magistrsko delo
Katja Veber (Author), Branka Čagran (Mentor), Karin Bakračevič Vukman (Co-mentor)

Abstract

V magistrskem delu z naslovom Učenje učenja v tretji triadi osnovne šole v prvem delu predstavljamo dosedanja spoznanja o učenju učenja, v drugem delu pa empirično raziskavo trenutnega stanja v slovenskih šolah. Tako smo v teoretičnem uvodu najprej opredelili ključne pojme, kot so na primer učenje, kompetenca učenja učenja, samoregulacija in metakognicija, v empiričnem delu pa smo uporabili dva vprašalnika, ki smo jih razdelili učencem štirih osnovnih šol štajerske regije. S prvim vprašalnikom smo želeli osvetliti trenutne dejavnosti učenja učenja v osnovnih šolah, z drugim, prilagojenim vprašalnikom MSLQ pa smo želeli določiti stopnjo notranje motivacije, organizacije učenja, osebna prepričanja in metakognitivne strategije pri učenju. Ugotovili smo, da na šolah uvajajo strategije učenja le v začetnih fazah, prav tako pa se je pri razvoju strategij učenja pri učencih pokazal pomemben vpliv družine in vrstnikov. Zaznali smo, da učenci želijo več nasvetov o učenju, pokazala pa se je tudi premajhna učinkovitost teh nasvetov. Raziskava ni pokazala zveze med načinom uvajanja učnih strategij in področji, ki smo jih merili s prilagojenim vprašalnikom MSLQ.

Keywords

učenje učenja;učne strategije;metakognicija;uvajanje učnih strategij;motivacija;osnovne šole;magistrska dela;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM FF - Faculty of Arts
Publisher: [K. Veber]
UDC: 37.015.31(043.2)
COBISS: 21349896 Link will open in a new window
Views: 1518
Downloads: 287
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Other data

Secondary language: English
Secondary title: LEARNING TO LEARN IN THE LAST THREE-YEAR PERIOD OF PRIMARY SCHOOL
Secondary abstract: In its first section masters' thesis titeled Learning to learn in the last three-year period of primary school offers an overview of existing knowledge about learning to learn and an empirical research of the current state in slovenian schools. In the literature review terms such as learning, the competence learning to learn, self-regulation and metacognition are defined. The empirical part focuses on the survey, conducted in four schools in Styria, using two questionnaires. The first questionnaire was designed to examine current learning to learn activities in primary schools and for the second we adapted the MSLQ questionnare with which we measured the level of intristic motivation, organization of learning, personal beliefs and metacognitive stratetegies by learnig. The survey showed that schools only use the first few stages of new learning strategy introduction, what is more, a significant family and peer influence was observed in students' development of learning strategies. The results show that students wish to recieve more advice about how to learn, moreover, they expressed a lack of efficiency of current advices. The survey did not find a relation between the type of learning strategy introduction and areas, measured with the adapted MSLQ questionnaire.
Secondary keywords: learning to learn;learning strategies;metacognition;introducing learning strategies;motivation;primary schools;master theses;
URN: URN:SI:UM:
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Filozofska fak., Oddelek za pedagogiko
Pages: V, 103 f.
ID: 8731088