16 research outputs found
Doprinos raspona verbalnoga radnog pamÄenja razumijevanju teksta u ranoj adolescenciji
Cilj je ovoga rada ispitati doprinos raspona verbalnoga radnog pamÄenja objaÅ”njenju varijance razumijevanja teksta kod mlaÄih adolescenata. Kako bi se mogao kontrolirati efekt relevantnih varijabli pri ispitivanju odnosa raspona radnoga pamÄenja i razumijevanja, ispitan je rjeÄnik i raspon verbalnoga kratkoroÄnog pamÄenja, kao i uÄinkovitost procesiranja u oba zadatka pamÄenja. U istraživanju je sudjelovalo 186 uÄenika sedmih razreda triju osnovnih Å”kola (98 djeÄaka i 88 djevojÄica). Kako bi se ustanovilo je li samostalni doprinos raspona verbalnoga radnog pamÄenja objaÅ”njenju varijance razumijevanja teksta znaÄajan kada se kontroliraju ostali relevantni Äimbenici, proveden je niz hijerarhijskih regresijskih analiza. Rezultati pokazuju da je raspon verbalnoga radnog pamÄenja znaÄajan samostalni prediktor razumijevanja kada se zasebno kontroliraju efekti pojedinih relevantnih varijabli, no njegov samostalni doprinos prestaje biti statistiÄki znaÄajan kada se sve varijable zajedno ukljuÄe u analizu. NajjaÄim se prediktorom razumijevanja pokazao rjeÄnik. Rezultati upuÄuju na zakljuÄak da prediktivna vrijednost raspona verbalnoga radnog pamÄenja za razumijevanje pri Äitanju primarno proizlazi iz zajedniÄke varijance koju ta varijabla dijeli s ostalim mjerama kojima se ispituje jeziÄno procesiranje.</p
Iskustvo zanesenosti kod likovno darovitih osnovnoŔkolaca u programu LIADO
Cilj je ovog rada ispitati doživljavaju li likovno daroviti uÄenici viÅ”ih razreda osnovne Å”kole iskustvo zanesenosti prilikom ukljuÄivanja u aktivnosti koje se odvijaju u sklopu programa LIADO (Likovno-istraživaÄki atelijer darovitih osnovnoÅ”kolaca) te prepoznaju li nastavnice-mentorice stanje zanesenosti kod uÄenika i stvaraju li okruženje uÄenja koje pridonosi njegovom doživljavanju. TakoÄer, ispitano je jesu li uÄenici zadovoljni programom te postoji li povezanost izmeÄu iskustva zanesenosti i zadovoljstva uÄenika programom. Doživljaj zanesenosti kod uÄenika i njihovo zadovoljstvo ispitano je upitnikom, dok su s tri nastavnice-mentorice provedeni polustrukturirani intervjui. Rezultati su pokazali da je veÄina uÄenika doživjela iskustvo zanesenosti tijekom aktivnosti u programu, a i mentorice su prepoznale takvo stanje kod uÄenika. Mentorice su u pouÄavanje integrirale elemente nužne za nastanak iskustva zanesenosti kod uÄenika. UÄenici su bili generalno zadovoljni programom, a viÅ”a percepcija znaÄajki zanesenosti bila je povezana s veÄim zadovoljstvom uÄenika
Iskustvo zanesenosti kod likovno darovitih osnovnoŔkolaca u programu LIADO
Cilj je ovog rada ispitati doživljavaju li likovno daroviti uÄenici viÅ”ih razreda osnovne Å”kole iskustvo zanesenosti prilikom ukljuÄivanja u aktivnosti koje se odvijaju u sklopu programa LIADO (Likovno-istraživaÄki atelijer darovitih osnovnoÅ”kolaca) te prepoznaju li nastavnice-mentorice stanje zanesenosti kod uÄenika i stvaraju li okruženje uÄenja koje pridonosi njegovom doživljavanju. TakoÄer, ispitano je jesu li uÄenici zadovoljni programom te postoji li povezanost izmeÄu iskustva zanesenosti i zadovoljstva uÄenika programom. Doživljaj zanesenosti kod uÄenika i njihovo zadovoljstvo ispitano je upitnikom, dok su s tri nastavnice-mentorice provedeni polustrukturirani intervjui. Rezultati su pokazali da je veÄina uÄenika doživjela iskustvo zanesenosti tijekom aktivnosti u programu, a i mentorice su prepoznale takvo stanje kod uÄenika. Mentorice su u pouÄavanje integrirale elemente nužne za nastanak iskustva zanesenosti kod uÄenika. UÄenici su bili generalno zadovoljni programom, a viÅ”a percepcija znaÄajki zanesenosti bila je povezana s veÄim zadovoljstvom uÄenika
Fostering Creativity in Classroom: Triarchic Teaching
Rad se bavi naÄinima osmiÅ”ljavanja razrednog okružja u funkciji razvoja
kreativnih sposobnosti uÄenika u kontekstu pouÄavanja za kreativnost.
