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Z razglasitvijo pandemije covid-19 so se spomladi leta 2020 vse vzgojno-izobraževalne institucije zaprle, pouk pa se je iz šolskih učilnic preselil v različna spletna okolja. Vzpostavilo se je izobraževanje na daljavo, ki je oblika učenja, kjer sta učenec in učitelj fizično ločena, za poučevanje pa se uporabljajo tehnologija in različna digitalna orodja. Učitelji so morali čez noč spremeniti in prilagoditi način poučevanja, da bi ustrezal novemu načinu izobraževanja ter omogočal čim večje razumevanje učencev. Pri poučevanju naravoslovja in tehnike v 4. in 5. razredu je zelo pomembno praktično in izkustveno učenje. Učenci pri predmetu uporabljajo splošne in naravoslovne postopke, postavljajo vprašanja, načrtujejo, raziskujejo, izdelujejo konkretne izdelke ipd., kar pa so učitelji pri načrtovanju pouka naravoslovja in tehnike morali upoštevati. Pandemija je imela velik vpliv tudi na učence, na njihovo izgubo znanja, razumevanje snovi, socialni razvoj ter osamljenost, kar smo z magistrskim delom želeli tudi raziskati. Namen magistrskega dela je raziskati, kako so učenci 4. in 5. razreda doživljali pouk naravoslovja in tehnike na daljavo ter kako je potekal pouk na daljavo v primerjavi s poukom v šoli. Za namen raziskave smo pripravili anketni vprašalnik, ki so ga učenci 4. in 5. razreda rešili po spletu. V raziskavo je bilo vključenih 185 učenk in učencev 4. in 5. razreda osnovne šole iz celotne Slovenije. Rezultati raziskave kažejo, da sta učencem predmet NIT in izvajanje eksperimentov na splošno všeč. Za pouk NIT so učenci v večini uporabljali računalnik, nekateri tudi telefon, za komuniciranje z učiteljem pa so največ uporabljali spletna orodja za sinhrono komunikacijo (Zoom in MS Teams). Pouk NIT so imeli v večini od dvakrat do trikrat na teden, največkrat tako, da je učitelj razložil učno snov preko videokonference ter jim poslal navodila za samostojno delo. Med poukom na daljavo so pri predmetu NIT zapisovali učno snov v zvezke in dobivali domačo nalogo enako pogosto kot pri pouku v šoli, manj pogosto pa so uporabljali učbenik, reševali učne liste in naloge v delovnem zvezku. Med poukom na daljavo so pri predmetu NIT izvajali eksperimente, vendar manj kot med poukom v šoli. Raziskava je pokazala, da so učenci, zajeti v raziskavo, med poukom na daljavo najbolj pogrešali sošolce, prijatelje in pouk v šoli. In the spring of 2020, with the declaration of the Covid 19 pandemic, all educational institutions were closed, and classes switched from school classrooms to different online environments. Distance education has been established as a form of education, where the student and the teacher are physically separated, and technology and various digital tools are used for teaching. The teachers had to change and adapt the teaching method overnight so that it corresponds to the new way of education, which enables the students to learn as much as possible. Practical and experiential learning are crucial for teaching science and technology in the 4th and 5th grades. The students use general and science procedures, ask questions, plan, research, make products, etc., all of which the teachers had to take into consideration, whilst planning for science and technology lessons. The pandemic also had an impact on students, on their loss in knowledge, understanding of learning material, social development, and loneliness. This were the main things we wanted to do research on for our master’s thesis. The purpose of this master's thesis is to research how 4th and 5th-grade students experienced science and technology lessons during distance education and how the lessons were conducted as opposed to lessons in school classrooms. For the purpose of the research, we prepared an online questionnaire for 4th and 5th-grade students. We included in the research 185 Slovenian 4th and 5th-grade elementary school students. The results of the survey revealed that generally the students like the science and technology subject and conducting experiments. For classes, the students primarily used a computer, some even a phone, and for communication with the teacher, they mostly used online tools for synchronous communication (Zoom and MS Teams). Most classes were held two to three times a week, usually with the teacher explaining the learning material via video conference and sending them instructions for independent work. During distance learning in the subject, they wrote down the learning material in notebooks and were given homework as often as in school lessons however, they less frequently used the textbook or solved worksheets and tasks in the workbook. Throughout distance learning, the experiments were carried out in the science and technology subject, but to a lesser extent than during school lessons. The research showed that during distance learning what students included in the research missed the most were their peers, friends, and lessons at school. |
