Title Povezanost kognitivnog stila i strategija učenja učenika s efikasnošću korištenja mentalnih mapa Title (english) Correlation between Cognitive Style and Learning Strategies of the Students with the Efficiency of Using Mental Maps Author Katarina Vukas Mentor Izabela Sorić (mentor)Committee member Izabela Sorić (predsjednik povjerenstva)Committee member Irena Burić (član povjerenstva)Committee member Zvjezdan Penezić (član povjerenstva)Granter University of Zadar Defense date and country 2017-10-10, Croatia Scientific / art field, SOCIAL SCIENCES Abstract Prvu modernu inačicu mentalne mape osmislio je britanski psiholog Tony Buzan 1970-te godine. Naime, on je ustanovio kako je ljudski mozak programiran da bolje pamti slike, skraćenice i asocijacije nego suhoparne i nezanimljive tekstove sastavljene samo od slova. Stoga bi korištenjem mentalnih mapa mogli olakšati upamćivanje kompleksnog gradiva kojeg je danas u školskom sustavu sve više. Osim toga, mentalne mape su veoma zabavan i zanimljiv način učenja te se pretpostavlja da će motivirati učenika na učenje. Ovim se istraživanjem želi ispitati postoji li povezanost kognitivnog stila učenika (rigidnost), ciljnih orijentacija (ciljne orijentacije na učenje/izvedbu/izbjegavanje truda) i strategija učenja (dubinsko/površinsko procesiranje i samohendikepiranje) sa količinom upamćenih pojmova uz korištenje mentalnih mapa te učeničkom procjenom korisnosti korištenja mentalnih mapa. U ispitivanju su sudjelovali učenici 6. razreda Osnovne škole „Šime Budinića“ u Zadru. Uzorak se sastojao od 79 sudionika, od toga 43 djevojčice i 36 dječaka. Istraživanje je slijedilo kvazieksperimentalni nacrt. Učenici su na prvom susretu, odnosno, radionici učili o mentalnim mapama te vježbali njihovu izradu. Na drugom susretu/radionici samostalno su izrađivali mentalnu mapu za unaprijed zadani tekst (priču) uz pomoć voditeljice. Treća radionica slijedila je istu shemu kao druga uz dodatak neposrednog testa dosjećanja. Na četvrtom susretu, tjedan dana nakon učenja teksta, primijenjen je test dosjećanja i navedeni upitnici, a na petom susretu, dva tjedna nakon učenja teksta, primijenjen je novi test dosjećanja. Od mjernih instrumenata korištene su: Breskinova skala rigidnosti (Breskin Rigidity Scale, Breskin, 1968), Strategije učenja (CSRL - Components of Self-Regulated Learning, Neimvirta, 1998) i Ciljne orijentacije učenika (Rovan i Jelić, 2002). Rezultati istraživanja pokazali su da mentalne mape više pomažu učenicima koji kao strategiju učenja koriste dubinsko procesiranje. Također, učenicima s većom ciljnom orijentacijom na izbjegavanje truda mentalne mape manje su pomogle u učenju. Nadalje, ne postoji statistički značajna povezanost kognitivnog stila s efikasnošću korištenja mentalnih mapa.
Abstract (english) The first modern version of the mental map was created by British psychologist Tony Buzan in the 1970s. Namely, he found that the human brain was programmed to better remember the images, abbreviations and associations than the dry and unimaginable texts made up of letters. Therefore, using mental maps could make it easier to memorize the complex material that is nowadays in the school system. In addition, mental maps are a very fun and interesting way of learning and are supposed to motivate students to learning. This research seeks to examine whether there is a correlation between pupil's cognitive style (rigidity), target orientation (target orientation to learning/performance/ avoidance) and learning strategies (deep or surface processing and self-handicapping) with the amount of mentored concepts using mental maps and pupils perceiving the efficiency of using mental maps. The students attended the 6th grade of Primary School "Šime Budinić" in Zadar. The sample consisted of 79 participants, of whom 43 were girls and 36 boys. The research was followed by a quasiexperimental scheme. The students learned at the first meeting, that is, the workshops on mental maps and practiced their making. At the second meeting, they independently created a mental map for the predetermined text (story) with the help of the leader. The third workshop followed the same scheme as the second with the addition of direct recall test. At the fourth meeting, one week after learning the text, the recall test and questionnaires were applied, and at the fifth meeting, two weeks after learning the text, a new recall test was applied. Breskin's Rigidity Scale (Breskin, 1968), Learning Strategies (Components of Self-Regulated Learning, Neimvirta, 1998) and Target Orientation (Rovan and Jelić, 2002) were used as measuring instruments. Research findings have shown that mental maps are more helpful to students who use deep processing as a learning strategy. Also, students with a greater focus on avoiding effort the mental mapping were less helpful in learning. Furthermore, there is no statistically significant association of cognitive style with the efficiency of using mental maps.
Keywords
mentalne mape
ciljne orijentacije
kognitivni stil
rigidnost
strategije učenja
samoregulacija
Keywords (english)
mental maps
target orientation
cognitive style
rigidity
learning strategies
selfregulation
Language croatian URN:NBN urn:nbn:hr:162:321807 Study programme Title: Psychology Type of resource Text File origin Born digital Access conditions Access restricted to students and staff of home institution Terms of use Created on 2018-02-13 14:32:10
