Projects / Programmes
Sodobne psihološke koncepcije učenja in znanja in pomen za poučevanje: interaktivni pristop (Slovene)
| Code |
Science |
Field |
Subfield |
| 5.09.00 |
Social sciences |
Psychology |
|
| Code |
Science |
Field |
| S260 |
Social sciences |
Psychology |
| S270 |
Social sciences |
Pedagogy and didactics |
cognition, knowledge, learning, teaching, cognitive styles and strategies, meta-cognition, motivation, self-regulation, constructivism, information literacy, mathematical education, basic arithemical operations, learning disorders, cooperative learning, education
Researchers (5)
| no. |
Code |
Name and surname |
Research area |
Role |
Period |
No. of publicationsNo. of publications |
| 1. |
11939 |
PhD Marija Kavkler |
Educational studies |
Researcher |
1996 - 2001 |
697 |
| 2. |
11137 |
PhD Lidija Magajna |
Psychology |
Researcher |
1998 - 2001 |
260 |
| 3. |
03488 |
PhD Darja Piciga |
Educational studies |
Head |
1999 - 2001 |
256 |
| 4. |
10362 |
PhD Marina Rugelj |
Educational studies |
Researcher |
1999 - 2001 |
333 |
| 5. |
04007 |
PhD Simona Tancig |
Psychology |
Researcher |
1996 - 2001 |
410 |
Organisations (1)
| no. |
Code |
Research organisation |
City |
Registration number |
No. of publicationsNo. of publications |
| 1. |
0553 |
Educational Research Institute |
Ljubljana |
5051614000 |
7,205 |
Abstract
A theoretical and empirical study of the relationships between different levels and sectors of the cognitive system, other areas of personaliyt and different domains of cognition in student and teacher, in relation to teaching approaches, will contribute to the further refinement of contemporary psychological theories and models of knowledge and learning and make it possible to bring forward the Slovene school on cognition and learning. Integration of relevant psychological findings, as well as their testing with an interactive approach, will constitute a conceptual basis for curriculum development in the education system of Slovenia (from curriculum and syllabus design and evaluation, construction of assessment procedures and materials, innovation studies, to teacher education and training).
In the framework of a systematic investigation of the contribution of cognitive science to learning and teaching, a constructivist paradigm is recognized as the starting point and development of information literacy is emphasized as the key aim of education for the Europe of the 21st century. In the field of mathematics, we carried out a study on how adolescents at the end of primary school and at the beginning of secondary school construct new mathemtical concepts, specially the concept of mathematical function. The aims of the project were also to examine the development of children’s arithmetical knowledge and strategies for high and low attainers and to test the programmes for teaching problem solving strategies and mathematical metastrategies.
Some recent models and classifications of learning disabilities in mathematics (Dehaene, 1996; Geary, 1994; McCloskey, Caramazza, 1987; Rourke, Conway, 1997) were examined and applied in a complex analysis of 20 children with normal intellectual abilities and moderate to severe difficulties in learning basic arithmetical operations. The analysis included the context of the entire personality of the child and the larger ecology of the family and school using interactive and functional models (Lehtinen et al., 1986; Rock et al., 1997). The discussion deals with the advantages, shortcomings and suggestions for the practical use of examined models.
In addition to theoretical study of the most effective dynamisms of social interaction, an extensive empirical study (373 fifth grade students from 9 different primary schools; sibjects: mathematics and Slovene language) investigated the effects of individual versus cooperative learning on different components of students’ finctioning. Strong positive effects of cooperative learning on achievement in both subjets were shown.