Preduvjeti su razvoja kreativnosti uÄenika modeliranje kreativnosti
nastavnika i poticanje uvjerenja o samodjelotvornosti. Neke
od temeljnih tehnika poticanja kreativnosti uÄenika jesu preispitivanje
postojeÄih pretpostavki, definiranje i redefiniranje problema, poticanje
generiranja ideja i poticanje interdisciplinarnog pristupa idejama. Kako
bi se izbjegle prepreke kreativnosti, važno je poticati preuzimanje razumnog
rizika, omoguÄavati toleranciju dvosmislenosti/neizvjesnosti i dopuÅ”tati
pogreÅ”ke pri uÄenju. Složene tehnike poticanja kreativnosti uÄenika
usmjerene su razvoju odgovornosti i samoregulacije u kreativnom
stvaranju, kao i pouÄavanju vrijednosti ustrajnog zalaganja i odgode
zadovoljstva u kreativnom radu. Kreativni rad zahtijeva uravnoteženost
triju misaonih sposobnosti kljuÄnih za uspjeÅ”nu inteligenciju: analitiÄkih,
kreativnih i praktiÄnih. PouÄavanje prema principima uspjeÅ”ne
inteligencije naziva se TrijarhiÄno pouÄavanje i vrednovanje (Triarchic
Instruction and Assessment, TIA) i temelji se na poticanju navedenih
sposobnosti. Podrazumijeva uÄiteljevo pronalaženje materijala najprikladnijih
za razvoj odreÄenih sposobnosti (analitiÄkih, kreativnih
i praktiÄnih) te pomaže uÄeniku kompenzirati ili ispraviti slabosti, a
istaknuti jake strane, Äime se pojaÄava i motivacija za uÄenje. Na kraju
rada prikazani su primjeri provedbe trijarhiÄnoga pouÄavanja u nastavi
Ŕkolskog predmeta Hrvatski jezik u petom i Ŕestom razredu, kroz korake
planiranja trijarhiÄnoga pouÄavanja i vrednovanja.This paper deals with the design of the teaching environment with regard
to the development of studentsā creative abilities in the context of
teaching for creativity. Modeling of creativity by the teacher and fostering
studentsā self-efficacy beliefs as prerequisites for the development
of studentsā creativity are discussed. Among basic techniques for developing
student creativity questioning existing assumptions, defining
and redefining problems, encouraging idea generation, and promoting
an interdisciplinary approach to ideas are outlined. To avoid barriers
to creativity, it is important to encourage sensible risk-taking, tolerate
ambiguity, and allow for learning mistakes. Complex techniques
for fostering student creativity aim to develop self-responsibility and
self-regulation in creative work, as well as to teach the value of persistent
effort and delaying gratification in creative work. Creative work
requires a balance of the three thinking abilities that make up successful
intelligence: analytical, creative, and practical. Teaching according
to the principles of successful intelligence is called Triarchic Instruction
and Assessment (TIA) and is based on fostering analytical, creative,
and practical thinking. This means that the teacher should find the
material that is best suited for the development of specific abilities
(analytical, creative, and practical) and help students compensate for
or correct their weaknesses while capitalizing their strengths thus increasing
the studentsā motivation to learn. Finally, examples of implementation
of triarchic instruction in Croatian language classes of 5th
and 6th grade are given through the steps of Triarchic Instruction and
Assessment planning
Gender differences in (meta)cognitive and motivational factors of text comprehension of adolescents in Croatia and Slovenia
Cilj je ovog istraživanja bio utvrditi razlikuju li se djeÄaci i djevojÄice zavrÅ”nih razreda osnovne Å”kole u Hrvatskoj i Sloveniji u razumijevanju pri Äitanju, kao i u relevantnim (meta)kognitivnim (rjeÄnik, metakognitivno znanje i sažimanje) i motivacijskim Äimbenicima (interes, ukljuÄenost u Äitanje, percipirana kompetentnost, vanjska motivacija) ukljuÄenim u razumijevanje. Istraživanje je provedeno na uzorcima uÄenika osmih razreda osnovne Å”kole u Hrvatskoj (N = 240) i devetih razreda osnovne Å”kole u Sloveniji (N = 265). Razumijevanje ekspozitornog i narativnog teksta ispitano je tekstovima iz meÄunarodnog ispitivanja pismenosti IEA (1991). TakoÄer su primijenjeni Test rjeÄnika (Hershel, 1963), Upitnik metakognitivnog znanja i zadatak sažimanja, kao i Upitnik motivacije za Äitanje (Wigfield i Guthrie, 1997). Djevojke imaju bolje metakognitivno znanje o strategijama Äitanja, veÄu motivaciju za Äitanje i bolje razumiju narativni tekst. UÄenici iz Slovenije postižu viÅ”e rezultate na mjerama (meta)kognitivnih Äimbenika razumijevanja, te u intrinziÄnoj motivaciji i u razumijevanju ekspozitornog teksta. UÄenici