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IPOO-model ustvarjalnega učenja in značilnosti procesiranja informacij pri učencih
Katalin Mező in Ferenc Mező
Polno besedilo (pdf) | Ogledi: 93 | Napisan v angleščini. | Objavljeno: 29. marec 2015
https://doi.org/10.20419/2014.23.414 | Citati: CrossRef (1)
Povzetek: Namen raziskave je bil preveriti, kako učenci v srednji šoli procesirajo informacije med učenjem in kakšen je odnos med značilnostmi procesiranja in njihovo učno uspešnostjo, notranjo motivacijo in kognitivnimi sposobnostmi, kot sta inteligentnost in ustvarjalnost. Čeprav so bile na tem področju v preteklosti že opravljene raziskave, se pričujoča študija te problematike loteva z vidika IPOO-modela, ki predstavlja nov teoretski pristop k šolskemu učenju (IPOO je akronim za Input (vnos), Process (proces), Output (izdelek), Organizing (organizacija)). V raziskavi je sodelovalo 815 dijakov, ki so izpolnili naslednje teste oziroma vprašalnike: Ravenove zahtevne matrice (APM), Test ustvarjalnosti "Nenavadne uporabe" (UUT), Jupiterbolha-próba test – druga verzija (JB2) za testiranje učne metode procesiranja informacij in Vprašalnik učnih stališč (LAQ). V raziskavo smo kot spremenljivke vključili tudi spol, razred in povprečno učno uspešnost sodelujočih učencev. Rezultati so pokazali nizek nivo kakovosti učne metode procesiranja informacij in nepovezanost med testnimi rezultati ter rezultati na vprašalnikih (razen v primeru fluentnosti, originalnosti in fleksibilnosti). Razlike med spoloma in razredi se niso izkazale kot statistično značilne. Ugotovitve so skladne z ugotovitvami predhodnih študij.
Ključne besede: procesiranje informacij, ustvarjalnost, učenje, IPOO model, dijaki
Citiraj:
Mező, K. in Mező, F. (2014). The IPOO-model of creative learning and the students' information processing characteristics. Psihološka obzorja, 23, 136–144. https://doi.org/10.20419/2014.23.414
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