The role of formal and non-formal education in the development of technological literacy
The case of aeromodelling club
Ključne besede:
Ključne besede: tehnološka pismenost, tehniško izobraževanje, učenci, prostočasne interesne dejavnosti, modelarski krožek
Povzetek
Izobraževanje otrok za tehnološko pismenost je nuja 21. stoletja, če želimo izobraziti posameznike, zmožne načrtovanja in soočanja s problemskimi situacijami ter sprejemanja informiranih odločitev, ki bodo pripomogle k ustrezni uporabi in razvoju tehnike in tehnologije. Udejstvovanje v prostočasnih interesnih dejavnostih kot obliki vseživljenjskega neformalnega učenja pomembno prispeva k otrokovemu celostnemu razvoju in služi v podporo formalnemu izobraževanju. Namen študije primera je bil raziskati stališča dvajsetih udeležencev raziskave do tehniškega izobraževanja; izzive in naloge, ki jih to nalaga otrokom, učiteljem in mentorjem prostočasnih tehniško usmerjenih dejavnosti ter ovrednotiti znanja in veščine, ki jih doprinaša v otrokovo življenje.
Prenosi
Podatki o prenosih še niso na voljo.
Literatura
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C.W., in Berchtold, N.C. (2002). Exercise: a behavioral intervention to enhance brain health and plasticity. Trends in Neurosciences, 25, 295-301.
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Forsberg, L. (2007). Homework as serious family business: power and subjectivity in negotiations about school assignments in Swedish families, British Journal of Sociology of Education, 28 (2), 209–222.
Frost, J. L. (2012). The changing culture of play. International journal of play, 1(2), 117–130.
Hamamura, T. (2012). Are cultures becoming individualistic? A cross-temporal comparison of individualism–collectivism in the United States and Japan. Personality and social psychology review, 16(1), 3–24.
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Kodelja, Z. (2018). Etika edukacijskega raziskovanja. Šolsko polje, 28(1-2), 73–85.
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Nikolic, N., in Antonijevic, R. (2013). Class teacher's perception of descriptive evaluation. Research in Pedagogy, 3(2), 31–47.
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Othman, N. in Shah, M. I. A. (2013). Problem-Based Learning in the English Language Classroom. English Language Teaching, 6(3), 125–134.
Petrina, S. (2000). The politics of technological literacy. International journal of technology and design education, 10(2), 181–206.
Petrina, S., Feng, F., in Kim, J. (2008). Researching cognition and technology: how we learn across the lifespan. International Journal of Technology and Design Education, 18(4), 375–396.
Rohaan, E. J., Taconis, R., in Jochems, W. M. (2010). Reviewing the relations between teachers’ knowledge and pupils’ attitude in the field of primary technology education. International journal of technology and design education, 20, 15–26.
Sagadin, J. (1995). Nestandardizirani intervju. Sodobna pedagogika, 7-8, 311–322.
Shahali, E. H. M., Halim, L., Rasul, M. S., Osman, K., in Zulkifeli, M. A. (2016). STEM learning through engineering design: Impact on middle secondary students’ interest towards STEM. EURASIA Journal of Mathematics, Science and Technology Education, 13(5), 1189–1211.
Sneider, C., in Rosen, L. (2009). Towards a vision for engineering education in science and mathematics standard. In Standards for K-12 engineering education? Washington, DC: National Academies Press.
Sušnik, B., Justin, N. in Podbelšek, M. (2005). Učni načrt. Izbirni predmet: program osnovnošolskega izobraževanja. Obdelava gradiv: les, umetne snovi, kovine. Ljubljana: Ministrstvo za šolstvo in šport: Zavod RS za šolstvo.
Swarat, S., Ortony, A., in Revelle, W. (2012). Activity matters: Understanding student interest in school science. Journal of research in science teaching, 49(4), 515–537.
Tai, R. H., Qi Liu, C., Maltese, A. V., in Fan, X. (2006). Planning early for careers in science. Science, 312(5777), 1143–1144.
Virtič, M. P., in Šorgo, A. (2016). Can we expect to recruit future engineers among students who have never repaired a toy?. Eurasia Journal of Mathematics, Science and Technology Education, 12(2), 249–266.
Vodopivec, I. et al. (2011) UČNI načrt. Program osnovna šola. Naravoslovje in tehnika. Ljubljana: Zavod RS za šolstvo.
