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Rozwój zdolności uczenia się uczniów szkoły podstawowej i gimnazjum

Projekt MNiSW Nr N 107 037 31/3875

Streszczenie

Development of learning abilities in elementary and secondary school students

Key words:

Learning, learning abilities, sensitive teaching and learning, autoregulation, student-oriented and student development-oriented strategies of teaching and learning, reflection (self-reflection), sense of responsibility for one’s own learning and development, sense of one’s own effectiveness, construction of knowledge (Piaget, Vygotsky and Brunner factors), thinking (divergent, intuitional, symbolic: development), activity (one’s own, Teacher’s and Student’s in the field of development), motivation (intent to learn), language (of student, of teacher, language vs. thinking vs. learning), support (social).

The scientific aim of the project is to diagnose the level and characteristics of student learning abilities in elementary and secondary schools. Learning abilities will be discussed from the perspective of developmental change. The plan of research includes the diagnosis of reactive learning readiness (as understood by Lev S. Vygotsky) of 7-year old children who start their elementary education, the development of learning abilities in children in their 3^rd and 6^th year of elementary education and by first and third grade students of secondary schools. The research will be carried out in the city environment of Bydgoszcz. The research will include 500 elementary and secondary school students (5 groups of 100 students each) and 150 teachers randomly selected from the population.

The theoretical context of the research issue in question is composed of cognitive and developmental models of Lev S. Vygotsky, Jerome S. Bruner, David Wood and Rudolph S. Schaffer. The cognitive and developmental model of Vygotsky provided a learning abilities category which along with the language constitute the individual psychological instruments of intellectual adaptation. These concepts are key to the research plan of the project. The monitoring of learning abilities of elementary and secondary school students will make it possible to observe and analyze the following parameters: autoregulation level (independence and autonomy in learning), learning readiness, self-study ability, knowledge and application of cognitive strategies (related to learning, memory and comprehension) and metacognitive strategies (related to planning, monitoring and controlling one’s own learning process), own resources management ability, sense of responsibility and sense of effectiveness of the learning process, student metacognitive knowledge (recognition of oneself as a learning individual; recognition of strengths and weaknesses, interests, learning habits).

The research will monitor the teaching and learning strategies that teachers know and apply. It will also help answer the question whether and how teachers consciously engage themselves in creating learning systems in theirs students and expand the set of intellectual adaptation instruments and learning strategies.

The outcomes and conclusions of the project will indicate the direction of the needed changes in the education of teachers and students. They will also allow for the preparation of the innovative educational models that take into account the development of learning strategies for teachers (education for teachers who focus on developing the learning strategies of their students, coaching) and students.

Project manager:          dr hab. Ewa Filipiak, KWU professor

Project contractors:       prof. zw. dr hab. Anna Brzezińska

                                   prof. dr hab. Bogusława Dorota Gołębniak

                                   dr Halina Smolińska-Rębas

                                   mgr Ewa Lemańska-Lewandowska

Project Summary

Ewa Filipiak

Kazimierz Wielki University

in Bydgoszcz

Department of Education and Psychology

Institute of Education

ewafil@ukw.edu.pl

Development of learning abilities in primary and secondary school students

The objective of the scientific project was to diagnose the level and properties of learning abilities of primary and secondary school students. Learning abilities were examined in terms of developmental change. The study was conducted on 569 students attending primary (pursuing the third, fourth and sixth year of education) and secondary (first and third grade) schools in the city of Bydgoszcz. Groups of students were divided on the basis of their age and sex. The research adopted the interactive educational model and was conducted on a group of 157 teachers who represented primary education teachers (grades 1-3 and 4-6) and secondary education teachers (members of the group differed in terms of work experience, career status and the subject taught).

The theoretical context for the researched problem field and the research project was based on the socio-cultural concepts of L. S. Wygotski and J. S. Bruner. Forty five key terms characteristic to the socio-cultural approach were developed on the basis of their ideas. They were presented in ‘Słownik pojęć kulturowych’ (Dictionary of cultural terms).

