Potrebe i zahtjevi tržišta radna ukazuju na nedostatak mnogih zanimanja, među kojima su često i različiti profili u području tehnike i tehnologije. S obzirom da se djeca već u osnovnoj školi trebaju ...poticati i usmjeravati u takva zanimanja, izvjesno je da na njihove stavove i interese može utjecati i školovanje. Stoga su je u ovom radu provedeno istraživanje i analiza stavova i interesa učenika prema karijernom razvoju u području tehnike i tehnologije. Istraživanje je provedeno na stratificiranom uzorku (N = 2155) osnovnoškolskih učenika predmetne nastave. Analizom su obuhvaćene spolne i dobne razlike s obzirom na njihov izravni interes, stavove prema poslovima, iskustvene stavove, te karijerne težnje. Za obradu prikupljenih podataka korišten je t-test i jednosmjerna analiza varijance uz Scheffé post-hoc testove. Rezultati pokazuju da su vrlo zainteresirani za aktivnosti u tehnici i tehnologiji te da uvažavaju razloge za izbor poslova u ovom području. Ipak, po pitanju vlastitih težnji i percepcije u tim poslovima te iskustvenih stavova, uočavaju se bitne spolne i dobne razlike. Djevojčice su pritom znatno manje sklone poslovima, iskustvima i zanimanjima u tehnici i informatici u odnosu na dječake. Iako su učenici nižih razreda više zainteresirani za tehniku i tehnologiju, istodobno su manje skloni aktivnostima, poslovima i zanimanjima u ovom području u odnosu na učenike viših razreda. Ovakvi nalazi ukazuju na nužnost prilagodbe sadržaja i aktivnosti koje će podjednako afirmirati djevojčice i dječake, što uključuje promjenu pedagoških pristupa, stilova poučavanja te više istraživačkih i dizajnerskih aktivnosti u nastavi. Dobna prilagodba traži izvedbene promjene kurikuluma, osobito nastave informatike, više smislenih praktičnih, istraživačkih i integriranih aktivnosti, te više vremena za takve aktivnosti u osnovnoškolskom kurikulumu.
Razvoj gospodarstva i održivosti bilo koje zemlje duboko je povezan s progresom tehnologije i razvojem tehničkog obrazovanja. Tehničko i tehnološko znanje obiluje raznolikošću i karakterizira ga brza ...i nepredvidiva dinamika, što zahtijeva stalnu prilagodbu kako bi se ostvarili ciljevi odgoja i obrazovanja. Da bi ove izazove uspješno prevladali, suvremene obrazovne metode uključuju kontekstualni pristup koji promiče praktično učenje i primjenu znanja u kontekstu učenikova života i djelovanja. Jedna od iznimno učinkovitih strategija ovakvog pristupa je učenje temeljeno na projektima (PjBL), koje može imati ključnu ulogu u kurikulumu unutar kojega učenici razvijaju tehničke kompetencije. Ipak, unatoč brojnim prednostima, implementacija projektnog učenja može se suočiti s raznim izazovima koji često demotiviraju učitelje u implementaciji PjBL-a. Zbog toga je cilj ovog rada argumentirati važnost i značaj projektnog učenja, ali i ohrabriti učitelje i olakšati im implementaciju PjBL-a u vlastitoj nastavi. Rad stoga donosi pregled teorijske utemeljenosti i doprinosa učenja temeljenog na projektima razvoju tehničkih vještina učenika, posebice u kontekstu nastave Tehničke kulture. Pritom se analiziraju tehnološke promjene koje oblikuju kurikulum i obrazovne potrebe te se donosi konkretni primjer implementacije projekta namijenjenog učenicima osmog razreda osnovne škole. Svrha ovakvog učenja nije samo informiranje učenika, odnosno, stjecanje znanja, već poticanje njihove kreativnosti, sposobnosti praktičnog snalaženja i djelovanja u svijetu tehnike i tehnologije, te personalizirani razvoj svakog učenika u skladu s njegovim sposobnostima i sklonostima.
