1. Vključevanje načela trajnosti pri pouku tehnike in tehnologije ter možnost medpredmetnega povezovanja z geografijo na področju trajnosti : magistrsko deloNina Globovnik, 2025, magistrsko delo Opis: V magistrskem delu se uvodoma posvečamo teoretičnim izhodiščem načela trajnosti in trajnostnega razvoja ter sodobnim smernicam vzgoje in izobraževanja za trajnostni razvoj (VITR). V ospredje postavljamo oblikovanje učenčevih spretnosti, veščin in uporabnega znanja, kar z drugo besedo imenujemo razvijanje kompetenc 21. stoletja. Poudarjene so vsebine trajnostnega razvoja ter dejavnosti, ki poudarjajo oblikovanje kritičnega mišljenja učencev o aktualnih okoljskih problemih ter jih spodbujajo, da postanejo trajnostno odgovorni državljani. Le tako bomo namreč lahko ohranil ali morda celo izboljšali stanje okolja in ga pustili bodočim generacijam, pri čemer bo odločilno vlogo imel trajnostno usmerjen izobraževalni sistem, ki bo ozaveščal, vzgajal in vplival na trajnostno ravnanje posameznikov.
Za raziskovanje stanja na področju vključevanja načela trajnosti pri pouku tehnika in tehnologija ter možnost medpredmetnega povezovanja z geografijo v osnovni šoli smo raziskavo izvedli na načine, ki so predstavljeni v realnem časovnem zaporedju, kot se je raziskava dejansko izvajala:
- pregled strokovne literature na temo trajnosti in trajnostnega razvoja,
- neempiričen del raziskave, ki smo jo izvedli s primerjavo trajnostnih vsebin v učnih načrtih za TIT in GEO ter
- empiričen del raziskave, kjer smo izbrali fokusno skupino učiteljev TIT ter izvedli polstrukturirani intervju, ki smo ga nadalje analizirali s tematsko analizo.
V okviru neempiričnega dela magistrske naloge smo pregledali aktualna Učna načrta za tehniko in tehnologijo(TIT) ter geografijo (GEO) in poiskali skupne vsebinske sklope, ki se navezujejo na načelo trajnosti. Predstavili smo prednosti medpredmetnega sodelovanja in poudarek namenja praktičnemu učenju, kjer so učenci praviloma bolj motivirani in razmišljajo na višjih taksonomskih stopnjah. Na tak način osvojeno znanje je praviloma kakovostnejše in dolgotrajnejše. Prav zato smo se osredotočili na možnosti medpredmetnega sodelovanja TIT in GEO na področju trajnostnih vsebin.
V empiričnem delu raziskave smo izvedli polstrukturirani intervju med učitelji tehnike in tehnologije ter ugotavljali, v kolikšni meri spodbujajo načelo trajnosti pri pouku, na katere ovire pri izvajanju trajnostnih vsebin in pri medpredmetnem povezovanju najpogosteje naletijo pri svojem delu ter pri katerih vsebinskih sklopih so možnosti za medpredmetno povezovanje z geografijo po njihovem mnenju najbolj smiselne in učinkovite.
Glavne ugotovitve v zvezi vključevanja načel trajnosti pri pouku TIT poudarjajo pomen praktičnega dela, projektnih dni, izkustvenega učenja in sodelovalnega učenja, pri čemer je medpredmetno povezovanje predstavljeno kot odličen primer spodbujanja trajnostnih načel pri učencih in omogoča oblikovanje učenčevih moralnih in etičnih načel do čistega okolja. Prav zato v nalogi predstavljamo skupne vsebinske sklope, ki vključujejo načelo trajnosti in so primerni za medpredmetno povezovanje TIT in GEO. Predstavljeni izsledki raziskave in primeri dobrih praks bodo učiteljem TIT prav gotovo v veliko pomoč pri vključevanju trajnostnih vsebin v pouk. Predstavljajo pester nabor vsebinskih sklopov za medpredmetno povezovanje na področju vključevanja načel trajnosti in priložnost za nadaljnje spodbujanje trajnosti pri pouku tehnike in tehnologije.
