magistrsko delo
Miha Žarn (Author), Zlatan Magajna (Mentor), Adrijana Mastnak (Co-mentor)

Abstract

Skripte so specifično orodje, namenjeno učenčevemu samovrednotenju in samospremljanju pri reševanju kompleksnejših matematičnih nalog, ki zahtevajo več korakov reševanja. Lahko so zapisane v obliki strukturiranih vprašanj oziroma trditev, ki učenca vodijo pri reševanju nalog. Tuje raziskave so potrdile pozitiven vpliv skript na izboljšanje samoregulacije in samoučinkovitost učenja. Samoregulacijsko učenje je krožen in rekurziven proces, v katerem si učenci postavljajo cilje, jih skušajo doseči skozi učni proces, ob tem pa regulirajo in spremljajo svoje učenje in usvajanje novega znanja. Kot del samoregulacije je tudi proces metakognicije. Pojem metakognicije označuje znanje o lastnih kognitivnih procesih. Metakognicijo lahko pri učencih razvijamo s pomočjo metakognitivnih strategij, ki jih delimo na strategije načrtovanja, spremljanja in uravnavanja. Skripte lahko uvrstimo v vse tri skupine. Metakognitivne strategije lahko razvijamo s pomočjo številnih tehnik. Ena takšnih je uporaba učitelja oziroma vrstnika kot modela. Druga tehnika je reševanje problemov v manjših skupinah, kar nas privede tudi do sodelovalnega učenja. Sodelovalno učenje je učenje v majhnih skupinah, v katerih je vsak učenec odgovoren za svoje učenje in učenje ostalih članov skupine. Del sodelovalnega učenja je tudi vrstniško učenje, pri katerem gre za komunikacijo med učencem, ki neko snov že obvlada, in učencem, ki je naletel na težave pri obravnavi te vsebine. Empirični del magistrskega dela temelji na raziskavi o vplivu vrstniškega učenja in učne uspešnosti na kakovost matematičnih skript, ki jih izdelajo učenci. Kakovost skript smo preverjali s petimi kazalniki: število vprašanj, ujemanje vprašanj z vprašanji iz učiteljičine skripte, vrstni red, vključenost vprašanj o postopku načrtovanja, samospremljanja in samoregulacije. V raziskavo, ki je kombinacija kvantitativnega in kvalitativnega pristopa, je bilo vključenih 44 učencev 7. razreda. Znotraj eksperimentalne skupine so učenci skripte izdelovali v heterogenih parih (po en učno uspešnejši in en učno manj uspešen učenec). V kontrolni skupini so učenci pisali skripte individualno. Ugotovili smo, da so bile skripte heterogenih parov kakovostnejše od skript učencev, ki so jih pisali individualno. Ugotovili smo tudi, da so skripte učno uspešnejših učencev kakovostnejše od skript učno manj uspešnih učencev. S pomočjo vprašalnika smo izvedeli, da se največ težav pojavlja pri oblikovanju vprašanj v skriptah. Iz posnetka heterogenega para učencev med pisanjem skripte smo ugotovili, da je učno uspešnejši učenec prevzel vlogo vrstniškega učitelja in učno manj uspešnega učenca vodil pri skupnem oblikovanju skripte.

Keywords

kakovost skript;skripte;samoregulacija;metakognicija;metakognitivne strategije;vrstniško učenje;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [M. Žarn]
UDC: 51:373.3(043.2)
COBISS: 12522057 Link will open in a new window
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Downloads: 72
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Other data

Secondary language: English
Secondary title: Impact of peer-learning on the quality of scripts in mathematics
Secondary abstract: Scripts are a specific learning tool that serve the purpose of the learner's self-evaluation and monitoring while performing complex mathematical tasks that require several steps. Scripts may take the form of structured questions or statements that guide the learner through the tasks. Several studies have confirmed a positive impact of scripts on the learner's self-regulation and self-efficacy. Self-regulated learning is a circular and recursive process in which learners set their goals and try to achieve them through the learning process while at the same time regulating and monitoring their learning and the acquisition of new knowledge. Metacognition is part of self-regulation and involves knowledge of one's own cognitive processes. Metacognition can be developed by using metacognitive strategies, which encompass planning, monitoring and adaptation. Scripts can be used in the various techniques of developing metacognitive strategies. One of techniques is using a teacher or peer as a model. Another is solving problems in small groups, which also brings us to collaborative learning. Collaborative learning is learning in small groups in which each learner is responsible for his own learning and the learning of other group members. Peer-learning is a type of collaborative learning, which is essentially communication between a good performer and a student who is trying to master a specific subject matter. The empirical part of the thesis is based on the research of the impact of collaborative learning and learning performance on the quality of mathematical scripts written by learners. Five indicators were used to assess the quality of a script: number of questions, level of matching with the teacher's script, correctness of order, and inclusion of questions about planning, self-monitoring and self-regulation. In the research, which is a combination of a quantitative and qualitative approach, 44 students of the 7th grade were included. Learners in the experimental group made scripts in mixed pairs (one good and one poor performer). Learners in the control group made scripts individually. We found out that the scripts made by mixed pairs were of better quality than those written by students individually. Similarly, we found out that the scripts written individually by good performers were of better quality than those written individually by poor performers. We also found out that students consider the formulation of questions as the most difficult aspect of writing up a script. By studying the recording of a mixed pair writing of students during the script writing we found out that the good performer took up the role of a peer-teacher and guided the poor performer in the joint process of script writing.
Secondary keywords: mathematics;primary education;matematika;osnovnošolski pouk;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Predmetno poučevanje
Pages: VI, 62 str.
ID: 11188650