20.500.12556/DKUM-98612 Kriteriji za prepoznavanje tehniške nadarjenosti magistrsko delo Criteria for recognizing technical giftedness Tehniška nadarjenost predstavlja specifično področje nadarjenosti, ki je v slovenskem prostoru manj raziskano in ni tako jasno opredeljeno kot večina drugih oblik nadarjenosti. Učitelji se pri prepoznavanju tehniške nadarjenosti pogosto opirajo na lastne izkušnje pri delu s tehniško nadarjenimi učenci in svoje razumevanje koncepta tehniške nadarjenosti zaradi pomanjkanja smernic in literature na tem področju. Namen magistrskega dela je bil raziskati kriterije, ki jih učitelji tehnike in tehnologije uporabljajo pri prepoznavanju tehniške nadarjenosti v praksi. V teoretičnem delu smo predstavili različne opredelitve in modele nadarjenosti ter posebnosti nadarjenosti na tehniškem področju. Empirični del temelji na kvalitativni raziskavi, ki smo jo opravili v obliki polstrukturiranega intervjuja. Rezultate smo razvrstili v vsebinske kategorije. Ugotovitve raziskave kažejo, da učitelji tehniško nadarjenost najpogosteje prepoznavajo preko praktičnega dela, sposobnosti reševanja problemov, inovativnosti ter interesa za tehniko. Učitelji izpostavljajo pomembno vlogo domačega okolja ter spodbude učiteljev pri razvijanju in prepoznavanju tehniške nadarjenosti. Na podlagi ugotovitev smo oblikovali smernice za pomoč učiteljem pri prepoznavanju tehniške nadarjenosti v osnovni šoli. Technical giftedness represents a specific area of giftedness that is less researched and not as clearly defined in the Slovenian context as most other forms of giftedness. Due to the lack of guidelines and literature in this field, teachers often rely on their own experience working with technically gifted students and on their understanding of the concept of technical giftedness when identifying such students. The aim of this master’s thesis was to investigate the criteria that teachers of engineering and technology use in practice to identify technical giftedness. In the theoretical part, we presented various definitions and models of giftedness, as well as the characteristics of giftedness in the technical field. The empirical part is based on qualitative research conducted in the form of semi-structured interviews. The results were classified into thematic categories. The findings of the study indicate that teachers most frequently identify technical giftedness through practical work, problem-solving abilities, innovativeness, and interest in technology. Teachers also emphasize the important role of the home environment and teacher support in the development and identification of technical giftedness. Based on the findings, we developed guidelines to assist teachers in identifying technical giftedness in primary school. tehniška nadarjenost prepoznavanje nadarjenih kriteriji prepoznavanja tehnika in tehnologija technical giftedness identification of gifted students criteria for identification technology and engineering education true true false [N. Medved] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-06-24 08:21:16 2026-07-13 10:23:40 2026-07-14 03:06:54 0000-00-00 00:00:00 2026 0 Maribor 0 Maribor XII, 83 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 62:376-056.45(043.2) 284527363 EMAG_Medved_Naja_2026.pdf EMAG_Medved_Naja_2026.pdf 1 B9A53BB38FEEF123C54FEBD4CC2B8D64 7d7e2402079de1194103c045e83f1293b4af71a181d100fc2a0a2b3422acf83c b323c499-6f98-11f1-868d-00155d580e34 https://dk.um.si/Dokument.php?lang=slv&id=207529 Fakulteta za naravoslovje in matematiko 0 0 0