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

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2014
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[T. Mršol
UDK:	37.015.3:159.95(043.2)
COBISS:	10159945
Št. ogledov:	1244
Št. prenosov:	250
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Learning styles and learning strategies of students of computer science, mathematics and primary school
Sekundarni povzetek:	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.
Sekundarne ključne besede:	learning strategy;student;strategija učenja;študent;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Matematika in računalništvo
Strani:	X, 77 str.
ID:	8678223