Kompetencije za efikasno učenje iz perspektive studenata
Sažetak
Rezime
Brojne, dinamične i nepredvidive promene u savremenom društvu pred obrazovanje postavljaju dodatne zahteve da učenici budu osposobljeni za celoživotno učenje. Među ključnim kompetencijama koje bi trebalo da budu ishod obrazovanja je i osposobljavanje učenika za učenje – učenje učenja. To je ishod koji bi trebalo da važi za sve u sistemu obrazovanja (uključujući marginalne socijalne grupe), da se postiže na svim nivoima školovanja (od predškolskog do obrazovanja odraslih) i kroz sve obrazovne kontekste (formalne, neformalne i informalne). Učenje učenja je konstrukt koji objedinjuje kognitivne, metakognitivne, motivacione i afektivne aspekte osobe.
Cilj istraživanja je da proceni osposobljenost studenata za samostalno samoregulisano učenje. Pojedini aspekti ove komeptencije (obrasci rada na tekstu i metakognitivna regulacija, planiranje, praćenje i evaluacija) istraživani su putem upitnika sa pitanjima otvorenog tipa. Kvalitativni pristup analize iskaza studenata omogućio je da se učenje učenja sagleda iz njihove perspektive. Nalazi ukazuju na nedovoljno razvijen jezik mišljenja i učenja, postojanje obrazaca u kojima dominira učenje reproduktivnog tipa, izjednačavanje učenja sa dobrim pamćenjem i značaj načina provere znanja za različito angažovanje studenata u učenju.
Ključne reči: učenje učenja; samoregulisano učenje; metakognitivna regulacija; studenti; učenje na univerzitetskom nivou
Abstract
Numerous, dynamic and unpredictable changes in modern society place additional requests before education in order to enable students for Lifelong Learning. One of the key competences which should be the outcome of education is enabling students to learn - learning to learn (LTL). LTL should be educational outcome for all students in the educational system (including marginalized social groups), it should be achieved on all educational levels (from kindergarten to adult education) and in all educational contexts (formal, non-formal and informal). LTL construct combine cognitive, metacognitive, affective and motivational aspects of a learner.
The goal of this study is to assess the capacity of university students for independent and self-regulated learning. Certain aspects of this competence (patterns of learning on text, metacognitive regulation, e.g. planning, comprehension monitoring, evaluating, etc.) were analyzed by open ended questionnaires. Qualitative approach of the analysis of the students’ statements enabled us to perceive LTL from their perspective.
Results indicate to insufficiently developed vocabulary and language of learning and thinking; the existence of learning pattern dominated by reproductive learning; equalizing learning with good memorizing and importance of means of assessment for the various engagements of students in learning.
Key words: Learning to learn: self-regulated learning; metacognitive regulation; university students; university learning
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