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Naslov:KOMPETENCA UČENJE UČENJA V VISOKOŠOLSKEM IZOBRAŽEVANJU: ODNOS DO UČENJA IN METAKOGNITIVNA TOČNOST
Avtorji:ID Trstenjak, Sabina (Avtor)
ID Bakračevič, Karin (Mentor) Več o mentorju... Novo okno
Datoteke:.pdf MAG_Trstenjak_Sabina_2015.pdf (1019,87 KB)
MD5: E021175AD609802C74743F9A9322EE32
 
Jezik:Slovenski jezik
Vrsta gradiva:Magistrsko delo/naloga
Tipologija:2.09 - Magistrsko delo
Organizacija:FF - Filozofska fakulteta
Opis:Učenje učenja sestavljajo tri področja: kognicija, metakognicija in motivacijsko-emocionalno področje. Sestavni del sta tudi samoregulacija in globinski pristop učenja. V povezavi s kompetenco učenje učenja, smo izvedli raziskavo pri študentih Univerze v Mariboru. Želeli smo ugotoviti, v kolikšni meri imajo razvito kompetenco iz vidika odnosa do učenja in metakognitivne točnosti. Pri čemer smo preverjali obstoj razlik glede na spol, stopnjo študija, smer študijskega programa in vrsto študija. Podatke smo pridobili s pomočjo anketnega vprašalnika. Rezultati kažejo, da imajo študenti povprečen odnos do učenja in so pri ocenjevanju pravilnosti rešitev iz vidika metakognitivne točnosti negotovi. Pomembne statistično značilne razlike so se pokazale pri posameznih dimenzijah učenje učenja. Študentke so ocenile, da so strateško bolj zavedne in globinsko bolj procesirajo informacije. Študenti bolj verjamejo v sposobnosti. Študenti 2. stopnje se počutijo bolj neodvisni in čvrsti pri učenju, ter bolj verjamejo v sposobnosti kot študenti 1. stopnje. Študenti družboslovno-humanistične smeri se ocenjujejo kot strateško bolj zavedni učenci in bolj verjamejo v delovanje, v primerjavi s študenti naravoslovno-matematične in tehnične smeri. Pedagoški študenti se počutijo bolj kompetentni pri skupinskem delu in učenju in neodvisni ter čvrsti kot nepedagoški študenti. Pokazala se je statistično značilna razlika pri skupnem rezultatu odnosa do učenja. Študenti družboslovno-humanistične smeri imajo pozitivnejši odnos do učenja, kot študenti naravoslovno-matematične in tehnične smeri. Med odnosom do učenja in metakognitivno točnostjo ni pomembne korelacije.
Ključne besede:učenje učenja, samoregulacijsko učenje, globinski pristop, odnos do učenja, metakognitivna točnost
Kraj izida:Maribor
Založnik:[S. Trstenjak]
Leto izida:2015
PID:20.500.12556/DKUM-54496 Novo okno
UDK:159.953-057.875(043.2)
COBISS.SI-ID:21651464 Novo okno
NUK URN:URN:SI:UM:DK:558AEH7P
Datum objave v DKUM:22.10.2015
Število ogledov:1581
Število prenosov:192
Metapodatki:XML DC-XML DC-RDF
Področja:FF
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Sekundarni jezik

Jezik:Angleški jezik
Naslov:LEARNING TO LEARN COMPETENCE IN HIGHER EDUCATION: THE ATTITUDE TOWARDS LEARNNG AND METACOGNITOVE ACCURACY
Opis:Learning to learn is based on cognition, metacognition and the motivational-emotional element of engagement. Self-regulation and an in-depth approach are also key elements of learning to learn. To further understand the effectiveness of learning to learn, we conducted a research project that included students from the University of Maribor. Our aim was to discover the extent to which the students were competent in their attitudes towards learning and their metacognitive accuracy, while determining whether or not there were any differences in scores based on variant genders, levels of study, study programs and fields of study. We issued questionnaires to obtain the data needed. The results show that the students have an average attitude towards learning, and that they are unsure when assessing the correctness of their answers in terms of metacognitive accuracy. We found important, statistically-significant differences in individual dimensions of learning to learn. Female students are strategically more conscious and process information on a deeper level. Male students rely more on their abilities. Students in second-degree programs consider themselves more independent and stable and have greater confidence in their abilities than students in first-degree programs. Students of Social and Human Sciences regard themselves as more strategically-conscious and have a stronger belief in their actions in comparison with students in Natural, Mathematical and Technical Sciences. Students of pedagogical study programs feel more competent in teamwork and learning. These students are also more independent and stable compared to students of non-pedagogical study programs. In addition, we also found a statistically-significant difference in the general scores involving students’ attitudes towards studying. Students studying Social Sciences and the Humanities have a more positive attitude towards learning than students in the disciplines of Natural Science, Mathematics and Engineering. There is no notable correlation between the attitude towards learning and metacognitive accuracy.
Ključne besede:learning to learn, self-regulated learning, in-depth approach, attitude towards learning, metacognitive accuracy


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