Learning strategy training for students

Abstract

Based upon our understanding of learning strategies, we explore the possibilities of applying learning strategies in the teaching process. Learning strategies are considered within the frame of education seen as a process in which, besides the contents that are being learned, equal attention is paid to the way the student learns. Acquisition of procedural knowledge relates to gaining knowledge of how to apply learning strategies. The importance of the acquisition of conditional knowledge manifests itself in the ability of the student to make decisions when selecting and applying certain strategies in certain situations. Strategies differ according to the level of generality. Specific strategies are more apt for training but of a limited applicability, while general strategies are more adaptable though more difficult for training. Research shows that experts use more general strategies, relatively independent from the context, which enables them to use strategies flexibly in different situations. It is recommended that metacognitive components (awareness and control) be included in the application of learning strategies. We present a model of an efficient learning strategy application and a model of efficient learning strategies instruction. The suggested training is divided in several phases and devised for practice with students with learning difficulties.

Na osnovu shvatanja o strategijama učenja razmatrane su mogućnosti obuke za primenu strategija učenja kroz nastavu. Strategije učenja razmatraju se u okviru procesualnog pristupa obrazovanju, u kome se, pored sadržaja koji se uče, pažnja posvećuje i načinu učenja. Sticanje proceduralnog znanja odnosi se na znanja o primeni strategija učenja. Značaj sticanja kondicionalnog znanja ogleda se u osposobljavanju učenika za donošenje odluka o izboru i primeni strategija u određenim uslovima. Strategije se razlikuju u odnosu na nivo opštosti. Specifične strategije su podložnije obuci, ali su ograničeno primenljive, dok su opšte strategije prilagodljive, ali ih je teže razvijati putem obuke. Istraživanja pokazuju da eksperti raspolažu opštijim strategijama, relativno nezavisnim od konteksta, što im omogućava fleksibilnu primenu strategija u različitim situacijama. Preporučuje se uključivanje metakognitivnih komponenata (svesnosti i kontrole) u obuku za primenu strategija učenja. Prikazan je Model efikasne primene strategija, kao i Model nastave zasnovan na efikasnoj primeni strategija. Predstavljeni su stadijumi u obuci za primenu strategija učenja namenjenoj učenicima koji imaju teškoće u učenju.