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Pristupi učenju i ispitivanja delovanja sredinskih činilaca

dc.creatorMirkov, Snežana
dc.date.accessioned2021-03-17T13:29:20Z
dc.date.available2021-03-17T13:29:20Z
dc.date.issued2009
dc.identifier.issn0579-6431
dc.identifier.urihttp://ipir.ipisr.org.rs/handle/123456789/145
dc.description.abstractThere is a presentation of 3P model of learning (Presage-Process-Product), which comprises learning approaches placed in a wider context of the set of variables related to personality, environment, process and outcomes of learning. Three approaches to learning - surface, deep and achievement-oriented - consist of motives and the corresponding learning strategies. There is a discussion of the findings and implications of a great deal of research using the instruments based on this model. We analyzed research findings about the effect of instruction on learning approaches acquired by pupils, and especially students. It is shown how based on learning approach employed by pupils it is possible to draw conclusions about the quality of instruction. Testing the instruments on various samples indicates that the model is applicable in different cultures. Cross-cultural research opened up the problem of relation between memorising and understanding. Further research is necessary, both empirical and theoretical, that is, development of conceptualization of these constructs, and especially their role in education. Perspectives for further research also open up in the direction of studying various factors connected with personality and their relations with learning approaches. The role of learning approaches of teachers in developing the learning approaches of pupils is yet to be examined.en
dc.description.abstractPrikazan je 3P model učenja (Preduslov-Proces-Produkt), koji obuhvata pristupe učenju smeštene u širi kontekst skupa varijabli vezanih za ličnost, sredinu, proces i ishode učenja. Tri pristupa učenju - površinski, dubinski i pristup usmeren ka postignuću - sastoje se od motiva i njima odgovarajućih strategija učenja. Razmatrani su nalazi i implikacije većeg broja istraživanja u kojima su korišćeni instrumenti zasnovani na ovom modelu. Analizirani su istraživački nalazi o delovanju nastave na pristupe učenju koje usvajaju učenici, a naročito studenti. Pokazano je kako se na osnovu pristupa koje učenici primenjuju u učenju može zaključivati o kvalitetu nastave. Provere instrumenata na različitim uzorcima pokazuju da je model primenljiv u različitim kulturama. Kroskulturalna istraživanja otvorila su problem odnosa između memorisanja i razumevanja. Potrebna su dalja istraživanja, kako empirijska, tako i teorijska, odnosno razvijanje konceptualizacije ovih konstrukata, a naročito njihove uloge u obrazovanju. Perspektive za dalja istraživanja otvaraju se i u pravcu ispitivanja različitih činilaca vezanih za ličnost i njihovih odnosa sa pristupima učenju. Tek treba ispitati ulogu koju pristupi učenju nastavnika imaju u razvijanju pristupa učenju učenika.sr
dc.publisherInstitut za pedagoška istraživanja, Beograd
dc.relationinfo:eu-repo/grantAgreement/MESTD/MPN2006-2010/149001/RS//
dc.rightsopenAccess
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.sourceZbornik Instituta za pedagoška istraživanja
dc.subjectlearning approachesen
dc.subjectenvironmental factorsen
dc.subjectinstructionen
dc.subjectcross-cultural researchen
dc.subjectmemorisingen
dc.subjectunderstandingen
dc.subjectpristupi učenjusr
dc.subjectsredinski činiocisr
dc.subjectnastavasr
dc.subjectkroskulturalna istraživanjasr
dc.subjectmemorisanjesr
dc.subjectrazumevanjesr
dc.titleLearning approaches and studies of effect of environmental factorsen
dc.titlePristupi učenju i ispitivanja delovanja sredinskih činilacasr
dc.typearticle
dc.rights.licenseBY-NC-ND
dc.citation.epage44
dc.citation.issue1
dc.citation.other41(1): 25-44
dc.citation.rankM24
dc.citation.spage25
dc.citation.volume41
dc.identifier.fulltexthttp://ipir.ipisr.org.rs/bitstream/id/37/142.pdf
dc.identifier.rcubconv_462
dc.type.versionpublishedVersion


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