Funkcionalno mišljenje in samozavest: katere napake delajo učenci pri reševanju problemov z rastočimi vzorci in kako pride do teh napak?
Povzetek
Obstaja nujna potreba po raziskavi, ki bi opredelila vrste in vzorce napak v funkcionalnem mišljenju učencev v povezavi z njihovimi ravnmi samozavesti. Funkcionalno mišljenje vpliva na uspešno učenje pri učencih, kar zadeva razumevanje pojma funkcije, ki je zapleten matematični vidik in ki zahteva ustrezne pristope pa tudi strategije, da bi učencem pomagali doseči obvladovanje te snovi. Namen te študije je analizirati vrste in vzorce napak v funkcionalnem mišljenju med učenci z različnimi ravnmi samozavesti pri reševanju problemov z rastočimi vzorci. Za analizo napak v funkcionalnem mišljenju učencev je bila uporabljena Newmanova analiza napak. Študija uporablja kvalitativno deskriptivno zasnovo, podprto s kvantitativno kategorizacijo ravni samozavesti, v katero sta vključena dva sodelujoča v raziskavi, izbrana med 34 dijaki drugega letnika srednje šole, ki se razlikujeta v ozadju, spolu in v ravni akademskih zmožnosti. Kot raziskovalni instrument je bila razvita naloga oziroma problem, zasnovan za ugotavljanje zmožnosti funkcionalnega mišljenja. Učence, ki so podali napačno rešitev, smo nato razvrstili v skupine na podlagi podobnih ravni samozavesti in vzorcev napak. Da bi razjasnili napake, ki so se pojavile pri reševanju problema z rastočimi vzorci, je bil za intervju izbran po en predstavnik iz skupine z nižjo ravnjo samozavesti in skupine z višjo ravnjo samozavesti. Z združitvijo funkcionalnega mišljenja, Newmanove analize napak in afektivnih vidikov je raziskava opredelila razlike v napakah med učenci z višjimi in nižjimi ravnmi samozavesti. Samozavest, samoregulacija in tesnoba so dejavniki, ki vplivajo na napake učencev. Ugotovitve poudarjajo pomembnost učenja, ki uravnoteženo združuje kognitivne in afektivne vidike.
Prenosi
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