Ključne besede: načelo trajnosti, medpredmetno povezovanje, tehnika in tehnologija, geografija
Objavljeno v DKUM: 20.03.2025; Ogledov: 0; Prenosov: 3
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2. Medpredmetno povezovanje pouka tehnike in tehnologije : magistrsko deloŽiga Kamenik, 2025, magistrsko delo Opis: Medpredmetno povezovanje je ena od sodobnih metod poučevanja, katerih cilj je učenčeva izgradnja lastnega znanja in priprava na zmožnost življenja v realnem okolju. Učitelji se sicer pogosto medpredmetno povezujemo, vendar so povezave velikokrat preveč neoprijemljive in zgolj besedne. Poleg tega izpeljane medpredmetno povezane aktivnosti redko analiziramo in ovrednotimo. Tehnika in tehnologija kot praktično zastavljen predmet omogoča mnogo medpredmetnih povezav na različnih ravneh. Magistrsko delo je sestavljeno iz treh delov. V prvem, teoretičnem delu so predstavljene sodobne metode poučevanja. Izpostavljene so lastnosti, značilnosti in pogoji za medpredmetno povezovanje ter predstavljene ravni medpredmetnega povezovanja. Posebej je izpostavljeno medpredmetno povezovanje tehnike in tehnologije. V drugem delu magistrskega dela so opredeljeni in pojasnjeni trije kriteriji evalviranja medpredmetnega povezovanja. V zadnjem, praktičnem delu so predstavljeni štirje primeri medpredmetnega povezovanja tehnike in tehnologije. Evalvirani so s kriteriji, postavljenimi v drugem poglavju. Ugotovitve iz evalvacije so, da učenci pri medpredmetno povezanih učnih aktivnostih dosegajo višje taksonomske ravni znanja in da je izraba učnega procesa bolj ekonomična. Tehniko in tehnologijo je mogoče povezati s predmeti vseh področij na vseh treh ravneh. Magistrsko delo naj bo spodbuda učiteljem za izvajanje medpredmetno povezanih učnih aktivnosti in orodje za njihovo analizo.
Ključne besede: analiza, medpredmetno povezovanje, tehnika in tehnologija, vrednotenje
Objavljeno v DKUM: 25.02.2025; Ogledov: 0; Prenosov: 5
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3. Differences in personal innovativeness in the domain of information technology among university students and teachersAndrej Šorgo, Mateja Ploj Virtič, Kosta Dolenc, 2021, izvirni znanstveni članek Opis: Two online surveys among 1105 university students and 656 employees were conducted with the inclusion of the construct Personal Innovativeness in the domain of Information Technologies (PIIT). After calculating descriptive statistics, statistically significant differences between personal innovativeness of university students and teachers were sought by the application of one-way ANOVA. The first and most important finding was that average perceived PIIT of teachers and students falls around the middle of the seven-point scale, which cannot be regarded as a plausible predictor of upgrading the University as an Innovative Ecosystem. The second was that university teachers scored higher than their students, a situation that could produce an expectancy conflict between those who want to work in an innovative way and those who would prefer study by the book. Teaching assistants, who should belong to the generation of digital natives, are only slightly more innovative than university teachers, who can be regarded as digital immigrants. Assuming that innovativeness can be upgraded by learning, means that efforts should be made by University Management to encourage and support Personal Innovativeness (and other creativities, as well) as a preferred teaching practice.
Ključne besede: personal innovativeness, information technologies, university students, university teachers, online education
Objavljeno v DKUM: 10.12.2024; Ogledov: 0; Prenosov: 4
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4. The role of teacher education in the science literacy developmentEva Klemenčič, Mateja Ploj Virtič, Janja Majer Kovačič, 2023, izvirni znanstveni članek Opis: One of the aims of education is to produce wise and responsible citizens who are aware of their impact on the environment and can address and solve daily life problems. From this point of view, science education leading to science literacy is helpful for all students, regardless of their future careers. In this paper, we first review the definitions of science literacy in the literature and present the strategies for its development. In Slovenia, we refer to the ongoing national project NA-MA POTI. Most of the strategies studied focus on primary and secondary schools. However, for the development of science literacy in primary and secondary education, teachers themselves must achieve a sufficient level of science literacy. The research was conducted with a small group of prospective teachers, focusing on three components of science literacy: asking research questions, making hypotheses, and designing an experiment. In addition, we analysed the curricula of the science didactics courses in the teacher education program. The findings show a great need for a systematic change in the curricula. Finally, proposals and ideas for improving the curricula for the didactics of science and the syllabus of the Subject teacher study program are presented.