Vogrinc, J. (2008). Kvalitativno izobraževanje na pedagoškem področju. Ljubljana: Pedagoška fakulteta.
Wysocki, B., McDonald, N., Fanto, M., in McEwen, T. (2013). Designing STEM Activities to Complement Neural Development in Children. In Proceedings of Integrated STEM Education Conference (ISEC), 1-5. Princeton, NJ: IEEE.
Žavbi, A., Vipavc - Brvar, I. (2004). Potrebe mladih po informacijah in participaciji na območju Ljubljane z okolico. Raziskovalno poročilo. Ljubljana: Zavod MISSS.
Avsec, S. (2012). Metoda merjenja tehnološke pismenosti učencev 9. razreda osnovne šole: doktorska disertacija (Doctoral dissertation).
C.W., in Berchtold, N.C. (2002). Exercise: a behavioral intervention to enhance brain health and plasticity. Trends in Neurosciences, 25, 295-301.
Chisholm, L., Hoskins, B., in Glahn, C. (2005). Trading Up: potential and performance in non-formal learning (Vol. 763). Council of Europe.
De Vries, M. J. (2018). Can we train researchers and teachers to make a team? Win-win strategies in technology education. In 1st TERC, 2000 (NEW NAME-DATTArc).
Fakin idr. (2011). UČNI načrt. Program osnovna šola. Tehnika in tehnologija. Ljubljana: Zavod RS za šolstvo.
Fišer, G. idr. (2013). UČNI načrt. Program osnovna šola. Tehnika: neobvezni izbirni predmet. Ljubljana: Ministrstvo za izobraževanje, znanost in šport: Zavod RS za šolstvo.
Forman, J., in Damschroder, L. (2007). Qualitative content analysis. In L. Jacoby in L. A. Siminoff (eds.) Empirical methods for bioethics: A primer (pp. 39–62). Emerald Group Publishing Limited.
Forsberg, L. (2007). Homework as serious family business: power and subjectivity in negotiations about school assignments in Swedish families, British Journal of Sociology of Education, 28 (2), 209–222.
Frost, J. L. (2012). The changing culture of play. International journal of play, 1(2), 117–130.
Hamamura, T. (2012). Are cultures becoming individualistic? A cross-temporal comparison of individualism–collectivism in the United States and Japan. Personality and social psychology review, 16(1), 3–24.
International Technology and Engineering Educators Association (ITEEA). (2020). Standards for technological and engineering literacy: The role of technology and engineering in STEM education.
Kocijančič, S., Vaupotič, R., Prešeren, I., Papotnik, A., Florjančič, F., Gaberšek, M. et al. (2011). Ocena stanja tehniškega izobraževanja v Sloveniji in predlogi za izboljšanje; http://www.drti.si/docs/StanjeTeh.pdf
Kodelja, Z. (2018). Etika edukacijskega raziskovanja. Šolsko polje, 28(1-2), 73–85.
Kolar, M. (2011). Učni načrt. Program osnovna šola. Spoznavanje okolja. Ljubljana: Ministrstvo za šolstvo in šport: Zavod RS za šolstvo,
Kuhar, Metka (2007). Prosti čas mladih v 21. stoletju. Socialna pedagogika, 11 (4), 453–471.
Kyriakides, L. (2005). Evaluating school policy on parents working with their children in class. The Journal of Educational Research, 98(5), 281–298.
Lipavic Oštir, A., Rajšp, M. in Lipovec, A. (2017). Problemski pristop pri pouku tujih jezikov. V S. Bratož (ur.), Razsežnosti sodobnih učnih okolij. Koper: Založba Univerze na Primorskem.
Marasco, E. A., in Behjat, L. (2013). Developing a cross-disciplinary curriculum for the integration of engineering and design in elementary education. ASEE Annual Conference and Exposition, Conference Proceedings 2013, 23p. 120th ASEE Annual Conference and Exposition; Atlanta, GA; United States; 23 June 2013 through 26 June 2013; Code 99351.
Mawson, W. B. (2013). Emergent technological literacy: What do children bring to school?. International Journal of Technology and Design Education, 23, 443–453.
Merriam, S. B. (2019). Introduction to qualitative research. In S. B. Merriam in R. S. Grenier(eds.), Qualitative research in practice: Examples for discussion and analysis (pp. 3–18). San Francisco: Jossey-Bass.
