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Bralna pismenost slovenskih učencev v PISI 2009 - analiza skozi prizmo razvitosti kompetence "učenja učenja"
Pečjak, Sonja (Author)

URLURL - Presentation file, Visit http://www.pei.si/Sifranti/StaticPage.aspx?id=115 This link opens in a new window

Abstract
V članku smo analizirali dosežke slovenskih učencev v bralni pismenosti, zbrane v mednarodni raziskavi PISA 2009, in jih analizirali z vidika povezanosti teh dosežkov z elementi kompetence učenja učenja . Najprej s psihološkega vidika predstavimo dva osnovna elementa kompetence učenja učenja, k razvoju katere vodi t. i. samoregulacijsko učenje: regulacijo kognicije (poznavanje in uporabo učnih strategij) ter regulacijo motivacije in emocij. Nato potegnemo vzporednice s terminologijo, ki jo uporabljajo raziskovalci PISE 2009: namesto regulacija motivacije uporabljajo izraz bralna zavzetost, namesto regulacija kognicije pa učni/bralni pristopi . V nadaljevanju nato na kratko prikažemo koncept bralne zavzetosti (na vedenjski ravni se kaže kot interes za branje) ter koncept pristopov k branju skozi predstavitev kognitivnih in metakognitivnih strategij. O obeh dejavnikih bralne pismenosti so raziskovalci v PISI 2009 zbrali podatke in jih primerjali z doseženo stopnjo bralne pismenosti učencev. Rezultati 7764 slovenskih 15-letnikov kažejo, da je interes za branje, izkazan skozi vsakodnevno branje v prostem času, pomembno višji pri dekletih kot fantih ter da se pomembno pozitivno povezuje z bralno pismenostjo. Isti trend je zaslediti tudi pri učencih iz držav OECD-ja. Pri bralnem pristopu pa se je pokazalo, da so najmočnejši napovedovalci bralne pismenosti pri naših učencih poznavanje strategij razumevanja in povzemanja ter uporaba kontrolnih strategij - načrtovanja, spremljanja in evalviranja lastnega bralnega procesa.

Language:Slovenian
Keywords:vzgoja in izobraževanje, bralna pismenost, branje, bralnost, pedagoška psihologija, PISA 2009, raziskave
Work type:Not categorized (r6)
Tipology:1.01 - Original Scientific Article
Organization:FF - Faculty of Arts
Year:2011
Publisher:Slovensko društvo raziskovalcev šolskega polja
Number of pages:str. 69-88, 219-220
Numbering:Letn. 22, št. 5/6
UDC:37.091.26:028
ISSN on article:1581-6036
COBISS.SI-ID:2346839 Link is opened in a new window
Views:828
Downloads:188
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Record is a part of a journal

Title:Šolsko polje
Shortened title:Šol. polje
Publisher:Slovensko društvo raziskovalcev šolskega polja
ISSN:1581-6036
COBISS.SI-ID:122842112 This link opens in a new window

Secondary language

Language:English
Title:Reading literacy of Slovenian students in PISA 2009 - the analysis through the prism of the developed competency of "learning to learn"
Abstract:
In this article, we explored the Slovenian students' achievement in reading literacy from the international study PISA 2009. We analyzed the connections between reading literacy achievement and elements of competency "learning to learn". There are two basic elements of competency "learning to learn" which are developed through self-regulated learning: regulation of cognition (knowledge of and using learning strategies) and regulation of motivation and emotion. Further on, we make parallels with the terminology used by PISA 2009 researchers: instead of regulation of motivation, they use the term "reading involvement" and instead of regulation of cognition, they use "learning/reading approaches". This is followed by a short presentation of the reading involvement concept (which is manifested as reading interest on the behavioural level) and the concept of reading approaches through the presentation of cognitive and metacognitive strategies. The PISA 2009 researchers collected data on both concepts and compared them to the level of students' reading literacy. The results of 7764 Slovenian students show that reading interest, manifested through everyday reading for pleasure is significantly higher in girls than in boys. Moreover, the latter is significantly and positively related with reading literacy. Th e same trend is found in students from OECD countries. It turned out that for reading approach, the strongest predictors of reading literacy of Slovenian students are knowing the strategies of comprehension, summarizing and using regulation strategies - planning, monitoring and evaluating one's own reading process.

Keywords:PISA 2009, reading literacy, competence "learn to learn", education, reading approach, reading engagement, reading, literacy, learning to learn, competences, educational psychology

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