Artiklis antakse ülevaade raamatus käsitletavatest teemadest. Täpsemalt analüüsitakse mõningaid intrigeerivaid väiteid, nagu "mõistus ei ole loodud õppimiseks", "head teadmised takistavad õpetamist", ..."õpetaja peaks olema muutuste põhjustaja", mis suunavad lugejat mõtlema. Raamatu tugev külg on ka tekstikastid ja küsimused järelemõtlemiseks. Tegu on vajaliku raamatuga, kuid selleks, et saada põhjalik ülevaade õppimisest ja õpetamisest, on sellele lisaks vaja lugeda teisi raamatuid.
Our study aimed to investigate the patterns of children's relationships with their parents and teachers, the development of these relationships during Grade 1, and respective links to children's ...learning (in task persistence and performance). Parents of 350 children answered questionnaires about the quality of their relationships with their children; 25 teachers answered questions about children's task persistence at school and the quality of their relationships with their students; 350 children completed literacy and math performance tests; and six testers evaluated children's task persistence when completing those tests. All measures were administered twice: at the start and end of Grade 1. Latent profile analyses found two meaningful child profiles that were similar at the beginning and end of Grade 1:
(89% at T1, 85% at T2) and
(11% at T1, 15% at T2) with parents and teachers. These profiles were highly stable throughout Grade 1, except for 15 children who moved from an
to a
profile. This
can be characterized by poor relationships with teachers and low task persistence at the end of Grade 1, although they did not perform any worse than other children. Finally, children exhibiting conflictual relationships with their parents and teachers at the beginning of Grade 1 performed worse on spelling and subtraction tasks and demonstrated lower task-persistent behavior at the end of Grade 1 than those with average (good) relationships with parents and teachers.
Uuringu eesmärk on teada saada, kuidas õpetajad (N = 659) ja õpilased (N = 4888) hindavad erinevate õpistrateegiate tõhusust. Varasemad väikese valimiga uuringud on näidanud, et õpetajate ja õpilaste ...teadlikkus tõhusatest ja mittetõhusatest õpistrateegiatest on erinev, seega on teemat oluline uurida põhjalikumalt suurema valimiga. 2021. aastal viidi läbi üle-eestiline Õpetajauurimus 2021 ning järgmisel aastal Õpilasuurimus 2022. Uuringu käigus paluti õpetajatel ja õpilastel hinnata erinevate õpistrateegiate tõhusust nelja õpistsenaariumi kontekstis. Tulemustest selgus, et põhikooliõpetajad hindavad sügavat õppimist toetavaid õpistrateegiaid kõrgemalt kui põhikooliõpilased, kuid gümnaasiumis õpetajate ja õpilaste hinnangute vahel erinevust ei ole. Nii põhikoolis kui gümnaasiumis hindavad õpetajad pindmist õppimist toetavaid õpistrateegiaid madalamalt kui õpilased. Mõningaid erinevusi leiti ka konkreetsete õpistrateegiate tõhususe hinnangutes. Õppeainetest ning õpetajate staažist ei sõltunud, kuidas õpetajad õpistrateegiate tõhusust hindavad. Kokkuvõttes selgus, et nii õpetajate kui ka õpilaste teadmised uuringus kasutatud õpistrateegiatest olid pigem head. Õpetajate puhul kinnitab see varasemalt leitut ning õpilaste puhul saadi teada, et ka nemad hindavad kõrgemalt sügavat õppimist toetavaid õpistrateegiaid.
Summary
The aim of this study was to find out which learning strategies teachers teach, either directly or indirectly, and how classroom observations are related to teachers’ knowledge of learning ...strategies. Seven different learning strategies were used. The Learning Strategy Teaching Observation Instrument (LSTOI) was developed for this study. Forty-five video-based classroom observations were conducted. Teachers showed strong knowledge of learning strategies, but they did not directly teach about strategies in the classroom. In order to find out how teachers support learning strategies in the classroom, we conducted a detailed analysis of two teachers who provided the greatest amount of direct strategy instruction. Results showed that, although these teachers gave more direct strategy instruction than others, they justified the usefulness of strategies by saying that students will achieve better results in an upcoming test or examination. A better approach would be to explain the long-term impact of learning strategies and develop students’ skills in independently applying strategies in the future.
This study aimed to investigate students’ metacognitive knowledge and reported use of surface and deep learning strategies. It also explored the extent to which students recall their teachers’ ...recommendations for learning strategies and the relationship between these recollections and students’ knowledge and reported use of strategies. A scenario-based questionnaire was used to set a learning goal in the area of biology. Students’ metacognitive knowledge was assessed through perceived effectiveness and reported use of learning strategies. Additionally, open-ended questions allowed students to recall and report recommendations given by their teachers. We used person-centered methods to explore whether different types of recollections were related to reported strategy use. Among students who recollected that their teachers have recommended deep learning strategies, it was typical to value deep strategies higher than surface strategies and report using deep strategies. Also, it was atypical among those students to value surface level strategies and not use deep strategies.
