magistrsko delo
Teja Jelušič (Author), Katja Košir (Mentor), Alenka Lipovec (Co-mentor)

Abstract

Magistrsko delo teoretično predstavi znanstvena spoznanja glede osnovnih procesov učenja s poudarkom na načinih krepitve metakognicije. Osredotoča se na koncept miselne naravnanosti. Namen magistrskega dela je predstaviti tudi nekatera procesna znanja in učne strategije, ki bi bile primerne pri izvajanju individualne dodatne strokovne pomoči iz matematike. Uporabljena je bila študija primera z metodo opazovanja z udeležbo. V raziskavo je bila vključena učenka sedmega razreda s primanjkljaji na posameznih področjih učenja. Ugotovili smo, da učenke v času spremljanja ni bilo mogoče osvoboditi predstave o tem, da ne sme delati napak in da so lahko samo nekateri učenci dobri pri matematiki. Tudi uporaba strategij je v tem obdobju ostala enaka in se ni izboljšala. Starši menijo, da hčerka zna uspešno uporabljati izbrane učne strategije, ki so bile uporabljene v raziskavi. Ocenjujemo, da učenka ni usvojila strategije samospraševanja, čeprav jo je sama dojemala kot delno usvojeno. Zaznali smo manjše pozitivne spremembe oziroma vpliv izvajalca na počutje učenke pri urah dodatne strokovne pomoči. Na koncu dela je predstavljen tudi načrt nadaljnjega dela z učenko.

Keywords

magistrska dela;dodatna strokovna pomoč;metakognicija;pozitivna matematična miselna naravnanost;formativno spremljanje;povratne informacije;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM FF - Faculty of Arts
Publisher: [T. Jelušič]
UDC: 37.091.3:51(043.2)
COBISS: 107420163 Link will open in a new window
Views: 128
Downloads: 28
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Other data

Secondary language: English
Secondary title: Monitoring and evaluation of the implementation process of additional professional support in mathematics
Secondary abstract: Master thesis theoretically presents scientific knowledge of basic procedures about learning with emphasis on ways to strengthen metacognition. The master thesis focuses on the concept of mind-set. The purpose of this master thesis is to introduce some processing knowledge and teaching strategies, that could be used in individual additional professional assistance in mathematics. A case study was conducted using the observation method with participation. This research included a pupil in the seventh grade with shortcomings in specific areas of learning. It was discovered that the pupil, in the time of observation, could not liberate herself from the image that she must not make mistakes and only some pupils are good at mathematics. The use of strategies for learning in the time of observation did not improve, it stayed the same. Parents felt that she can successfully use the strategies learned in this study. It was assessed that the pupil did not learn the strategy of self-questioning. Although she felt that she had somewhat successfully acquired this strategy. Small positive changes and the influence of the teacher on the pupil's behaviour with individual additional professional support were noted. Finally, a plan was made for further work with this pupil.
Secondary keywords: master theses;Individual additional professional assistance;metacognition;positive mathematical mind-set;formative assessment;feedback;Matematika;Didaktika;Psihologija učenja;Univerzitetna in visokošolska dela;
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za temeljne pedagoške predmete
Pages: 1 spletni vir (1 datoteka PDF (XIV, 125 str.))
ID: 14873099