Učne strategije učencev pri šolskem delu doma

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Language:	Slovenian
Year of publishing:	2011
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[M. N. Medvešček Peterka]
UDC:	37.018.4(043.2)
COBISS:	9025097
Views:	2372
Downloads:	1171
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Learning strategies students` work at home
Secondary abstract:	In this thesis paper I have studied how students use learning strategies in individual learning at home and to what extent the teachers acquaint the students with them. In the theoretical part of the paper I defined learning strategies as sequence or combination of goal oriented learning activities, which an individual uses at his own initiative and changes it according to demands of the situation (Marentič Požarnik, 2003). I have presented classification and various types of learning strategies and learning styles in more detail. At the conclusion of the theoretical part of the thesis I have described the usage of learning strategies as regards to age and gender of students and pointed out how important it is for teachers to acquaint students with learning strategies and learning styles. In the empirical part I was interested whether 4th, 6th and 8th Grade students differ in the frequency of using learning strategies. I was also interested in whether there was a difference in frequency of acquainting students with learning strategies between 4th, 6th and 8th Grade teachers, lower Grades teachers and After-School Care teachers. I was trying to establish whether the frequency of teachers acquainting students with strategies was higher than the frequency of students using this strategies at home. My sample consisted of 134 students (57 % girls) from three different primary schools (city, suburbs and country). Among them there were 57 students from 4th Grade, 34 from 6th and 43 students from 8th Grade. There were also 96 teachers included in the research; half of them teaching 4th, 6th and 8th Grades, the other half working in After-School Care. In this research I have used a survey for students and teachers, which was based on the questionnaire about the importance of learning strategies (Pečjak, 2000) and the questionnaire about the motivational strategies – MSLQ (Pintrich, Smith, Garcia in McKeachie, 1991, Hudoklin, 2004). Results have shown that the 4th Grade students used many more different strategies than the 6th and 8th Grade students. Frequency of usage of learning strategies at home among girls and boys did not differentiate. The frequency of acquainting students with learning strategies differed among teachers of lower Grades. Teachers of 4th Grade acquainted their students with learning strategies more frequently than teachers who taught 6th and 8th Graders. Lower Grade teachers and After-School Care teachers differed from each other in frequency of acquainting their students with learning strategies, where lower Grade teachers more frequently acquainted students with organizational and elaboration strategies and After-School Care teachers with help strategies. Frequency of acquainting students with organizational strategies was higher than the actual usage of these strategies by students; however, students have more frequently used strategies of repetition and time management than teachers acquainted them with it at school. It is important for teachers to acquaint their students with effective learning strategies, offer their support at studying and help them find suitable ways of learning with regard to their psychophysical abilities already in a class.
Secondary keywords:	learning strategy;learning process;strategija učenja;učni proces;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Razredni pouk
Pages:	104 str.
Type (ePrints):	thesis
Title (ePrints):	Learning strategies students` work at home
Keywords (ePrints):	učne strategije
Keywords (ePrints, secondary language):	learning strategies
Abstract (ePrints):	V diplomskem delu sem preučila, kako učenci uporabljajo učne strategije pri samostojnem učenju doma in v kolikšni meri jih z njimi seznanjajo učitelji. V teoretičnem delu diplomskega dela sem učne strategije opredelila kot zaporedje ali kombinacijo v cilj usmerjenih učnih aktivnosti, ki jih posameznik uporablja na svojo pobudo in spreminja glede na zahteve situacije (Marentič Požarnik, 2003). Podrobneje sem predstavila klasifikacijo in različne vrste učnih strategij ter učne stile učencev. V zaključku teoretičnega dela sem opisala uporabo učnih strategij glede na starost in spol učencev ter opozorila na pomen učiteljevega seznanjanja učencev z učnimi strategijami. V empiričnem delu me je podrobneje zanimalo, ali se učenci četrtega, šestega in osmega razreda razlikujejo v pogostosti uporabe učnih strategij pri šolskem delu doma in ali obstajajo razlike med spoloma glede uporabe učnih strategij. Prav tako me je zanimalo, ali se učitelji četrtih, šestih in osmih razredov ter učitelji rednega pouka in učitelji podaljšanega bivanja razlikujejo v pogostosti seznanjanja učencev z učnimi strategijami. Ugotavljala sem, ali učitelji pogosteje seznanjajo učence z učnimi strategijami, kot pa jih učenci uporabljajo doma. V vzorec sem zajela 134 učencev (57 odstotkov