Poučevanje strategij zapisovanja v šoli

Strniša, Adela (avtor), Juriševič, Mojca (mentor)

Strategije zapisovanja spadajo med splošne kognitivne strategije, ki jih uporabljamo v različnih vsakdanjih življenjskih situacijah – predvsem v izobraževanju, med zapisovanjem pa potekajo različni kognitivni procesi. Čeprav jih učenci/dijaki/študenti redno uporabljajo, se jih pogosto ne zavedajo in niso seznanjeni z različnimi vrstami teh strategij. Prav tako ne vedo, kako svoje zapiske izboljšati. V magistrskem delu sem zato ugotavljala poznavanje različnih strategij zapisovanja med študenti (bodočimi učitelji, ki bodo svoje učence poučevali učne strategije), pri čemer sem se osredinila na njihovo kakovost, saj le kakovostni zapiski služijo svojemu namenu oz. svojim funkcijam. Zanimalo me je tudi, kako učitelji v osnovni in srednji šoli poučujejo strategije zapisovanja oz. kako pozorni so na to vrsto učnih strategij pri svojem pedagoškem delu. V raziskavi sem uporabila kombinirani raziskovalni pristop. Način vzorčenja je bil namenski. Anketo je izpolnilo 71 študentov dodiplomskega študija razrednega pouka, intervju pa sem opravila z 10 učitelji, ki poučujejo različne predmete v osnovni in srednji šoli. V Sloveniji se do zdaj strokovno niso veliko ukvarjali s strategijami zapisovanja in s tem, kako jih poučevati, zato bo magistrsko delo prispevalo k boljšemu poznavanju teh strategij in k prepoznavanju kakovostnih zapiskov, prispevalo pa bo tudi k ozaveščanju, kako pomembno je, da učenci med šolanjem usvojijo različne strategije zapisovanja.

• Jezik: Slovenski jezik
• Ključne besede: strategije zapisovanja
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Leto izida: 2018
• PID: 20.500.12556/RUL-105311
• COBISS.SI-ID: 12191817
• Datum objave v RUL: 10.12.2018

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Teaching note-taking strategies in school

Izvleček

Note-taking strategies are generally applied in our everyday life and particularly in education. In the process of note taking, various cognitive processes take place. Even though students take notes regularly, they are often not aware of the different note-taking strategies. They also do not know how to improve their notes. For my Master’s thesis, I investigated how much students of Education (i.e. studying to be teachers) know about note-taking strategies. I focused on the quality of notes, for only good notes serve their purpose. I also investigated how teachers in primary and high school teach note-taking strategies and how much they pay attention to teaching these strategies in their profession. I used a combined research approach. The research sample was non-random. Information was collected by questionnaire that was given to 71 second year students of the Primary Teacher Education course at the Faculty of Education at the University of Ljubljana. Additionally, interviews were conducted with 10 qualified Teachers of various subjects at primary- and high-school level. Until this project, there has been no research in Slovenia on note-taking strategies and how these strategies should be taught so the results of this work will contribute to a better understanding of these strategies and how to apply them to improve the quality of notes. This work also raises awareness of how important it is for students learn about note taking strategies in the course their studies.

• Ključne besede: note-taking strategies