magistrsko delo
Sara Drožđek (Author), Jože Rugelj (Mentor), Alenka Polak (Co-mentor)

Abstract

V magistrskem delu raziskujemo vpliv Mayerjevih načel oblikovanja večpredstavnih gradiv na uporabo kognitivnih spretnosti, konkretno tehnik reševanja problemov, uporabo metakognitivnih spretnosti ter na motivacijo učencev. Ugotoviti želimo, ali lahko sestavimo večpredstavna gradiva, ki bodo imela na učence tak učinek, da bodo spodbujala razvoj samoregluacije učenja učencev, računalniško in algoritmično razmišljanje učencev ter njihovo učno motivacijo. Veliko učiteljev, ki poznajo motivacijski učinek večpredstavnih gradiv na učence, se morda ne zaveda, kakšen vpliv imajo večpredstavna gradiva na kognitivne in metakognitivne spretnosti učencev ter kako se to odraža v procesu učenčevega razmišljanja. Raziskave namreč kažejo, da morajo biti učitelji zelo previdni pri ustvarjanju večpredstavnih gradiv, saj lahko s pretiranim dodajanjem zanimivih podrobnosti in raznih motivacijskih elementov tvegajo učenčevo kognitivno preobremenitev. Da bi predstavili ta problem, smo v prvem delu teoretičnega dela opisali Mayerjevo kognitivno teorijo o učenju z večpredstavnostjo, kjer smo poudarili tudi pomen interaktivnosti. Pri poučevanju računalništva, kjer sta za začetke programiranja pomembni računalniško in algoritmično razmišljanje, je ena od prvih nalog priprava učencev na abstraktni način razmišljanja. Zato smo v nadaljevanju opisali tudi pomen t. i. računalniškega razmišljanja in dodali primere aktivnosti za bolj prijetne in zabavne šolske ure ter lažje učenje takšnega načina razmišljanja. Po drugi strani pa se moramo zavedati pomembnosti upoštevanja učenčevega kognitivnega razvoja, da bomo lahko razlago težje snovi prilagodili učenčevim zmožnostim razumevanja. Kognitivni razvoj učencev smo teoretično utemeljili z vidika Piagetove teorije in teorije Vigotskega, opisali smo proces samoregulacije učenja in proces reševanja problemov, ki predstavlja pomembno orodje pri učenju algoritmov, opisali pa smo tudi vpliv večpredstavnosti na motivacijo in čustva učencev. Z empirično raziskavo smo analizirali vpliv večpredstavnega gradiva, narejenega z upoštevanjem Mayerjevih načel oblikovanja, na usvojeno znanje učencev, njihove kognitivne in metakognitivne spretnosti ter motivacijo. Vzorec so predstavljali učenci 4. razreda osnovne šole, stari od devet do deset let. Med učenci eksperimentalne in kontrolne skupine smo zasledili statistično pomembne razlike v usvojenem znanju, hkrati pa smo ugotovili, da so učenci v eksperimentalni skupini bolje identificirali napake algoritmov kot učenci v kontrolni skupini. V oceni uporabe kognitivnih spretnosti ter v oceni motivacije smo ugotovili statistično pomembne razlike med kontrolno in eksperimentalno skupino, pri čemer se je izkazalo, da so kognitivne spretnosti bolj intenzivno uporabljali učenci v eksperimentalni skupini, ki so bili tudi bolj motivirani. Večpredstavna gradiva so najbolje vplivala na učence z vidnim zaznavnim stilom, najbolje motivirani pa so bili učenci z avditivnim zaznavnim stilom. Pri preverjanju korelacij smo zasledili močno povezanost med metakognitivnimi spretnostmi in motivacijo ter negativno neznatno povezanost med kognitivnimi in metakognitivnimi spretnostmi pri učencih v eksperimentalni skupini. Raziskali smo tudi mnenja učencev glede nekaterih dejavnikov v večpredstavnih gradivih in ugotovili, da so barvo in obliko gradiv, način predstavitve, kontrolo nad izbiro in vrstnim redom ogleda ter razumljivost in jasnost razlage znatno bolje ocenili učenci eksperimentalne skupine.

Keywords

večpredstavna gradiva;samoregulacija;računalniško razmišljanje;algoritmično razmišljanje;strategije reševanja problemov;algoritmi;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [S. Drožđek]
UDC: 159.955:373.3(043.2)
COBISS: 11489353 Link will open in a new window
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Other data

Secondary language: English
Secondary title: Considering the effects of Mayers principles on metacognitive and cognitive skills of students and their motivation
Secondary abstract: In this Master thesis, we research the influence of Mayer's principles of multimedia material on the use of students' cognitive skills, specifically techniques for solving problems, metacognitive skills and their motivation. We want to determine if multimedia material which will affect students in a way that it will encourage the development of their studying self-regulation, computational and algorithmic thinking and their learning motivation can be created. Many teachers familiar with the motivational effect of multimedia material on students are perhaps not aware of the influence such material has on cognitive and metacognitive skills and how that reflects in student's thinking process. Research shows that teachers should be very careful when adding interesting details and various motivational elements to multimedia material because they can risk the student's cognitive overload. With the purpose of raising awareness of such problems, we describe Mayer's cognitive theory of multimedia learning in the first theoretical part of this thesis, where we also focus on the meaning of interactivity in multimedia material. In computer science teaching, where computational and algorithmic thinking are important for beginner's programming, one of the first obstacles we face is preparing students for abstract thinking. We describe the meaning of computational thinking and suggested activities for more pleasant and fun lessons and easier learning of abstract thinking. On the other hand, we should also be aware of the student's cognitive development so that we can adjust more difficult topics to the level of the student's understanding. With this purpose, we describe Piaget's and Vygotsky's theory of cognitive development. We also talk about the process of self-regulation and the process of solving problems, which represent an important tool for learningalgorithms. At the end of theoretical part, we also review the literature describing the influence of multimedia on students' feelings and motivation. We conduct an empirical research where we analyse the influence of multimedia material made on the basis of Mayer's principles on students' acquired knowledge, cognitive and metacognitive skills and their motivation. As a sample, we used 4th grade elementary school students aged from 9 to 10. We find statistically significant differences in knowledge gained between experimental and control groups and we also find out that students in experimental group identified algorithmic errors better than students in control group. We also find statistically significant differences in the use of cognitive skills and motivation, where it shows that students in experimental group use cognitive skills more intensively and are more motivated. It turns out that when it comes to the use of cognitive skills, multimedia material has the most positive effect on visual students, while auditory students were the most motivated. When looking for correlations, in experimental group we find strong connection between metacognitive skills and motivation and a marginal negative correlation between metacognitive and cognitive skills. In the last part of our empirical research we explore students' opinion about the factors present in the multimedia material. We find out that the colour and format of the material, the way it is presented, having control over what and in which order to view it and the intelligibility and clarity of the explanation are assessed considerably better in experimental group.
Secondary keywords: cognitive ability;motivation;kognitivna zmožnost;motivacija;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak.
Pages: 110 str.
ID: 9593038