20.500.12556/DKUM-88985 Izkušnje in prakse učiteljev razrednega pouka pri vključevanju robotike v pouk na razredni stopnji magistrsko delo Experience and practice of first-cycle elementary school teachers when including robotics into first-cycle classes Namen magistrske naloge je bil ugotoviti uporabo robotike učiteljev razrednega pouka, v kolikšni meri in na kakšne načine jo vključujejo. Zanimalo nas je tudi njihovo mnenje o vplivih robotike na učence. Prav tako smo ugotavljali razloge, zaradi katerih robotike ne uporabljajo tako pogosto. V raziskavi je sodelovalo 90 učiteljev razrednega pouka slovenskih osnovnih šol. Raziskovalni vzorec učiteljev je bil neslučajnostni. Za zbiranje podatkov smo uporabili deskriptivno in kavzalno-neeksperimentalno metodo empiričnega pedagoškega raziskovanja. Rezultate smo obdelali s programom Jamovi. Rezultati raziskave kažejo, da zelo malo učiteljev razrednega pouka vključuje robotiko v učni proces. Ugotovili smo, da se večina učiteljev zaveda pozitivnega vpliva uporabe robotike na motivacijo, kognitivne spretnosti, kreativnost in samozavest učencev. Velik del učiteljev se tudi zaveda, da uporaba robotike vpliva na razvoj računalniškega mišljenja. Učitelji v večini menijo, da razlike med spoloma pri učencih ne vplivajo na njihovo motivacijo in uspešnost pri delu z robotiko. Podatki kažejo, da delovna doba učiteljev ne vpliva na pogostost uporabe robotike niti na mnenje o njenem vplivu na učence. The objective of the Master's thesis was to determine the use of robotics by first-cycle elementary school teachers, the extent and manner of its use. We were also interested in their opinion on the impact of robotics on students. Additionally, we investigated the reasons why robotics is not used more frequently. The survey was carried out with 90 Slovenian first-cycle elementary school teachers. The survey sample of teachers was non-probability. The descriptive method and the non-experimental causal method of pedagogical empirical research was used to collect data. The results were processed using the Jamovi software. The results of the study indicate that very few first-cycle elementary school teachers incorporate robotics into the teaching process. We found that most teachers are aware of the positive impact of using robotics on students' motivation, cognitive skills, creativity and self-confidence. A large proportion of teachers also recognize that the use of robotics influences the development of computational thinking. Most teachers believe that gender differences among students do not affect their motivation and success in working with robotics. The data show that the length of teachers' work experience does not affect the frequency of robotics use, nor their opinion on its impact on students.  robotika izobraževalna robotika izobraževalni roboti računalniško mišljenje robotics educational robotics educational robots computational thinking true true false [A. Guček] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2024-06-03 19:23:23 2024-06-21 13:39:55 2024-06-22 03:23:30 0000-00-00 00:00:00 2024 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (XII, 65 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.091.3:6(043.2) 199658755 MAG_Gucek_Anamari_2024.pdf MAG_Gucek_Anamari_2024.pdf 1 26009DE9BF84580BA20030A45CF864E5 89cb89f6dd286f04caabdee99cac4a8d8b2063fb0ba77ed905f185805f51274e a43dd6fc-21ce-11ef-bc37-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=180142 Pedagoška fakulteta 0 0 0