Title
Efekti heurističko-metodičkih strategija u podsticanju metakognitivnih sposobnosti učenika
Creator
Veselinov, Danica D. 1978-
Copyright date
2016
Object Links
Select license
Autorstvo-Nekomercijalno-Bez prerade 3.0 Srbija (CC BY-NC-ND 3.0)
License description
Dozvoljavate samo preuzimanje i distribuciju dela, ako/dok se pravilno naznačava ime autora, bez ikakvih promena dela i bez prava komercijalnog korišćenja dela. Ova licenca je najstroža CC licenca. Osnovni opis Licence: http://creativecommons.org/licenses/by-nc-nd/3.0/rs/deed.sr_LATN. Sadržaj ugovora u celini: http://creativecommons.org/licenses/by-nc-nd/3.0/rs/legalcode.sr-Latn
Language
Serbian
Cobiss-ID
Theses Type
Doktorska disertacija
description
Datum odbrane: 01.02.2017.
Other responsibilities
mentor
Nikolić, Radmila
predsednik komisije
Zlatković, Blagica
član komisije
Zdravković, Danijela
Academic Expertise
Društveno-humanističke nauke
University
Univerzitet u Nišu
Faculty
Učiteljski fakultet
Group
Katedra za pedagogiju i psihologiju
Alternative title
Effects of heuristic-teaching methodology strategies in encouragement of metacognitive abilities of students
Publisher
[D. D. Veselinov]
Format
431 list
description
Biografija [autora]: list 431
description
Class teaching methodology
Abstract (en)
Substantial issues, problems and challenges of class teaching methodology are oriented to psychological-didactical paradigm, situated within participatory epistemological discourse of teaching and learning.
The aim of the paper was to examine possibilities and effects of heuristic-teaching methodology strategies in encouragement of metacognitive abilities of learners. Value of heuristic approach reflects in participation of learners in research activities, encouraging skills of self-regulated learning. Furthermore, participation in research activities empowers one’s views on the world, nature and society as phenomena which can be constructed, deconstructed and interiorized in experiential way.
Having analyzed theoretical assumptions and results of empirical research conducted by the leading theoreticians of teaching, we assumed that it is possible to encourage metacognitive strategies of learning through heuristic teaching methodology instructions, conceived in three phases – before learning, during learning and after the process of learning is finished, assuming planning, establishing links between prior knowledge, elaboration, critical observation and discussion, as well as evaluation of work. There was also an assumption that more developed metacognitive abilities would
through positive transfer have influence on better educational achievements of pupils. For this purpose an empirical research was carried out in a form of pedagogical experiment, involving fourth grade primary school pupils in an experimental and a control group. Data analysis showed statistically significantly better results of the experimental group on the tests assessing metacognitive abilities, including questions categorized as meta-statements, arranged according to three phases of self-regulated learning. Pupils included in the experimental group also achieved statistically significantly better results on the tests assessing academic achievements in the field of basic science. According to researched correlations between the number of meta-statements and results of knowledge tests it was found that the correlations were high and significant, implying that a higher number of meta-statements assumed higher mark on the knowledge test.
The explorative research shed light only on a part of a problem issued related to heuristics and meta-cognition. Nevertheless, we would emphasize the hope that the modest contribution of the paper would be of use to teaching methodologists, helping them to enrich their work of teaching strategies and thus achieve higher quality level in their class work with pupils.
Authors Key words
Heurističko-metodičke strategije, metakognitivne
sposobnosti, samoregulisano učenje, učenici, razredna nastava
Authors Key words
Heuristic-teaching methodology strategies, metacognitive abilities, self-regulated learning, pupils, class teaching
Classification
37.025(043.3)
Subject
S 270
Type
Elektronska teza
Abstract (en)
Substantial issues, problems and challenges of class teaching methodology are oriented to psychological-didactical paradigm, situated within participatory epistemological discourse of teaching and learning.
The aim of the paper was to examine possibilities and effects of heuristic-teaching methodology strategies in encouragement of metacognitive abilities of learners. Value of heuristic approach reflects in participation of learners in research activities, encouraging skills of self-regulated learning. Furthermore, participation in research activities empowers one’s views on the world, nature and society as phenomena which can be constructed, deconstructed and interiorized in experiential way.
Having analyzed theoretical assumptions and results of empirical research conducted by the leading theoreticians of teaching, we assumed that it is possible to encourage metacognitive strategies of learning through heuristic teaching methodology instructions, conceived in three phases – before learning, during learning and after the process of learning is finished, assuming planning, establishing links between prior knowledge, elaboration, critical observation and discussion, as well as evaluation of work. There was also an assumption that more developed metacognitive abilities would
through positive transfer have influence on better educational achievements of pupils. For this purpose an empirical research was carried out in a form of pedagogical experiment, involving fourth grade primary school pupils in an experimental and a control group. Data analysis showed statistically significantly better results of the experimental group on the tests assessing metacognitive abilities, including questions categorized as meta-statements, arranged according to three phases of self-regulated learning. Pupils included in the experimental group also achieved statistically significantly better results on the tests assessing academic achievements in the field of basic science. According to researched correlations between the number of meta-statements and results of knowledge tests it was found that the correlations were high and significant, implying that a higher number of meta-statements assumed higher mark on the knowledge test.
The explorative research shed light only on a part of a problem issued related to heuristics and meta-cognition. Nevertheless, we would emphasize the hope that the modest contribution of the paper would be of use to teaching methodologists, helping them to enrich their work of teaching strategies and thus achieve higher quality level in their class work with pupils.
“Data exchange” service offers individual users metadata transfer in several different formats. Citation formats are offered for transfers in texts as for the transfer into internet pages. Citation formats include permanent links that guarantee access to cited sources. For use are commonly structured metadata schemes : Dublin Core xml and ETUB-MS xml, local adaptation of international ETD-MS scheme intended for use in academic documents.