Pristupi učenju učenika mlađe osnovnoškolske dobi

master's thesis

• Author: Lana Flegar
• Mentor: Tea Pavin Ivanec (mentor)
• Committee member: Renata Miljević-Riđički (član povjerenstva)
• Committee member: Tea Pavin Ivanec (član povjerenstva)
• Committee member: Lana Jurčec (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2018-09-24, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Psychology; School Psychology and the Psychology of Education

Abstract

Cilj provedenog istraživanja bio je ispitati učeničke preferencije modaliteta učenja i pristupe učenju Matematike i Prirode i društva. Nadalje, ispitalo se i jesu li pristupi učenju povezani s učeničkom percepcijom zanimljivosti navedenih predmeta i ocjenama iz navedenih predmeta te razlikuju li se one ovisno o tome vole li učenici učiti ili ne. Istraživanje je provedeno na uzorku od 63 učenika trećeg i četvrtog razreda jedne osnovne škole. Od ukupnog uzorka učenika, bilo je 30 djevojčica (47,6%) i 33 dječaka (52,4%). Raspon dobi učenika je od 9 do 11 godina. Rezultati istraživanja općenito su pokazali da nema razlike u školskom uspjehu iz Matematike i Prirode i društva između učenika koji vole i ne vole učiti, dok učenici koji vole učiti oba predmeta percipiraju zanimljivijima. Kada je riječ o učeničkim preferencijama modaliteta učenja, većina učenika je u kategoriji auditivnog tipa, a nešto manje ih je u kategorijama kinestetičkog te vizualnog tipa. Nadalje, učenici procjenjuju da su, i kada uče Matematiku i kada uče Prirodu i društvo, skloniji dubinskom nego površinskom pristupu učenju. Dubinski pristup učenju pozitivno je povezan s procjenom zanimljivosti predmeta, dok je površinski pristup sa zanimljivost predmeta u negativnoj korelaciji. Učenici koji su skloniji površinskom pristupu učenja Matematike imaju i lošije ocjene iz Matematike, dok se u ostalim slučajevima nije pokazala povezanost između ocjena i pristupa učenju. U konačnici, učenici koji su skloni dubinskom pristupu učenju općenito izražavaju veće preferencije i vizualnog i auditivnog i kinestetičkog modaliteta učenja.

Abstract (english)

The aim of the research was to examine pupils' preferences of learning modalities and approaches to learning Mathematics and Science. Furthermore, it was examined whether the approach to learning was related to the pupils' perception of their interest for the subjects and grades from the mentioned subjects and whether they differ depending on whether they like to learn or not. The survey was conducted on a sample of 63 third and fourth grade pupils in one elementary school. Of the total sample, there were 30 girls (47.6%) and 33 boys (52.4%). The age range of pupils is between 9 and 11 years. The results of the research have generally shown that there is no difference in school success in Mathematics and Science between pupils who like and dislike learning, and pupils who like to learn perceive both subjects more interesting. When it comes to pupils' preferences of learning modality, most of them are in the auditory category and slightly less in the kinesthetic and visual categories. Furthermore, pupils estimate that they are more prone to deep than surface approach while learning Mathematics and Science. Deep approach to learning is positively correlated with the interest for the subject, and surface approach is negatively correlated with the interest for the subject. Pupils who are more inclined to the surface approach to learning Mathematics also have poorer grades in Mathematics, while in other cases there is no correlation between grades and approaches to learning. Finally, pupils who are more prone to deep approach to learning generally express greater preference of visual, auditory and kinesthetic learning modalities.

• Keywords: učenje; preferirani modaliteti učenja (auditivan; kinestetički i vizualni tip); pristupi učenju; dubinski pristup; površinski pristup
• Keywords (english): learning; preferred learning modalities (auditory; kinesthetic and visual); learning approaches; deep approach; surface approach
• Language: croatian
• URN:NBN: urn:nbn:hr:147:713275
• Study programme: Title: Integrated Undergraduate and Graduate University Programme of Study of Primary Teacher Education and Integrated Undergraduate and Graduate University Programme of Study for Primary Teacher Education with English and German Language; Study programme type: university; Study level: integrated undergraduate and graduate; Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2019-04-24 11:44:24