{"id":943,"date":"2024-10-21T19:36:50","date_gmt":"2024-10-21T19:36:50","guid":{"rendered":"https:\/\/kidsdirectors.eu\/?p=943"},"modified":"2025-04-16T20:04:31","modified_gmt":"2025-04-16T20:04:31","slug":"prvi-ciklus-radionica-o-podatkovnoj-pismenosti-hrvatska","status":"publish","type":"post","link":"https:\/\/kidsdirectors.eu\/index.php\/2024\/10\/21\/prvi-ciklus-radionica-o-podatkovnoj-pismenosti-hrvatska\/","title":{"rendered":"Prvi ciklus radionica o podatkovnoj pismenosti – Hrvatska"},"content":{"rendered":"\n

Po\u010detkom listopada 2024. godine<\/strong>, u sklopu Aktivnosti 4: Pou\u010davanje i osposobljavanje (Prvi ciklus)<\/mark><\/strong> Erasmus+ projekta DIRECTORS \u2013 DIgital data-dRiven EduCaTion fOR kidS<\/a>, hrvatski dio projektnog tima proveo je niz radionica u Hrvatskoj s ciljem promicanja podatkovne pismenosti u osnovno\u0161kolskom obrazovanju. Pod vodstvom Sveu\u010dili\u0161ta u Zagrebu<\/strong>, radionice su vodili izv.prof.dr.sc. Ivana Bosni\u0107, s Fakulteta elektrotehnike i ra\u010dunarstva i doc.dr.sc. Ana Kuve\u017edi\u0107 Divjak s Geodetskog fakulteta.
Radionice su bile strukturirane u tri razine podatkovne pismenosti<\/mark><\/strong>: osnovne, srednje i napredne podatkovne vje\u0161tine, a svaka je bila prilago\u0111ena dobi i predznanju djece. Tijekom \u010detiri posjeta hrvatskoj Osnovnoj \u0161koli Ante Kova\u010di\u0107 u Mariji Gorici, tim je proveo \u0161est radionica \u2013 po dvije za svaki razred (drugi, tre\u0107i i \u010detvrti). Svaka radionica se sastojala od dva susreta, osiguravaju\u0107i dovoljno vremena za prakti\u010dne aktivnosti i uskla\u0111enost sa \u0161kolskim rasporedom. U radionicama je sudjelovalo ukupno 15 u\u010denika drugih razreda, 18 u\u010denika tre\u0107ih razreda i 20 u\u010denika \u010detvrtih razreda, \u0161to je ukupno 53 u\u010denika uklju\u010denih u aktivnosti<\/mark><\/strong>.<\/p>\n\n\n\n

Drugi razred: Osnovne podatkovne vje\u0161tine<\/strong><\/mark><\/h3>\n\n\n\n

U\u010denici drugog razreda<\/strong> istra\u017eivali su podatke iz stvarnog svijeta uzev\u0161i kao primjer kori\u0161tenje svojih mobitela<\/mark><\/strong>, kao \u0161to su omiljene igre ili video kanali te vrijeme provedeno na odre\u0111enim aplikacijama. Tijekom prvog susreta u\u010denici su procijenili svoju uporabu mobilnih ure\u0111aja i izradili podatkovne kartice o svojim procjenama i omiljenim aplikacijama. Zatim su nau\u010dili kako grupirati, kategorizirati i \u010distiti podatke te kako ih prikazati u oblaku rije\u010di.
U drugom susretu u\u010denici su nau\u010dili kako prikupiti, prilagoditi i unijeti stvarne podatke sa svojih telefona u skup podataka. Istra\u017eivali su sli\u010dnosti i razlike izme\u0111u podataka cijelog razreda i vlastitih podataka te uspore\u0111ivali svoje procjene s prikupljenim podacima. Tako\u0111er su nau\u010dili kako vizualizirati podatke iz stvarnog svijeta, za\u0161to je va\u017eno to\u010dno unijeti podatke te kako za\u0161tititi privatnost prilikom dodavanja svojih podataka u zajedni\u010dki skup podataka.<\/p>\n\n\n\n