The development of the economy and the sustainability of any country are closely linked to the progress of technology and the development of technical education. Technical and technological knowledge is very diverse and is characterised by rapid and unpredictable dynamics that require constant adaptation in order to achieve the objectives of education and training. To successfully meet these challenges, modern educational methods involve a contextualised approach that promises practical learning and the application of knowledge in the context of students' lives and actions. One of the very effective strategies of this approach is project-based learning (PjBL), which can play a key role in the curriculum where students develop technical competences. However, despite numerous benefits, the implementation of project-based learning can encounter various challenges that often demotivate teachers when implementing PjBL. The aim of this article is therefore to explain the importance and significance of project-based learning, but also to encourage teachers and make it easier for them to implement PjBL in their own classrooms. The paper therefore gives an overview of the theoretical foundations and the contribution of project-based learning to the development of students' technical skills, especially in the context of teaching technical culture. At the same time, it analyses the technological changes that are shaping the curriculum and educational needs and presents a concrete example of the implementation of a project aimed at eighth grade primary school students. The aim of this type of learning is not only to inform students, i.e. to acquire knowledge, but also to encourage their creativity, their ability to find practical solutions and to work in the world of engineering and technology, as well as the individual development of each student according to their abilities and preferences.
Today’s dynamic change of the pupils’ technological environment certainly affects their preferences towards technology, which may be important for planning, structuring and organising general ...technology education. This highlights the problem of general student preferences, which are not the product of current trends but the universal rules for structuring teaching. To contribute toward the solution of this problem, research into pupils’ preferences towards the teaching of Technical Culture was carried out with the aim of determining general age and gender differences in pupils’ preferences. Accordingly, the study was conducted on a stratified sample, comprising primary school pupils, aged 11 to 15 (N = 699). By applying the customised PATT questionnaire, pupils’ interests in technology, their attitudes towards the teaching contents of the Technical Culture, as well as the attitudes to the importance and consequences of technology were examined. The analysis of the obtained data was carried out using a two-factor ANOVA and
t
test, as the basis for determining the differences and characteristics of preference with regard to the age and gender of the pupils. The results of the research show that younger pupils are mostly satisfied with the lessons, while older ones expect more modular teaching. More concretely, boys are more inclined to traditional teaching contents, while girls show much less inclination towards such contents. The presented findings indicate the necessity of a modular approach to the teaching of general technology education, especially between the age of 13 and 15, which should allow equally affirmation of boys and girls in this field of education. The development of such teaching requires a series of additional research to facilitate the development of the future curriculum of general technology education.
Education for Sustainable Development (ESD) is becoming an important part of general education, based on a concept that includes three components: Environmental, Social and Economic. The sustainable ...development curriculum in Croatia is based on this concept, and activities in this area are mainly limited to environmental protection and ecological activities. At the same time, the technological and political context needed to take the right action and develop critical thinking and a systemic approach is lacking. In this context, a survey on pupils’ attitudes towards the relationship between technology and engineering with the themes of ecology and sustainable development was conducted to investigate the impact of this curriculum on students’ awareness. The research was conducted on a stratified sample of primary school pupils (
N = 2205
) from Croatia. The results show that pupils view technology as important for life and progress, but do not understand how it relates to sustainable development and environmental issues. This refers to issues of water conservation, construction of facilities, waste disposal, and understanding technology only as pollution. These results point to the need for “deeper” and transformative technology teaching that takes place in a real-world context. Only in this way can students understand the concept and meaning of sustainable development and the role and importance of technology in this context, and be educated to be responsible citizens.
Modern technologies continuously change humans and their relationship with the environment. They can achieve a lot in the field of chemical engineering, thereby improving and enhancing the quality of ...human life, but on the other hand, technologies can be used to destroy human lives. Technical and technological culture (hereinafter referred to as TTC) is the entirety of social achievements in the field of technical and technological sciences and their application, as well as of the all knowledge and skills needed to understand the achievements, use them correctly, transfer them to the younger generation and create new values in this field. This paper will present a pilot study aimed to examine the attitudes and beliefs of engineers, Technological (chemical engineering) and Technical faculties, regarding the development of TTC and to determine socio-demographic factors that may influence its development. The research was conducted in Serbia and Croatia. The results indicate that the most important aspects of TTC are: the development of awareness of sustainable development, the impact on environmental protection, etc. The respondents recognized the ethical challenges we face today, the need for the education of young engineers and the promotion of TTC in the media and professional public.
Razvoj gospodarstva neke zemlje čvrsto je povezan s razvojem tehnologije i tehničkog
odgojno-obrazovnog područja. Tehničko i inženjersko znanje karakterizira
raznovrsnost i visoko nepredvidiva ...dinamika razvoja. Stoga je ovo područje
učenja i poučavanja podložno promjenama i usklađivanju s dinamikom razvoja
tehnologije te problemima uspješnog ostvarivanja ciljeva nastave. Kako bi se ti
problemi neutralizirali, u suvremenu nastavu je potrebno implementirati i kontekstualne
pristupe učenju i poučavanju, poput učenja temeljenog na projektima. U ovom
radu se elaborira takva implementacija u okviru kurikuluma nastavnog predmeta
Tehnička kultura. Kao predložak za implementaciju korišten je model
kontekstualnog učenja i razvoja učenika. U tom smislu projektna nastava i
učenje zauzimaju središnje mjesto u kurikulumu, tijekom čega se ostvaruje
većina ishoda učenja. U radu se ujedno donosi primjer implementacije za 8.
