[feed] pefprints@pef.uni-lj.si | [feed] Atom [feed] RSS 1.0 [feed] RSS 2.0 |
  Logo Login | Create Account

Pupils' self-regulated learning of technology and engineering contents

Liza Penov (2019) Pupils' self-regulated learning of technology and engineering contents. MSc thesis.

Download (1867Kb)


    Nowdays, we can access various information fast and easy. The real challenge lies in solving complex problems. Therefore there is more emphasis put on metacognitive strategies even in educational system. The aim is towards students developing the skills of selfregulative learning (SRL) during their active schooling period. They should know different approaches to learning (learning strategies), have set a clear goal (learning achievement), and direct their learning process until the final goal. Based on the findings of research papers of various authors, that students interest towards design and technology in recent years is on the descending curve, some are mentioning that the reasons lie in bad SRL, so in this paper we researched just that. We described the span of SRL, the subject of design and technology and the students attitude towards the latter. We set up a questionnarie, measuring the SRL skills and attitude towards design and technology. It was presented to 6th, 7th and 8th grade students, who are participating in competitions in the design and technology field, as well as to others. In this way we made a comparative study of these two groups, grade and gender based. The largest gaps were between the group of students who participate in competitions and others. Differences came out in SRL skill set, as well as in attitude towards design and technology. It was clear that their self – efficiency is better developed (moderate effect), they have higher intrinsic value (moderate effect), they meet with higher test anxiety (weak to moderate effect), they are more skillful in self – regulation (moderate effect). Other than that, they have stronger technological career aspirations (strong effect), have higher interest in design and technology (strong effect), have lesser resilience towards design and technology (moderate effect), are more aware of the consequences and importance of design and technology (moderate effect), are more satisfied with design and technology than other students (moderate effect) and are more satisfied with the class itself (moderate effect). In this way we can see the interrelation of these two subjects. Based on the literature and on the research we therefore presented some guidelines for improvement of those two. Shortly, we can mention the importance of a qualified teacher who is educated in cultivation of SRL skills and is implementing them in design and technology classes as well as possible. According to the given situation (students, problem, other circumstances) he should choose the strategies, not just implementing them in class, but teach the students about them also. This will have a positive effect on the students attitude towards design and technology.

    Item Type: Thesis (MSc thesis)
    Keywords: design and technology, pupils' attitudes toward technology, self-directed learning, optimisation of design and technology
    Number of Pages: 88
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    doc. dr. Stanislav AvsecMentor
    Link to COBISS: https://plus.si.cobiss.net/opac7/bib/peflj/12561737
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 5887
    Date Deposited: 23 Aug 2019 14:21
    Last Modified: 23 Aug 2019 14:21
    URI: http://pefprints.pef.uni-lj.si/id/eprint/5887

    Actions (login required)

    View Item