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Title:Učinkovitost bralne strategije PV3P v srednji šoli pri usvajanju kemijskih pojmov
Authors:Verhovšek, Maja (Author)
Sikošek, Darinka (Mentor) More about this mentor... New window
Golob, Nikolaja (Co-mentor)
Files:.pdf UNI_Verhovsek_Maja_2012.pdf (5,13 MB)
 
Language:Slovenian
Work type:Undergraduate thesis (m5)
Organization:FNM - Faculty of Natural Sciences and Mathematics
Abstract:Branje je pomembno ne le pri predmetu slovenščine, temveč tudi pri ostalih šolskih predmetih. Predstavlja eno izmed komunikacijskih dejavnostih, s pomočjo katere pridobivamo novo znanje. Seveda pa je to mogoče le takrat, kadar beremo z razumevanjem, torej učinkovito. Strokovnjaki opozarjajo na pomen različnih bralnih strategij, ki pripomorejo k aktivnejšemu branju, uporabi različnih korakov pred, med in po branju. Ena izmed bralnih strategij je tudi bralna strategija PV3P (Preleteti, Vprašati se, Prebrati, Ponoviti, ponovno Pregledati), ki smo jo opredelili teoretično ter preizkusili tudi v praksi. Ta strategija vodi učenca oz. bralca skozi celoten bralni proces, tako se bralec na branje pripravi, besedilo aktivno bere ter z uporabo raznih aktivnostih poskusi prebrano tudi razumeti in si zapomniti. V raziskavi o učinkovitosti bralne strategije PV3P ob kemijskem besedilu so sodelovali dijaki dveh razredov tretjih letnikov splošne gimnazije. Najprej smo se osredotočili na način učenja pri predmetu kemije, na aktivnosti pri branju in učenju nasploh. Nato smo poskušali ugotoviti razlike v pomnjenju ter razumevanju kemijskih pojmov iz besedila, ki so ga dijaki enega razreda prebirali samostojno, dijaki drugega razreda pa s pomočjo prej usvojene bralne strategije PV3P. Spoznali smo, da bralna strategija PV3P vpliva na bralno razumevanje oz. na učinkovitost branja ter pomnjenja in razumevanja kemijskih pojmov, vendar je potrebno poudariti, da bi bilo potrebne še dosti dodatne vaje oz. urjenja.
Keywords:branje, bralne strategije, bralna strategija PV3P, učinkovito branje, kemijski pojmi
Year of publishing:2012
Publisher:[M. Verhovšek]
Source:Maribor
UDC:54(043.2)
COBISS_ID:18998536 Link is opened in a new window
NUK URN:URN:SI:UM:DK:DOOBWBYU
Views:1414
Downloads:128
Metadata:XML RDF-CHPDL DC-XML DC-RDF
Categories:FNM
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Secondary language

Language:English
Title:READING AND READING STRATEGIES
Abstract:Reading is important, not only in the course Slovene language, but also in other school courses. It represents one of the communicational activities which help us acquire new knowledge. Of course this is only possible when we read with understanding, in other words efficiently. Experts warn about the importance of different reading strategies, which help towards a more active reading, the use of different steps before, during and after reading. One of such reading strategies is the reading strategy SQ3R (Survey, Question, Read, Review, Recite), which we have theoretically defined and tested in practice. This strategy guides the students or reader through the whole reading process in such a way that the reader is prepared for reading, reads the text actively and with the use of different activities tries to understand and remember the read text. In the research about the effectiveness of reading strategy SQ3R when used on a chemistry text, two classes of third year secondary school participated. First we focused on the way we learn chemistry, on the activities when reading and learning in general. Then we tried to distinguish the differences in remembering and understanding chemical term in the text, which was read without guidance by one class and with the help of the SQ3R reading strategy by the other class. We found out that the SQ3R reading strategy affects the reading understanding or efficiency of reading and remembering the chemical terms, but it should be noted that further practice or training would still be needed.
Keywords:reading, reading strategies, SQ3R reading strategy, efficient reading, chemical terms


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