magistrsko delo
Nejc Kotnik (Author), Marija Ropič (Mentor)

Abstract

Študentje smeri razredni pouk oz. prihodnji učitelji se tekom študija naučijo bralnih učnih strategij, torej kako najbolje naučiti učence brati in se učiti. Vendar se ob vsem tem poraja vprašanje, ali ti isti študentje sploh aplicirajo naučene strategije pri branju in učenju svoje študijske literature oz. kako pogosto le-te uporabljajo. Na osnovi smo oblikovali naslednja vprašanja: 1. Kako pogosto dodiplomski študentje razrednega pouka uporabljajo pridobljeno znanje o bralnih učnih strategijah pri lastnem študiju literature? 2. Kakšno vlogo oz. vpliv ima: 2.1 Letnik študija? 2.2 Celotni uspeh na splošni maturi? 2.3 Ocena na izpitu pri predmetu branje v 1. letniku dodiplomskega študija? Raziskava temelji na neslučajnostnem vzorcu dodiplomskih študentov študijske smeri razredni pouk Pedagoške fakultete v Mariboru, ki je sestavljen iz 142 študentov iz 1. in 4. letnika tega študija. Uporabljena metoda je kavzalno-neeksperimentalna metoda empiričnega pedagoškega raziskovanja. Rezultati kažejo, da največ študentov pogosto oz. vedno uporablja dane strategije, najmanj pa te strategije uporablja redko oz. nikoli. S primerjavo študentov po letnikih glede na pogostost uporabe učnih strategij je mogoče ugotoviti, da se pogostost uporabe predstavljenih strategij med njimi skoraj ne razlikuje. Prav tako so izidi po preiskovanju razlik med uporabo bralnih učnih strategij in uspehom pri maturi prikazali, da med študenti po večini ne obstajajo večje razlike. Približno podobno je z rezultati statistično pomembnih razlik med pogostostjo uporabe strategij in oceno na izpitu pri predmetu branje. Po drugi strani je mogoče iz raziskovanja korelacij sklepati, da so študentje začeli pogosteje uporabljati strategije šele po maturi oz. šele takrat, ko so se jih naučili pri predmetu branje.

Keywords

magistrska dela;bralne učne strategije;učenje;študenti razrednega pouka;branje;pogostost uporabe bralnih učnih strategij;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM PEF - Faculty of Education
Publisher: [N. Kotnik]
UDC: 159.953.5(043.2)
COBISS: 23766536 Link will open in a new window
Views: 1234
Downloads: 123
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Other data

Secondary language: English
Secondary title: Application of reading and learning strategies among undergraduate elementary education students
Secondary abstract: Throuth their studies, students of Elementary Education (future teachers) learn about reading and learning strategies and how to best teach their pupils to read and learn. However, the question arises, whether or how often these students actually apply these strategies in their own studies of their literature. This lead to these questions: 1. How often do undergraduate students of the Classroom learn the acquired knowledge of reading learning strategies in their own study of literature? 2. What role or impact has: 2.1 Study Year? 2.2 Overall success in general matura? 2.3 Assessment of the exam in the course Reading in the 1st year of undergraduate studies? The research is based on a random sample of undergraduate students in the field of study. The classroom of the Pedagogical Faculty in Maribor, which consists of 142 students from the 1st and 4th years of study. The master's thesis is based on a causal-non-experimental method of empirical pedagogical research. The results show that most students often or always use the given strategies, and at least rarely. Compared to students per year, according to the frequency of using learning strategies, it can be concluded that the frequency of using the strategies presented among them almost does not differ. Similarly, the results of investigating the differences between the use of reading learning strategies and the success at matura show that there are no major differences between students. It is approximately similar with the results of statistically significant differences between the frequency of the use of strategies and the assessment on the exam at the subject of reading. On the other hand, it can be concluded from the research of correlations that students began to use strategies more often after the matura / only when they learned from the Reading course.
Secondary keywords: master theses;reading and learning strategies;learning;students of Elementary Education;reading;frequency of usage of reading and learning strategies;
URN: URN:SI:UM:
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages: 138 f.
ID: 10917995