Projects / Programmes
Temeljni dejavniki učenja in motivacije za učenje v šoli (Slovene)
Code |
Science |
Field |
Subfield |
5.09.00 |
Social sciences |
Psychology |
|
Code |
Science |
Field |
S270 |
Social sciences |
Pedagogy and didactics |
learning, motivation, education, school, factors of learning, definition of learning, cognition, knowledge, learning process, meta-cognition, criticism of the shool teaching and leraning, problem solving, educational achievement
Researchers (5)
no. |
Code |
Name and surname |
Research area |
Role |
Period |
No. of publicationsNo. of publications |
1. |
15844 |
PhD Alenka Gril |
Criminology and social work |
Researcher |
1999 - 2001 |
465 |
2. |
13425 |
PhD Darja Kobal Grum |
Psychology |
Head |
2000 - 2001 |
639 |
3. |
11756 |
PhD Janez Kolenc |
Anthropology |
Researcher |
2000 - 2001 |
231 |
4. |
09123 |
MSc Nada Lebarič |
Educational studies |
Researcher |
1999 - 2001 |
51 |
5. |
05606 |
PhD Bogomir Novak |
Anthropology |
Researcher |
1999 - 2001 |
847 |
Organisations (1)
no. |
Code |
Research organisation |
City |
Registration number |
No. of publicationsNo. of publications |
1. |
0553 |
Educational Research Institute |
Ljubljana |
5051614000 |
7,057 |
Abstract
Some factors of new understanding of learning, motivation for learning as well as personality development through learning will be studied in the research project. It is supposed that school is still not focused enough on the development of qualitative learning (e.g. quantum, global, personality significant learning, learning with understanding, flexible learning etc.) as well as on the development of motivation for learning.
The main problem of research is to find out, whether teachers apply adequate didactic methods and strategies that lead to higher order thinking, more qualitative learning as well as to higher motivation for learning. The particular aim is to study how teachers'' implicite theories of learning and teaching influence their teaching strategies.
In this purpose the appropriate instruments will be developed and used on the sample of pupils and teachers in some elementary and secondary schools.
The directions for further conceptual curriculum reform will be proposed on the basis of the gathered results.