| Popis: |
POVZETEK Glavni namen diplomskega dela z naslovom Projektna naloga v funkciji pridobivanja vedenj in stališč o pomenu tehniške dediščine je ugotoviti predznanje, izkušnje in interes učencev za praktično delo v povezavi s tehniško dediščino in zbrati mnenja o vključevanju znanj in vedenj o dediščini pri različnih učnih predmetih s poudarkom na tehniški dediščini v pedagoškem procesu. Prav tako je namen naloge ugotoviti, ali in v kolikšni meri imajo učitelji tovrstne pedagoške izkušnje pri svojem delu. Skozi raziskavo in praktično izvedeno projektno nalogo se želi pridobiti čim več znanj, vedenj in izkušenj tako pri načrtovanju, organizaciji, praktični izvedbi projekta v pedagoškem procesu, evalvaciji kot tudi pri predstavitvi znanj in konkretnih izdelkov, nastalih med projektnim delom v obliki razstave, javnega nastopa ali prijave na morebitni javni natečaj. Raziskovanje je kombinacija kvantitativnih in kvalitativnih metod ter tehnik. Uporabljena je kombinirana metoda triangulacije, ki izhaja iz predpostavke, da vsak izmed udeležencev raziskave (učitelj izvajalec, učitelj opazovalec ter učenci) vidi in razlaga isto dogajanje drugače, morda celo nasprotno, torej zastavljeni problem obravnava s treh različnih perspektiv. V drugem delu raziskovanja je uporabljena kavzalna deskriptivna neeksperimentalna metoda empiričnega pedagoškega raziskovanja s pomočjo anketnega vprašalnika za učitelje in učiteljice razrednega pouka na OŠ Janka Glazerja Ruše in OŠ Lovrenc na Pohorju. Raziskovalni vzorec je naključen, ciljna skupina pa učenci četrtega razreda devetletne osnovne šole. Rezultati raziskave (triangulacije kažejo), da učenci poznajo pomen materialne tehniške dediščine in imajo do nje pozitiven odnos, da razumejo pomen razvoja ideje za projektni izdelek, so tolerantni do izbora najboljše ideje in jo s svojimi močmi dopolnijo, z veseljem izdelajo prvi izdelek na nivoju makete in ga skupno dopolnijo, se znajo razporediti po tako imenovanih delovnih postajah in tako aktivno izvajati delovne operacije, znajo zaigrati in ustvariti prijetno vzdušje za predstavitev svojih izdelkov ter nenazadnje vrednotiti svoje delo in skrbeti za varnost pri delu ter racionalno izrabo materiala. Učitelji pa menijo, da učenci poznajo pojme dediščina, tehniška dediščina, muzej in maketa, da uporabljajo te pojme pri pouku različnih učnih predmetov, trdijo, da učenci v času šolanja na razredni stopnji obiskujejo muzeje, izdelujejo makete, gradijo z gradniki, izdelajo maketo tehniške naprave, izdelajo igračo in glasbilo, trdijo tudi, da učenci radi in z veseljem praktično izdelujejo tehnične izdelke, so prepričani, da bi pri pouku lahko izdelali maketo drče ali druge primere materialne tehniške dediščine, menijo da je koristno ter pomembno učence seznanjati s tehniško dediščino, šegami in navadami ter z načinom življenja nekoč. Učitelji so prepričani, da učni načrti na razredni stopnji osnovne šole vsebujejo dovolj ciljev, ki obravnavajo kulturno in tehniško dediščino, šege in navade ter načine življenja nekoč in vsaj občasno pri obravnavi učnih sklopov izvajajo projektno učno delo. ABSTRACT The main purpose of the diploma work Project work in function of getting knowledge and points of view about the meaning of the technical inheritance is to find out the pupils' preknowledge, experiences and interests for practical work in conection with technical inheritance. My purpose was also to collect opinions about including the knowledge of inheritance with different school subjects, with the stress on the technical inheritance in pedagogical process. The purpose was also to check, if the teachers have such pedagogical experiences in their work and how many experiences do they have. Through the research and through the practically provided project work I wanted to acquire so much knowledge and experiences in planning, organizing and practical realization of the project in the educational process and in evaluation as possible. I also wanted to present skills and concrete products which were made during the project work. They are shown in an exhibition, in a public presentation or by announcing on an open competition. The research is a combination of quantitative and qualitative methods in technics. A combined method of triangulation was used. It results from assumption that each participant of the research ( a teacher as performer, a teacher as observer and pupils) sees and explains the same events differently, maybe even contrarly. Therefore the set problem is observed with three different aspects. In the second part of the research a causal nonexperimental descriptive method of empirical pedagogical research was used. It was used with a help of questionnaire for teachers in primary school Janko Glazer and in primary school Lovrenc na Pohorju. The research pattern was coincidental but the object group were the pupils in the fourth class in a nine year primary school. The results of the research – triangulation show that pupils are familiar with the meaning of the material technical inheritance and that they also have a positive reference to it. Pupils understand the meaning of the developing idea for the project product. Pupils are tolerant for the best selected idea and they also complete it together. They make their first model product with pleasure. They can also make groups and they can organize them on so called work stops and so they can activly work in the process. They can role-play and they can make a positive atmosphere for their performance. Finally they can evaluate their work and they can take care for their safety at work and they can rationally use the material. The teachers think that their pupils are familiar with the idea of inheritance, techical inheritance, a museum and a model, that they can use these ideas in lessons by different subjects. The teachers affirm that pupils during the school days in primary schools visit museums, make models, build with bricks, produce a technical model, produce a toy and a musical instrument. They also affirm that pupils love and practically produce technical products with pleasure. The teachers are sure that pupils are able to make a slide model or some other examples of the material technical inheritance in lessons. They think that it is useful and important for pupils to familiarize them with manners and customs and ways of life in the past. The teachers are sure that the curriculum in primary schol includes enough goals about cultural and technical inheritance, manners and customs and ways of life in the past. From time to time they also use project learning in lessons. |