Ključne besede: science literacy, teacher education, didactics of science, didactics of technics & technology, curricula
Objavljeno v DKUM: 02.12.2024; Ogledov: 0; Prenosov: 9
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5. Lower secondary school experiences as predictors of career aspirations toward engineering, and production and processing occupationsMateja Ploj Virtič, Andrej Šorgo, 2022, izvirni znanstveni članek Opis: The global demand for technically educated persons is greater than the supply. It is believed that interest and school experience can influence career choice. 624 Slovenian high school students participated in the survey. Exploratory and Confirmatory Factorial Analysis procedures were used to investigate the influence of school and out-of-school-related factors on career aspirations. Predictors of career aspirations in (a) engineering and (b) production and processing occupations in the models were: (1) students’ opinions on technical topics, (2) the content of school subject Technics and Technology; and (3) related classroom experiences. The results of the models showed that career aspirations were explained by out-of-school generated opinions on technical topics and not by school-related factors. Boys are more enthusiastic than girls in their career aspirations for technically oriented occupations. This calls for a fundamental revision of the school subject and the corresponding teaching.
Ključne besede: career aspirations, classroom experiences, SEM analysis, engineering, production and processing
Objavljeno v DKUM: 20.09.2024; Ogledov: 0; Prenosov: 4
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8. Zaznane težave z vsiljenim učenjem na daljavo v času izbruha COVID-19 in želje študentov po nadaljevanju učenja z metodami vpeljanimi med zaprtjem, po ponovnem odprtju Univerze v MariboruKosta Dolenc, Mateja Ploj Virtič, Andrej Šorgo, 2021, končno poročilo o rezultatih raziskav Ključne besede: COVID-19, visokošolsko izobraževanje, študenti, izobraževanje na daljavo, stranski učinki
Objavljeno v DKUM: 23.08.2024; Ogledov: 100; Prenosov: 11
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9. Changes in online distance learning behaviour of university students during the coronavirus disease 2019 outbreak, and development of the model of forced distance online learning preferencesMateja Ploj Virtič, Kosta Dolenc, Andrej Šorgo, 2021, izvirni znanstveni članek Opis: Because of the Coronavirus Disease 2019 (COVID-19) outbreak, most universities were forced to choose Online Distance Learning (ODL). The study aimed to examine the response of university students to the new situation. A questionnaire was sent to the entire university student population. Based on responses from 606 students, it was revealed that use of all applications in ODL increased. However, only the use of MS Teams increased significantly, while the use of the other applications (email, Moodle, e-textbooks) increased in a range of low to medium in terms of effect sizes, and even nonsignificant for applications such as Padlet and Kahoot. Based on the replies of 414 respondents, a Model of Forced Distance Online Learning Preferences (MoFDOLP) based on Structural Equation Modeling was developed. With a chosen combination of predictors, we succeeded in predicting 95% of variance for Satisfaction, more than 50% for Continuance Preferences variance in MS Teams applications, and nearly 20% in the case of e-materials. Among hypothesized constructs, only Attitudes are a strong predictor of Satisfaction, while Organizational Support, Perceived Ease of Use and Learner Attitude toward Online Learning are not. Satisfaction is a good predictor of Continuance Preferences to use Information Technology after the lockdown ended.
Ključne besede: higher education, online distance learning, continuance preferences, COVID-19
Objavljeno v DKUM: 30.05.2024; Ogledov: 111; Prenosov: 19
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10. Perspectives on lessons from the COVID-19 outbreak for post-pandemic higher education: continuance intention model of forced online distance teachingKosta Dolenc, Andrej Šorgo, Mateja Ploj Virtič, 2022, izvirni znanstveni članek Opis: The response of most universities to the Coronavirus disease (COVID-19) pandemic was Online Distance Teaching (ODT), which was a new experience for many educators and students. The aim of the study was to investigate the response of university teachers to ODT. A questionnaire was sent to all university teachers (N = 914). We received 290 usable responses. To create a Continuance Intention Model of Forced Online Distance Teaching(CIMoFODT), Confirmatory Factorial Analysis (CFA) and Structural Equation Modelling (SEM) were used in addition to descriptive and inferential statistics. The main findings were as follows: (i) during the closure, use of the videoconferencing system MS Teams was the only item that increased significantly, owing to mandatory use; (ii) the increase in the use of other applications (e.g., Moodle, email) was minimal; (iii) after the reopening of the university, email, Moodle, and supplementary online materials will be used for ODT; MS Teams will be used for small group teaching
and individual consultations; (iv) CIMoFODT can be applied to explain the intention to continue ODT. The main conclusion is that teachers will return to traditional teaching when classrooms reopen.
Objavljeno v DKUM: 21.05.2024; Ogledov: 137; Prenosov: 10
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