1,720,983 research outputs found
A cross-curricular approach in design and technology
Full text linkMagistrsko delo opredeljuje in obravnava vlogo medpredmetnega povezovanja pri pouku tehnike in tehnologije v slovenski osnovni šoli. V teoretičnem delu naloge so predstavljeni osnovni termini obravnavanega področja in temelji naravoslovne pismenosti ter opisane nekatere inovativne metode poučevanja pri pouku tehnike in tehnologije. Orisan je pregled medpredmetnih povezav, ki so navedene v učnem načrtu za pouk tehnike in tehnologije. V empiričnem delu naloge so predstavljeni izsledki raziskave, s katero smo na vzorcu učiteljev tehnike in tehnologije ugotavljali primernost medpredmetnega povezovanja tega predmeta z drugimi učnimi vsebinami. Rezultati so pokazali, da se učitelji tehnike in tehnologije medpredmetnega poučevanja pogosto poslužujejo, saj menijo, da so vsebine učnega načrta tehnike in tehnologije zelo primerne za tovrstno obliko pouka, ki pomembno prispeva tudi k razvoju naravoslovne pismenosti.The master’s thesis presents the role of a cross-curricular approach in teaching Design and Technology as a school subject. The theoretical part of the thesis explains some basic terminology and the fundamental principles of scientific literacy. It includes the presentation of several Design and Technology innovative teaching methods. In addition, it defines a cross-curricular approach in education and it identifies disciplinary areas listed in the Design and Technology syllabus. In the empirical part of the thesis, the case study is presented and the research data are analysed. The aim of the case study is to evaluate the appropriateness of a cross-curricular approach in teaching Design and Technology. The study that researched a group of Design and Technology teachers has revealed that the teachers regularly use a cross-curricular approach in teaching the subject. Furthermore, they estimate that topics of the syllabus allow a cross-curricular approach and support the development of scientific literacy
Innovation and innovative methods in education
Full text linkV magistrskem delu obravnavam inovacije in inovativne metode v izobraževanju. Današnja šola se spreminja iz tradicionalne v sodobno šolo, v kateri je v ospredju učenec, inovativnost, ustvarjalnost in sodobna informacijsko-komunikacijska tehnologija. Temelj celotnega sodobnega šolskega procesa je holističen pristop, v katerem je treba izpostaviti vlogo sodobne informacijsko-komunikacijske tehnologije (IKT), ki kot orodje podpira inovativne pristope poučevanja in učenja.
V teoretičnem delu sem opisala in podala definicije pojmov inovacija, ustvarjalnost in inovativnost različnih avtorjev, predstavila načine razmišljanja, tehnike ustvarjalnega mišljenja ter predstavila inovativne metode poučevanja.
V empiričnem delu sem raziskala uporabo inovativnih metod in IKT pri predmetu Tehnika in tehnologija. Zanimalo me je predvsem, koliko in v kakšni meri učitelji uporabljajo IKT in inovativne metode pri poučevanju ter posledično vpliv na samo delo z učenci.
Rezultati so pokazali, da učitelji pri pouku v veliki meri uporabljajo tradicionalne metode poučevanja in učenja. Umestitev sodobne IKT jim dejansko predstavlja velik izziv zaradi različnih dejavnikov (tudi zaradi slabe usposobljenosti na tem področju). Učitelji so izpostavili, da zaradi pomanjkljive opremljenosti s sodobno tehnologijo in pomanjkljivega znanja o inovativnih metodah poučevanja in učenja le-teh ne uporabljajo tako pogosto, kot bi jih sicer lahko.In the master\u27s thesis, I deal with innovations and innovative methods in education. Today\u27s school is changing from traditional to modern in which student, innovativeness, creativity and modern information and communication technology are at the forefront. The cornerstone of the whole modern school process is a holistic approach in which the role of modern information and communication technology (ICT) is to be highlighted, which as an instrument supports innovative approaches to teaching and learning.
In the theoretical part, I described and gave definitions of innovative concepts, creativity, and innovativeness of various authors, presented ways of thinking, creative thinking techniques and innovative teaching methods.
In the empirical part, I investigated the use of innovative methods and ICT in the subject of Technics and Technology. I was particularly interested in how much and to what extent teachers use ICT and innovative methods in teaching and, consequently, the direct impact on working with pupils.
