Stališča učiteljev računalništva do računalniškega izobraževanja v osnovni šoli : magistrsko delo

Kopić, Alen (author), Rugelj, Jože (mentor)

V delu obravnavamo razvoj in trenutno stanje ter problematiko računalniškega izobraževanja v osnovni šoli v Sloveniji ter trende v računalniškem izobraževanju po svetu. V teoretičnem delu najprej na kratko predstavimo pomen računalništva in računalniškega izobraževanja v sodobnem svetu ter razvoj računalniškega izobraževanja v Sloveniji. Nato predstavimo trenutno stanje na tem področju. Predvsem obravnavamo terminologijo, status računalniških predmetov, vsebine predmetov ter položaj učiteljev računalništva. Teoretični del zaključimo s predstavitvijo nekaterih tujih projektov s področja računalniškega izobraževanja. V empiričnem delu predstavimo rezultate raziskave, v okviru katere smo izvedli anketo med 146 učitelji računalništva v osnovni šoli v Sloveniji. Namen raziskave je bil raziskati in predstaviti mnenja in stališča učiteljev računalništva glede ključnih tem na področju osnovnošolskega računalniškega izobraževanja. Raziskali smo tudi, kako na stališča učiteljev do omenjenih tem vplivajo izobrazba ter nekateri drugi dejavniki, kot so starost, delovna doba in zaposlenost. Ugotovili smo, da največ učiteljev računalništva vsebine obveznega in neobveznega izbirnega predmeta ocenjuje kot ustrezne in primerno zahtevne ter pri izvajanju večinoma sledi učnemu načrtu, neobvezne vsebine pri obveznem izbirnem predmetu pa jih največ obravnava zgolj občasno. Prav tako smo ugotovili, da imajo učitelji računalništva z izobrazbo profesorja računalništva na uvedbo neobveznega izbirnega predmeta Računalništvo bolj pozitiven pogled kot drugi učitelji ter da lastno strokovno usposobljenost za izvajanje tega predmeta ocenjujejo bolje. Večina učiteljev računalništva meni, da status računalniških predmetov ni ustrezen in da bi v osnovnošolskem predmetniku moral obstajati obvezen računalniški predmet. S to trditvijo so se najbolj strinjali učitelji računalništva z izobrazbo profesorja računalništva. Podobno izrazito strinjanje so učitelji izrazili tudi pri trditvi, da je računalniško izobraževanje potrebno prenove. Večina anketiranih učiteljev je izrazila nestrinjanje s trditvijo, da je status učiteljev računalništva ustrezno urejen, pri čemer smo ugotovili razlike v strinjanju učiteljev z različno stopnjo zaposlenosti. Pozitivne spremembe smo ugotovili na področju udeleževanja računalniških tekmovanj, saj se več kot 80 % anketiranih učiteljev udeležuje vsaj enega tekmovanja v vlogi mentorja. Ugotovili smo, da se s trditvijo, da imajo tovrstna tekmovanja pozitiven vpliv na računalniško izobraževanje, najbolj strinjajo učitelji z izobrazbo profesorja računalništva, sledijo pa profesorji drugega predmetnega področja in učitelji z drugo izobrazbo. Poleg tega je spodbudna tudi ugotovitev, da se večina učiteljev računalništva aktivno udeležuje strokovnih izobraževanj.

• Language: Slovenian
• Keywords: učitelji računalništva, računalniško izobraževanje
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Publisher: [A. Kopić]
• Year: 2015
• Number of pages: 89 str.
• PID: 20.500.12556/RUL-72117
• UDC: 004(043.2)
• COBISS.SI-ID: 10657865
• Publication date in RUL: 02.09.2015

Secondary language

• Language: English
• Title: Computer education in primary school: teachers' views and opinions

Abstract

In this work we deal with the development, current state and problems of computing education in Slovenian primary schools and also look into trends in computing education around the world. In the theoretical part of the work we first briefly introduce the importance of computing and computing education in the modern world and the development of computing education in Slovenia. Then we present the current situation in this area. Mainly we discuss terminology, the status and content of computing classes and role of teachers. We conlude the theoretical part by presenting some foreign projects in computing education. In the empirical part we present the results of research for which we carried out a survey among 146 computing teachers in primary schools in Slovenia. The purpose of the research was to analyze and present views and opinions of computing teachers regarding key topics in the field of elementary computing education. We also studied differences in opinions between teachers with different education and other factors such as age, years of service and employment. We found that most teachers evaluated contents of compulsory and optional elective subjects Računalništvo as relevant and appropriately demanding and that they mostly follow the curriculum. Most of them teach optional content only occasionally. We also found that teachers with degree in computing education have a more positive view on the introduction of an optional elective subject Računalništvo and also rate their professional competence for teaching the new subject better than teachers with a different education. Most teachers consider the status of computing subjects as not appropriate and think that there should be a compulsory computing education subject in the curriculum. Teachers with degree in computing educationagreed with this statement the most. A similarly pronounced agreement was expressed about the claim that elementary computing education, which according to the teachers needs to be reformed. The vast majority of the interviewed teachers expressed disagreement with the assertion that the status of computing teachers is adequately regulated and there were also differences in the agreement among the teachers with different levels of employment. Positive changes were observed in the field of computing education competitions, because more than 80 % of the surveyed teachers attend at least one competition in the role of mentor. We found that teachers with degree in computing education agree the most with the argument that such competitions have positive impact on the computing education, followed by teachers with degree in other subject and teachers with other education. Findings that the majority of teachers actively participate in professional training and development activities are also very positive.

• Keywords: computing education