“ÕPIOBJEKT KODUNDUSE „TERAVILJADE“ TEEMA ÕPETAMISEKS II KOOLIASTMES “ (Irja Vaas, MA)
LÜHIÜLEVAADE: Õpetajate töökohustuste hulka kuulub õppevara koostamine, mille käigus tuleb üha enam kokku puutuda ka digitaalse õppevaraga. Vajadus digitaalse õppevara järele on kasvav, kuid varasematest uurimustest on selgunud, et mitmete õppeainete ainekavade olulised teemad on digitaalse õppematerjaliga katmata. Teadaolevalt ei ole II kooliastmele loodud tervikliku digitaalset õppematerjali teraviljade teemal, mis sisaldaks põhjalikku teemakäsitlust, õppevideoid ja enesekontrolli võimaldavaid teste, et toetada õpetajat parimal viisil kodunduse ainekava rakendamisel ning õppijaid uute teadmiste omandamisel. Eelmainitust tulenevalt oli magistritöö eesmärgiks koostada digitaalne õpiobjekt kodunduse „Teraviljade“ teema õpetamiseks II kooliastmes ning parendada seda ekspertide ettepanekutele toetudes. Magistritöö teoreetilises osas anti ülevaade teraviljade tarbimise vajalikkusest toitumisel. Teemast ülevaate saamiseks keskenduti varem koostatud digitaalsetele ja paberkandjal leiduvatele teraviljateemalistele õppematerjalidele, mis on eakohased II kooliastmes õpetamiseks. Lisaks tutvuti digitaalse õpiobjekti olemusega, selle oluliste omadustega ja loomise etappidega. Magistritöö praktilise osana valmis teraviljade teemaline digitaalne õpiobjekt, mis tutvustab kaheksat erinevat teravilja: rukis, nisu, oder, kaer, hirss, mais, riis, tatar. Lisaks tekstimaterjalile sisaldab õpiobjekt teravilju, teraviljapõlde ja -saadusi tutvustavaid õppevideoid, fotosid ning enesekontrolli võimaldavaid teste. Iga nimetatud teravilja juurde on loodud kolm erineva raskusastmega toiduvalmistamise retsepti ja 24 toiduvalmistamise õppevideot. Õpiobjekti sobivuse hindamiseks rakendati arendusuuringut, kus tegevõpetajad kui eksperdid avaldasid arvamust õpiobjekti kohta ning nende soovitustest tulenevalt viidi õpiobjekti parendamiseks sisse vajalikud muudatused.
Töö praktiliseks väärtuseks on valminud teraviljade teemaline õpiobjekt, mis ekspertide hinnangul toetab kodunduse ainekava rakendamist ja lihtsustab seega õpetaja tööd, sest sisaldab endas kompaktselt digitaalset õppematerjali. Teraviljade teemaline digitaalne õpiobjekt on leitav veebiaadressil: https://sisu.ut.ee/teravili/
Daily Harjaks
Lõputöö autor
TÜ Viljandi kultuuriakadeemia
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SUMMARY: “Learning Object for Teaching the Home Economics Topic of “Cereals” at the School Level”
Teachers’ job responsibilities include compiling teaching materials, in the course of which teachers are increasingly exposed to digital teaching materials. The need for digital study materials is growing, but previous research has shown that important topics in the curricula of many subjects are not covered by digital study materials. On the basis of available information, there are no existing digital learning objects for the 2nd school level on the topic of cereals that would provide a thorough approach to the subject matter and contain learning videos and self-check tests, thus helping the teacher to effectively implement the syllabus and the students to acquire new knowledge. Due to the above, the aim of this master’s thesis was to compile a digital study object for teaching the topic of “Cereals” in home economics at the 2nd school level and to improve it based on the suggestions by experts.
The theoretical part of the master’s thesis provides an overview of the need to consume cereals in the diet. In order to get an overview of the topic, the focus was on previously prepared digital and paper-based teaching materials on cereals, which are age-appropriate for teaching at the 2nd school level. In addition, the nature of the digital learning object, its important features and the stages of its creation were introduced.
As a practical part of the master’s thesis, a digital study object on the topic of cereals was completed, which introduces eight different cereals: rye, wheat, barley, oats, millet, corn, rice, buckwheat. In addition to the text material, the study object includes instructional videos introducing cereals, cereal fields and products, photos and tests that enable self-examination. For each of these cereals, three cooking recipes with different levels of difficulty and 24 cooking instructional videos have been created.
In order to assess the suitability of the learning object, a development study was applied, where active teachers as experts expressed their opinion about the learning object and, based on their recommendations, the necessary changes were introduced to improve the learning object.
The practical value of the work is the completed study object on cereals, which, according to experts, supports the implementation of the curriculum of handicrafts and home economics and thus simplifies the teacher’s work, as it contains the necessary material in a compact way. The digital study object on cereals can be found at the web address: https://sisu.ut.ee/teravili/
