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Title:Uporaba bralnih učnih strategij med dodiplomskimi študenti študijske smeri razredni pouk
Authors:ID Kotnik, Nejc (Author)
ID Ropič Kop, Marija (Mentor) More about this mentor... New window
Files:.pdf MAG_Kotnik_Nejc_2018.pdf (1,82 MB)
MD5: DB6939DABD98300C874ED549C7A2EF93
PID: 20.500.12556/dkum/6a66944d-69b0-4000-bde6-c804defd2bad
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:Študenti smeri razredni pouk oz. bodoči učitelji se skozi svoj študij naučijo bralnih učnih strategij, torej, kako najbolje naučiti učence brati ter se učiti. A vendar se ob vsem tem poraja vprašanje, ali ti isti študentje sploh aplicirajo naučene strategije pri branju in učenju svoje študijske literature oz. kako pogosto le-te uporabljajo. Na osnovi tega so nastala naslednja vprašanja: 1. Kako pogosto dodiplomski študenti razrednega pouka uporabljajo pridobljeno znanje o bralnih učnih strategijah pri lastnem študiju literature? 2. Kakšno vlogo oz. vpliv ima: 2.1. Letnik študija? 2.2. Celotni uspeh na splošni maturi? 2.3. Ocena na izpitu pri predmetu branje v 1. letniku dodiplomskega študija? Raziskava temelji na neslučajnostnem vzorcu dodiplomskih študentov študijske smeri razredni pouk Pedagoške fakultete v Mariboru, ki je sestavljen iz 142 študentov iz 1. in 4. letnika tega študija. Uporabljena metoda je kavzalno-neeksperimentalna metoda empiričnega pedagoškega raziskovanja. Rezultati kažejo, da največ študentov pogosto oz. vedno uporablja dane strategije, najmanj pa te strategije uporablja redko oz. nikoli. S primerjavo študentov po letnikih glede na pogostost uporabe učnih strategij je možno ugotoviti, da se pogostost uporabe predstavljenih strategij med njimi skoraj ne razlikuje. Prav tako so izidi po preiskovanju razlik med uporabo bralnih učnih strategij ter uspehom pri maturi prikazali, da med študenti po večini ne obstajajo večje razlike. Približno podobno je z rezultati statistično pomembnih razlik med pogostostjo uporabe strategij ter oceno na izpitu pri predmetu branje. Po drugi strani pa je možno iz raziskovanja korelacij sklepati, da so študentje začeli pogosteje uporabljati strategije šele po maturi oz. šele takrat, ko so se jih naučili pri predmetu branje.
Keywords:bralne učne strategije, učenje, študenti razrednega pouka, branje, pogostost uporabe bralnih učnih strategij
Place of publishing:Maribor
Publisher:[N. Kotnik]
Year of publishing:2018
PID:20.500.12556/DKUM-69972 New window
UDC:159.953.5(043.2)
COBISS.SI-ID:23766536 New window
NUK URN:URN:SI:UM:DK:NRVRUZBB
Publication date in DKUM:11.04.2018
Views:2037
Downloads:167
Metadata:XML DC-XML DC-RDF
Categories:PEF
:
KOTNIK, Nejc, 2018, Uporaba bralnih učnih strategij med dodiplomskimi študenti študijske smeri razredni pouk [online]. Master’s thesis. Maribor : N. Kotnik. [Accessed 26 April 2025]. Retrieved from: https://dk.um.si/IzpisGradiva.php?lang=eng&id=69972
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:21.03.2018

Secondary language

Language:English
Title:Application of reading and learning strategies among undergraduate elementary education students
Abstract:Throuth their studies, students of Elementary Education (future teachers) learn about reading and learning strategies and how to best teach their pupils to read and learn. However, the question arises, whether or how often these students actually apply these strategies in their own studies of their literature. This lead to these questions: 1. How often do undergraduate students of the Classroom learn the acquired knowledge of reading learning strategies in their own study of literature? 2. What role or impact has: 2.1. Study Year? 2.2. Overall success in general matura? 2.3. Assessment of the exam in the course Reading in the 1st year of undergraduate studies? The research is based on a random sample of undergraduate students in the field of study. The classroom of the Pedagogical Faculty in Maribor, which consists of 142 students from the 1st and 4th years of study. The master's thesis is based on a causal-non-experimental method of empirical pedagogical research. The results show that most students often or always use the given strategies, and at least rarely. Compared to students per year, according to the frequency of using learning strategies, it can be concluded that the frequency of using the strategies presented among them almost does not differ. Similarly, the results of investigating the differences between the use of reading learning strategies and the success at matura show that there are no major differences between students. It is approximately similar with the results of statistically significant differences between the frequency of the use of strategies and the assessment on the exam at the subject of reading. On the other hand, it can be concluded from the research of correlations that students began to use strategies more often after the matura / only when they learned from the Reading course.
Keywords:reading and learning strategies, learning, students of Elementary Education, reading, frequency of usage of reading and learning strategies


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