Illustrative Techniques in the Primary School

*Cestmir Serafin*

## **Abstract**

The goal of this chapter is to contribute to the area of teaching about technology, especially by using illustrative aids, kits as didactic training tools in contemporary schools, and to define what is required by this field in view of the goals of the teaching process, especially of the education theory. The study summarises the issue of illustrative aids, from the view of their application to the area of general training, and formulates answers to some related practical issues of the relevant subject didactics. The chapter presents the results of past research surveys which were conducted in relation to incorporating illustrative aids - kits into education, and of the effectiveness of the implemented education in the practical reality of teaching. One subject of discussion also includes the condition/the current state of implementing education in the primary school environment. The aim of this chapter is to provide a comparative and analytical insight into the teaching of general technical subjects in primary schools in the context of technical kits, defining current trends and approaches to the implementation of educational activities. The broader intention is thus to contribute to the development of a sectoral didactics of technical subjects, targeted at lower school levels and educational practice.

**Keywords:** Illustrative techniques, illustrative aids, kits, education, primary school, didactics, subject didactic, electronics

## **1. Introduction**

Combining physical and mental activities as a prerequisite for a well-rounded personal development – that is the benefit of technical kits, electronic ones especially. Such combination also pushes the limits of the pupils' efficiency. When used correctly, the creativity of pupils a superior developmental level of knowledge in terms of quality.

This process is also facilitated by innovations related to other scientific fields, such as cybernetics, system and information theory, ergonomics, bionics, developmental, social, and educational psychology etc. [1].

Technical kits in general have many positive effects in school education and appropriately complement and support this education. It can also be said that kits are also one of the subjects taught. If we look at the global growth of information technology, then we also see the need for growth in the integration of these technologies with kit

sets, and where else is this more appropriate than in teaching. This process of linking is also aided by the digitalisation that is now being pushed into children's education from kindergarten onwards. We can question whether this is a good thing or not. Many experts are in favour, others the opposite, but technological progress is part of the progress of mankind and will not pass us by. Therefore, these realities are necessary stimuli for the development of education, its theory and practice.

From the point of view of schools, the immateriality of electrical engineering as well as the materiality of technology and engineering pose a challenge for the design of educational programmes and for the relevant chapters in textbooks and methodological manuals dealing with it. In these cases, the curriculum is demanding of experiments that require the presence of technical equipment in schools. It is therefore important to stress the importance of material and didactic teaching aids, which certainly include building blocks as part of the technical facilities and schools and education in general.
