20.500.12556/DKUM-32166 Multimedijska e-gradiva in izbira strategij reševanja problemov pedagoškega raziskovanja Multimedia learning materials and problem solving strategies selection in educationalresearch methodology Problem je lahko tako praktična kot miselna situacija, za katero poskušamo najti način ali postopek rešitve. Postopek reševanja problema teče od nekega začetnega stanja do zaželenega končnega stanja, vmes pa nastopajo ovire. Končno stanje je običajno rešitev problema. Definicije problema se v teoriji razlikujejo, vendar je vsem skupna karakterizacija, da problem predstavljajo tri že omenjene faze oziroma komponente in sicer: neko začetno stanje, končno (želeno) stanje in ovire na poti iz začetnega stanja v končno. Pot do končnega stanja oziroma rešitve obsega zaporedje korakov, ki ga imenujemo strategija. Strategija je vzorec ali miselni napotek, ki privede do rešitve problema oziroma tvorbe sklepa. Ker se problemi razlikujejo glede na področje iz katerega izhajajo, je izbira strategije obenem neposredno povezana s problemom. V raziskavah so bile prepoznane štiri temeljne strategije reševanja problemov, in sicer: analiza, primerjava, sklepanje in interpretacija in ovrednotenje. Izkaže pa se, da izbira strategije ni vedno enoznačna ampak reševanje določenega problema lahko vključuje tudi hkratno uporabo več strategij oziroma njihovo kombinacijo. Nabor strategij reševanja problemov združimo pod skupen pojem strategije presoje. V praksi je na različnih področjih mogoče ugotavljati, katere izmed strategij presoje so bile pri reševanju problema uporabljene. Za preučevanju uporabe strategij presoje potrebujemo probleme, ki jih najpogosteje predstavimo v obliki nalog. Naloga/problem služi kot raziskovalno orodje, vendar se razlikuje glede na specifično strategijo katere uporabo ugotavljamo ter področje. Raziskave kažejo, da je rešitev problema in s tem izbira strategije reševanja problema tesno povezana tudi s poznavanjem področja od koder problem izhaja oziroma znanjem in izkušnjami posameznika. Prav tako je izbira oziroma uporaba strategije lahko odvisna tudi od učinka drugih dejavnikov, kot sta oblika (vrsta) učnega gradiva in učni pristop oziroma način pridobivanja znanja v fazi priprav na reševanje problemov. Za pridobivanje znanja s področja pedagoškega raziskovanja je mogoče uporabljati tradicionalno učno gradivo ali multimedijska učna gradiva. Zato smo za potrebe študijskega predmeta izdelali multimedijsko učno gradivo, ki nadomešča uporabo tradicionalnega učnega gradiva. Vendar se je potrebno zavedati, da je cilj uporabe učnih gradiv doseči predviden nivo znanja in sicer neodvisno od vrste uporabljenega učnega gradiva. Glede na vrsto učnega gradiva je spremenjen le način pridobivanja znanja. V predstavljeni raziskavi smo s pedagoškim eksperimentom preučevali ali ima uporaba multimedijskega učnega gradiva uporabljenega v pripravi na reševanje problemov, učinek na uspešnost uporabe posamezne strategije v procesu reševanja problemov s področja pedagoškega raziskovanja. Pripravili smo področno specifične raziskovalne probleme, ki so bili oblikovani tako, da je bila za njihovo rešitev predvidena uporaba določene strategije in tudi kombinacije strategij. Študente smo razdelili v dve skupini. Ena skupina študentov je za pripravo na reševanje problemov za preverjanje uporabe strategij presoje uporabljala multimedijsko učno gradivo, druga pa tradicionalno. Po končanem reševanju problemov smo primerjali dosežke študentov obeh skupin. Izidi raziskave so pokazali, da je multimedijsko učno gradivo dejavnik, ki ima v fazi priprave na preizkus reševanja problemov učinek na uspešnejšo rabo večine strategij reševanja problemov. Dosežki študentov ki so za pripravo na reševanje problemov uporabljali multimedijsko učno gradivo, se pri uporabi strategij statistično značilno razlikujejo od študentov, ki so uporabljali tradicionalno učno gradivo. Dosežki prvih so višji. Tudi pri uporabi strategije ovrednotenja se je pokazalo, da ima uporaba multimedijskega učnega gradiva učinek na uspešno uporabo strategije, vendar le pri starejših uporabnikih. Preverjanje uporabe kombinacije strategij je The problem can be as practical as a mental situation for which we are trying to find a way or method for its solution. The process of solving the problem is starting from problems’ initial state to the desired final state confronting some impediments. Usually the final state is considered as the problems’ solution. Definition of a problem in the theory