Multimedia learning material in pedagogical methodology and problem solving strategiesTomaž Bratina
, 2012, samostojni znanstveni sestavek ali poglavje v monografski publikaciji
Opis: Problem solving is a reasoning process oriented to reach the final state which usually means the solution. To reach the final state certain mental steps are required. More precisely the process of problem solving can be described as the systematic sequence of cognitive steps toward the solution or conclusion. The sequence itself is the strategy. Regarding the kind of the problems or its nature diverse problem solving strategies can be applied. In the present literature the problem solving strategies are described as reasoning strategies. The application of multimedia learning materials and good practices are confirming their benefits. The students using multimedia learning materials achieved better results than students learning from the textbook and/or attended regular lectures. They are also more successful in the application of the reasoning strategies. In the teaching of pedagogical methodology the application of reasoning strategies is important in achieving higher level of understanding and successful implementation of statistical outcomes in the education. The article will present the results of research in assessing the influence of the multimedia learning materials to the application of reasoning strategies.
Ključne besede: e-learning materials, problem solving, reasoning strategies, pedagogical methodology, statistics
Objavljeno: 07.06.2012; Ogledov: 866; Prenosov: 17
Povezava na celotno besedilo
Reasoning and self-awareness from adolescence to middle age : organization and development as a function of educationAndreas Demetriou
, Karin Bakračevič Vukman
, 2009, izvirni znanstveni članek
Opis: This study involved four age groups: 13-15-, 23-25-, 33-35-, and 43-45-yr-olds. All adult groups involved persons with university education andpersons with low education. Participants (1) solved tasks addressed to spatial, propositional, and social reasoning, (2) evaluated their own performance and the difficulty of the tasks, and (3) answered an inventory probing their self-concept for these reasoning domains and for self-awareness and self-regulation. Structural modeling revealed that performance, self-evaluation, and self-representation are systematically interrelated. Performance in spatial and propositional reasoning stabilized in early adulthood, whereas in social reasoning and self-evaluation, performance improved throughout the age span studied. Educated persons performed better and rated themselves accordingly across all domains. The implications of these findings for the general theory of intelligence and cognitive developmentafter adolescence are discussed. The functional shift model is proposed to account for changes in the relative power of different abilities with increasing age.
Ključne besede: education, developmental psychology, cognitive processes, self-awareness, reasoning
Objavljeno: 07.06.2012; Ogledov: 918; Prenosov: 57
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Metacognitive accuracy and learning to learnKarin Bakračevič Vukman
, 2012, izvirni znanstveni članek
Opis: Metacognition belongs to higher-order mental processes and enables us to control, plan and accordingly regulate our own learning and problem solving process. In the present study we researched developmental changes in different reasoning domains and in metacognitive accuracy, which is considered as part of successful metacognitive monitoring/regulation, and as an essential element of self-regulated learning and learning to learn competence. The study involved 282 participants from four different age groups: 13-15-, 23-25-, 33-35- and 43-45- year olds. These participants solved tasks addressed to spatial, verbal-propositional and social reasoning, and evaluated their own performance on these tasks. To specify possible differences in metacognitive accuracy, the metacognitive accuracy index was computed. Results showed that metacognitive evaluations were accurate in spatial domain, less accurate in verbal-propositional and quite inaccurate in the social domain. The accuracy of self-evaluation increased with age and males were more accurate in their self-evaluations than females. Improvement of metacognitive accuracy with age is in tune with findings that metacognition becomes more effective with development and that people with age become more reflective and self-aware.
Ključne besede: reasoning, metacognition, metacognitive accuracy, self-regulated learning
Objavljeno: 15.12.2017; Ogledov: 331; Prenosov: 53
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