iz Hrvatske iskazuju viÅ”u ekstrinziÄnu motivaciju i percipiranu kompetentnost.The aim of the research was to examine gender differences in text comprehension, as well as in (meta)cognitive (vocabulary, metacognitive knowledge and summarizing) and motivational factors of reading (interest, reading involvement, perceived competency, extrinsic motivation). The study was conducted on a sample of eighth-grade students of elementary schools in Croatia (N = 240) and ninth-grade students from Slovenia (N = 265). Comprehension of expository and narrative texts was examined using the text used in the international IEA Study of reading literacy (1991). In addition to the text comprehension task, a Vocabulary test (Hershel, 1963), Metacognitive knowledge questionnaire and summarizing task, as well as The Motivation for Reading Questionnaire (Wigfield & Guthrie, 1997) were applied. Compared to boys, girls showed better metacognitive knowledge, higher motivation for reading and better narrative text comprehension. Slovenian students scored higher on measures of (meta)cognitive factors of reading and on intrinsic motivation scales and in expository text comprehension. Croatian students showed higher extrinsic motivation and perceived competency
The role of reading strategies in scientific text comprehension and academic achievement of university students
The aim of the study was to explore the relations between comprehension strategies engaged in different aspects of comprehension processing, and to examine the relationship of these strategies and text comprehension to academic achievement. The participants in the study were 112 undergraduate psychology students (10 male and 102 female). Text comprehension was assessed on three short scientific paragraphs on topics from cognitive psychology. A self-explanatory task was applied for assessing the use of three reading strategies: paraphrasing, bridging inferences and elaborations. Additionally, question generation and summarizing tasks were administered. Grade point average (GPA) was used as an indicator of academic achievement. Relations between reading strategies indicated grouping of the strategies that foster different aspects of comprehension processing from the text-base level to the situation model of the text. Students typically use paraphrases, regardless of their reading comprehension level; however, good comprehenders use more strategies that help readers to build global representation of the text compared to poor comprehenders. The use of elaboration strategies and the use of summarizing strategy were the best predictors of text comprehension. The effects of reading strategies on GPA were mediated by reading comprehension
(Meta)cognitive and motivational predictors of text comprehension of adolescents in Croatia and Slovenia
Cilj je ovog istraživanja bio utvrditi obrasce povezanosti (meta)kognitivnih i motivacijskih varijabli i utvrditi znaÄajne prediktore razumijevanja teksta. Istraživanje je provedeno na uzorcima uÄenika osmih razreda osnovne Å”kole u Hrvatskoj (N = 240) i devetih razreda osnovne Å”kole u Sloveniji (N = 265). Razumijevanje ekspozitornog i narativnog teksta ispitano je tekstovima iz meÄunarodnog ispitivanja pismenosti IEA (1991). TakoÄer su primijenjeni test rijeÄnika (Hershel, 1963), upitnik metakognitivnog znanja i zadatak sažimanja, kao i Upitnik motivacije za Äitanje (Peklaj i Bucik, 2003). Najbolji prediktor razumijevanja kod svih uÄenika je rjeÄnik, dok je kod uÄenika u Hrvatskoj važan prediktor i intrinziÄna motivacija za Äitanje.The aim of the research was to examine the pattern of relations between (meta)cognitive and motivational variables and to identify predictors of text comprehension. The study was conducted on a sample of eighth-grade students of elementary school in Croatia (N = 240) and ninth-grade students from Slovenia (N = 265). Comprehension of expository and narrative texts was examined on texts used in the international IEA Study of Reading Literacy (1991). In addition to the text comprehension task, Vocabulary test (Hershel, 1963), Metacognitive knowledge questionnaire and summarizing task, as well as The Motivation for Reading Questionnaire (Peklaj & Bucik, 2003) were applied. The best predictor of text comprehension in all students was vocabulary, while intrinsic motivation was also a significant predictor of text comprehension in Croatian students
(Meta)cognitive and motivational predictors of text comprehension of adolescents in Croatia and Slovenia
