Typy uczniów w młodszym wieku szkolnym a ich strategie uczenia się i preferencje – doniesienia z badań

Main Article Content

Joanna Skibska

Abstrakt

The article presents findings of the research on the diagnosis of student types and strategies and techniques of learning preferred by students with very good performance in learning, as well as those with learning disabilities and special educational needs (SEN). Research reveals the occurrence of certain regularities in individual student groups. Students with high learning outcomes are primarily of an intellectual type and prefer visual learning strategies, whereas students with learning disabilities are of an emotional, acting and cooperating type, their learning based on auditory and kinesthetic strategies. Students with special educational needs are of an emotional type. Hence, they most often use auditory and visual learning strategies. In the individual groups, there a marked correlation was observed between the student types and professional preferences. The intellectual type (students with high scores) would like to engage in occupations related to intellectual and artistic work in the future; the emotional, acting and cooperating type (children with learning difficulties) is interested in performing service professions, while the emotional type (students with special educational needs) sees their future in counselling professions.

Downloads

Download data is not yet available.

Article Details

Jak cytować
Skibska, J. (2020). Typy uczniów w młodszym wieku szkolnym a ich strategie uczenia się i preferencje – doniesienia z badań. Studia Edukacyjne, (59), 201-213. https://doi.org/10.14746/se.2020.59.13
Dział
Studia i rozprawy

Bibliografia

  1. Bjork E.L., Bjork R.A., Making things hard on yourself, but in a good way: Creating desirable
  2. difficulties to enhance learning, [w:] Psychology and the real world: Essays illustrating fundamental contributions to socjety, red. M.A. Gernsbacher, R.W. Pew, L.M. Hough, J.R. Pomerantz, Worth Publishers, New York 2011.
  3. Coffield F., Learning styles: unreliable, invalid and impractical and yet still widely used, [w:] Bad
  4. education: debunking myths in education, red. P. Adey, J. Dillon, Open University Press,
  5. Maidenhead 2012.
  6. Dyrda J., Style uczenia się dzieci dyslektycznych a wymagania poznawcze szkoły, Wydawnictwo
  7. Uniwersytetu Gdańskiego, Gdańsk 2004.
  8. Fielding M., Valuing difference in teachers and learners: building on Kolb’s learning styles to develop a language of teaching and learning, The Curriculum Journal, 1994, 5(3).
  9. Glazzard J., A Critical Analysis of Learning Styles and Multiple Intelligences and their Contribution to Inclusive Education, Journal of Global Research in Education and Social Science, 2015, 2(3).
  10. Healey M., Jenkins A., Kolb’s Experiential Learning Theory and Its Application in Geography in Higher Education, Journal of Geography, 2000, 99.
  11. Hoffman D.L., George R.F., Correspondence Analysis: Graphical Representation of Categorical Data in Marketing Research, Journal of Marketing Research, 1986, 23.
  12. Howard-Jones P.A., Evolutionary Perspectives on Mind, Brain and Education, Mind, Brain, and Education, 2014, 8, 1.
  13. Kolb A.Y., Kolb D.A., The Learning Way: Metacognitive Aspects of Experiential Learning, Simulation & Gaming, 2009, 40, 3.
  14. Matczak A., Metody badania różnic indywidualnych w funkcjonowaniu poznawczym dzieci, [w:] Materiały do nauczania psychologii, seria III, t. 3, red. L. Wołoszynowa, Państwowe Wydawnictwo Naukowe, Warszawa 1978.
  15. Matczak A., Diagnoza intelektu, Wydawnictwo Instytutu Psychologii PAN, Warszawa 1994.
  16. Noer D.M., Die vier Lerntypen, Reaktionen auf Veranderungen im Unternehmen, Klet-Cotta, Stuttgart 1998.
  17. Pinto J.K., Geiger M.A., Boyle E.J., A three year longitudinal study of changes in student learning styles, Journal of College Student Development, 1994, 35(2).
  18. Radziwiłłowicz W., Rozwój poznawczy dzieci w młodszym wieku szkolnym, Oficyna Wydawnicza Impuls, Kraków 2004.
  19. Riebisch R., Luszczynski H., Diagnoza typów uczniów, Gdańskie Wydawnictwo Psychologiczne, Gdańsk 2014.
  20. Robotham D., The application of learning style theory in higher education teaching – unpublished article; available from author at Wolverhampton Business School, Compton Road West, Wolverhampton 1999, WV3 9DX.
  21. Rose C., Taraszkiewicz M., Atlas efektywnego uczenia (się), Transfer Learning Solutions, Warszawa 2010.
  22. Wind Y., Crook C., Gunther R., Umysł. Nasze prawdziwe oczy, Wydawnictwo Studio EMKA, Warszawa 2006.
  23. Witkin H.A., Psychologiczne zróżnicowanie i formy patologii, Przegląd Psychologiczny, 1968, 16.