Razvijanje samoregulacijskih strategij pri učencih z učnimi težavami

magistrsko delo

Andreja Kosirnik (Avtor), Simona Tancig (Mentor)

Povzetek

Pri učencih z učnimi težavami se lahko pojavijo tudi pomanjkljive sposobnosti samoregulacije učenja. Tako imajo učenci lahko poleg primanjkljajev na posameznih področjih učenja tudi težave, ker se ne znajo učiti, so pri učenju pasivni, si ne postavljajo ciljev, za učenje niso motivirani in se slabo zavedajo procesov ob učenju. V magistrski nalogi smo raziskovali, kako razvijati samoregulacijske strategije učencev z učnimi težavami. Za te učence smo pripravili intervencijski program pomoči. Program je temeljil na teoriji samoregulacijskega učenja (SRU). Oprli smo se na štirikomponentni model SRU ter Zimmermanov krožni model SRU. Oba modela vključujeta kognitivno ter motivacijsko področje učenja. Izvedli smo kvalitativno raziskavo. Najprej smo predstavili rezultate preliminarne akcijske raziskave. Nato smo v multiplo študijo primera vključili tri učence 7. razreda osnovne šole, ki so opredeljeni kot učenci s primanjkljaji na posameznih področjih učenja in imajo težave tudi na področju samoregulacije učenja. Začetno in končno stanje smo preverili z enakim instrumentarijem. Po oceni začetnega stanja smo za vsakega učenca pripravili specifičen program pomoči glede na njegova šibka in močna področja učenja. Razvijali smo predvsem metakognitivne in motivacijske strategije, tako da so se učenci bolje zavedali svojega učenja, obenem pa so tudi ustrezneje uravnavali svoja motivacijska prepričanja. Program smo izvajali štiri mesece. Pri obdelavi podatkov je bil poudarek na kvalitativni vsebinski analizi, uporabili smo odprti način kodiranja in oblikovanje kategorij. Po analizah posameznega primera smo naredili še komparativno analizo. S triangulacijo metod (vprašalnik, intervju, opazovanje) ter triangulacijo virov (učenci, starši, učitelji, raziskovalka) smo skušali doseči večjo zanesljivost raziskave. Ker so podatki zbrani v naravnem okolju, z opazovanjem celotnega pojava in konteksta v daljšem časovnem obdobju, lahko sklepamo na ekološko veljavnost raziskave. Ugotovili smo, da je spodbujanje samoregulacijskih strategij pri učencih z učnimi težavami učinkovito, saj so vsi trije vključeni učenci napredovali tako pri uporabi učnih strategij, v metakognitivnem zavedanju, spremenili so svoja motivacijska prepričanja, obenem pa se je tudi izboljšal njihov učni uspeh. Za razvoj SRU so pomembna vsa tri področja, tako kognitivno, metakognitivno, kot tudi motivacijsko. Je pa prav motivacija ključna, da se učenec začne učiti. Pri naših učencih se je izkazalo, da si pred izvajanjem programa niso postavljali ciljev, pogosta so bila negativna čustva ter zaznavanje nizke samoučinkovitosti. Ko so se učenci naučili uravnavati negativna čustva, so si lahko začeli postavljati cilje in potem je stekel tudi proces učenja. Na podlagi izvedenega intervencijskega programa predlagamo naslednji Model razvijanja samoregulacijskih strategij pri učencih z učnimi težavami. Pri učencih najprej opravimo diagnostično ocenjevanje za področje učenja. Zanima nas, kje ima učenec težave? Nato ugotovimo, katere učne in samoregulacijske strategije že uporablja? V nadaljevanju pri posameznih predmetih pri specifičnih nalogah preverimo, kako učenec izbira in uporablja posamezne strategije. Nato pripravimo program pomoči, ki vsebuje cilje za kognitivno, metakognitivno in motivacijsko področje. Za vse postavljene cilje pripravimo dejavnosti, ki jih bodo učenci izvajali, da bodo razvijali samoregulacijske strategije. Sledi izvajanje programa, ki mora trajati vsaj nekaj mesecev (najmanj 4 mesece) v zelo intenzivnem tempu. Pri učencih spodbujamo skupinsko delo (delo v skupini učenje učenja), podporo sovrstnikov (v našem primeru učenci tutorji), jih v skupini in individualno spodbujamo k načrtovanju, spremljanju in samoevalvaciji učenja (uporaba metakognitivnih strategij in dnevnika učenja). Naučimo jih postavljati cilje ter jim ponudimo različne učne strategije, da imajo možnost izbire. Pri izvajanju teh strategij jih navajamo na samoopazovanje ter na koncu na refleksijo, da učenci prepoznajo učinkovite učne strategije, ki jih nato uporabljajo pri naslednjem učenju. Pri poučevanju si pomagamo s kognitivnim modeliranjem, vodenimi vajami ter specifično povratno informacijo. Ta mora biti taka, da pri učencu povečuje njegovo samoučinkovitost. Končno stanje preverimo na enak način kot začetno stanje. Pri učencu ugotavljamo spremembe pri uporabi kognitivnih, metakognitivnih in motivacijskih strategij. Pomembno je, da učenec strategije uporablja čim bolj avtonomno, torej samoregulacijsko. Sam si postavlja cilje in v čim večji meri sam nadzoruje svoj proces učenja. Specialni pedagogi in učitelji smo tisti, ki lahko s spodbujanjem uporabe samoregulacijskih strategij pri učencih z učnimi težavami izboljšamo njihovo samoučinkovitost, s tem pa zmanjšamo možnost pojava tveganih vedenj v adolescenci in odrasli dobi. Razvoj SRU je pomemben varovalni dejavnik za učence z učnimi težavami, z razvijanjem samoregulacijskih strategij jih opolnomočimo in tako bolje pripravimo na srednjo šolo ter življenje.

