20.500.12556/DKUM-100045 Uporaba obrnjenega učenja pri pouku tehnike in tehnologije magistrsko delo The use of flipped learning in teaching technology classes Sodobni pristopi učenja poudarjajo aktivno vlogo učenca, sodelovanje, kritično mišljenje in uporabo znanja v različnih kontekstih. Eden izmed takšnih pristopov je obrnjeno učenje, pri katerem učenci del učnih vsebin samostojno obravnavajo pred poukom, čas v razredu pa je namenjen aktivnemu delu, poglabljanju razumevanja in reševanju problemov. Predmet tehnika in tehnologija zaradi prepletanja teoretičnih in praktičnih vsebin ponuja možnosti za uporabo obrnjenega učenja, vendar je uporaba tega pristopa pri pouku tehnike in tehnologije manj raziskana. Namen magistrskega dela je raziskati, kako učitelji tehnike in tehnologije razumejo obrnjeno učenje, katere prednosti in izzive prepoznavajo pri njegovi uporabi ter katere vsebine predmeta ocenjujejo kot primerne za takšen način učenja. Empirični del temelji na kvalitativni raziskavi, v kateri so bili s štirimi učitelji tehnike in tehnologije izvedeni polstrukturirani intervjuji. Rezultati kažejo, da sodelujoči učitelji obrnjeno učenje razumejo predvsem kot prenos dela obravnave teoretičnih vsebin v domače okolje ter kot možnost za aktivnejšo uporabo in poglabljanje znanja pri pouku. Pristop ocenjujejo kot primernejši za teoretične vsebine in predhodno pripravo učencev, medtem ko pri vsebinah, ki zahtevajo neposredno demonstracijo, nadzor učitelja ali zagotavljanje varnosti pri praktičnem delu, dajejo prednost klasični izvedbi pouka. Med prednostmi izpostavljajo več časa za praktično delo v razredu, večjo aktivnost in samostojnost učencev ter možnost učenja v lastnem tempu. Med ključnimi izzivi navajajo neopravljeno predhodno delo učencev, večjo časovno zahtevnost priprave učitelja, razlike v dostopu do digitalnih tehnologij ter potrebo po kakovostni didaktični zasnovi pouka. Ugotovitve nakazujejo, da ima obrnjeno učenje potencial za uporabo pri pouku tehnike in tehnologije, vendar je njegova smiselna uporaba odvisna od ustrezne izbire učnih vsebin, kakovostne priprave gradiv, pripravljenosti učencev na samostojno delo ter premišljene organizacije dejavnosti v razredu. Contemporary approaches to teaching and learning emphasize the active role of students, collaboration, critical thinking and the application of knowledge in various contexts. One such approach is flipped learning, in which students independently study part of the learning content before class, while classroom time is devoted to active work, deepening understanding, and problem-solving. Because the subject of Design and Technology combines theoretical and practical content, it offers opportunities for the use of flipped learning; however, the application of this approach in Design and Technology education has not been widely researched. The purpose of this master’s thesis was to investigate how Design and Technology teachers understand flipped learning, which advantages and challenges they identify in its implementation, and which subject content they consider appropriate for this approach to learning. The empirical part was based on a qualitative study in which semi-structured interviews were conducted with four Design and Technology teachers. The results show that the participating teachers primarily understand flipped learning as transferring part of the teaching of theoretical content to the home environment and as an opportunity for more active application and deeper understanding of knowledge in class. They consider this approach more suitable for theoretical content and for preparing students in advance, whereas for content that requires direct demonstration, teacher supervision, or ensuring safety during practical work, they prefer conventional teaching. Among the advantages, they highlight more time for practical work in the classroom, greater student engagement and independence, and the opportunity for students to learn at their own pace. Among the key challenges, they identify students’ failure to complete preparatory work, the greater amount of time required for teacher preparation, disparities in access to digital technologies, and the need for high-quality instructional design. The findings suggest that flipped learning has potential for use in Design and Technology education; however, its effective implementation depends on the appropriate selection of learning content, high-quality preparation of materials, students’ readiness for independent work, and the thoughtful organization of classroom activities. obrnjeno učenje didaktika pouk tehnike in tehnologije generacije učencev razvijanje kompetenc flipped learning didactics Design and Technology education student generations competence development true true false [K. Šalamun] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-09-02 21:34:43 2026-09-15 14:50:34 2026-09-16 03:11:25 0000-00-00 00:00:00 2026 0 Maribor 0 Maribor 88 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.091.31:62(043.2) 291185923 EMAG_Salamun_Karel_2026.pdf EMAG_Salamun_Karel_2026.pdf 1 8B3F048253022C787ADF179A8F3B3232 6defb3531ab4d4c2a66e3f8e7bc914d59f6a27c4d59084a497ef9e364b3b504b b819215f-a7b5-11f1-b55d-00155d0001be https://dk.um.si/Dokument.php?lang=slv&id=211452 Fakulteta za naravoslovje in matematiko 0 0 0