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\n\t\t\t\t\tU\u010dinici drugog razreda istra\u017eivali su podatke iz stvarnog svijeta uzev\u0161i za primjer kori\u0161tenje svojih mobitela.\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t
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\n\t\t\t\t\tU\u010dinici drugog razreda istra\u017eivali su podatke iz stvarnog svijeta uzev\u0161i za primjer kori\u0161tenje svojih mobitela.\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t
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\n\t\t\t\t\tU\u010dinici drugog razreda istra\u017eivali su podatke iz stvarnog svijeta uzev\u0161i za primjer kori\u0161tenje svojih mobitela.\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t
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\n\t\t\t\t\tU\u010dinici drugog razreda istra\u017eivali su podatke iz stvarnog svijeta uzev\u0161i za primjer kori\u0161tenje svojih mobitela.\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t<\/div>\n\n\n\n

Tre\u0107i razred: srednje podatkovne vje\u0161tine<\/strong><\/mark><\/h3>\n\n\n\n

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U\u010denici tre\u0107ih razreda<\/strong> istra\u017eivali su svijet geoinformacija i kartiranja geoprostornih podataka<\/mark><\/strong>. Nakon \u0161to su nau\u010dili osnove geografskih informacijskih sustava (GIS), u svom prvom susretu izradili su slojeve karte na prozirnim folijama, mapiraju\u0107i \u0161kolsko okru\u017eenje. Svaka folija predstavljala je jedan sloj informacija, kao \u0161to su zgrade, ceste, drve\u0107e ili igrali\u0161ta. Kada su te folije slo\u017eene jedna na drugu, svi su se slojevi kombinirali u cjelovitu kartu, koja je slu\u017eila kao jednostavna vizualna analogija za GIS. Kao \u0161to su folije predstavljale razli\u010dite slojeve, GIS sustavi digitalno organiziraju i analiziraju podatke u slojevima, omogu\u0107uju\u0107i istra\u017eivanje i istra\u017eivanje razli\u010ditih prostornih elemenata.
U drugom susretu u\u010denici su svoja novoste\u010dena znanja primijenili u digitalnom okru\u017eenju, sudjeluju\u0107i u detektivskoj igrici \u201eMisterij nestale ravnateljice\u201c. Koriste\u0107i GIS slojeve i podatke u digitalnom obliku, rje\u0161avali su zagonetke korak po korak. Na temelju dobivenih geografskih koordinata krenuli su u potragu za nestalom ravnateljicom u blizini \u0161kole i na kraju uspje\u0161no izvr\u0161ili zadatak te prona\u0161li \u2013 veliku kutiju bombona.<\/p>\n\n\n\n

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\n\t\t\t\t\tU\u010denici tre\u0107ih razreda istra\u017eivali su svijet geoinformacija i kartiranja geoprostornih podataka\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t
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\n\t\t\t\t\tU\u010denici tre\u0107ih razreda istra\u017eivali su svijet geoinformacija i kartiranja geoprostornih podataka\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t
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\n\t\t\t\t\tU\u010denici tre\u0107ih razreda istra\u017eivali su svijet geoinformacija i kartiranja geoprostornih podataka\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t
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\n\t\t\t\t\tU\u010denici tre\u0107ih razreda istra\u017eivali su svijet geoinformacija i kartiranja geoprostornih podataka\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t
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\n\t\t\t\t\tU\u010denici tre\u0107ih razreda istra\u017eivali su svijet geoinformacija i kartiranja geoprostornih podataka\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t
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\n\t\t\t\t\tU\u010denici tre\u0107ih razreda istra\u017eivali su svijet geoinformacija i kartiranja geoprostornih podataka\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t<\/div>\n\n\n\n

\u010cetvrti razred: napredne podatkovne vje\u0161tine<\/mark><\/strong><\/h3>\n\n\n\n