Lavrič, M. in Deželan, T.(ur.). (2020). Mladina 2020. Maribor: Univerza v Mariboru, Univerzitetna založba; Ljubljana : Založba Univerze v Ljubljani, 2021.
Moye, J. J., in Reed, P. A. (2020). Standards for technological and engineering literacy: Addressing trends and issues facing technology and engineering education. Technology in Engineering Teacher, 80(3).
National Research Council. (2010). Standards for K-12 engineering education?. National Academies Press.
Nikolic, N., in Antonijevic, R. (2013). Class teacher's perception of descriptive evaluation. Research in Pedagogy, 3(2), 31–47.
Nilsson, T., Sundqvist, P., in Gustafsson, P. (2016). A pilot study of the technological literacy among primary school teachers in Sweden. In PATT-Pupils' Attitude Toward Technology.
Novak, B. (2000). Educators in the global educational crisis. V O. Dečman Dobrnjič in M. Bekš (ur.), Modeli vzgoje v globalni družbi, 80–84. Ljubljana: Zavod Republike Slovenije za šolstvo: Društvo vzgojiteljev dijaških domov Slovenije.
Othman, N. in Shah, M. I. A. (2013). Problem-Based Learning in the English Language Classroom. English Language Teaching, 6(3), 125–134.
Petrina, S. (2000). The politics of technological literacy. International journal of technology and design education, 10(2), 181–206.
Petrina, S., Feng, F., in Kim, J. (2008). Researching cognition and technology: how we learn across the lifespan. International Journal of Technology and Design Education, 18(4), 375–396.
Rohaan, E. J., Taconis, R., in Jochems, W. M. (2010). Reviewing the relations between teachers’ knowledge and pupils’ attitude in the field of primary technology education. International journal of technology and design education, 20, 15–26.
Sagadin, J. (1995). Nestandardizirani intervju. Sodobna pedagogika, 7-8, 311–322.
Shahali, E. H. M., Halim, L., Rasul, M. S., Osman, K., in Zulkifeli, M. A. (2016). STEM learning through engineering design: Impact on middle secondary students’ interest towards STEM. EURASIA Journal of Mathematics, Science and Technology Education, 13(5), 1189–1211.
Sneider, C., in Rosen, L. (2009). Towards a vision for engineering education in science and mathematics standard. In Standards for K-12 engineering education? Washington, DC: National Academies Press.
Sušnik, B., Justin, N. in Podbelšek, M. (2005). Učni načrt. Izbirni predmet: program osnovnošolskega izobraževanja. Obdelava gradiv: les, umetne snovi, kovine. Ljubljana: Ministrstvo za šolstvo in šport: Zavod RS za šolstvo.
Swarat, S., Ortony, A., in Revelle, W. (2012). Activity matters: Understanding student interest in school science. Journal of research in science teaching, 49(4), 515–537.
Tai, R. H., Qi Liu, C., Maltese, A. V., in Fan, X. (2006). Planning early for careers in science. Science, 312(5777), 1143–1144.
Virtič, M. P., in Šorgo, A. (2016). Can we expect to recruit future engineers among students who have never repaired a toy?. Eurasia Journal of Mathematics, Science and Technology Education, 12(2), 249–266.
Vodopivec, I. et al. (2011) UČNI načrt. Program osnovna šola. Naravoslovje in tehnika. Ljubljana: Zavod RS za šolstvo.
Vogrinc, J. (2008). Kvalitativno izobraževanje na pedagoškem področju. Ljubljana: Pedagoška fakulteta.
Wysocki, B., McDonald, N., Fanto, M., in McEwen, T. (2013). Designing STEM Activities to Complement Neural Development in Children. In Proceedings of Integrated STEM Education Conference (ISEC), 1-5. Princeton, NJ: IEEE.
Žavbi, A., Vipavc - Brvar, I. (2004). Potrebe mladih po informacijah in participaciji na območju Ljubljane z okolico. Raziskovalno poročilo. Ljubljana: Zavod MISSS.
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2023-09-14
Kako citirati
Lemut Bajec M. (2023). The role of formal and non-formal education in the development of technological literacy. Revija Za Elementarno izobraževanje, 16(3), 321-338. https://doi.org/10.18690/rei.16.3.2711
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