Primerjalni vidiki tehnološke pismenosti učiteljev in bodočih učiteljev tehnike in tehnologije

Pajk, Barbara (author), Avsec, Stanislav (mentor)

V napredni tehnološki družbi je vse bolj odločilen dejavnik postala tehnološka pismenost kot glavni produkt tehniškega izobraževanja. Vloga učitelja tehnike in tehnologije (TiT) postaja vse bolj kritično uravnalna kot tudi usmerjena k trenutnim trendom in potrebam trga. V magistrskem delu obravnavamo v uvodnem in teoretičnem delu pojem in vloga tehnološke pismenosti in odnos do tehnike in tehnologije. Do zdaj je bila že raziskovana tehnološka pismenost učencev v prvem in drugem triletju osnovne šole (OŠ), prav tako v 9. razredu OŠ, lani 2017 pa sem sama v diplomskem delu raziskovala tudi tehnološko pismenost učiteljev TiT osnovne šole. V magistrskem delu se posvetimo tehnološki pismenosti učiteljev in bodočim učiteljem TiT, saj so le-ti ključni pri izobraževanju učencev. Prav tako si pogledamo, kakšen odnos imajo študentje do tehnike in tehnologije, in ali to v kakšni meri vpliva tudi na tehnološko pismenost. Glavna cilja magistrskega dela sta bila: ugotoviti tehnološko pismenost učiteljev in bodočih učiteljev TiT in s tem prispevati k boljšemu poznavanju narave tehnološke pismenosti in procesa učenja vsebin TiT in ugotoviti v kolikšni meri sta odnos do TiT in tehnološka pismenost povezani. Po pregledu metod merjenja TP učencev in odraslih smo se odločili za izbiro nedavno razvite metode celostnega merjenja TP, ki je zasnovana na osnovi standardov tehnološke pismenosti (Avsec, 2010) in nam bo omogočala ustrezno primerljivost rezultatov. Metodo smo dogradili z anketnim vprašalnikom, ki nadomešča mero predtesta. Za ugotavljanje odnosa in tehnološke pismenosti pa smo uporabili nestandardizirani vprašalnik »Tehnika in jaz«. Izmerjena tehnološka pismenost (TP) učiteljev TiT je znašala 64,48 %, tehnološka pismenost bodočih učiteljev 1. letnika 1. bolonjske stopnje je znašala 64,29 % in tehnološka pismenost bodočih učiteljev 1. letnika 2. bolonjske stopnje 58, 57 %. Tehnološko znanje je imelo od vseh kompetenc najvišjo aritmetično sredino. Učitelji so dosegli 83,36 %, bodoči učitelji 1. letnika 1. bolonjske stopnje so dosegli 83,36 % in bodoči učitelji 1. letnika 2. bolonjske stopnje 81,81 %. Medtem, ko sta bil dimenziji tehnoloških zmožnosti in sposobnost kritičnega razmišljanja in odločanja značilno odstopajoči. Učitelji so dosegli pri zmožnostih 54,75 %, pri kritičnem razmišljanju in odločanju pa 56,91 %, bodoči učitelji 1. letnika 1. bolonjske stopnje so dosegli pri zmožnostih 52,75 %, pri kritičnem razmišljanju in odločanju pa 54,16 %. Bodoči učitelji 1. letnika 2. bolonjske stopnje so doseli pri zmožnostih 36,08 %, pri kritičnem razmišljanju in odločanju pa 55,50 %. Pri pregledu vpliva odnosa do TiT na TP, je bilo ugotovljeno, da tisti študentje, ki so zainteresirani za TiT imajo tudi višjo TP v splošnem in posebej v komponenti zmožnosti. Pri povezavi komponente kritičnega razmišljanja in odločanja z odnosom do tehnike, je bila kategorija zavedanja pomembnosti TiT negativna. To pomeni, da se taka oseba zaveda posledic TiT, ni pa še zmožna kritičnega razmišljanja in odločanja. Učitelji in bodoči učitelji TiT imajo še vedno premalo inženirskih znanj in zmožnosti oblikovanja ter projektiranja. Prav tako imajo neprimerno domače okolje, kar se tiče razpoložljivosti tehničnih delavnic in motivacije za rabo računalniške opreme na višjih nivojih. Učni načrt vsebin TiT razredov 6–8 bi potreboval dodatno uskladitev in nadgradnjo z merili standardov tehnološke pismenosti.

• Language: Slovenian
• Keywords: tehniško izobraževanje
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2018
• PID: 20.500.12556/RUL-102514
• COBISS.SI-ID: 12109641
• Publication date in RUL: 18.09.2018

Secondary language

• Language: English
• Title: Comparative aspects of the techological literacy of teachers and future teachers of engineering and technology

Abstract

Technological literacy as the main product of technical education has become a key factor in our technologically advanced society. The role of a techniques and technologies (TAT) teacher is increasingly more critical, as well as oriented towards current trends and the needs of the market. In the introductory and theoretical part of this master’s thesis, we will discuss the concept and the role of technological literacy (TL) as well as the attitude towards techniques and technology. A research about TL has already been made for pupils in the first and second triad of primary school, as well as the 9th grade. Last year (2017) I made a research about the technological literacy of primary school TAT teachers. In this thesis we will focus on the TL of teachers and future teachers of TAT, given that they play a crucial role in educating pupils. We will also take a look at the attitude of pupils towards techniques and technologies, and find out whether it affects their TL. The main objectives of my master’s thesis were learning about the TL of TAT teachers and future teachers and with that contribute to a better understanding of the nature of TL and the process of teaching TAT contents and also discovering to what extent the TAT and TL are connected. After examining the methods of measuring the TL of pupils and adults, we chose a recently developed method for a complete measurement of TL, based on TL standards (Avsec, 2010), which will allow us to make an adequate comparison of the results. A survey questionnaire was added to this method. For researching the attitude and TL we used an unstandardized questionnaire called “Technique and I”. The measured TL of TAT teachers was 64.48 %, the TL of first year undergraduate future teachers was 64.29 % and the TL of first year graduate future teachers 58.57 %. The technological knowledge had the highest arithmetic mean of all the abilities. The teachers reached 83.36 %, first year undergraduate future teachers 83.36 % and first year graduate future teachers 81.81 %. Meanwhile, the dimensions of technological abilities and the ability of critical thinking and deciding were significantly deviating. Teachers reached 54.75 % at technological abilities and 56.91 % at the ability of critical thinking and deciding. First year undergraduate future reached 52.75 % and 54.16 % respectively, while first year graduate future teachers reached 36.08 % and 55.50 % respectively. When studying the effect of TAT on TL, we have discovered that students who are interested in TAT do have a higher TL in general as well as in individual abilities. The category of the awareness of the importance of TAT was negative when connecting the components of critical thinking and deciding to the attitude towards techniques. Teachers and future teachers of TAT still lack in knowledge about engineering as well as in the ability of designing and planning. They also work in an inappropriately homelike environment in regard to the disposability of technical workshops and the motivation for using computer equipment on a higher level. The contents of the TAT curriculum for 6th to 8th grade needs additional realignment and an upgrade based on standards for TL.

• Keywords: technical education