Zaznavni stili in učne strategije študentov računalništva, matematike in razrednega pouka

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Data

Language:	Slovenian
Year of publishing:	2014
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[T. Mršol
UDC:	37.015.3:159.95(043.2)
COBISS:	10159945
Views:	1244
Downloads:	250
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Learning styles and learning strategies of students of computer science, mathematics and primary school
Secondary abstract:	Each of us learns in their own and unique way, for example uses a variety of teaching strategies and techniques. Some people prefer to learn by music or by moving around the room, some make notes or mind maps, and others underline key words. There are a lot of factors that contribute to effective learning from motivation to learning approaches. In this thesis, we will focus primarily on two factors of learning, namely we will present cognitive styles and different divisions thereof. Each type will be briefly presented, as they are all important in our learning. Above all, we will focus on learning styles. In addition to them, we will present learning strategies, because with them we can achieve faster memorization. The aim of the thesis was to determine which learning styles dominate among students and what learning strategies are used by students of Faculty of Education Ljubljana from several fields of study and various stages in their studies. The survey showed that none of learning styles distinctly stands out, but there are indeed the most students with a combined learning style. We have also found that students distinctly do not use certain learning strategies. The results have also shown that two of them are quite rarely used. We were also interested whether the learning strategies of students and the use of them vary depending on gender, age and field of study. We found that students use of learning strategies does not depend on these three factors. Finally, in our thesis, we confirmed five of the six hypotheses, so it could be concluded that none of the students accepts information in only one way, but each has its own unique way.
Secondary keywords:	learning strategy;student;strategija učenja;študent;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Matematika in računalništvo
Pages:	X, 77 str.
ID:	8678223