https://doi.org/10.59132/viz/2024/3/41-45
Izvleček
V Sloveniji je delo z nadarjenimi učenci zakonska obveznost. Čeprav nadarjeni učenci niso uvrščeni med učence s posebnimi potrebami, pri pouku ravno tako potrebujejo ustrezne izzive in prilagoditve, s katerimi bodo razvili svoje potenciale. Med uporabljenimi oblikami dela z nadarjenimi učenci (ne glede na njihovo starost) so najpogostejše: individualne zadolžitve otrok, individualizirani pouk, diferenciacija, personalizacija, posebne domače zadolžitve, osebno svetovanje, kreativne delavnice itd. Ključno za delo z nadarjenimi učenci je, da se njihove potrebe identificiramo njihove potrebe in jim zagotovimo ustrezno podporo. Nadarjeni otroci potrebujejo ustrezne izzive in prilagoditve, s katerimi bodo razvili svoje potenciale, pri čemer si učitelji lahko pomagajo z umetno inteligenco (UI). UI kot učiteljev partner pri delu z nadarjenimi učenci lahko ponudi rešitve za različne didaktične strategije. V kolikšni meri in kako bodo učitelji uporabljali UI, je odvisno od njihovih prepričanj in poznavanja UI. Zato smo na Zavodu RS za šolstvo izpeljali raziskavo o tem. V prispevku bomo predstavili metodologijo, rezultate in zaključke ankete, ki smo jo izvedli med učitelji različnih predmetov in stopenj izobraževanja, da bi ugotovili njihovo poznavanje in prepričanja o uporabi UI pri pouku. Na podlagi analize odgovorov bomo izoblikovali vizijo dela z učitelji z namenom njihovega opolnomočenja za uvajanje in uporabo UI pri delu z nadarjenimi učenci.
Abstract
Artificial Intelligence and School Professionals as Partners in Gifted Education
In Slovenia, working with gifted students is mandated by law. Although gifted students are not considered special needs individuals, they require appropriate challenges and adjustments in the classroom to reach their full potential. The most common types of support for gifted children, regardless of age, include a tailored approach, differentiation, personalisation, specially designed assignments and challenges, personal tutoring, creative workshops, etc. The key is to identify their needs and provide adequate support. To realise their full potential, gifted students require appropriate challenges and adaptations, which artificial intelligence can provide. Artificial intelligence, as a partner for teachers of gifted students, can offer solutions to various didactic strategies. The degree and manner in which teachers use artificial intelligence are determined by their beliefs and awareness of its educational potential. This paper discusses the methodology, results and conclusions of a survey conducted among teachers of different subjects and levels of education to determine their knowledge and beliefs concerning the use of artificial intelligence in teaching. Based on the analysis of the responses, we will develop a vision for working with teachers to empower them to implement and use artificial intelligence when working with gifted students.