razred, što učiteljima i praktičarima može olakšati vlastitu operacionalizaciju
kurikuluma. Pri tom učitelj i nadalje ostaje glavni kreator i moderator
nastave, pri čemu je važno postaviti određena ograničenja učenicima,
predvidjeti prijedloge za rješavanje problema te voditi učenike ka uspješnom
dovršetku aktivnosti. Unatoč tome, stvarni učinak primjene ovakvog pristupa na
postignuća učenika bit će moguće evaluirati tek ako zaživi u stvarnoj nastavnoj
praksi, što se očekuje u skoroj budućnosti.
The development of each country's economy is closely linked to the development of technology and technical education. Technological and engineering knowledge is characterized by diversity and highly unpredictable development dynamics. Therefore, this area of learning and teaching is subject to change and harmonization with the dynamics of
technology development and the problems of successfully achieving the goals of teaching. In order to neutralize these problems, contextual approaches to learning and teaching, such as project-based learning, need to be implemented in modern teaching. This paper elaborates on such
implementation within the curriculum of the subject Technical Culture. A
model of contextual learning and student development was used as a template for implementation. In this sense, project teaching and learning occupy a central place in the curriculum, during which most learning outcomes are achieved. The paper also provides an example of implementation for 8th grade, which can make it easier for teachers and practitioners to operationalize their own curriculum. At the same time, the teacher remains the main creator and moderator of teaching, where it
is important to set certain restrictions for students, anticipate suggestions for solving problems and guide students to the successful completion of activities. Nevertheless, the real effect of applying this
approach on student achievement will be possible to evaluate only if it
comes to life in real teaching practice, which is expected in the near future.
High achievements in the cognitive domain are the ultimate goal of any education, within it is important to understand the role of the teaching context. In this regard, the purpose of this research ...was to determine how teachers perceive the role of the teaching context on the pupils’ achievements in the cognitive domain in general technology education. For this purpose, a survey of teachers’ perception towards the influence of isolated elements of the teaching context, specific to technology education, on the achievements of learning objectives was conducted. The study was conducted as a survey on a stratified sample of technology education teachers (N = 194) from Croatia. ANOVA repeated measurements statistical procedure was used to process the research results. The analysis of the results showed that teachers give preference to certain contextual elements over others. These are activities with technological artifacts, models and simulations, service-learning activities, field trips, work in an appropriate space and the student’s presentation of their own results. These elements can be considered as a contextual basis for the cognitive development of pupils in general technology education. Teachers’ perception of the influence of other elements of the teaching context is not negligible, but obviously there is no priority over these elements, which is why further research is needed.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Technical and technological culture remained in the shadow of innovation culture. If we want to respond to the demands of future technological development, it is important to reinvest in the concept ...of Technical and Technological Culture and engineers, as its bearers, have to ask themselves about the impact of technique and technology on society and the world we live in. This paper will present the results of the examination of attitudes and beliefs about the development of Technical and Technological Culture and its connection with socio-demographic factors. Respondents in this research are engineers of technical sciences: professors, students and employees in the economy/IT industry/NGO. For this research, was created an instrument, upgraded to the already existing instrument for examining Technical and Technological Culture. The results of this examination will indicate the attitudes and beliefs of engineers about the development of technical and technological culture and the connection of socio-demographic factors with its development. Keywords: Technical and technological culture; engineers; attitudes; socio-demographic factors.
Cybercrime commonly refers to a broad range of different criminal activities that involve computers and information systems, either as primary tools or as primary targets. Cybercrime Science combines ...the methodology of Crime Science with the technology of Information Security. The few existing taxonomies of Cybercrime provide only general insights into the benefits of information structures; they are neither complete nor elaborated in a systemic manner to provide a proper framework guided by real system-principles. The main problem with such taxonomies is the inability to dynamically upgrade, which is why there is no timely cybersecurity actions. The current and past approaches were based mainly on the technical nature of cyberattacks and such approaches classified the impact of the activities from a criminological perspective. In this article, we present a systemic taxonomy of Cybercrime, based on definitions of the field items and the related data specifications. We develop a new method for estimating the fractal dimension of networks to explore a new taxonomy of Cybercrime activity. This method can serve to dynamically upgrade taxonomy and thus accelerate the prevention of cybercrime.
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