Ključne besede

intervencijski program;

Podatki

Jezik:	Slovenski jezik
Leto izida:	2016
Tipologija:	2.09 - Magistrsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[A. Kosirnik]
UDK:	376(043.2)
COBISS:	11107657
Št. ogledov:	792
Št. prenosov:	118
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	The development of self-regulated strategies with pupils with learning disabilities
Sekundarni povzetek:	Students with learning disabilities may also have a lack of ability to use self-regulation. These students not only have deficits in certain areas of learning, but also face difficulties, because they do not know how to learn, they are not active in the process of learning, they do not set goals, they are not motivated and they are not aware of all the processes that occur when learning happens. In this master's thesis we were discovering, how to develop self-regulated strategies for students with learning disabilities. We prepared an intervention programme. The programme was based on a theory of self-regulated learning. We used the circle model of self-regulated learning from Zimmerman and the four-component model of self-regulated learning. Both models include a cognitive and motivational area of learning. We performed a qualitative research. First we introduced the results of a preliminary action research. Then we presented a multiple case study. We chose three seventh grade students with learning disabilities, who also have difficulties in using self-regulated learning. We checked them at the beginning and at the end of the intervention programme with the same instruments. After assessment we prepared a specific intervention programme which included both, strong and weak areas of learning. We were promoting the use of metacognitive and motivational strategies, so that students become more aware of their learning and were, at the same time adjusting their motivational beliefs. The intervention programme lasted for four months. To collect details, we used a qualitative content analysis with an open coding and category forming. First, we analysed each case separately, then we made a comparative analysis. We used a triangulation of methods (a questionnaire, an interview and observation) and a triangulation of sources (students, parents, teachers and a researcher) to achieve more reliable results. Our details were gathered in a natural environment, the whole phenomenon was observed for a longer time period, so we can conclude that our research has an ecological validity. We found out that promoting use of self-regulated strategies has a great effect. Students in our research have shown progress in using learning strategies and in metacognitive awareness. They have changed their motivational beliefs, their academic achievement has improved as well. When we talk about developing self-regulated learning, we should consider all, the cognitive, metacognitive and motivational areas. Motivation is the key to successful learning. Before participating in the research students didn't set goals, they had many negative emotions and low self- efficacy. When they learned to regulate their emotions, they began to set goals and started to learn. Our intervention programme has proved successful, so we propose a model for developing self-regulated strategies for students with learning disabilities. First we perform an assessment of learning. We want to know, what the problem is, which difficulties a student has. Then we find out which learning and self-regulated strategies he already uses. We check how a student selects and uses strategies at specific tasks. Our assessment helps us to form an intervention programme, where we include goals for cognitive, metacognitive and motivational areas. We prepare different tasks for reaching every goal. We perform our programme for at least four months in a very intensive way. We promote cooperative ways of work (group of learning to learn), support of peers as tutors and use of metacognitive strategies of planning, monitoring and self-evaluation of learning with a learning diary. We teach students to set goals, to use different learning strategies and let them choose the right ones. When they use these strategies, we model and promote self-observation and self-evaluation. That way students can recognize effective learning strategies and use them in the next learning process. We teach self-regulated strategies with cognitive modelling, managed exercises and specific feedback. The right feedback helps improve self-efficacy. At the end of the intervention programme we use the same instruments as at the start. We look for any changes in student's use of cognitive, metacognitive and motivational strategies. It is very important that strategies are used in a self-regulated way. Student sets his own goals and tries to self- regulate the process of learning. Special education teachers and other teachers can promote the use of self-regulated strategies to students with learning disabilities. By doing so we improve their self-efficacy and reduce the possibility for behavioural disorders in adolescence and adult period. Development of self-regulated learning is an important protective factor for students with learning disabilities. When we promote the use of self-regulated strategies, we empower these students with skills for life.
Sekundarne ključne besede:	learning difficulty;primary education;učne težave;osnovnošolski pouk;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Magistrsko delo
Komentar na gradivo:	Univ. v Ljubljani, Pedagoška fak.
Strani:	VII, 193 str.
ID:	9161914