The results have shown that teachers mostly use traditional methods of teaching and learning. The deployment of modern ICT is, in fact, a significant challenge for them due to various factors (also due to poor skills in this field). Teachers pointed out that due to lack of equipment with modern technology and lack of knowledge on innovative teaching and learning methods, they do not use them as often as they could
Problem-based teaching in technology education
Full text linkMagistrsko delo opredeljuje razširjenost uporabe sodobnih metod poučevanja pri pouku tehnike in tehnologije v slovenskih osnovnih šolah. V raziskovalnem delu se osredotoča na problemski pouk in njegovo uporabo pri pouku tehnike in tehnologije. Problemski pouk namreč predstavlja enega izmed sodobnih pristopov poučevanja pouka tehnike in tehnologije. V teoretičnem delu so izpostavljeni temelji sodobnih metod dela in pogleda na družbo (izobraževanje in družba, digitalno izobraževanje, posamezne sodobne metode poučevanja, kompetence ipd.). Empiričen del pa temelji na rezultatih izvedene ankete, s pomočjo katere je bila potrjena temeljna hipoteza, da je problemski pouk pri pouku tehnike in tehnologije eden izmed pomembnih pristopov, ki se v slovenskih osnovnih šolah pogosto uporablja. Učitelji so mnenja, da je problemski pouk kompleksnejši od tradicionalnih oblik poučevanja tehnike in tehnologije ter da potrebujejo več znanj s tega področja. Prav tako lahko potrdimo visoko samoiniciativnost učiteljev, katera je bila izražena skozi željo po dodatnih izobraževanjih na področju izvajanja problemskega pouka pri predmetu tehnike in tehnologije. Iz navedenega lahko zaključimo, da so učitelji tehnike in tehnologije v povprečju visoko motivirani in samoiniciativni ter da jim sodobne metode dela ne povzročajo večjih izzivov. Dejansko je tudi narava predmeta takšna, da vzpodbuja pri učencih kreativnost in inovativnost, pri učiteljih pa vzpodbuja sodobne pedagoške pristope.The master\u27s thesis defines the prevalence of the use of modern teaching methods in the teaching of Technique and Technology in Slovenian primary schools. In the research part, it focuses on problem-based teaching and its use in the teaching of Technique and Technology. Problem-based teaching is one of the modern approaches to teaching Technique and Technology. In the theoretical part, the foundations of modern work methods and a view of society are emphasized. (education and society, digital education, individual modern teaching methods, competences, etc.). The empirical part is based on the results of a survey, which confirmed the fundamental hypothesis that problem-based teaching is one of the important approaches, often used in Slovenian primary schools. Teachers believe that problem-based teaching is more complex than traditional forms of teaching Technique and Technology and that they need more knowledge in this area. We can also confirm the high self-initiative of teachers, which was expressed through the desire for additional education in the field of implementation of problem-based teaching in the subject of Technique and Technology. We can conclude that Technique and Technology teachers are on average highly motivated and self-initiative, and the modern work methods do not cause them any major challenges. In fact, the nature of the subject as such encourages creativity and innovation in students and ecourages the use of modern pedagogical approaches in teachers
Project work in technique and technology lessons
Full text linkMagistrsko delo opredeljuje in obravnava vlogo projektnega dela pri pouku tehnike in tehnologije v osnovni šoli. V teoretičnem delu magistrskega naloge so izpostavljeni trije ključni teoretični okviri oziroma tematike in sicer STEM, mladostniki in družba ter zelo pomembne življenjske kompetence. Predvsem so izpostavljeni inovativni pristopi poučevanja ter podrobneje predstavljen pristop projektnega dela pri pouku tehnike in tehnologije. V empiričnem delu naloge so predstavljene ugotovitve raziskave, s katero smo s pomočjo polstrukturiranih intervjujev učiteljev ugotavljali smiselnost projektnega dela pri pouku tehnike in tehnologije. Analiza podatkov je pokazala, da učitelji tehniko in tehnologijo projektnega dela pogosto uporabljajo, namreč trdijo, da so že same vsebine učnega načrta tehnike in tehnologije naravnane za to obliko poučevanja. Sam pristop omogoča in veliko prispeva k razvoju učenčeve spretnosti, natančnosti, ustvarjalnosti in h kritičnemu mišljenju.This master\u27s thesis defines and discusses the role of project work, at Technique and Technology Education in primary schools. The theoretical part of the thesis is focused on three contemporary topics such as STEM, adolescents and society, as well as very important life competencies. Furthermore, it also describes innovative teaching approaches, with a detailed presentation of the project-based learning approach in the context of technology and engineering education. In the empirical part of the thesis findings of the study are presented. The relevance of project-based learning in technology and engineering classes was examined through semi-structured interviews with teachers. In conclusion the data analysis revealed that technology and engineering teachers frequently utilize project-based learning, asserting that the content of the curriculum is inherently suited to this teaching method. This approach significantly contributes to the development of students\u27 skills, precision, creativity, and critical thinking
The influence of innovative education and information and communications technology on the changes of the pedagogical paradigm
Full text linkZa temelj naloge smo postavili neposredno korelacijo med izobraževalno teorijo in prakso. Predstavljen je izvirni znanstveni prispevk na področju razvoja edukacijske znanosti, s katerim se ukvarjajo vse države članice Evropske unije. Temelj izobraževalni teoriji v nalogi tako predstavljajo pomembni filozofski koncepti izobraževalnih sistemov kot tudi učne paradigme zadnjega obdobja. Na teh dveh izhodiščih je opredeljena didaktika, njen razvoj skozi čas in posledično izobraževalni sistemi posameznega družbenega okolja. Njihov razvoj skozi čas, medsebojno prepletanje in vloga skozi zgodovinska obdobja so predstavljeni v prvih treh poglavjih. Ob poznavanju posamezne učne paradigme in filozofskih konceptov določenega obdobja je namreč moč zaslediti usmerjenost družbe ter smer razvoja in razmišljanja le-te. Pri razmisleku o novih pedagoških paradigmah smo opredelili značilnosti mladostnika 21. stoletja ter odziv sodobne družbe na kritiko nekonkurenčnega izobraževalnega sistema s področja "kompetenc". Značilnosti današnjih generacij, opredeljene z različnih vidikov (od sociološkega, tehnološkega, psihološkega do filozofskega), in njihova pričakovanja predstavljajo nove izzive sodobne šole. Vse to so potrebni segmenti za vzpostavitev novega kognitivno nevroedukacijskega modela "Inovativne pedagogike 1:1". Da lahko vse te segmente povežemo v celosten multidimenzionalen model, pa potrebujemo še področje kognitivne znanosti.
