Edukacinė aplinka, jos poveikis studentų motyvacijai ir požiūriui į mokymąsi

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Mokslo publikacijos / Scientific publications
Document Type:
Straipsnis / Article
Lietuvių kalba / Lithuanian
Edukacinė aplinka, jos poveikis studentų motyvacijai ir požiūriui į mokymąsi
Alternative Title:
Educational environment and its influence on students' motivation and approach to learning
In the Journal:
Tiltai [Bridges] [Brücken]. 2004, Nr. 1 (26), p. 123-129
Edukacinė aplinka; Motyvacija; Požiūris į mokymąsi; Studentų motyvaciją.
Approach to learning; Educational environment; Motivation; Student motivation.
Summary / Abstract:

LTStraipsnyje nagrinėjama edukacinė aplinka, kuri skatina studentą sėkmingai studijuoti, kelia ir palaiko studento motyvaciją bei turi įtakos jo požiūrio į mokymąsi pokyčiui iš paviršutinio į giluminį. Kuriant tokią aplinką būtina sudaryti pradines (kompetencines, psichologines, materialines-organizacines ir sociokultūrines) ir skatinamąsias (psichologines ir studijų) sąlygas. Pirmojoje šio straipsnio dalyje pateikiama edukacinės aplinkos aukštojoje mokykloje esmė ir skainamosios edukacinės aplinkos veikimo schema. Siekiant nustatyti, ar teoriškai pagrįsta edukacinė, studentą skatinanti studijuoti aplinka turi įtakos studentų motyvacijos ir požiūrio į mokymąsi kaitai, atliktas natūralus eksperimentas. Jame dalyvavo studentai, studijuojantys įvairius socialinius, humanitarinius, fizinius ir technologijos mokslus. Antrojoje straipsnio dalyje pateikiama atlikto eksperimento metodologija ir organizavimas. Trečiojoje pateikiami tyrimo rezultatai, kurie parodė, jog edukacinė aplinka, kuriai būdingos skatinamosios aplinkos savybės, turi įtakos studentų motyvacijai ir gali pakeisti studentų požiūrį į mokymąsi iš paviršutinio į giluminį. [Iš leidinio]

ENIn the mass higher education when many people want to satisfy their educational needs the problem of big classes arises. The difficulties to manage classes where students with different interests, needs, and skills are studying become apparent. Teachers more frequently are challenged how they should teach - small groups or big classes? Should students be involved in more selfdirected work? Do they have enough skills for such learning? Although the mass higher education means that every member of society has a possibility to satisfy his educational needs however the efforts to satisfy their needs deal with a problem of limited material, financial and even human resources that influence the powerlessness of higher schools, their laboratories and libraries to manage growing students' demands and needs. Again the question rises if students will have a possibility to effectively use all resources owned by universities? The mass higher education, on one hand, and the limited resources, on the other hand, emphasize the question that has been explored by the scientists of different epochs: how to organize teaching and learning to be a success? The search for improvement possibilities of these processes is viewed as a crucial necessity. The problems of teaching and learning improvement in a higher school have been investigated by many foreign scientists and scientists from Lithuania. While analysing the scientific works, the following tendency has been observed: most of the scientists aimed to improve the separate teaching and/or learning aspects, but they failed to unify them in a coherent system that could be considered as a learning environment ensuring the successful studies. This emphasizes the scientific problem that could be stated as a question: has educational environment that empowers student to study an influence on their motivation and approch to learning?.The article highlights the influence of the educational environment that empowers student to study on students' motivation and their approach to learning. This particular environment emphasizes two kinds of conditions that should be created in the educational environment: pre-conditions (competence, psychological, material-organizational, socio-cultural) and empowering conditions (psychological and studying). The functioning schema of this environment is presented in the first part of the article. Empowering environment differs from other well-known modern pedagogical systems (module teaching, differentiated teaching): the boundaries of empowering environment are broader: they go beyond the pedagogical or educational system. The teacher who does not have sufficient competence is eliminated from empowering environment; he has to be changed with other teacher who has the competence required. Empowering environment actively fosters the reflection on one's actions and learning in doubleloop (not single-loop) way. The acquiring of the learning content is based on the new concept: student's deep approach to learning. The levels of competence are distinguished in learning aims. The experiential learning is accreditated. The studying contract is signed (between student and teacher, teacher and higher school administration, student and higher school administration). In order to examine if the particular educational environment has an influence on students' motivation and their approach to learning the natural experiment was carried out in the study programmes of different science fields: social sciences (the module "Organizational behavior"), humanities (the module "Foreign language"), physical sciences (the module "Informatics"), technological sciences (the module "The mechanics of substances"). In the second part of the article the research methodology and organization are presented.The experimental research involved 305 students of four higher school: 106 students at The Lithuanian Academy of Law, Kaunas Faculty of Police; 100 students at Kaunas University of Medicine; 33 students at Kaunas University of Technology, Panevėžys Institute, the Faculty of Management and Administration; 66 students at Kaunas University of Technology, Panevėžys Institute, the Faculty of Technologies. The students were divided into the experimental and control groups. Their homogeneity was determined by means of these diagnostic sections: socio-demographic data, the social attitudes and value orientations of the students, the material conditions of the students. In the last part of the article the analysis of the research results are presented. Striving to define the changes in motivation this value was diagnosed twice: in the beginning and at the end of the experiment. While analysing the results, the increase of motivation in experimental groups and its decrease in control groups was observed. The research results also indicated the changes in students' approach to learning. Changes in students' motivation and approach to learning were diagnosed in all groups under the research. The factors that function actively in the created empowering educational environment cause the changes in motivation and the approach to learning in all groups under the research. It was revealed that teacher competence and psychological conditions as the factors mentioned above had the biggest influence on such results. Moreover, the nature of module influences the dynamics of student's approach: the dynamics of approach to learning is more evident while studying practical modules and modules from humanities and social sciences than while studying theoretical modules and modules from physical and technological sciences. [From the publication]

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2018-12-17 11:26:38
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