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Title:Vključevanje načela trajnosti pri pouku tehnike in tehnologije ter možnost medpredmetnega povezovanja z geografijo na področju trajnosti : magistrsko delo
Authors:ID Globovnik, Nina (Author)
ID Ploj Virtič, Mateja (Mentor) More about this mentor... New window
Files:.pdf MAG_Globovnik_Nina_2025.pdf (1,62 MB)
MD5: CB390A68018A3ECCF1CEA026E8F3305D
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:FNM - Faculty of Natural Sciences and Mathematics
Abstract: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.
Keywords:načelo trajnosti, medpredmetno povezovanje, tehnika in tehnologija, geografija
Place of publishing:Maribor
Place of performance:Maribor
Publisher:[N. Globovnik]
Year of publishing:2025
Number of pages:XI, 77 str.
PID:20.500.12556/DKUM-91856 New window
UDC:37.091.3:62:91(043.2)
COBISS.SI-ID:229683971 New window
Publication date in DKUM:20.03.2025
Views:317
Downloads:44
Metadata:XML DC-XML DC-RDF
Categories:FNM
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:14.02.2025

Secondary language

Language:English
Title:Integrating the principle of sustainability in teaching technology and engineering and the possibility of interdisciplinary connections with geography in the field of sustainability
Abstract:In the master's thesis, we initially focus on the theoretical foundations of the principle of sustainability and sustainable development, as well as contemporary trends in education for sustainable development (ESD). Emphasis is placed on developing students' skills, competencies, and practical knowledge, often referred to as the development of 21st-century competencies. The content highlights sustainable development topics and activities that encourage students to critically think about current environmental issues and motivate them to become sustainability-conscious citizens. Only by doing so can we preserve or possibly even improve the state of the environment and leave it to future generations. A sustainability-oriented educational system, which raises awareness, educates, and influences individuals to act sustainably, will play a decisive role in this effort. To explore the state of sustainability integration in the teaching of technology and engineering and the possibilities for interdisciplinary collaboration with geography in primary schools, the research was conducted in the following ways, presented in the chronological order in which the research was carried out - a review of professional literature on the topics of sustainability and sustainable development, - a non-empirical part of the research, conducted by comparing sustainability content in the curricula for technology and engineering (TIT) and geography (GEO), - an empirical part of the research, where we selected a focus group of TIT teachers and conducted semi-structured interviews, which were further analysed using thematic analysis. In the non-empirical part of the thesis, we reviewed the current curricula for technology and engineering (TIT) and geography (GEO) to identify common thematic units related to the principle of sustainability. We presented the benefits of interdisciplinary collaboration and emphasized practical learning, where students are generally more motivated and think at higher cognitive levels. Knowledge acquired in this way is typically of higher quality and more long-lasting. Therefore, we focused on the possibilities for interdisciplinary collaboration between TIT and GEO in the area of sustainability topics. In the empirical part of the research, we conducted semi-structured interviews with technology and engineering teachers to determine the extent to which they promote the principle of sustainability in their lessons, the obstacles they most frequently encounter when implementing sustainability content and interdisciplinary collaboration, and the thematic areas in which they find interdisciplinary collaboration with geography most meaningful and effective. The main findings regarding the integration of sustainability principles in TIT lessons highlight the importance of practical work, project days, experiential learning, and collaborative learning. Interdisciplinary collaboration is presented as an excellent example of promoting sustainability principles among students and helps shape their moral and ethical attitudes toward a clean environment. For this reason, the thesis presents common thematic units that include the principle of sustainability and are suitable for interdisciplinary collaboration between TIT and GEO. The research findings and examples of good practices will undoubtedly be of great help to TIT teachers in integrating sustainability content into their lessons. They provide a diverse range of thematic units for interdisciplinary collaboration in the field of sustainability principles and an opportunity to further promote sustainability in the teaching of technology and engineering.
Keywords:principle of sustainability, cross-curricular integration, technology and engineering education, geography


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