Differentiated practice of Paukꞌs learning strategy in social science in 5th grade

Raziskave kažejo, da učenci v osnovni šoli ne pridobijo dovolj znanj o načinih samostojnega učenja, kar se kaže tudi pri nadaljnjem izobraževanju. Učence je potrebno čim prej navaditi na samostojno učenje, pri katerem uporabljajo besedila npr. v učbenikih. Učiteljeva naloga je, da najprej ugotovi, na kateri bralni stopnji se posamezni učenci nahajajo, nato pa jih seznani s smislom sprotnega učenja, z dejavniki uspešnega učenja in še z različnimi učnimi strategijami. Pomembno je tudi, da učitelj organizira večkratno urjenje učne strategije, ki je prilagojeno sposobnostim učencev. Med urjenjem bi moral učitelj spodbujati vertikalni in horizontalni učni transfer − njegovo uporabo pri enem ali več predmetih, pri domačem učenju, pri čemer nudi učencem podporo in povratno informacijo z namenom napredka, ter uporabe pridobljenih znanj in veščin v prihodnje. V okviru magistrskega dela smo izvedli akcijsko raziskavo, katere cilj je bil ugotoviti, kakšen napredek bodo dosegli učenci pri samostojnem učenju družbe ob diferenciranem urjenju povzemanja učne vsebine iz učbenika oz. samostojnega delovnega zvezka po Paukovi učni strategiji po sedmih srečanjih. V raziskavi je sodelovalo 24 učencev 5. razreda iz mestne šole v Spodnjeposavski regiji. Raziskava je potekala pri pouku družbe in slovenščine. Podatke smo zbrali z vodenjem in opazovanjem sedmih učnih ur urjenja, anketiranjem učencev in analizo izdelkov. Izvedli smo tri akcijske korake. V prvem akcijskem koraku smo učence spoznali s Paukovo učno strategijo in preverili začetno stanje − preverjanje znanja o določanju ključnih besed, povzemanju vsebine in tvorjenju povzetka pri družbi. V drugem koraku so učenci diferencirano urili zapisovanje po Paukovi učni strategiji ob besedilu iz učbenika pri slovenščini. Zadnji korak je predstavljajo preverjanje znanja učencev o uporabi Paukove učne strategije pri družbi. Učne ure in izdelke smo kvalitativno analizirali in na podlagi tega načrtovali naslednje šolske ure diferenciranega urjenja ter ugotavljali napredek. Ugotovili smo, da so imeli učenci pri družbi dobro predznanje o določanju ključnih besed, manj pa s povzemanjem besedila in tvorjenjem povzetka. Z raziskavo nismo dobili najboljšega vpogleda v učinkovitost diferenciranih delovnih listov, smo pa pridobili dober vpogled v jezikovne težave in težave pri urjenju ter uporabi Paukove učne strategije. Iz izdelkov je bilo razbrati, da je pri večini učencev prišlo do napredka pri tvorjenju povedi o vsebini besedila in pri tvorbi povzetka, poleg tega pa so učenci tudi v anketnih vprašalnikih izražali pozitivno mnenje o delu in obravnavani učni strategiji. Na podlagi naše raziskave in literature smo na koncu oblikovali še smernice za učitelje o poučevanju in urjenju učnih strategij.Researches show that pupils in primary schools do not get enough knowledge about methods of independent learning which is seen later in their further education process. Pupils should get accustomed to independent learning as soon as possible by using texts in worksbooks for example. The role of a teacher is to find out the level of individual child\u27s reading. Then children should be acquainted with the purpose of regular learning, factors of successful learning and various learning strategies. Furthermore, it is important that the teacher prepares repeated practices of a learning strategies, adjusted to pupils\u27 abilities. During practices the teacher should encourage vertical and horizontal learning transfer – its use at one or more subjects, at home learning – by giving them support and feedback so that pupils see their progress and how to use knowledge and skills gained in the future. An action research was carried out with the purpose of finding out the progress that has been achieved by pupils in connection with independent learning of social science while using differentiated practice – summary of learning contents from the textbook or independent workbook by Pauk\u27s learning strategy – after seven meetings. 24 pupils of the 5th grade (a town primary school from Spodnjeposavska region) took part in the research. The research was carried out during social science and Slovenian lessons. Data was collected by guidance and observations of seven lessons of practices, pupils\u27 questionnaires and their products\u27 analysis. Three actions steps were provided. In the first one pupils learnt about Pauk\u27s learning strategy and initial state was evaluated – testing their knowledge about determining key words, contents summary and writing a summary in social science classes. The second step included differentiated practices of making notes according to Pauk\u27s learning strategy by using text from the textbook in Slovenian classes. The last step presents knowledge evaluation concerning use of Pauk\u27s learning strategy in social science classes. All lessons and their products were quantitatively analyzed in order to plan further lessons of differentiated practices and establish pupils\u27 progress. Our findings show that pupils have sufficient prior knowledge in social science classes about determination of key words, but they lack knowledge concerning summaries (summarizing or making a summary). The research did not give us the best insight into efficiency of differentiated worksheets but we got good insight into their language problems, practical problems and use of Pauk\u27s learning strategy problems. Pupils\u27 products show that most of them have reached progress in forming sentences about the contents of the text and writing a summary, whereas questionnaire results show that they have positive attitude towards work and the learning strategy previously mentioned. Based on the research and literature some guideliness are prepared for teachers about teaching and learning strategy practices at the end of the master\u27s thesis