{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-QPQAX498/f9e79152-0758-4398-b347-4d59726dcff3/PDF","dcterms:extent":"1004 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-QPQAX498/19c58043-7317-4c57-ad76-3251c8a00649/TEXT","dcterms:extent":"0 KB"}],"edm:TimeSpan":{"@rdf:about":"2005-2025","edm:begin":{"@xml:lang":"en","#text":"2005"},"edm:end":{"@xml:lang":"en","#text":"2025"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-QPQAX498","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-M10OPZYO"},{"@xml:lang":"sl","#text":"Sodobna pedagogika"}],"dcterms:issued":"2025","dc:creator":["Kos, Živa","Mažgon, Jasna"],"dc:format":[{"@xml:lang":"sl","#text":"številka:2"},{"@xml:lang":"sl","#text":"letnik:76 = 142"},{"@xml:lang":"sl","#text":"str. 29-43"}],"dc:identifier":["ISSN:0038-0474","DOI:10.63384/spB52z838s","COBISSID_HOST:245042179","URN:URN:NBN:SI:doc-QPQAX498"],"dc:language":"sl","dc:publisher":{"@xml:lang":"sl","#text":"Zveza društev pedagoških delavcev Slovenije"},"dc:subject":[{"@xml:lang":"sl","#text":"analiza besedil"},{"@xml:lang":"en","#text":"didactics of sociology"},{"@xml:lang":"sl","#text":"didaktika sociologije"},{"@xml:lang":"sl","#text":"hibridni pristop"},{"@xml:lang":"en","#text":"hybrid approach"},{"@xml:lang":"en","#text":"large language models"},{"@xml:lang":"en","#text":"reflection"},{"@xml:lang":"sl","#text":"refleksija"},{"@xml:lang":"sl","#text":"veliki jezikovni modeli"},{"@xml:lang":"en","#text":"word analysis"}],"dcterms:temporal":{"@rdf:resource":"2005-2025"},"dc:title":{"@xml:lang":"sl","#text":"Izzivi uporabe umetne inteligence pri študijski analizi družboslovnih besedil|"},"dc:description":[{"@xml:lang":"sl","#text":"The increasing use of artificial intelligence (AI) in education, in particular large-scale language models (LLMs) such as ChatGPT and Microsoft Copilot, offers both challenges and opportunities. These LLMs can perform tasks that require natural language processing, from answering questions to solving problems. The integration of LLMs in education raises a number of dilemmas regarding the credibility and reliability of the information, the role of the teacher, the nature of learning, etc., with the need for a guided use of LLMs in educational processes being at the forefront. This paper focuses on the use of LLMs in the analysis of social studies and humanities texts. In a pilot study, we compared the epistemological and methodological approaches of LLMs with traditional, stand-alone literature analysis (deep reading) and compared the differences in results. The study, conducted with 17 first-year MA students in Sociology, reveals that while LLMs can optimise the creation of summaries and the provision of background information, they also call into question the depth and impartiality of the content. In doing so, we have explored how a hybrid approach, combining AI tools with traditional methods of reading and in-depth analysis, offers a promising way to improve learning and teaching strategies and can enhance critical analytical skills that are crucial for didactics in the digital age"},{"@xml:lang":"sl","#text":"Vse pogostejša uporaba umetne inteligence v izobraževanju, zlasti velikih jezikovnih modelov (v nadaljevanju VJM, konkretno ChatGPT in Microsoft Copilot), prinaša tako izzive kot priložnosti. Ti VJM lahko izvajajo naloge, ki zahtevajo obdelavo naravnega jezika, od odgovarjanja na vprašanja do reševanja problemov. Vključevanje VJM v izobraževanje odpira vrsto dilem glede verodostojnosti in zanesljivosti informacij, vloge učitelja, narave učenja ipd., pri čemer je v ospredju potreba po vodeni uporabi VJM v procesih izobraževanja. Prispevek se osredotoča na uporabo VJM pri analizi družboslovnih in humanističnih besedil. V pilotni raziskavi smo primerjali epistemološke in metodološke pristope VJM s tradicionalno, samostojno analizo literature (poglobljeno branje) in razlike v rezultatih. Raziskava, izvedena s 17 študenti prvega letnika magistrskega študija sociologije, razkriva, da VJM sicer lahko optimizirajo oblikovanje povzetkov in zagotavljanje osnovnih informacij, a hkrati postavljajo pod vprašaj poglobljenost in nepristranskost vsebine. Ob tem smo raziskovali, kako hibridni pristop, ki združuje orodja umetne inteligence s tradicionalnimi metodami branja in poglobljene analize, ponuja obetaven način za izboljšanje strategij učenja in poučevanja ter lahko izboljša kritične analitične spretnosti, ki so ključne za didaktiko v digitalni dobi"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:doc-QPQAX498","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-QPQAX498"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-QPQAX498/f9e79152-0758-4398-b347-4d59726dcff3/PDF"},"edm:rights":{"@rdf:resource":"http://creativecommons.org/licenses/by-sa/4.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Zveza društev pedagoških delavcev Slovenije"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-QPQAX498/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-QPQAX498"}}}}