An Integrative Interpretation of Personal and Contextual Factors of Students’ Resistance to Active Learning and Teaching Strategies

Concetta Tino

doi:10.4312/as.26.2.59-74

Avtorji

Concetta Tino Univerza v Padovi, Italija

DOI:

https://doi.org/10.4312/as.26.2.59-74

Ključne besede:

visokošolsko izobraževanje, aktivno učenje, upiranje študentov, učne strategije, ekosistem kot učna spremenljivka

Povzetek

Aktivno učenje je konstruktivističen pristop, utemeljen na učni perspektivi, ki je usmerjena na učenca – v našem primeru študenta. Vendar pa se kljub temu, da ta metoda lahko izboljša sodelovanje študentov, jim pomaga pri razvijanju sposobnosti, pri poglabljanju njihovega razmišljanja o lastnih načinih učenja in krepitvi avtonomnega nadzora nad lastnim učnim procesom, študenti nanjo pogosto odzivajo z upiranjem. Cilj tega prispevka je predstaviti celostno interpretacijo upiranja aktivnemu učenju na podlagi tega, kako se pri študentih to upiranje pojavlja, ter tudi strategije, s katerimi lahko učitelji to upiranje preprečijo. Izhajajoč iz te nove interpretacije, so predstavljeni njeni praktični napotki: ustvarjanje ekološkega didaktičnega sistema; pomen tega, da učitelji dobro poznajo razloge študentov za upiranje in so nanje pripravljeni, prav tako pa tudi na uporabo ekološke učne strategije, s katero lahko to upiranje premagajo in ki jim omogoča razumno pedagoško odločanje ter vztrajanje pri uporabi metode aktivnega učenja.

Prenosi

Podatki o prenosih še niso na voljo.

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