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Cilj vsakega učitelja razrednega pouka je, da poučuje predmet naravoslovje in tehnika (NIT) tako, da učenci učno vsebino razumejo in jo vizualizirajo. Velikokrat so jim v pomoč izobraževalni naravoslovni videoposnetki. Učni načrt predmeta naravoslovja in tehnike daje učiteljem možnost, da učne cilje uresničijo tudi denimo preko metod uporabe večpredstavnostnih gradiv (besedilo, zvočni in video posnetki, animacije in interaktivni prikaz). Vsak učitelj se seveda sam odloči, kako bo popestril obravnavo in nazorno prikazal novo učno vsebino, saj na to vplivajo tudi specifične značilnosti učencev in njihovih zaznavnih čutov. Vsekakor pa lahko večpredstavnostni mediji pripomorejo k bolj zabavnemu pouku in višji motivaciji učencev. Multimedija je bila v veliko pomoč v letih 2020 in 2021 ob pojavu še ne tako razširjene oblike izobraževanja, pri šolanju na daljavo (v nadaljevanju ŠND). Namen raziskave magistrskega dela je ugotoviti, ali so učitelji pri predmetu naravoslovje in tehnika uporabljali videoposnetke med ŠND in v kolikšni meri, pri katerih učnih vsebinah in kako kakovostno so tak pouk izvajali. Izvedli smo kvalitativno raziskavo, v katero je bilo vključenih 16 učiteljev, ki poučujejo predmet naravoslovje in tehnika v 4. ali v 5. razredu osnovne šole. Od tega je bilo 15 žensk in en moški 37,5 % učiteljev, ki poučujejo 4. razred in 62,5 % učiteljev, ki poučujejo v 5. razredu. Rezultati raziskave kažejo, da so učitelji pri ŠND uporabljali slovenske izobraževalne videoposnetke, snemali svoje avtorske videoposnetke in načrtovali pouk ob njih. Vsi učitelji so odgovorili, da se pred predvajanjem prepričajo o strokovni pravilnosti videoposnetkov. Največkrat so učitelji za vir, iz katerega črpajo videoposnetke, omenili spletni portal YouTube, slovensko stran RTV SLO (Izodrom, Infodrom) in Arnesovo spletno učilnico. Nekaj učiteljic je imelo dostop do interaktivnih gradiv preko učbeniških paketov, kjer so našle videoposnetke za naravoslovni pouk. Pouk pri ŠND je potekal drugače kot v razredu, vendar učiteljice pravijo, da sedaj, po izkušnji ŠND, večkrat uporabljajo videoposnetke pri pouku, ker je njihov nabor večji in kakovost preverjena. Z magistrskim delom nudimo učiteljem razrednega pouka vpogled v uporabo slovenskih izobraževalnih videoposnetkov pri pouku naravoslovja in tehnike pri ŠND. Znanje, ki smo ga doprinesli, bo lahko za učitelje razrednega pouka potrditev za dobro izpeljan pouk v času ŠND in motivacija za nadaljnjo pripravo pouka s slovenskimi naravoslovnimi videoposnetki. The purpose of each teacher is to impart knowledge and approximate the learning objectives of science and technology to students by understanding and visualizing learning content. Many times are there educational science videos to help them with understanding. Science and technology curriculum gives teachers the opportunity to achieve learning goals for example through use of multimedia materials (text, audio and video, animations and interactive displays). Each teacher decides for himself how it will diversify and illustrate consideration of a new lesson as it all depends on the students and their perceptual senses. In any case, multimedia can contribute to more fun lessons and higher motivation of students. It was a great help in the years 2020 and 2021 at the emergence of a not so common form of education, in distance learning. The purpose of the research in the master's thesis will determine whether teachers have used educational videos in distance learning, in which learning contents and how well they provided such qualitative lessons. We conducted a qualitative survey that included 16 teachers, who teach subject science and technology in the 4th and 5th grade of primary school. Of all these teachers there were 15 women and one man 37.5 % of teachers teaching in 4th grade and 62.5 % teaching in 5th grade. The results of qualitative survey show that teachers in distance learning used Slovenian educational videos, they recorded their own videos and prepare lessons alongside videos. All teachers answered that they professionally review the correctness of videos. Teachers mention YouTube, Slovenian web page RTV SLO (Izodrom and Infodrom) and Arnes online classroom video portal as the most often used web page for searching videos. Some teachers had an access to interactive materials through textbook, where they searched videos for science lessons. Distance learning classes took place differently as in the classroom, but the teachers say that now, according to this experience, they use videos more often in the classroom, because the set of them is larger and the quality is verified. With our master's thesis, we offer primary teachers an insight into its use of Slovenian educational videos in science and technology classes at distance learning. The knowledge we have contributed can be a confirmation for teachers of a good-conducted lessons during the distance learning and motivation for further preparation of lessons with Slovene science videos. |
