Dizaina domāšanas attīstīšana tehnoloģiju mācību jomā trešā vecumposmā pirmsskolas bērniem
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Latvijas Universitāte
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lav
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Annijas Kovaļevskas kvalifikācijas darbs “Dizaina domāšanas attīstīšana tehnoloģiju mācību jomā trešā vecumposma pirmsskolas bērniem” ir izstrādāts ar mērķi izpētīt dizaina domāšanas veicināšanas iespējas pirmsskolā 3. vecumposmā. Latvijas pirmsskolās kopš 2020. gada ir ieviesta “Skola 2030” mācību programma, kurā tehnoloģijas mācību joma ir pielāgota visiem trīs vecumposmiem. Savukārt dizaina domāšana ir jauns termins pirmsskolās, kaut arī tas ir pastāv vairākus desmitus gadu. Dizaina domāšanā ir rīki, kas var palīdzēt pilnvērtīgi mācīties tehnoloģiju mācību programmu un celt sasniedzamo rezultātu līmeni. 21.gs. izglītībai ir sevī jāietver spēja palīdzēt bērniem pielāgoties un izvērtēt informāciju. To var paveikt efektīvi integrējot dizaina domāšanu tehnoloģiju mācību jomā. Pētījuma pamatā tika piemērotas pedagoģiskās novērošanas un pedagoģiskā izmēģinājuma darbības pētījuma metodes. Pētījums veidots no divām daļām un secinājumiem. Pirmā nodaļa ir pētījuma teorētiskais saturs un otrā – empīriskā nodaļa. Pirmajā nodaļā aprakstīta dizaina domāšanas teorija un kāpēc tā ir nozīmīga un trešā vecumposma raksturojums. Empīriskajā daļā analizēta pētījumu norise un apkopoti SR līmeņi pirms un pēc pētījuma. Pētījuma norises aprakstā raksturotas rotaļnodarbības, vērojumi un secinājumi. Pētījuma rezultāti apkopoti tabulā un diagrammās, kā arī ir autores komentāri par tiem. Darbā iekļauti 30 attēli, 7 tabulas, kā arī izmantoti 28 literatūras avoti un pievienots 1 pielikums, darba apjoms 37 lapaspuses.
Annija Kovaļevska's qualification thesis, "Developing designe thinking in the field of technology education for third stage of preschool children," aims to explore the possibilities of promoting design thinking in preschool for the third age group. Since 2020, Latvian preschools have implemented the "School 2030" curriculum, where the technology learning area is adapted for all three age groups. Design thinking, although a new term in preschools, has been around for several decades. Design thinking can help acquire knowledge in the field of technology, as well as social and emotional skills. 21st-century education must encompass the ability to help children adapt and evaluate information. This can be effectively achieved by integrating design thinking into the technology learning area. The research was based on pedagogical observation and action research methods. The study consists of two parts and conclusions. The first chapter covers the theoretical content of the research, and the second chapter is empirical. The first chapter describes the theory of design thinking, its significance, and the characteristics of the third stage of preschool children. The empirical part analyzes the research process and compiles the learning outcome levels before and after the study. The description of the research process includes play activities, observations, and conclusions. The results of the study are summarized in tables and diagrams, along with the author's comments on them. The work includes 30 images, 7 tables, 28 literature sources,1 appendix and the volume of the work is 37 pages long.
Annija Kovaļevska's qualification thesis, "Developing designe thinking in the field of technology education for third stage of preschool children," aims to explore the possibilities of promoting design thinking in preschool for the third age group. Since 2020, Latvian preschools have implemented the "School 2030" curriculum, where the technology learning area is adapted for all three age groups. Design thinking, although a new term in preschools, has been around for several decades. Design thinking can help acquire knowledge in the field of technology, as well as social and emotional skills. 21st-century education must encompass the ability to help children adapt and evaluate information. This can be effectively achieved by integrating design thinking into the technology learning area. The research was based on pedagogical observation and action research methods. The study consists of two parts and conclusions. The first chapter covers the theoretical content of the research, and the second chapter is empirical. The first chapter describes the theory of design thinking, its significance, and the characteristics of the third stage of preschool children. The empirical part analyzes the research process and compiles the learning outcome levels before and after the study. The description of the research process includes play activities, observations, and conclusions. The results of the study are summarized in tables and diagrams, along with the author's comments on them. The work includes 30 images, 7 tables, 28 literature sources,1 appendix and the volume of the work is 37 pages long.