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Title:Vključevanje trajnostnih vidikov v izobraževanje bodočih učiteljev računalništva
Authors:ID Cerar, Špela (Author)
ID Nančovska Šerbec, Irena (Author)
Files:.pdf ZUP_Cerar_Spela_2026.pdf (128,53 KB)
MD5: 7FE4C66D3E27F73AB40F99462F5C9688
 
URL https://www.hippocampus.si/ISBN/978-961-293-568-9/18.pdf
 
Language:Slovenian
Work type:Unknown
Typology:1.16 - Independent Scientific Component Part or a Chapter in a Monograph
Organization:ZUP - University of Primorska Press
Abstract:V prispevku predstavljamo vključevanje trajnostnih vidikov v poučevanje računalništva na primeru predmeta Izbrana poglavja računalništva z didaktiko na Pedagoški fakulteti Univerze v Ljubljani. Namen raziskave je bil preučiti, kako projektno učno delo z digitalnimi tehnologijami (Micro:bit, LEGO Mindstorms, Scratch) spodbuja razvoj trajnostnih kompetenc študentov. Uporabili smo kvalitativno analizo pisnih intervjujev ter študentskih projektov in refleksij. Rezultati kažejo, da študenti kot ključne prednosti izpostavljajo praktično delo, ustvarjalnost in medpredmetno povezovanje v okviru STE(A)M, medtem ko so glavne omejitve časovna stiska, potreba po predznanju elektronike in omejena dostopnost opreme. Predlagajo daljše trajanje projektov, uvajalne module in več medpredmetnih povezav. Analiza potrjuje, da projektno delo učinkovito krepi ključne Unescove in kompetence GreenComp – sistemsko mišljenje, predvidevanje, kritično refleksijo in strateško delovanje – ter je skladno z načeli kognitivnega pristopa 4E. Prispevek ponuja teoretično in empirično utemeljitev, da integracija računalniškega mišljenja in trajnostnih kompetenc pomembno prispeva k nadgradnji pedagoških programov ter usposabljanju učiteljev za transformativno poučevanje.
Keywords:trajnostne kompetence, računalniško mišljenje, projektno učno delo, kognitivni okvir 4E, izobraževanje učiteljev
Publication status:Published
Publication version:Version of Record
Place of publishing:Koper
Publisher:Založba Univerze na Primorskem
Year of publishing:2026
Number of pages:Str. 311-329
PID:20.500.12556/RUP-23379 This link opens in a new window
UDC:004:37.091.3
DOI:10.26493/978-961-293-568-9.18 This link opens in a new window
COBISS.SI-ID:281563651 This link opens in a new window
Publication date in RUP:29.07.2026
Views:83
Downloads:3
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Record is a part of a monograph

Title:Razvoj kompetenc prihodnosti v pedagoških študijskih programih
Place of publishing:Koper
Publisher:Založba Univerze na Primorskem
Year of publishing:2026
ISBN:978-961-293-568-9
COBISS.SI-ID:278627587 This link opens in a new window

Licences

License:CC BY-SA 4.0, Creative Commons Attribution-ShareAlike 4.0 International
Link:http://creativecommons.org/licenses/by-sa/4.0/
Description:This Creative Commons license is very similar to the regular Attribution license, but requires the release of all derivative works under this same license.

Secondary language

Language:English
Title:Integrating sustainability aspects into computer science education
Abstract:This paper explores the integration of sustainability into computer science education through the course Selected Topics in Computer Science with Didactics at the Faculty of Education, University of Ljubljana. The study examines how project-based learning with digital technologies (Micro:bit, LEGO Mindstorms, Scratch) fosters sustainability competences among pre-service teachers. A qualitative case study was conducted with five master’s students, combining written interviews with analysis of nine projects. Findings show that students valued practical engagement, creativity, and interdisciplinary collaboration within STE(A)M contexts, while key challenges included limited time, prior knowledge of electronics, and restricted access to equipment. Suggested improvements involved longer project cycles and introductory modules. Results confirm that project-based learning effectively supports key UNESCO and GreenComp competencies – including systems thinking, anticipation, critical reflection, and strategic action – and aligns with the 4E cognitive framework. The study provides evidence that integrating computational thinking and sustainability fosters transformative teacher education.
Keywords:sustainability competences, computational thinking, project-based learning, 4E cognitive framework, teacher education


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