Technologinio ugdymo elementų vertybiniai aspektai mokytojų požiūriu
| Author |
|---|
| Date | Volume | Start Page | End Page |
|---|---|---|---|
2006 | 84 | 38 | 43 |
Straipsnyje technologinio ugdymo elementai nagrinėjami ir aiškinami vertybiniu aspektu, kaip specifinės mus supančio pasaulio objektų ir reiškinių charakteristikos, turinčios teigiamos reikšmės ugdymo proceso būties sferoje, siekiant patenkinti kuriuos nors ugdymo proceso dalyvių poreikius bei interesus, ir galinčios turėti teigiamos reikšmės ne tik ugdymo procesui, bet ir dalyko mokytojui kintančiame ugdymo procese. Pateikiami 2004 ir 2006 m. atliktų tyrimų rezultatai. Taikant semantinio diferencialo metodiką atskleistos technologijų mokytojų nuostatos į technologinio ugdymo elementus; palyginti pastarųjų metų tyrimo duomenys ir nustatytos kai kurios technologinio ugdymo realizavimo problemos.
The article presents the findings of the researches conducted in the years 2004 and 2006. The research method was based on the standard principles of Osgood’s semantic differential, which was used to determine the structures of subjective evaluation in the studied group. Fifty respondents were asked to evaluate six elements of technological education and mark the chosen value on the scale from -3 to +3 points within a range of whole numbers. To achieve independent results, each element was assessed across nine scales, describing the evaluative factors of importance, power and function. The factors were established by calculating three evaluation averages from the nine scales. By comparing the data from the questionnaires conducted in the years 2004 and 2006, a change in the teachers’ attitude has been determined. Descriptive statistics and the means of evaluation elements of technological education were calculated and processed using SPSS 11.00 software. The findings of the research reveal that the teachers’ attitude towards the elements of technological education remained positive throughout the research period. Teachers have positively evaluated the notions of technologies, technological literacy, technological training the subject of technology, as well as themselves as subject — specialist teachers. The notion of technological programme received a slightly lower but still positive evaluation. Between the years 2004 and 2006, there was a change in the teachers’ attitude towards the elements of technological education, leading to increasingly positive evaluations of the importance and function of technology, technological training and the subject of technology. Such attitude partially coincides with the value aspects indicated in the documents regulating educational change. However, the teachers’ attitude still lacks in a thorough understanding of such documents and their effective use while planning the education process and achieving the targets of technological education. It has been established that a decline in positive dimensional realisation of technological literacy and technological programme in the process of education has become the reason for lower self-esteem among the respondents.