Predlagani multidimenzionalni model "Inovativne pedagogike 1:1" izpostavlja potrebo po celovitem pristopu k izobraževanju, ki temelji na kompetencah. Vloga šole je naučiti učence reševanja konkretnih življenjskih problemov oziroma jim dati izkušnjo uporabe različnih orodij za različne življenjske situacije. Model izpostavlja potrebo po celovitem pristopu k izobraževanju in pri tem izpostavlja tudi kompetenčno zasnovanost. Šola mora učence naučiti reševanja konkretnih življenjskih problemov oz. jim mora dati vsa potrebna orodja za to početje. S sintezo multidimenzionalnega modela inovativne pedagogike s predlaganim transdisciplinarnim modelom kognitivne nevroedukacije smo vzpostavili kognitivno nevroedukacijski model "Inovativne pedagogike 1:1".
V sklopu raziskave v nalogi smo tako odkrili, da inovativni didaktični pristopi poučevanja, podprti s sodobno IKT, spreminjajo tradicionalni način in okolje učenja učencev ter imajo večji prispevek k doseganju višjih taksonomskih in kognitivnih ravni kompetenc kot uporaba klasičnih metod poučevanja. Dokazali smo, da je izobraževalni proces s takšnim pristopom v koraku s potrebami današnje digitalne družbe in gospodarstva. Prav tako smo dokazali, da imajo inovativni didaktični pristopi poučevanja, podprti s sodobno informacijsko-komunikacijsko tehnologijo, pozitiven psihosocialni vpliv na učence. Učenci, ki so deležni inovativnega didaktičnega poučevanja, podprtega s sodobno IKT, izražajo manj odklonilen odnos do šole.
Vse to smo potrdili v sklopu empiričnega dela, predstavljenega v desetem poglavju. Le-ta temelji na načrtnem triletnem sodelovanju slovenske šolske politike (pristojnega ministrstva za šolstvo), raziskovalnih skupin in organizacij s tega področja (Zavod RS za šolstvo, Center za poklicno izobraževanje, Fakulteta za naravoslovje in matematiko Univerze v Mariboru, Pedagoški inštitut) in šestih naprednih osnovnih šol iz statistično depreviligiranih regij v sklopu projekta "Inovativna pedagogika 1:1 v luči kompetenc 21. stoletja". Dinamični večdimenzijski sistemski pogled na socio-tehnične preskoke pa predstavlja pogled v prihodnost razvoja slovenskega šolskega izobraževalnega sistema.For the foundation of the thesis is the direct correlation between educational theory and practice. The original scientific paper is represented, which investigate the field of educational science that is currently engaged in all the Member States of the European Union. Tha base of the paper are important philosophical concepts of educational systems as well as modern learning paradigms. On these two foundations didactic is defined and its development as a part of changes in society. Their evolution over time, intertwining and role through the historical periods is presented in the first three chapters. Understanding of learning paradigms and philosophical concepts of specific era enable us to follow orientation of the society and the way of thinking in it. In considering the new pedagogical paradigms we have identified the characteristics of adolescent in 21st century and the response of modern societies to the criticism of uncompetitive education system, specially in the field of "competences". Characteristics of current generations are defined by different aspects, such as sociological, technological, psychological to a philosophical point of view. Their expectations are new challenges of the modern school. All this segments are necessary to create a new model of cognitive neuro-educational "Innovative pedagogy 1: 1". To connect all these segments in a holistic multidimensional model, we have to add a field of cognitive science.
