magistrsko delo
Evelin Škof (Author), Sonja Pečjak (Mentor)

Abstract

Osnovni namen magistrskega dela je prikazati povezanost med pripisovanjem pomena bralnim učnim strategijam pri šestošolcih in njihovo uporabo teh strategij pri samostojnem učenju iz učbenika. Zanima nas tudi povezanost pripisovanja pomena bralnim učnim strategijam in uporabe bralnih učnih strategij s spolom, učno uspešnostjo, učenčevim interesom za branje in uporabo učbenika. S preizkusom za ugotavljanje strategij pri uporabi učbenika in s pomočjo očesnih sledilcev želimo na manjšem vzorcu učencev nazorneje pokazati uporabo bralnih učnih strategij pri učenju iz učbenika. Rezultati kažejo, da učenci šestih razredov pripisujejo bralnim učnim strategijam večji pomen kot jih dejansko uporabljajo. Dekleta pripisujejo strategijam med branjem večji pomen kot fantje in pogosteje kot fantje uporabljajo strategije nasploh, še posebej strategije med branjem in po njem. Dekleta izkazujejo tudi višji bralni interes v primerjavi s fanti. Med učno manj in učno bolj uspešnimi učenci nismo ugotovili pomembnih razlik v pripisovanju pomena bralnim učnim strategijam, smo pa ugotovili, da učno bolj uspešni učenci pogosteje uporabljajo strategije pred branjem in kažejo za branje tudi večji interes. Učenci, ki pripisujejo bralnim učnim strategijam večji pomen, izkazujejo tudi večji bralni interes in pogosteje uporabljajo pri učenju učbenik. Rezultati raziskave predstavljajo tudi nekatere pedagoške implikacije.

Keywords

bralne učne strategije;učenje z branjem;interes;učenje iz učbenika;branje;učenje;bralne strategije;učbeniki;samoregulacijsko učenje;magistrska dela;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL FF - Faculty of Arts
Publisher: [E. Škof]
UDC: 37.015.3:028.6(043.2)
COBISS: 11147849 Link will open in a new window
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Downloads: 102
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Other data

Secondary language: English
Secondary title: reading learning strategies' knowledge and use among year 6 primary school students
Secondary abstract: The main goal of this Master thesis is to show correlation between attributing meaning to Reading learning Strategies and Use and correlation between Use of Reading learning Strategies with independent learning from textbooks among Year 6 Primary School Students. We are also dealing with attributing meaning to Reading learning Strategies and Use of Reading learning Startegies in correlation with gender, academic achievement, interest for reading and use of textbooks. By using Test for determining which Reading learning startegies Year 6 Primary School Students use with learning from textbooks and by using Eye tracking system on a smaller sample of Students, our goal is to illustrate Use of Reading learning Strategies with learning from textbooks more specifically. Our results show, that Year 6 Primary School Students attribute more meaning to Reading learning Strategies than actually using them, with female students both, attributing more meaning and using Reading learning Strategies more than male students, especially Strategies that are used during and after reading itself. Female students also have higher interest in reading, comparing to male students. We did not observe any significant differences between students with higher academic achievements and students with lower academic achievements in attributing meaning to Reading learning Strategies. On the other hand, we can conclude, that students with higher academic achievement have a tendency to Use Reading learning Strategies more often than students with lower academic achievements and that they show greater interest in reading itself. Students, who use textbooks for learning more often, attribute more meaning to Reading learning Strategies, Use Reading learning Strategies more often, and also show greater interest in reading. Results, obtained from the experiment, represent some important pedagogical implications.
Secondary keywords: reading;learning;reading strategies;textbooks;self regulated learning;masters theses;reading strategy;primary education;bralna strategija;osnovnošolski pouk;
File type: application/pdf
Type (COBISS): Master's thesis
Thesis comment: Univ. v Ljubljani, Pedagoška fak.
Pages: 116 str.
ID: 9166932