The objective of this research was to identify which learning strategies pre and in-service teachers (N = 340) recommend to students in two hypothetical learning situations, in order to examine how ...teachers evaluate students’ learning strategies, and to study relations between recommendations and evaluations. Among the recommended and evaluated learning strategies, four tapped deep learning, and two tapped surface learning. Results showed that teachers mainly recommended either deep-learning strategies or a combination of deep and surface-learning strategies. Teachers gave better evaluations of deep-learning strategies compared to surface-learning strategies. Differences in evaluations of surface-learning strategies and interleaving were found between teachers who recommended only deep-learning strategies and those who recommended both types of strategies.
This longitudinal study investigated the development of cognitive and behavioral aspects of self-regulation and their relations to math and reading skills at the beginning of elementary school. ...Planning and task-persistent behavior (as the cognitive and behavioral aspects of self-regulation) were assessed in the classroom context. Participants were 775 children (mean age at the beginning of school 7.46, SD=0.52). Using a person-oriented approach, five developmental profile groups of self-regulation were differentiated. The results showed that the development of the cognitive and behavioral asrpects of self-regulation varies individually and that the associations between the cognitive and behavioral aspects of self-regulation differ at different time-points. Math and reading skills at the end of Grade 3 differed between these profile groups – the explained variance was greater for complex math and reading tasks (problem solving, reading comprehension) compared to the less complex tasks (calculation, word reading fluency).
•Development of the cognitive and behavioral aspects of self-regulation vary individually.•Associations between the cognitive and behavioral aspects of self-regulation vary in time.•The effect of self-regulation on math and reading skills depends on task-complexity.
This study aimed to examine how parental profiles during homework help (supportive versus controlling) for children in Grades 6 and 9 change over time and relate to children’s motivation and math ...skills. Participants included 719 mother–child dyads. Children’s perceptions of parental help and math skills were assessed in both grades; children’s math-related self-concept, interest, and mother-rated task persistence were assessed only in Grade 6. Three similar profiles of parental help appeared in both grades. Most mothers and children belonged to the
Average support and control
profile (around 60% in both grades); 29–33% belonged to the
Average support, high control
profile; and 8–11% belonged to the
Low support, below average control
profile. Profiles differed based on children’s self-concept, task persistence, and math skills in Grade 6. Transitions of parental homework help predicted children’s math skills in Grade 9. These findings help to conceptualize parental homework help as a multidimensional construct that may manifest in three different profiles which differentially relate to the child’s skills and motivation.
The study aimed to examine the possibility of teaching primary school students a learner-generated drawing strategy, among other constructivist learning strategies. The teacher-guided program ...“Learning with Understanding” began by discussing the broader topics of the learning process, followed by teaching specific strategies, and ended with an overview of all strategies and reflective discussions. During 18 program lessons, primary school teachers taught, practiced, and raised metacognitive awareness of three learning strategies—elaboration of new information with familiar material and daily practice, organization of material into categories and elaboration, and organization of information through drawing. This study examined composing drawings for math word problems before and after the program. The sample consisted of second- and fourth-grade students from eight Estonian schools. The intervention group included 110 students from second grade and 80 students from fourth grade. The control group consisted of 121 second-grade students, and 82 fourth-grade students. Before and after the intervention, students had to solve two math word problems and compose a drawing, if needed. The results showed that before the intervention, neither the control group nor the intervention group students drew almost any drawings. However, after the intervention, both the control group and the intervention group students started to draw more drawings. Also, the intervention group students composed both more drawings and more schematic drawings. The effect of the intervention was visible at both grade levels. Comparing the correctness of answers with the drawing type showed that the fourth grade obtained significantly more correct answers when no drawings were made, while in the second grade, students had fewer correct answers when they had not compiled a drawing. Thus, we showed that even very young students could learn to compose schematic drawings; however, drawings alone may not be of help to solve the problem.
The development of math skills is widely studied, but there is a lack of longitudinal studies investigating person-oriented developmental patterns of math skills. The present study aims to describe ...profiles of students with various calculation and word-problem solving skills from Grades 1 to 9, as well as the developmental trajectories of these profiles, how profiles are related to students’ further educational pathways, and whether having a specific skill profile in Grade 9 is related to the results of math and language exams at the end of Grade 12. The sample included 1,023 Estonian students who completed calculation and word-problem solving tests in Grades 1, 3, 6, and 9 (ages 6–16 years old). Educational pathway information and results of the math and language exam in Grade 12 were retrieved from the Estonian Education Information System’s registry. Socioeconomic status was determined via parental education level. Overall, results indicated that math skills were positively interrelated between the school years. However, person-oriented approach demonstrated that less than half of students tended to stay in a similar profile from Grades 1 to 9. This suggests that, in terms of math skills, most students have diverse developmental trajectories from elementary school through the end of middle school. Profiles were also related to further educational pathways and high school exam results. This study complements previous variable-oriented research to provide unique and valuable information regarding the development of math skills. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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