Page 348 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
P. 348
aša Dolenc Orbanić, Petra Furlan in Nastja Cotič
Rezultatov raziskave ne moremo posploševati, nakazujejo pa, da so štu-
denti 4. letnika tekom študija pridobili potrebne izkušnje in znanja za upo-
rabo IKT pri pouku naravoslovja in da o uporabi IKT tudi kritičneje razmišljajo
v primerjavi s študenti 1. letnika, ki so šele pričeli s študijem. Dobljeni rezultati
kažejo tudi, da lahko v času študija pomembno vplivamo na (pre)oblikovanje
stališč do izbire sodobnih pristopov poučevanja naravoslovja pri študentih.
V prihodnje bi bilo smiselno preveriti, katera IKT-sredstva bi študenti pri
izvajanju pouka naravoslovja uporabljali ter tudi kako bi jih uporabili pri svo-
jem nadaljnjem delu. Pri tem bi ponovno ugotavljali morebitne razlike v upo-
rabi IKT med 1. in 4. letniki.
Literatura
Akpinar, Ercan, in Omer Ergin. 2007. »The Effect of Interactive Computer Ani-
mations Accompanied with Experiments on Grade 6th Students’ Achie-
vements and Attitudes Toward Science.« International Journal of Emerging
Technologies in Learning 2 (2): 1–10.
Baggott La Velle, Linda, Angela McFarlane in Richard Brawn. 2003. »Knowledge
Transformation through ICT in Science Education: A Case Study in Teacher-
Driven Curriculum Development – Case Study 1.« British Journal of Educa-
tional Technology 34 (2): 183–199.
Butler, Tom. 2015. »ICT in Education: Fundamental Problems and Practical Re-
commendations.« Teaching Council of Ireland, Dublin.
Çavaş, Bülent, Bahar Karaoglan in Pinar Çavaş. 2004. »The Use of Information
and Communication Technologies in Primary Science Education: A New
Teaching and Learning Approach.« Journal of Turkish Science Education 1
(2): 34–46.
Cox, Margaret, Mary Webb, Chris Abbott, Barry Blakeley, Tony Beauchamp in
Valerie Rhodes. 2004. ICT and Pedagogy: A Review of the Research Literature.
ICT in Schools Research and Evaluation Series 18. London: Department for
Education and Skills.
Cuban, Larry. 2001. Oversold and Underused: Computers in the Classroom. Cam-
bridge, MA: Harvard University Press.
Fu, Jo Shan. 2013. »ICT in Education: A Critical Literature Review and Its Implica-
tions.« International Journal of Education and Development Using Informa-
tion and Communication Technology 9 (1): 112–125.
Guerra, Cecília, António Moreira in Rui Marques Vieira. 2010. »Towards the De-
finition of a Teacher Education Program for the Use of ICT Tools in Science
Teaching and Learning.« V Socio-Cultural and Human Values in Science and
Technology Education, ur. Slavko Dolinšek in Terry Lyons, 491–503. Ljub-
ljana: Institute for Innovation and Development of University.
King, Donna Therese, in Stephen M. Ritchie. 2012. »Learning Science through
Real-World Contexts.« V Second International Handbook of Science Educa-
348
Rezultatov raziskave ne moremo posploševati, nakazujejo pa, da so štu-
denti 4. letnika tekom študija pridobili potrebne izkušnje in znanja za upo-
rabo IKT pri pouku naravoslovja in da o uporabi IKT tudi kritičneje razmišljajo
v primerjavi s študenti 1. letnika, ki so šele pričeli s študijem. Dobljeni rezultati
kažejo tudi, da lahko v času študija pomembno vplivamo na (pre)oblikovanje
stališč do izbire sodobnih pristopov poučevanja naravoslovja pri študentih.
V prihodnje bi bilo smiselno preveriti, katera IKT-sredstva bi študenti pri
izvajanju pouka naravoslovja uporabljali ter tudi kako bi jih uporabili pri svo-
jem nadaljnjem delu. Pri tem bi ponovno ugotavljali morebitne razlike v upo-
rabi IKT med 1. in 4. letniki.
Literatura
Akpinar, Ercan, in Omer Ergin. 2007. »The Effect of Interactive Computer Ani-
mations Accompanied with Experiments on Grade 6th Students’ Achie-
vements and Attitudes Toward Science.« International Journal of Emerging
Technologies in Learning 2 (2): 1–10.
Baggott La Velle, Linda, Angela McFarlane in Richard Brawn. 2003. »Knowledge
Transformation through ICT in Science Education: A Case Study in Teacher-
Driven Curriculum Development – Case Study 1.« British Journal of Educa-
tional Technology 34 (2): 183–199.
Butler, Tom. 2015. »ICT in Education: Fundamental Problems and Practical Re-
commendations.« Teaching Council of Ireland, Dublin.
Çavaş, Bülent, Bahar Karaoglan in Pinar Çavaş. 2004. »The Use of Information
and Communication Technologies in Primary Science Education: A New
Teaching and Learning Approach.« Journal of Turkish Science Education 1
(2): 34–46.
Cox, Margaret, Mary Webb, Chris Abbott, Barry Blakeley, Tony Beauchamp in
Valerie Rhodes. 2004. ICT and Pedagogy: A Review of the Research Literature.
ICT in Schools Research and Evaluation Series 18. London: Department for
Education and Skills.
Cuban, Larry. 2001. Oversold and Underused: Computers in the Classroom. Cam-
bridge, MA: Harvard University Press.
Fu, Jo Shan. 2013. »ICT in Education: A Critical Literature Review and Its Implica-
tions.« International Journal of Education and Development Using Informa-
tion and Communication Technology 9 (1): 112–125.
Guerra, Cecília, António Moreira in Rui Marques Vieira. 2010. »Towards the De-
finition of a Teacher Education Program for the Use of ICT Tools in Science
Teaching and Learning.« V Socio-Cultural and Human Values in Science and
Technology Education, ur. Slavko Dolinšek in Terry Lyons, 491–503. Ljub-
ljana: Institute for Innovation and Development of University.
King, Donna Therese, in Stephen M. Ritchie. 2012. »Learning Science through
Real-World Contexts.« V Second International Handbook of Science Educa-
348
