Evalvacija učnega gradiva za poučevanje o umetni inteligenci v 4. in 5. razredu osnovne šole : magistrsko delo

Atelšek, Maruša (author), Zapušek, Matej (mentor), Žerovnik, Alenka (comentor)

Umetna inteligenca postaja ena ključnih tehnologij sodobnega časa, ki pomembno vpliva na različna področja življenja. Zaradi njene vse večje prisotnosti in vpliva na posameznika ter družbo se pojavlja potreba po razvijanju umetnointeligenčne pismenosti že v osnovnošolskem izobraževanju. Umetnointeligenčna pismenost ne vključuje le razumevanja tehničnih znanj, temveč zajema tudi kritično mišljenje, etično presojo, digitalno in podatkovno pismenost ter ustvarjalno reševanje problemov. Z učenjem o umetni inteligenci razvijajo učenci ključne kompetence, ki jim omogočajo razumevanje, kritično presojo in odgovorno uporabo tehnologije v digitalni družbi. Teoretični del magistrskega dela osvetljuje pomen zgodnjega vključevanja vsebin umetne inteligence v osnovnošolski kurikul ter podaja pregled obstoječih učnih načrtov in izobraževalnih praks v Sloveniji in tujini. V slovenskem prostoru vsebine umetne inteligence še niso sistematično vključene v obvezni šolski program, zato se odpira vprašanje, kako jih učinkovito in razvojno primerno vključiti v pouk. Cilj magistrskega dela je bil evalvirati učno gradivo za poučevanje umetne inteligence, namenjeno učencem 4. in 5. razreda osnovne šole, ter raziskati učinke njegove uporabe na razumevanje osnovnih konceptov umetne inteligence, dolgoročno pomnjenje pridobljenega znanja in zadovoljstvo učencev z učnim procesom. Gradivo, razvito v okviru internega projekta »Razvoj interaktivnih odprtih izobraževalnih virov (OER) za poučevanje temeljnih konceptov umetne inteligence v 2. in 3. triletju osnovne šole« vključuje strukturirano obravnavo tehničnih, etičnih, družbenih in ustvarjalnih vidikov umetne inteligence z uporabo interaktivnih izobraževalnih videoposnetkov, ki spodbujajo aktivno učenje, sodelovanje in kritično razmišljanje učencev. Empirični del je proučeval učinke uporabe gradiva na učenčevo razumevanje temeljnih pojmov, trajnost pomnjenja ter njihovo zadovoljstvo z izvedenim učnim procesom. Rezultati kažejo, da uporaba premišljeno oblikovanega, interaktivnega in učencem prilagojenega gradiva pomembno prispeva k boljšemu razumevanju vsebin, dolgoročnemu pomnjenju in visoki stopnji zadovoljstva učencev z načinom poučevanja. Ugotovitve raziskave potrjujejo, da didaktično premišljena interaktivna učna gradiva bistveno pripomorejo k razvoju umetnointeligenčne pismenosti že v osnovnošolskem izobraževanju.

• Language: Slovenian
• Keywords: Umetna inteligenca, Osnovnošolsko učenje in poučevanje, umetnointeligenčna pismenost, učni načrt, učno gradivo za poučevanje umetne inteligence
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Place of publishing: Ljubljana
• Publisher: M. Atelšek
• Year: 2025
• Number of pages: 123 str.
• PID: 20.500.12556/RUL-170718
• UDC: 004.8:37(043.2)
• COBISS.SI-ID: 242663171
• Publication date in RUL: 13.07.2025

Secondary language

• Language: English
• Title: Evaluation of educational materials for teaching artificial intelligence in fourth and fifth grade primary school classes

Abstract

Artificial intelligence is becoming one of the key technologies of our time, exerting a significant influence across diverse areas of life. Given its growing presence and impact on individuals and society, there is an emerging need to develop AI literacy beginning at the elementary school level. AI literacy encompasses not only an understanding of technical concepts but also critical thinking, ethical judgment, digital and data literacy, and creative problem-solving. By learning about artificial intelligence, students acquire essential competencies that enable them to understand, critically evaluate, and responsibly apply technology in a digital society. The theoretical portion of this master’s thesis highlights the importance of early integration of AI-related content into the primary school curriculum and provides an overview of existing syllabi and educational practices both in Slovenia and abroad. In Slovenia, AI topics have not yet been systematically incorporated into the compulsory school programme, raising the question of how to integrate them effectively and developmentally appropriately into classroom instruction. This study aimed to evaluate a set of teaching materials for artificial intelligence designed for pupils in grades 4 and 5 and to investigate the effects of their use on students’ comprehension of fundamental AI concepts, long-term retention of acquired knowledge, and satisfaction with the learning process. The materials, developed under the internal project “Development of Interactive Open Educational Resources (OER) for Teaching Core AI Concepts in the Second and Third Cycles of Primary Education,” offer a structured exploration of technical, ethical, social, and creative dimensions of AI through interactive educational videos that promote active learning, collaboration, and critical thinking. The empirical section examined the impact of these materials on pupils’ conceptual understanding, knowledge retention over time, and their satisfaction with the instructional approach. Results indicate that the use of thoughtfully designed, interactive, and pupil-appropriate materials significantly enhances content comprehension, fosters long-term memory, and yields high levels of student satisfaction with the teaching methodology. The findings confirm that didactically sound, interactive teaching resources make a substantial contribution to the development of AI literacy at the elementary school level.

• Keywords: artificial intelligence, AI literacy, curriculum, teaching materials for artificial intelligence instruction