differs, but all common characterization of the problem is the already mentioned three phases or components, namely: an initial state, final (desired) status and impediments on the path from initial state to the final. The sequence of steps on the path to the final state or solution is the strategy. The strategy can be considered as pattern or mental direction that leads to the solution of the problem or formation of conclusion. Because the problems vary in scope from which they originate the selection of strategy is directly related to the problem itself. In researching four basic strategies of problem solving are identified as: analysis, comparison, inference and interpretation, and evaluation. The selection of the strategy is not always unique. In the process of solving the specific problem the simultaneous use of multiple strategies or their combinations may be involved. To describe the strategies independently of the particular description the term reasoning strategies is used. At many different fields the assessment of involved problem solving strategies can be performed by presenting problems in forms of questions or tasks. The problem in any of its forms serves as research tool in the process of assessment but it varies depending on the specific strategy and the field from which the problem originates. Researching results are showing that the solution of the problem and the chosen strategy are closely related to the knowledge and expertise of the individual. The selection and application of the strategy may also depend on the impact of other factors such as the form of learning materials, teaching approaches or methods of acquiring knowledge in process of preparation for problem solving. To acquire the knowledge in the field of educational research the traditional learning materials or multimedia learning materials can be used. In direction to meet the requirements of the learning subject of pedagogical methodology and to replace the learning subject’s traditional learning materials the multimedia learning material was produced. However it is necessary to be aware that the aim of the application of any kind of teaching materials is to achieve the certain level of knowledge independently from the form of the presented learning materials. The form of learning materials only influences the way how the knowledge is acquired. In the present research the effect of multimedia learning materials to the application of the particular reasoning strategy was investigated. Multimedia learning material was used in the process of preparation for solving of specific problems in educational research. The pedagogical experiment was performed in which the participating students’ were divided into two groups. The students of the experimental group were preparing themselves to the problem solving using the multimedia learning material. The students of the controlling group were acquiring the knowledge using the traditional learning material. We prepared many specific problems for which solutions only the particular strategy is intended to be used including some problems where the combination of strategies was anticipated. The problems were introduced to the both groups of the students. After the completion the achievements of both groups of students were compared and evaluated. Results are showing that the multimedia learning material used in the phase of preparation has the effect to the application of the particular reasoning strategy. The achievements of the students who used the multimedia learning material in the phase of preparation were statistically significantly higher in solving problems using the strategies of analysis, reševanje problemov strategije presoje multimedijska učna gradiva pedagoška metodologija statistika SPSS v izobraževanju izobraževanje problem solving reasoning strategies multimedia learning materials pedagogical methodology statistics SPSS in education education true true false [T. Bratina] Slovenski jezik Angleški jezik Doktorska disertacija 2012-06-05 13:00:54 2012-06-13 16:19:33 2022-04-18 14:04:53 2021-04-14 03:37:28 2012 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 004 19210760 URN:SI:UM:DK:WZIXOGLQ DR_Bratina_Tomaz_2012.pdf DR_Bratina_Tomaz_2012.pdf 1 40FD6D5B08EBCF3147BC207BDCAD61BC e5bcc25c61c99ee60cef49bce78203b61bdac1268ac637f374ed1689caf69fa4 97d1aa8a-7c07-11eb-bb7a-00155d0001ca 20.500.12556/dkum/e4fd7d46-3e72-4fa3-83cd-1df8c5dc2381 https://dk.um.si/Dokument.php?lang=slv&id=42637 Filozofska fakulteta 0 0 0