Strategije učenja i postignuće učenika - iskustvo jednog obrazovnog programa
| Autor: | R Lidija Radulović, S Milan Stančić, M Marija Bulatović |
|---|---|
| Jazyk: | srbština |
| Rok vydání: | 2019 |
| Předmět: |
self-regulated learning
4. Education 05 social sciences 050301 education samoregulisano učenje evaluation of education quality strategije učenja 0502 economics and business ComputingMilieux_COMPUTERSANDEDUCATION co-regulated learning postignuća učenika koregulisano učenje learning strategies Psychology student achievement 0503 education 050203 business & management vrednovanje kvaliteta obrazovanja u nastavi |
| Zdroj: | Inovacije u nastavi-časopis za savremenu nastavu (2019) 32(1):1-15 Inovacije u nastavi |
| ISSN: | 0352-2334 |
| Popis: | Rad predstavlja istraživanje rezultata obrazovnog programa namenjenog podsticanju razvoja učeničke samoregulacije u učenju. Program je koncipiran kao učenje učenika da koriste Blumovu taksonomiju u učenju, uz demistifikaciju procesa ocenjivanja, nove uloge i aktivnosti učenika i promenu međusobnih odnosa u nastavi, a realizovan je u jednom odeljenju srednje stručne škole. Cilj istraživanja bio je da se sagleda doprinos programa učeničkim strategijama učenja i postignuću učenika. Podaci o učeničkim strategijama učenja dobijeni su korišćenjem MSLQ upitnika (eng. Motivated Strategies for Learning Questionnaire), dok je kao mera postignuća učenika korišćen rezultat na testovima znanja. U analizi je korišćena deskriptivna statistika, t-test i korelaciona analiza. Rezultati pokazuju da je program doprineo, kako učeničkim strategijama učenja, tako i postignućima. Nije utvrđena statistički značajna povezanost između korišćenja svih pojedinačnih strategija učenja i postignuća, što se iz perspektive sociokonstruktivističkih razumevanja nastave/učenja može tumačiti umreženim odnosom strategija, postignuća i konteksta u kojem se učenje dešava, te neadekvatnošću istraživanja njihovog uticaja kao pojedinačnih varijabli. Pedagoška implikacija sprovedenog istraživanja je da za promenu kvaliteta obrazovanja u nastavi nije dovoljna promena pojedinačnih segmenata učenja/nastave, već je važna promena celovitog konteksta. This article presents research on the results of one educational programme aimed at fostering self-regulation in learning among students. The programme is designed as enabling students to use Bloom's taxonomy in their learning, which is accompanied by demystifying the assessment process, students' new roles and activities, and changes in interpersonal relations in the teaching process. The programme was implemented in one student group in a vocational school from Belgrade. The research aimed to examine the programme's contributions to students' learning strategies and their achievement. Data on students' learning strategies were gathered using the MSLQ questionnaire, while the results of knowledge tests were used as a measure of students' achievement. For data analysis, we used descriptive statistics, t-test and Pearson correlation coefficient. The results show that the programme has contributed both to students' learning strategies and achievement. However, the statistically significant relationship between students' use of different learning strategies and their achievement has not been found. From socioconstructivistic viewpoints on teaching and learning, this could be interpreted by a complex interrelation between learning strategies, achievement and the context in which learning is occurring. Thus, it is inadequate to research them as separate variables. The pedagogical implication of the research is that for a change in the quality of education it is not sufficient to change individual segments of teaching/learning, but it is important to change the complete context. |
| Databáze: | OpenAIRE |
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