Cilj je ovog istraživanja bio utvrditi obrasce povezanosti (meta)kognitivnih i motivacijskih varijabli i utvrditi znaÄajne prediktore razumijevanja teksta. Istraživanje je provedeno na uzorcima uÄenika osmih razreda osnovne Å”kole u Hrvatskoj (N = 240) i devetih razreda osnovne Å”kole u Sloveniji (N = 265). Razumijevanje ekspozitornog i narativnog teksta ispitano je tekstovima iz meÄunarodnog ispitivanja pismenosti IEA (1991). TakoÄer su primijenjeni test rijeÄnika (Hershel, 1963), upitnik metakognitivnog znanja i zadatak sažimanja, kao i Upitnik motivacije za Äitanje (Peklaj i Bucik, 2003). Najbolji prediktor razumijevanja kod svih uÄenika je rjeÄnik, dok je kod uÄenika u Hrvatskoj važan prediktor i intrinziÄna motivacija za Äitanje.The aim of the research was to examine the pattern of relations between (meta)cognitive and motivational variables and to identify predictors of text comprehension. The study was conducted on a sample of eighth-grade students of elementary school in Croatia (N = 240) and ninth-grade students from Slovenia (N = 265). Comprehension of expository and narrative texts was examined on texts used in the international IEA Study of Reading Literacy (1991). In addition to the text comprehension task, Vocabulary test (Hershel, 1963), Metacognitive knowledge questionnaire and summarizing task, as well as The Motivation for Reading Questionnaire (Peklaj & Bucik, 2003) were applied. The best predictor of text comprehension in all students was vocabulary, while intrinsic motivation was also a significant predictor of text comprehension in Croatian students
Attitudes of students and parents towards ICT with regard to the experience of using the iPad in classroom
The interactive information and communication technologies (ICT) have been introduced to many classrooms lately. Therefore, it is important to examine whether the expectations of students and their parents regarding technology implementation are fulfilled. The aim of the present study was to compare attitudes towards ICT in general towards the use of tablet computers in education, regarding the decision to use iPad and the experience of using iPad in the classroom. An attitudes questionnaire was administred in four groups of students and their parents. In the 5th grade, one group has
just decided to use iPad in classroom, and one group decided not to use it. In the 7th and 8th grade one group has had two years of experience in using iPad in classroom, while the other group had no experience. The results showed that students and parents who chose to use iPad had more positive attitudes towards tablet use in teaching and learning, and perceived less negative effects of ICT use than students and parents who have not been using iPad. However, a difference between parentsā attitudes was found in the 5th grade, but not in the 7th and 8th grades. The parents of older students who have been using iPad for several years have less positive attitudes towards tablet use than parents of the 5th grade students who just decided to use it. Our findings point to a complex interplay between social norms and experience in educational settings that could be explained within several theoretical frameworks relating to technology acceptance (e.g. TAM2, Venkatesh & Davis, 2000)
LesefƤhigkeit in der FrĆ¼hadoleszenz: SchĆ¼lerprofile
Cilj je ovog istraživanja bio ustanoviti mogu li se prepoznati
homogene skupine, odnosno profili uÄenika s obzirom na
uspjeÅ”nost razumijevanja i brzinu Äitanja, razvijenost
rjeÄnika, raspon kratkoroÄnoga i radnoga pamÄenja te
uspjeÅ”nost primjene strategija Äitanja. U istraživanju je
sudjelovalo 186 uÄenika sedmih razreda (98 djeÄaka i 88
djevojÄica). Ispitivalo se razumijevanje triju kraÄih tekstova i
mjerila se brzina Äitanja jednog od njih. UÄenici su rjeÅ”avali i
test rjeÄnika, upitnik strategijskoga Äitanja, zadatke
kratkoroÄnoga i radnoga pamÄenja te se ispitivala uspjeÅ”nost
prepoznavanja fokusnih rijeÄi u reÄenici i nepodudarnih
reÄenica u tekstu. Klasterskom analizom jasno su se izdvojila
Äetiri profila uÄenika. Prvi klaster Äine loÅ”i ÄitaÄi koji na svim
zadacima postižu ispodprosjeÄne rezultate. Äetvrti klaster
Äine dobri ÄitaÄi koji postižu iznadprosjeÄne rezultate na svim
varijablama, osim u brzini Äitanja, koja je prosjeÄna. Drugi i
treÄi klaster Äine uÄenici s prosjeÄnim razumijevanjem,
brzinom Äitanja i rjeÄnikom te prosjeÄnom uspjeÅ”noÅ”Äu
prepoznavanja fokusnih rijeÄi i nepodudarnih reÄenica.