deklet) iz treh različnih osnovnih šol (mestna, primestna in podeželska). Med njimi je bilo 57 učencev četrtih razredov, 34 iz šestih razredov in 43 učencev iz osmih razredov. V raziskavo je bilo vključenih tudi 96 učiteljev; polovica med njimi je poučevala v četrtem, šestem in osmem razredu, polovica pa jih je bila zaposlena v podaljšanem bivanju. V raziskavi sem uporabila anketni vprašalnik za učence in učitelje, ki sem ga oblikovala na osnovi vprašalnika o pomembnosti učnih strategij (Pečjak, 2000) in vprašalnika o motivacijskih strategijah – MSLQ (Pintrich, Smith, Garcia in McKeachie, 1991, v Hudoklin, 2004). Rezultati so pokazali, da so učenci četrtih razredov pri samostojnem učenju doma uporabljali več različnih strategij kot učenci šestih in osmih razredov. Dekleta in fantje se niso razlikovali v pogostosti uporabe učnih strategij pri šolskem delu doma. Učitelji rednega pouka so se med seboj razlikovali v pogostosti seznanjanja učencev z učnimi strategijami v času pouka. Učitelji četrtega razreda so pogosteje seznanjali učence s posameznimi učnimi strategijami kot učitelji, ki so poučevali v šestem in osmem razredu. Učitelji rednega pouka in učitelji podaljšanega bivanja so se razlikovali v pogostosti seznanjanja učencev z učnimi strategijami, pri čemer so učitelji rednega pouka pogosteje seznanjali učence z organizacijskimi in elaboracijskimi strategijami, učitelji podaljšanega bivanja pa s strategijami iskanja pomoči. Učitelji so pogosteje seznanjali učence z organizacijskimi strategijami, kot so jih učenci uporabljali pri učenju doma, učenci pa so pogosteje uporabljali strategije ponavljanja in uravnavanja časa, kot so jih učitelji seznanjali z njimi pri pouku. Pomembno je, da učitelji že pri pouku učence seznanjajo z učinkovitimi učnimi strategijami, da so jim v oporo pri njihovem učenju in da jim pomagajo najti najustreznejši način učenja glede na njihove psihofizične sposobnosti.
Abstract (ePrints, secondary language):	In this thesis paper I have studied how students use learning strategies in individual learning at home and to what extent the teachers acquaint the students with them. In the theoretical part of the paper I defined learning strategies as sequence or combination of goal oriented learning activities, which an individual uses at his own initiative and changes it according to demands of the situation (Marentič Požarnik, 2003). I have presented classification and various types of learning strategies and learning styles in more detail. At the conclusion of the theoretical part of the thesis I have described the usage of learning strategies as regards to age and gender of students and pointed out how important it is for teachers to acquaint students with learning strategies and learning styles. In the empirical part I was interested whether 4th, 6th and 8th Grade students differ in the frequency of using learning strategies. I was also interested in whether there was a difference in frequency of acquainting students with learning strategies between 4th, 6th and 8th Grade teachers, lower Grades teachers and After-School Care teachers. I was trying to establish whether the frequency of teachers acquainting students with strategies was higher than the frequency of students using this strategies at home. My sample consisted of 134 students (57 % girls) from three different primary schools (city, suburbs and country). Among them there were 57 students from 4th Grade, 34 from 6th and 43 students from 8th Grade. There were also 96 teachers included in the research; half of them teaching 4th, 6th and 8th Grades, the other half working in After-School Care. In this research I have used a survey for students and teachers, which was based on the questionnaire about the importance of learning strategies (Pečjak, 2000) and the questionnaire about the motivational strategies – MSLQ (Pintrich, Smith, Garcia in McKeachie, 1991, Hudoklin, 2004). Results have shown that the 4th Grade students used many more different strategies than the 6th and 8th Grade students. Frequency of usage of learning strategies at home among girls and boys did not differentiate. The frequency of acquainting students with learning strategies differed among teachers of lower Grades. Teachers of 4th Grade acquainted their students with learning strategies more frequently than teachers who taught 6th and 8th Graders. Lower Grade teachers and After-School Care teachers differed from each other in frequency of acquainting their students with learning strategies, where lower Grade teachers more frequently acquainted students with organizational and elaboration strategies and After-School Care teachers with help strategies. Frequency of acquainting students with organizational strategies was higher than the actual usage of these strategies by students; however, students have more frequently used strategies of repetition and time management than teachers acquainted them with it at school. It is important for teachers to acquaint their students with effective learning strategies, offer their support at studying and help them find suitable ways of learning with regard to their psychophysical abilities already in a class.
Keywords (ePrints, secondary language):	learning strategies
ID:	8308627