Learning abilities of primary and secondary school students were monitored and then analyzed using the SOI-LA test developed by M. Meeker, R. Meeker and G. Roid. The level and proprieties of learning abilities were analyzed and characterized in terms of operations (cognition, memory, evaluation, convergent production, divergent production), contents (figural, symbolic and semantic) and the preferred learning style. The study also examined other abilities which condition effective learning and application of the basic learning tools including reading abilities, math abilities, writing abilities, creativity and analytical problem solving skills. Academic motivation and the applied study strategies were evaluated by the SMALSI test developed by K. Chatcham Stroud and C. R. Reynolds which monitors strengths and liabilities of students. The examined student strengths include study strategies, note-taking and listening skills, reading and comprehension skills, writing skills, research skills, test-taking strategies, organizational techniques and time management skills. The analyzed liabilities were the following: low academic motivation, test anxiety and concentration and attention difficulties.

Adopting the interactive model and analyzing the classroom learning made it necessary to penetrate the world of teachers’ personal theories and beliefs. A questionnaire evaluating the teachers’ beliefs concerning the concept of ‘learning to learn’ developed by B. D. Gołębniak was used for this purpose.

The conclusions drawn from the research indicated the need for changes in the education of teachers and students and pointed out the direction of these changes. They enabled the creation of innovative educational models which allow for the development of learning abilities and building the culture of learning. The research resulted in a series of publications entitled ‘Z Wygotskim i Brunerem w tle’ (From Wygotski and Bruner’s perspective) : (1) ‘Rozwój zdolności uczenia się. Wybrane konteksty i problemy’ (Development of learning abilities. Selected contexts and problems.). Edited by E. Filipiak (2008); (2) ‘Z Wygotskim i Brunerem w tle: słownik pojęć kluczowych’ (From Wygotski and Bruner’s perspective: dictionary of key terms), E. Filipiak (ready for publication); (3) ‘Model edukacji dla nauczycieli – jak rozwijać zdolności uczenia się u uczniów. Z Wygotskim i Brunerem w tle’ (Educational model for teachers – how to develop learning abilities in students. From Wygotski and Bruner’s perspective), E. Filipiak; (4) ‘Model edukacji dla uczniów zorientowany na rozwijanie ich zdolności uczenia się. Z Wygotskim i Brunerem w tle.’ (Educational model for students with focus on the development of their learning abilities. From Wygotski and Bruner’s perspective) (ready for publication); The monograph by Ewa Filipiak entitled ‘Rozwój zdolności uczenia się uczniów. Z Wygotskim i Brunerem w tle’ (The development of learning abilities in students. From Wygotski and Bruner’s perspective).

 

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Międzynarodowy Projekt badawczy APVV-0026-07

Profesia„Učitel Pre- primárnej edukácie” a “učitel’„primárnej edukácie”v dynamickom poňatí, The Profession of Pre-primary Education Teacher And Primary EduactionTeacher in Dynamic Concept) Międzynarodowy

autor/ kierownik i zespół: Doc. Ph Dr Bronislava Kasacova, CSc (autor, kierownik projektu), Uniwersytet Mateja Bela Bańska Bystrica, Słowacja

Zespół badawczy: Dr hab. Ewa Filipiak, prof. UKW (kierownik zespołu polskiego), mgr Ewa Lemańska-Lewandowska, dr Jolanta Nowak (Uniwersytet Kazimierza Wielkiego Bydgoszczy)

PaedDr Radmila Burkovicova, PhD (kierownik zespołu czeskiego), (Uniwersytet w Ostrawie, Uniwersytet          Mateja Bela w  Bańskiej Bystrzycy (Słowacja)

Termin realizacji: 1.06. 2008-30.12.2010

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Eksperyment pedagogiczny: Bydgoskie Gimnazjum Klasyczne– Szkoła Kompetencji Kluczowych

Dr hab. Ewa Filipiak, prof. UKW - Opiekun naukowy z ramienia UKW eksperymentu pedagogicznego, autor 2 modułów realizowanego eksperymentu

jednostka organizacyjna I liceum Ogólnokształcące im. K.C.Norwida w Bydgoszczy, Uniwersytet Kazimierza Wielkiego w Bydgoszczy, Wydział Pedagogiki i Psychologii, Instytut Pedagogiki

czas trwania 2008-2012