Poučevanje predmeta naravoslovje in tehnika v četrtem in petem razredu osnovne šole z uporabo informacijsko-komunikacijske tehnologije - Gorenčič, Katja (2019)
V današnjem času je računalnik s pripadajočo tehnologijo nepogrešljiv del našega vsakdana. Računalnik, dostop do spleta in Microsoft Office programi so postali tudi nepogrešljivi pripomočki učiteljev. Z njimi si olajšajo delo, načrtujejo učne ure, komunicirajo s starši in drugimi strokovnimi delavci. Smernice poučevanja naravoslovja in vsebina Učnega načrta za naravoslovje in tehniko nakazujejo pomen smotrne in premišljene rabe informacije-komunikacijske tehnologije (v nadaljevanju IKT) pri pouku. Izsledki raziskav kažejo tudi, da IKT pripomore k pozitivni razredni klimi in dinamiki razreda. Prav tako spodbuja učenčeve kognitivne sposobnosti, sodelovalno učenje, omogoča vizualizacijo naravoslovnih pojmov ter prikazovanja sorodnih vsebin (medpredmetno povezovanje). To je tudi vodilo zasnove magistrskega dela, s katerim smo želeli ugotoviti: a) koliko se učitelji čutijo kompetentne pri uporabi računalnika, b) ali se raba računalnika razlikuje glede na učiteljev spol in delovno dobo, c) kolikšen del časa učitelji namenijo poučevanju naravoslovnih vsebin z IKT in katere tematske sklope poučujejo z rabo IKT, d) katere tehnološke pripomočke in programe uporabljajo pri poučevanju predmeta naravoslovja in tehnike (v nadaljevanju NIT), e) v katerih primerih imajo učenci sami možnost uporabe računalnika pri pouku NIT, f) katere Microsoft Office programe uporabljajo učitelji za izvajanje in pripravo na pouk, g) kakšna je opremljenost slovenskih učilnic, kjer poteka pouk naravoslovja in h) ali bi si želeli učitelji dodatno izobraževati na področju IKT. Anketni vprašalnik je vseboval 16 vprašanj, katera sta izpolnila 102 učitelja razrednega pouka, ki poučujeta 4. in 5. razred v osnovni šoli. Od tega je bilo 94 žensk in 8 moških učiteljev 53,9 % učiteljev, ki poučujejo 4. razred in 46,1% učiteljev, ki poučujejo v 5. razredu. Rezultati kažejo, da starejši učitelji, manj uporabljajo IKT kot mlajši učitelji, torej uporaba IKT z naraščanjem delovne dobe upada. Ugotovljeno je bilo tudi, da učitelji, ki poučujejo NIT, imajo dostop do računalnika in spleta ter razvito kompetenco uporabe računalnika. Microsoft Office programe učitelji uporabljajo za načrtovanje in izvajanje pouka ter za prikazovanje podatkov. Od vseh IKT pripomočkov učitelji najmanj uporabljajo glasovalne sisteme. Raziskava je pokazala, da tudi učenci pri pouku NIT uporabljajo računalnik, predvsem z namenom iskanja dodatnih virov informacij za obrazložitev učne vsebine. Učitelji (70,6%), so se še naprej pripravljeni izobraževati na področju IKT. Nowadays, a computer with associated technology is an indispensable part of our everyday lives. Computer, Internet access and Microsoft Office programs have also become indispensable tools for teachers. They make it easier for teachers and their work, help plan lessons, are used to communicate with parents and other professionals. The science teaching guidelines and the content of the Natural Sciences and Technology syllabus indicate the importance of a wise and thoughtful use of information and communication technology (hereinafter called ICT) in teaching. Research also shows that ICT contributes to a positive classroom climate and classroom dynamics. It also promotes students' cognitive abilities, collaborative learning, enables visualization of natural sciences concepts and presentation of related content (cross-curricular connection). This also guided the design of the master's thesis, which attempts to identify: a) what is the level of teachers’ computer competence, b) do gender and years of service of the teacher play a role in computer usage, c) what proportion of the time is devoted to teaching science classes with ICT and and which themes are taught using ICT, d) which technological instruments and programmes are used in teaching science and technology (SAT) classes, e) which situations in SAT classes allow pupils to use computers by themselves, f) which Microsoft Office programs are used by teachers to prepare for and conduct classes, g) what is the level of equipment in Slovenian SAT classrooms, and h) would teachers like to receive extra ICT education. The questionnaire consisted of 16 questions, and was completed by 102 primary school teachers who teach in 4th and 5th grades. Of these 102 teachers, there were 94 women and 8 men. 53.9% were 4th grade teachers, and 46.1% were 5th grade teachers. Results indicate that older teachers use ICT less often than younger teachers, therefore, the usage of ICT declines with increasing duration of service. Results also demonstrate that teachers who teach SAT have access to a computer and the Internet, and are competent in computer usage. The teachers use Microsoft Office program suite to plan and conduct classes, and to present data. Out of all ICT instruments, polling systems are the least used by the teachers. Research shows that in SAT classes, pupils use computer primarily to search for additional sources of information in order to explain learning content. Teachers (70.6%) remain willing to continue their education in the field of ICT.