U\u010denici \u010detvrtih razreda<\/strong> susreli su se s najzahtjevnijim zadatkom: nau\u010diti prikupljati podatke iz razli\u010ditih izvora iz stvarnog svijeta, procijeniti kvalitetu podataka te kriti\u010dki analizirati rezultate. Taj se zadatak rje\u0161avao brojanjem koraka i mjerenjem udaljenosti na razli\u010dite na\u010dine. Kori\u0161teni izvori podataka bili su: ru\u010dno brojanje, brojanje s mobilnim aplikacijama, brojanje s pametnim satovima\/fitness narukvicama, mjerenje udaljenosti s aplikacijom Google Maps<\/em> te mjerenje udaljenosti s mobilnim telefonima opremljenim GPS-ure\u0111ajima uz snimanje GPX-staza. U prvom susretu u\u010denici su istra\u017eivali razlike u brojanju koraka unutar u\u010dionice koriste\u0107i razli\u010dite metode i senzore.
U drugoj sesiji oti\u0161li smo na trg, gdje su u\u010denici mjerili ve\u0107e udaljenosti na nekoliko na\u010dina, uklju\u010duju\u0107i i pomo\u0107 satelita. Dok su hodali, tako\u0111er su snimali GPX-trake koje pokazuju rutu hodanja. Po povratku u u\u010dionicu u\u010denici su usporedili rezultate svih mjernih metoda i zaklju\u010dili da su tehnolo\u0161ka rje\u0161enja va\u017ena, ali ne smijemo slijepo vjerovati tehnologiji i prikupljenim podacima<\/mark><\/strong> bez provjere i daljnjeg istra\u017eivanja.<\/p>\n\n\n\n

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\n\t\t\t\t\tU\u010denici \u010detvrtih razreda susreli su se s najzahtjevnijim zadatkom: nau\u010diti prikupljati podatke iz razli\u010ditih izvora iz stvarnog svijeta, procijeniti kvalitetu podataka te kriti\u010dki analizirati rezultate.\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t
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\n\t\t\t\t\tU\u010denici \u010detvrtih razreda susreli su se s najzahtjevnijim zadatkom: nau\u010diti prikupljati podatke iz razli\u010ditih izvora iz stvarnog svijeta, procijeniti kvalitetu podataka te kriti\u010dki analizirati rezultate.\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t
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\n\t\t\t\t\tU\u010denici \u010detvrtih razreda susreli su se s najzahtjevnijim zadatkom: nau\u010diti prikupljati podatke iz razli\u010ditih izvora iz stvarnog svijeta, procijeniti kvalitetu podataka te kriti\u010dki analizirati rezultate.\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t
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\n\t\t\t\t\tU\u010denici \u010detvrtih razreda susreli su se s najzahtjevnijim zadatkom: nau\u010diti prikupljati podatke iz razli\u010ditih izvora iz stvarnog svijeta, procijeniti kvalitetu podataka te kriti\u010dki analizirati rezultate.\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t
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\n\t\t\t\t\tU\u010denici \u010detvrtih razreda susreli su se s najzahtjevnijim zadatkom: nau\u010diti prikupljati podatke iz razli\u010ditih izvora iz stvarnog svijeta, procijeniti kvalitetu podataka te kriti\u010dki analizirati rezultate.\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t<\/div>\n\n\n\n

Nakon svake radionice prikupljene su povratne informacije <\/strong>od nastavnika kako bi se evaluirale aktivnosti te prikupili komentari za pobolj\u0161anje. Ovaj proces je bitan dio prvog ciklusa radionica, koji \u010dini dio Aktivnosti 4: Pou\u010davanje i osposobljavanje (Prvi ciklus)<\/strong>. Dobivene povratne informacije doprinijet \u0107e korisnim podacima za me\u0111unarodnu evaluaciju, koja se provodi u suradnji s nizozemskim timom, te \u0107e usmjeriti budu\u0107a usavr\u0161avanja i pristupe podu\u010davanju i obrazovnih resursa. Ove radionice stoga pru\u017eaju klju\u010dnu priliku za procjenu i pobolj\u0161anje na\u0161eg pristupa<\/strong>, osiguravaju\u0107i njegovu u\u010dinkovitost za budu\u0107u implementaciju.<\/p>\n\n\n\n

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Ovim putem zahvaljujemo u\u010diteljima, u\u010denicima i roditeljima Osnovne \u0161kole Ante Kova\u010di\u0107a, Marija Gorica<\/strong> na suradnji u ovom projektu!<\/mark><\/h4>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

Po\u010detkom listopada 2024. godine, u sklopu Aktivnosti 4: Pou\u010davanje i osposobljavanje (Prvi ciklus) Erasmus+ projekta DIRECTORS \u2013 DIgital data-dRiven EduCaTion 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