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    Wyświetlanie 1-3 z 3
    Tytuł:
    Mechanizmy motywacji a wybór strategii uczenia się uczniów szkół gimnazjalnych z i bez specyficznych trudności w uczeniu się
    Autorzy:
    Kucharczyk, Izabella
    Dłużniewska, Agnieszka
    Powiązania:
    https://bibliotekanauki.pl/articles/937717.pdf
    Data publikacji:
    2018-06-12
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    metacognition
    cognitive strategies
    metacognitive strategies
    Opis:
    The purpose of this article is to present the results of research concern setting of motivated and cognitive strategies in learning goals achieving by students with and without dyslexia in secondary school. The study included 110 students studying in secondary schools in the Mazovian region. The study used questionnaire Goal Orientations and Learning Strategies Survey (GOAL-S) M. Dowson and D.M. McInerney (2004) in the Polish adaptation of A. Dłużniewska and I. Kucharczyk. Detailed analysis of the results indicates the relationship between the kind of motivation and choice of cognitive and metacognitive strategies of learning. The current study allows to extract factors that are important in achieving success in academic achievements of students with and without special educational needs.
    Źródło:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2016, 15; 93-109
    2300-391X
    Pojawia się w:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Metapoznanie – czy możemy być świadomi przebiegu własnego procesu uczenia się stosując neurofeedback
    Meta cognition – can we be aware of the process of our own learning – usage of neurofeedback
    Autorzy:
    Grochowska, Irena
    Powiązania:
    https://bibliotekanauki.pl/articles/470855.pdf
    Data publikacji:
    2014
    Wydawca:
    Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie
    Tematy:
    metacognition
    biofeedback
    neurofeedback
    metacognitive and cognitive strategies
    brain waves
    self-regulation
    metapoznanie
    strategie metakognitywne i kognitywne
    fale mózgowe
    samoregulacja
    Opis:
    The human mind is the mediator of knowledge about the world, because no human being has direct knowledge of their surrounding reality. All knowledge is „read and transported” by the brain and nervous system. Regardless of the progressive nature of the research into psychic phenomena, we are still faced with the mystery of what phenomena occur in the brain. The difficulties are mainly due to the interdisciplinary nature of cognitive science. Cognitive science as an interdisciplinary field, which attempts to explore the human mind and find a common area of research to unite all scientific research. Attempts to understand the mind constitute the most interdisciplinary task. Neuroscience is one of the disciplines that make up modern cognitive science. Neurobiology suggests the variety of processes that occur either in individual cells, the brain and nervous system, and the human body. Modern studies indicate the possibility of cognition of the brain in order to apply effective teaching and education. How does the brain learn? This question stimulates researchers to interdisciplinary cooperation in order to obtain a satisfactory answer. Recently there have been many new concepts related to research into the brain and methods that allow you to better utilize the potential of the brain in order to undertake a conscious process of self-discovery. The science of the brain is not only a part of medical science or biology, but also disciplines such as pedagogy and didactics. The concepts neuroteaching, neurodidactics and neurotechnologies are new, still relatively unknown and unused. Reflecting on the conscious changes in the learning process, it is worth looking into the rules of biofeedback and neurofeedback and the possibilities to practically applying EEG biofeedback training, which is becoming a readily available method. Insightful observations of bioelectrical activity of the brain have led to naming multiple correlations between the mental state of individuals, their behaviour and EEG activity. Biofeedback, as a neuro technological road to self-discovery, allows for the individual functions of the brain and body, previously considered involuntary, to become dependent on our will to a certain degree. Upon obtaining a higher degree of self-awareness, self-regulatory responses develop. Proponents of this method argue that self-regulation will become a major part of health care in the twenty-first century.
    Źródło:
    Studia Ecologiae et Bioethicae; 2014, 12, 3; 9-32
    1733-1218
    Pojawia się w:
    Studia Ecologiae et Bioethicae
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Revising the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and testing for factorial invariance
    Autorzy:
    Mokhtari, Kouider
    Dimitrov, Dimiter M.
    Reichard, Carla A.
    Powiązania:
    https://bibliotekanauki.pl/articles/780595.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    metacognition
    reading comprehension
    metacognitive awareness
    reading strategies
    Opis:
    In this study, we revised the Metacognitive Awareness of Reading Strategies Inventory (MARSI), a self-report instrument designed to assess students’ awareness of reading strategies when reading school-related materials. We collected evidence of structural, generalizability, and external aspects of validity for the revised inventory (MARSI-R). We first conducted a confirmatory factor analysis of the MARSI instrument, which resulted in the reduction of the number of strategy statements from 30 to 15. We then tested MARSI-R for factorial invariance across gender and ethnic groups and found that there is a uniformity in student interpretation of the reading strategy statements across these groups, thus allowing for their comparison on levels of metacognitive processing skills. We found evidence of the external validity aspect of MARSI-R data through correlations of such data with a measure of the students’ perceived reading ability. Given that this journal is oriented to second language learning and teaching, our article also includes comments on the Survey of Reading Strategies (SORS), which was based on the original MARSI and was designed to assess adolescents’ and adults’ metacognitive awareness and perceived use of ESL reading strategies. We provide a copy of the MARSI-R instrument and discuss the implications of the study’s findings in light of new and emerging insights relative to assessing students’ metacognitive awareness and perceived use of reading strategies.
    Źródło:
    Studies in Second Language Learning and Teaching; 2018, 8, 2; 219-246
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-3 z 3

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