magistrsko delo
Lucija Urh (Avtor), Mojca Juriševič (Mentor)

Povzetek

Kognitivne učne strategije so postopki, ki jih uporabljamo pri miselnem operiranju z novimi in že znanimi informacijami. Uporabljamo jih pri vsem, kar se dogaja v naših možganih med sprejemanjem dražljajev iz okolice, med pomnjenjem oziroma med učenjem. Kognitivne učne strategije imajo pomembno vlogo v našem življenju, vendar jih v veliki meri ne poznamo oziroma z njimi nismo seznanjeni. Če jih poznamo ter vemo, kako jih uporabljati, nam lahko olajšajo razumevanje in pomnjenje informacij vseh vrst (besednih, slikovnih, gibalnih, slušnih). Na uporabo učnih strategij vpliva veliko različnih dejavnikov. V tem magistrskem delu je bil namen raziskati, kakšen vpliv ima na uporabo kognitivnih učnih strategij dejavnik nadarjenosti. V teoretičnem delu so predstavljeni različni tipi mišljenja in razložen je pojem spomina – kaj spomin je, v kakšnem odnosu je spomin do učenja, kako spomin tvorimo in razvijamo ter kakšna je njegova vloga. Predstavljene so nekatere metode pomnjenja. Opisane so dejavnosti spomina in vpliv čustev ter motivacije na pomnjenje. V okviru učnih strategij so razložene kognitivne učne strategije, ki so osrednji predmet magistrskega dela. Na koncu je opredeljen še pojem nadarjenih učencev: njihove značilnosti, potek identifikacije in način dela, ki ga zahtevajo njihove posebnosti. Osnovni namen magistrskega dela je ugotoviti in prikazati razlike v uporabi kognitivnih učnih strategij med nadarjenimi učenci in njihovimi sošolci, ki niso bili prepoznani kot nadarjeni. V anketni raziskavi je sodelovalo 173 učencev iz 4 matičnih in 2 podružničnih šol; vsi učenci so v času raziskave obiskovali 5. razred. V vprašalniku so učenci odgovarjali na vprašanja, vezana na tri področja kognitivnih učnih strategij, ki jih uporabljajo pri svojem šolskem delu in učenju, ter na vprašanja o sodelovanju pri pouku kot dejavniku, ki vpliva na pomnjenje in učenje. Vsi učenci, nadarjeni in njihovi sošolci, so odgovarjali na enak vprašalnik; primerjava njihovih odgovorov je bila opravljena s statistično analizo in je predstavljena v empiričnem delu tega dela. Rezultati raziskave so pokazali, da se med nadarjenimi in nenadarjenimi učenci ne pojavljajo statistično pomembne razlike pri uporabi kognitivnih učnih strategij. Na podlagi ugotovitev je mogoče načrtovati pedagoško delo, ki bo bolj spodbujalo uporabo kognitivnih učnih strategij na način, ki bo ustrezal vsem učencem, nadarjenim in njihovim sošolcem.

Ključne besede

spomin;kognitivne učne strategije;nadarjeni učenci;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [L. Urh]
UDK: 376-056.45(043.2)
COBISS: 52600067 Povezava se bo odprla v novem oknu
Št. ogledov: 262
Št. prenosov: 34
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Comparison of cognitive learning strategies of gifted students and their peers
Sekundarni povzetek: Cognitive learning strategies are procedures applied in mental operations with new and given information. They are applied in every process in our brain during the reception of external stimuli, and during retention and learning. Cognitive learning strategies play an important role in our lives but we are frequently not acquainted with them. However, when one is aware of them and understands how they can be utilised, they can contribute to better comprehension and enhanced ability to retain any kind of information (verbal, visual, motor, audio, etc.). The use of learning strategies is affected by a wide variety of factors and the aim of the present master's thesis was to examine how giftedness affects the use of cognitive learning strategies. In the theoretical part, different types of thinking are outlined, and the concept of memory is explained – what memory is, what is the relationship of memory to learning, how memory is formed and developed, and what its role is. Some methods of retention are outlined. Memory operations are described as well as how emotions and motivation affect retention. Within the framework of learning strategies, cognitive learning strategies are explained as the main subject of the thesis. And finally, the concept of gifted students is defined in greater detail, along with the process of their identification and methods of working with them due to their special qualities. The main goal of the present master's thesis was to identify and show the differences in the use of cognitive learning strategies between gifted students and their peers who were not identified as gifted. A survey was completed, with 173 students from 4 central primary schools and 2 primary school branches. All the surveyed students were 5th year students at the time of survey. They were asked questions dealing with three areas of cognitive learning strategies utilized at their schoolwork and learning, and questions on active cooperation in classes as a factor affecting retention and learning. All students – both gifted and their peers – completed the same survey. Their responses were compared by way of a statistical analysis and are included in the empirical part of the thesis. The results of the survey have shown that no statistically significant differences existed in the use of cognitive learning strategies between gifted students and their peers. Based on the findings, pedagogical work can now be better planned to promote the use of cognitive learning strategies in a manner which will suit all students, gifted and their peers.
Sekundarne ključne besede: gifted;learning;recollection;nadarjeni;učenje;pomnjenje;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji
Strani: V, 95 str.
ID: 12588736