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Title:RAZLIKE V UPORABI KOGNITIVNIH IN METAKOGNITIVNIH STRATEGIJ SAMOREGULACIJSKEGA UČENJA
Authors:ID Levstik, Biljana (Author)
ID Bakračevič Vukman, Karin (Mentor) More about this mentor... New window
Files:.pdf UNI_Levstik_Biljana_2011.pdf (562,55 KB)
MD5: 1F5B6A9E4DE55311F41B0C8D83831703
PID: 20.500.12556/dkum/43dc07a4-333c-414d-b542-83d157213e6f
 
Language:Slovenian
Work type:Undergraduate thesis
Organization:FF - Faculty of Arts
Abstract:V diplomskem delu predstavljamo kognitivne in metakognitivne strategije samoregulacijskega učenja, ki zajemajo osrednji del. Izhajamo iz teorije o kognitivnem razvoju človeka in njegovih metakognitivnih procesih, torej mišljenja o lastnem mišljenju. Vse življenje se učimo. Najintenzivneje in namensko pa v času šolanja. Pomembno je, da učenec razvije lastne strategije učenja, ki jih bo sposoben ustrezno regulirati in s pomočjo lastne aktivnosti v učnem procesu priti do novega znanja. Osrednje vprašanje diplomskega dela je, ali spol, starost, učni uspeh in izbira izobraževalnega programa vplivajo na uspešnost in kvaliteto uporabe kognitivnih in metakognitivnih strategij samoregulacijskega učenja. Rezultati raziskave so pokazali, da so dekleta tista, ki uspešneje kot fantje uporabljajo kognitivne in metakognitivne strategije. V raziskavi ni bilo ugotovljenih statistično pomembnih razlik v uporabi strategij med dijaki drugega in četrtega letnika. Tudi boljši učni uspeh dijakov se ni izkazal kot pokazatelj kvalitetnejše uporabe samoregulacijskih strategij. Med dijaki gimnazije ter dijaki srednje strokovne šole ni bilo ugotovljenih statistično pomembnih razlik v uspešnejši uporabi strategij učenja.
Keywords:kognicija, metakognicija, samoregulacija, učenje, učne strategije, kognitivne strategije, metakognitivne strategije.
Place of publishing:Maribor
Publisher:[B. Levstik]
Year of publishing:2011
PID:20.500.12556/DKUM-17375 New window
UDC:37(043.2)
COBISS.SI-ID:18919432 New window
NUK URN:URN:SI:UM:DK:SHQDMPFY
Publication date in DKUM:09.02.2012
Views:5401
Downloads:1033
Metadata:XML DC-XML DC-RDF
Categories:FF
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Secondary language

Language:English
Title:DIFFERENCES IN THE USE OF COGNITIVE AND METACOGNITIVE STRATEGIES OF SELF - REGULATED LEARNING
Abstract:In this diploma thesis we introduce cognitive and metacognitive strategies of self-regulated learning and they cover its central part. We derive from the theory of human cognitive development and metacognitive processes, thus from “thinking about your own thinking”. We are learning all the time, but most intensively and intentionally in our schooling time. It is important that a student develops his own learning strategies and that he will be able to regulate them appropriately. With the help of his own activity in the learning process he will be able to gain new knowledge. The main question of this diploma thesis is whether sex, age, learning success and the choice of educational program influence success and quality of cognitive and metacognitive strategies in self-regulated learning. Research results have shown that girls use cognitive and metacognitive strategies more successfully than boys. There were no statistically significant differences in the use of strategies between second and fourth year students. Moreover, a better learning success of students did not indicate the more qualitative use of self-regulated strategies. There were also no statistically significant differences between grammar school students and other secondary schools students regarding the more efficient use of learning strategies.
Keywords:cognition, metacognition, self-regulation, learning, learning strategies, cognitive strategies, metacognitive strategies.


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