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Poczucie własnej skuteczności jako czynnik różnicujący samodzielne uczenie się studentów

100%
Violetta Rodek V. R.
Studia Edukacyjne
|
2020
|
issue 58
107-122
EN
The article presents empirical and diagnostic research aiming to recognise how a generalised feeling of self-efficacy differentiates students’ independent learning. In the research, Generalized Self – Efficacy Scale (GSES) was applied (according to R. Schwarzer, M. Jeruzalem, in the Polish adaptation by Z. Juczyński) as well as a free-form interview, partially categorised. The study group was composed of 215 intentionally selected pedagogy students, following full-time and part-time courses. The variable adopted in the research differentiates the view of students’ independent learning, mainly in terms of the degree of involvement in their own learning. A high level of self-efficacy seems to be related to regularity, persistence in learning, consistency, the ability to focus on longer periods of learning, as well as the ability to plan and organize one’s own learning process. A generalized sense of self-efficacy, however, is not critical to how we understand the concept of learning, assigning value to it, and the used learning techniques.
2
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IS AUTONOMOUS LEARNING POSSIBLE FOR ASIAN STUDENTS? THE STORY OF A MOOC FROM INDONESIA

77%
Ginting D., Djiwandono P. I., Woods R., Lee D.
Teaching English with Technology
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2020
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vol. 20
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issue 1
60-79
EN
An autonomous learning attitude is crucial in determining the successful completion of an online program. Such an attitude is not always easy. Students in online programs need to strike a balance between online studies tasks and their other work, maintain motivation, and consistently follow all the stages of the program. It remains to be seen whether these attitudes prevail in some Indonesian MOOC (Massive Open Online Course) students. This paper was a descriptive sketch of learning autonomy among thirty-seven students of an Indonesian MOOC. Only a small percentage of students was genuinely autonomous, while most were not, and experience difficulty in completing the MOOC program. The study found a correlation between autonomy and academic achievement, but did not demonstrate a cause-effect relationship.
3

Towards Creative Foreign Language Teaching: The Theory of Multiple Intelligences in Use

49%
Botwina R.
Signum Temporis
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2010
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vol. 3
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issue 1
13-18
EN
Introduction. The article provides a conceptual setting for conscious teaching whereby classroom activities are referred to the principles of MIT. It also advocates an experimental insight into foreign language teaching where both a teacher and a student are encouraged to explore, discover and practice their multiple intelligences while teaching and mastering foreign languages. Additionally, practical implications of MIT for FLT are discussed and illustrated by a few examples of the activities designed in the framework of the theory.The Aim of the Study. To establish a new perspective on both effective and creative foreign language teaching (FLT) in the framework of Howard Gardner's Theory of Multiple Intelligences (MIT).Methods: examination of MIT, deductive/inductive analysisResults. Foreign language students benefit from FLT methods with a reference to MIT which, being learner-centred, cater for an individual student's needs and preferences, provide a meaningful context for FLT and, consequently, increase the level of students' motivation for learning foreign languages.Conclusions. Foreign language teachers should experiment with MIT for a number of reasons: firstly, to establish a student-oriented insight into teaching; secondly, to provide a meaningful context for teaching; and finally, to increase the level of students' motivation to learn a foreign language.
4

ЕВРИСТИЧНІ ЗАПИТАННЯЯК ОСНОВА КРИТИЧНОГО МИСЛЕННЯ

49%
Плохута Т.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
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issue 9(53)
390-397
EN
The article deals with the problem of forming students’ critical thinking skills during their independent cognitive and creative activity using heuristic questions. A wide range of heuristic tools, strategies and methods of teaching students’ inquiring activity in the process of solving heuristic test tasks, namely B. Bloom’s typology of questions, a routine for generating and transforming questions (Creative Questions), the guide of critical thinking (Guiding Critical Thinking) and the method of “internal dialogue”are investigated. The basic principles of heuristic questions which contribute to the development of critical thinking are taken into account. To them belong: a) the principle of problem setting and reaching the optimal level of its understanding (skilfully asked questions can simplify a problem task to the optimal level); b) the principle of the information fragmentation (heuristic questions can divide a complex problem task into several easier subtasks); c) the principle of goal setting (each heuristic question forms a new strategy the purpose of further investigation). With the help of heuristic questions the objects of cognition (for example, innovative learning and teaching technologies, innovations in high technology, etc.) are investigated by students from different angles, they are compared with other items, analyzed in more details. Students can evaluate advantages and disadvantages of the objects and study prospects of their further development. While answering thoughtful questions, students outline the range of unknown information and gradually fill it with important for them knowledge, find an original way of heuristic test task solving and as a result, create an original meaningful educational product of high quality. The pedagogical experiment on the use of strategies and methods of forming heuristic question skills during students’ independent cognitive and creative activity in humanities proved that the quality of their creative products (scientific articles and abstracts, professionally orientated oral presentations, diploma papers, etc.) doubled.
5

САМОСТІЙНЕ СТВОРЕННЯ ФІНАЛЬНИХ ОСВІТНІХ ПРОДУКТІВ У ПІЗНАВАЛЬНО-ТВОРЧІЙДІЯЛЬНОСТІ СТАРШОКЛАСНИКІВ

49%
Усенко Н.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
|
issue 7(41)
371-381
EN
In the article we describe the developed independent cognitive activity of pupils as the most important feature of their creative self-organization and it can be formed mainly at the independent cognitive creative (heuristic) activity. Organizing high school pupils’ independent cognitive activity in the heuristic learning of new knowledge is analyzed. The important role of academic setting which are specific for the heuristic learning is shown. Successful forming of pupils’ independent cognitive activity as an important personal ability is expressed in their ability to use independently valuable received knowledge in the practical heuristic activity. The determination of «a final educational product» in the heuristic learning is proposed in the article. Giving pupils necessary conditions to create independently their educational products is one of the main principals of the heuristic technology. The specific of use of some academic setting during the creation of high school pupils’ final educational products as one of the components of the heuristic technology, main result and indicator of their real independent cognitive activity is described in the article. Heuristic technology gives new didactic reserves for active motivation of the pupils cognitive activity during the creation of the significant to them educational product. The peculiarities of motive and purpose training for independent creation of their final products are given in the article. The first one is the pupils’ ability to choose independently a kind of their final product (a composition, an essay, a project, a report etc.), a theme of their independent activity, tasks and ways to solve. The second important one is to support a dialogue interaction between a teacher and the pupils. And the last one is to use the known methods and mechanisms of the heuristic learning such as «analysis and synthesis», heuristic questions to solve cognitive problems, a set of associations etc. The peculiarities of the operation and transformation component are described. To reach a success when pupils create their final educational products can be possible if they follow step by step the law of the creative activity: forming their own cognitive and creative problem, its essential contradictions, comparing with other versions, consultation with a teacher if it is necessary, long deeping in a creative search, using mechanisms of the creative and cognitive activity etc. The importance of the diagnostic and evaluation stage is shown. The pupils must own the complex of criteria and indicators of their final educational products. An important component of self-diagnosis and assessment of heritage has become common practice in heuristic education a public presentation and protection of the most significant educational products with broad involvement of senior experts, consultants and reviewers.
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