Learning strategies in successful and unsuccessful pupils on the example of history

The purpose of this thesis is to describe the learning strategies of low-, average-, and high-achieving pupils, then to find and characterize major differences and similarities between diferrently achieving pupils. The learning strategies is investigated in the context of History courses. The theoretic part deals with an analysis of the therm 'learning style', 'approach to learning' and 'learning strategy'. Relevant surveys of the relation of school achievement to learning strategies or learning styles, respectively, are presented here. The empiric part is focused on the analysis of the learning strategies of a given sample of pupils. This analysis is based on the dates obtained by the following methods: a) the interviews with the pupils (focused on the procedures and context of learning, on the role of the parents and other people), b) the observation in the class focused on boths pupils and the teacher, c) the experimental assignment of text learning, and d) the analysis of the pupils' History exercise books. The survey is conceived as qualitative. In this thesis, the learning strategies of five 9th grade pupils are analysed - of two high-achieving (Adam and David), one average-achieving (Ema), and two low-achieving pupils (Bara and Cyril). The attention is focused on the forms of their cognitive and..