UÄenici iz drugoga klastera imaju znaÄajno manji raspon
kratkoroÄnoga i radnoga pamÄenja od uÄenika iz treÄega
klastera, ali izvjeÅ”tavaju da ÄeÅ”Äe od njih rabe strategije
Äitanja. Rezultati idu u prilog teorijama koje naglaÅ”avaju
važnost upotrebe kompenzacijskih strategija, kojima se
mogu nadvladati ograniÄenja u rasponu radnoga pamÄenja
(Walczyk i sur., 2001.; 2007.).The aim of this study was to explore whether homogenous
profiles of students could be differentiated based on their
comprehension level, reading speed, vocabulary, short-term and
working memory spans, and use of reading strategies. One
hundred eighty six seventh-graders participated in the study (98 boys and 88 girls). Comprehension was assessed for three short
texts, and reading speed for one of these. Students also completed
vocabulary test, strategic reading questionnaire and short-
-term and working memory tasks. The ability to detect focus
words in the sentences and inappropriate sentences in the text
was also tested. Cluster analysis yielded four distinct student
profiles. The first cluster consists of poor readers who score below
the average in all the tasks. The fourth cluster consists of good
readers who score above the average in all the tasks, except for
average reading speed. The second and the third cluster consist
of students of average comprehension, reading speed, vocabulary
and efficiency in detecting focus words and inappropriate
sentences. The students from the second cluster have significantly
smaller short-term and working memory spans than students
from the third cluster, but they report more frequent use of
reading strategies. These results are in line with theories emphasizing
the importance of compensatory strategies in overcoming
working memory limitations (Walczyk et al., 2001; 2007).In dieser Arbeit soll untersucht werden, ob im Hinblick auf
LeseverstƤndnis und Lesegeschwindigkeit, Wortschatzreichtum,
die Belastbarkeit des Kurzzeit- und des ArbeitsgedƤchtnisses
sowie hinsichtlich des Einsatzes erfolgreicher Lesestrategien in der
SchĆ¼lerpopulation homogene Gruppierungen bzw. bestimmte
SchĆ¼lerprofile erkennbar sind. An der Untersuchung nahmen
186 SiebtklƤssler* teil (98 Jungen und 88 MƤdchen). GeprĆ¼ft
wurde das LeseverstƤndnis von drei kurzen Texten, wobei im Falle
eines der Texte auch die Lesegeschwindigkeit gemessen wurde.
Des Weiteren lƶsten die SchĆ¼ler und SchĆ¼lerinnen einen
Wortschatztest, einen Fragebogen zur Ermittlung strategischer
LesefƤhigkeiten sowie Aufgaben zur PrĆ¼fung des Kurzzeit- und
des ArbeitsgedƤchtnisses; auĆerdem sollten sie Fokuswƶrter in
SƤtzen sowie in einem Text unpassende SƤtze erkennen. Eine
Clusteranalyse brachte klar vier SchĆ¼lerprofile (Gruppierungen)
zum Vorschein. Der erste Cluster besteht aus schlechten Lesern,
die bei allen Aufgaben Resultate unterhalb der
Durchschnittswerte erzielten. Der vierte Cluster besteht aus guten
SchĆ¼lern mit Ć¼berdurchschnittlichen Ergebnissen bei allen Aufgaben; lediglich die Lesegeschwindigkeit erwies sich als
durchschnittlich. Der zweite und dritte Cluster besteht aus
SchĆ¼lern mit durchschnittlichem Resultaten hinsichtlich
LeseverstƤndnis, Lesegeschwindigkeit und Wortschatzreichtum
sowie Ermittlung von Fokuswƶrtern und unpassenden SƤtzen. Die
SchĆ¼ler des zweiten Clusters weisen, im Vergleich mit SchĆ¼lern
des dritten Clusters, eine wesentlich geringere Belastbarkeit
sowohl des Kurzzeit- als auch des ArbeitsgedƤchtnisses auf, doch
berichten sie vom wiederholten Einsatz verschiedener
Lesestrategien. Die gewonnenen Ergebnisse konnten Theorien
bestƤtigen, denen zufolge kompensatorische Strategien dabei
helfen kƶnnen, bestimmte Defizite in der Belastbarkeit des
ArbeitsgedƤchtnisses zu Ć¼berbrĆ¼cken (Walczyk et al., 2001;
2007.)