The proposed multidimensional model of "Innovative pedagogy 1: 1" highlights the need for a holistic approach to education, which is based on competences. The role of schools is to teach students to solve real life problems and give them the experience of using different tools for different life situations. The synthesis of the multidimensional model of innovative pedagogy with the proposed model of trans disciplinary cognitive neuro-education, the cognitive nevroedukacijski model of "Innovative pedagogy 1: 1" is set.
As part of the research we have established, that innovative methods of teaching, supported by modern ICT are changing the traditional way of learning and learning environment of students. They have a higher impact on the achievement of higher taxonomic levels and cognitive competences than traditional teaching methods. We have shown that the educational process with this approach is aligned with the needs of today\u27s digital society and economy. We have also proven that innovative methods of teaching, supported by modern information and communication technology have positive psychosocial impact on pupils. Students who benefit from innovative teaching, supported by modern ICT, express less negative attitude towards school.
This was confirmed in the context of our empirical work, presented in the tenth chapter. It is based on a systematic three-year collaboration of Slovenian school policy (the competent Ministry of Education), research groups and organizations in the field (National Education Institute, Centre for Vocational Education, Faculty of Natural Sciences and Mathematics, University of Maribor, Pedagogical Institute) and six advanced primary schools from statistically depriviliged regions within the project "Innovative pedagogy 1: 1 in the light of the competences of the 21st century". Dynamic multidimensional systemic view on the socio-technical leaps represents a glimpse into the future development of the Slovenian educational system
POSTGRADUATE WORK TITLE: PLANNING AND OPTIMIZATION OF PROCESSES WITH SPECIAL EMPHASIS ON MAINTENANCE OF TECHNICAL SYSTEMS
Full text linkMaksimiranje profita in varnosti v odvisnosti od tržnih možnosti je običajno osnovni cilj vsake proizvodnje. Preventivno vzdrževanje ima v tej perspektivi vse pomembnejšo vlogo, saj lahko le s strokovnim načrtovanjem in sistemskimi ukrepi bistveno vplivamo na izbiro optimalnega časa preventivne zamenjave ter posledično na varnost, zanesljivost, kvaliteto in konkurenčnost proizvoda kot tudi celotnega delovnega procesa.
Izdelan odločitveni model izbire časa preventivnega vzdrževanja tako na eni strani vključuje in upošteva ključne strategije preventivnega vzdrževanja in posredno nadgradi odločitev o izbiri le-teh s pomočjo večparametrskega odločanja na osnovi mehkih kriterijev (varnost pri delu, vpliv na človeka, vpliv na okolje...).
Na podlagi izkušenj, znanj in obstoječe literature sem v zadani nalogi vzpostavil odločitveni model izbire časa preventivne zamenjave kot pomoč pri načrtovanju in optimiranju procesov s posebnim poudarkom na vzdrževanju tehničnih sistemov in tehnoloških procesov.Profit and safety maximization depending on market potential is usually a primary goal of any production. Preventive maintenance plays in this respect an increasingly important role since it is only possible to considerably influence the process of choosing the optimal time for preventive replacements by professional planning and systemic measures and to consequently exert an influence on security, reliability, quality and competitiveness of a product as well as of the entire work process.
The proposed decision-making model of choosing the time for preventive maintenance includes and takes into account key strategies for preventive maintenance and indirectly upgrades the decision of choosing them by using multiparameter decision-making by virtue of soft criteria (safety at work, influence on humans, influence on the environment…).
Taking into account experience, knowledge and existing literature the thesis presents a decision-making model of choosing the time for preventive replacement I developed to help planning and optimizing processes with special emphasis on maintaining technical systems and technological processes
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Predloga standarda kombiniranega izobraževanja
Full text linkAvtorja v poglavju predstavita ključne ugotovitve skupine raziskovalcev v CRP-u v obliki predloga standarda kombiniranega izobraževanja v visokošolskem prostoru, ki temelji na mednarodnih smernicah in nacionalnih dokumentih. Predlog standarda se osredotoča na oblikovanje enotne terminologije, definiranje ključnih področij in določitev kakovostnih meril za izvajanje kombiniranega poučevanja. Standardi so razdeljeni na organizacijske (institucionalni okvir, infrastruktura, podpora učiteljem in študentom, kakovost) in pedagoško-didaktične (načrtovanje programov, izvedba predmetov, ocenjevanje). Poglavje poudarja, da standardi ne predpisujejo togega načina izvedbe, temveč omogočajo prilagodljivost glede na kontekst visokošolskega zavoda. Ključen cilj je zagotoviti primerljivo kakovost učenja ne glede na obliko izvedbe, spodbujati premišljeno rabo tehnologije in podpreti sistematično vključevanje digitalnih orodij v pedagoški proces
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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