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Projects / Programmes source: ARIS

Temeljni dejavniki učenja in motivacije za učenje v šoli (Slovene)

Research activity

Code Science Field Subfield
5.09.00  Social sciences  Psychology   

Code Science Field
S270  Social sciences  Pedagogy and didactics 
Keywords
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
Evaluation (rules)
source: COBISS
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  638 
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  7,040 
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.
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