language

• Language: English
• Title: Review of the State of Teaching and Production of Videos on Product Pricing

Abstract

More than three decades have passed since Slovenia gained independence and, thus, it switched from a planned to a free market instead. Financial literacy is nowadays almost as important as actual literacy or the ability to calculate. Sadly the Slovenian school system seems to be stuck as there is no independent subject that would cover financial literacy. Instead, this is partially covered by teachers teaching home economics and technology. The price of a product is mandatory by the state curriculum for technology in the 6th, 7th, and 8th grades of elementary school. It is not well-liked as half of the textbooks do not include it while the other half suggests the use of a computer program which was last updated in April of 2007. When checking the literature, we did not encounter any surveys. Thus, we settled for exploratory research utilizing nine research questions. There was a total of 126 teachers from the age of 27 and up to 64 where 43 of them were males. Only 34.1% of them include calculating the price of a product in their work and of those, 58.1% use only the program Kalkulacije. There were statistically significant differences when it came to gender (χ2 = 8.43, g = 1, p = 0.004). To be more specific, the share of male teachers who included these topics (51.2%) is higher than the female ones (25.3%) who also included the topic of calculating the price of a product. There were statistically relevant differences (χ2 = 6.02, g = 1, p = 0.014) between the groups of teachers that teach technology and mathematics and the group that teaches technology and physics. The share of teachers who include calculating the price of a product is higher for teachers teaching technology and physics (48.6%) than the share of teachers teaching technology and mathematics (23.5%) Teachers expressed factors that obstruct their teaching as lack of time (M = 3.43, SD = 1.19) and lack of motivation by the pupils (M = 3.27, SD = 1.12). Between the group of teachers who do teach and those who do not teach calculation of the price of a product, there are statistically significant differences (χ2 = 11.72, g = 4, p = 0.020) in the perception of lack of time. Inside the group of teachers who do not include calculations of the price of a product, there are statistically important differences (χ2 = 12.64, g = 4, p = 0.013) in the perception of factors limiting their teachings in general and teaching of calculating the price of a product in the perception of the factor of too much teaching material. We decided to create instructive videos for both pupils and teachers on the topic of calculating the price of a product. When teaching through multimedia, it is important to rely on the findings and assumptions of cognitive science which are the basis for Mayer's principles for teaching with multimedia. He defined 15 principles that are required to create instructive multimedia content. The goal of our videos is to improve the current status of the teaching of calculating the price of a product in Slovenian elementary schools and to plug the gap in textbooks as well as to stimulate teachers to include this topic. The videos are freely available on YouTube. For an easier overview, you can find their links on the following link znatijekul.si/OS/kalkulacije.html.

• Keywords: calculating the price of a product, determining the price of a product, technology, videos, e-materials, creation of e-materials, creation of videos, Mayer's principles