Formativna povratna informacija v funkciji spodbujanja učne samoregulacije - Čujec, Anita (2019)
Samoregulacija učenja kot učenje, pri katerem si učenci sami postavijo cilje, spremljajo in vrednotijo svoje delo ter aktivnosti in jih po potrebi tudi spreminjajo, postaja v izobraževanju vedno pomembnejša. Učitelj naj bi med poučevanjem modeliral in učencem posredoval tudi načine spoprijemanja z učenjem ter uporabo konkretnih strategij. Na ta način bo učencu posredoval spretnosti, da bo učenec v učenju metakognitivno, motivacijsko in vedenjsko aktivno udeležen. Pri tem je zelo pomembna kakovostna povratna informacija, s katero učitelj sporoča učencu, kaj že zna, kaj še mora doseči in na kakšen način naj si pomaga priti do cilja. V teoretičnem delu je opredeljena samoregulacija, predstavljeni so trije izbrani modeli samoregulacijskega učenja in značilnosti samoregulirajočih učencev. Opisani so dejavniki, ki vplivajo na razvoj samoregulacije, pomen čustev in motivacije za samoregulacijo ter načini učiteljevega vplivanja na razvoj učne samoregulacije učencev. Kot dejavnik vplivanja na razvoj samoregulacije je v magistrskem delu izpostavljena povratna informacija. Opredeljene so vrste povratne informacije. Predstavljeni so načini podajanja povratne informacije ter strategije za kakovostno povratno informacijo. Kot vrsta povratne informacije je predstavljeno tudi samoocenjevanje. Teoretični del se zaključi s predstavitvijo vplivov povratne informacije na samoregulacijo učenja. Osnovni namen magistrskega dela je prikazati povezanost med posredovanjem povratne informacije in učno samoregulacijo učencev. V kombinirani kvalitativno-kvantitativni raziskavi je sodelovalo 46 učencev treh oddelkov 4. razreda ene izmed srednje velikih osnovnih šol na Goriškem ter njihove razredničarke. Raziskava se je osredinila na povratno informacijo učitelja (kaj ta vsebuje, kako je podana ter na kakšen način jo učenci sprejmejo). Empirično je bil preverjen vidik, kako učenci učiteljevo povratno informacijo uporabijo pri nadaljnjem učenju. Podatki so bili zbrani na osnovi triangulacije: z opazovanjem, anketiranjem učencev in intervjuvanjem učiteljic. Rezultati so pokazali, da učitelji učno samoregulacijo pri učencih spodbujajo s podajanjem učnih strategij. Povratne informacije so precej skope, saj so večinoma usmerjene na spodbujanje pozitivnih motivacijskih prepričanj, kar je sicer dobro, ni pa dovolj za kakovostno nadaljnje učenje. Učenec bi po učiteljevi povratni informaciji moral jasno vedeti, kaj se mora še naučiti in kako naj to stori. Večina povratnih informacij zadošča le enemu od sedmih spremljanih kriterijev dobre povratne informacije (najpogosteje je povratna informacija izpolnjevala kriterij Spodbuja pozitivna motivacijska prepričanja in samospoštovanje, najmanj pogosto pa kriterija Deli visoko kakovostne povratne informacije o učenčevem učenju ter Spodbuja dialog o učenju med učenci in učitelji). Učenci poročajo, da povratno informacijo učitelja razumejo in uporabijo pri učenju oz. jim pri tem pomaga. Self-regulated learning is becoming more and more important in education. It is a learning method in which pupils set goals, monitor and assess their work by themselves and if necessary, they adapt it according to their needs. Teachers should lead the teaching process as well as provide pupils with learning approaches and with the use of actual learning strategies. In this way, pupils will be given the skills to be actively involved in terms of metacognition, motivation and behaviour. Quality feedback is very important in this regard as it tells pupils what they already know, what they still need to accomplish and how they should reach their goals. In the theoretical part, self-regulation is defined along with three selected models of self-regulated learning and the characteristics of self-regulated pupils. Furthermore, there is an overview of the factors that influence the development of self-regulation, the importance of emotions and motivation for self-regulation as well as a description of ways in which teachers influence pupils’ learning self-regulation. Feedback is highlighted as the influencing factor in the development of self-regulation. All types of feedback are defined alongside the ways of providing feedback and strategies for providing quality feedback. Self-assessment is presented as a type of feedback. The theoretical part concludes with the presentation of the influence that feedback has on self-regulated learning. The main purpose of the master’s thesis is to illustrate the correlation between providing feedback and pupils’ learning self-regulation. 46 pupils attending three different sections of the 4th grade at one of the medium-sized primary schools in the Goriška region with their class teachers participated in a combined qualitative and quantitative research. The research focused on the teacher feedback (of what it consists, how it is provided and how it is accepted by pupils). The aspect how pupils use teacher feedback in further learning was empirically assessed. The data were collected based on triangulation: by observing, surveying pupils and interviewing teachers. The results show that teachers encourage learning self-regulation by providing learning strategies. Feedback is quite scarce as it is mostly focused on encouraging positive motivational beliefs which is good, but by no means enough. According to the teacher’s feedback, pupils should have a clear idea about what they have yet to learn and how to do it. The majority of feedback meets only one of seven criteria for good feedback (the most frequently was criteria Encourage positive motivation and self respect, the least frequently were criteria Deliver high quality feedback about students learning and Encourage student teacher dialogue. Pupils report that they understand teacher’s feedback and they either use it when learning or it helps them to learn.