Printed and digital teaching and learning resources used by lower secondary school pupils

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17450%2F19%3AA21028XQ" target="_blank" >RIV/61988987:17450/19:A21028XQ - isvavai.cz</a>

Result on the web

<a href="https://library.iated.org/view/SIKOROVA2019PRI" target="_blank" >https://library.iated.org/view/SIKOROVA2019PRI</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/edulearn.2019.1479" target="_blank" >10.21125/edulearn.2019.1479</a>

Result language

angličtina

Original language name

Printed and digital teaching and learning resources used by lower secondary school pupils

Original language description

Pupils’ learning is fundamentally influenced by the choice of learning materials, their content and, above all, their didactic aspects. However it turns out that the form of medium with which pupils work is also significant to a learning process. This work presents the results of empirical research that tried to answer the question What is pupil's learning support based on educational resources like and how do pupils reflect on this support? The aim of this research was to describe how support based on different types of educational resources used in class is mediated by a teacher and how pupils respond to this support. The subsequent task was to find out what kind of support the pupils ask for, whether and how they modify the supporting elements in the textbooks. Attention was particularly paid to resources of electronic and multimedia nature. The methodological design of the empirical part was based on qualitative research procedures (Corbin & Strauss, 2008; Cohen, Manion & Morrison, 2011). The research sample consisted of a group of respondents - pupils from lower secondary school with whom an in-depth semi-structured interview was conducted through the focus group technique. Respondents were selected by the method of maximum sample variability (Cohen, 2011). Pupils were primarily asked about strategies for using educational texts when learning for class and when they do their homework. In the next step they reflected on possibilities of support that individual sources provide them and thus make their learning easier. The aim of the interviews was to find out how pupils perceive learning support through educational resources they use and to describe which supportive elements they prefer in learning. The result of the research is a categorization of types of educational resources used in relation to the support options they provide to pupils.

Czech name

—

Czech description

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Type

D - Article in proceedings

CEP classification

—

OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

—

Continuities

S - Specificky vyzkum na vysokych skolach

Publication year

2019

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Article name in the collection

11th International Conference on Education and New Learning Technologies

ISBN

978-84-09-12031-4

ISSN

2340-1117

e-ISSN

—

Number of pages

8

Pages from-to

6140-6147

Publisher name

IATED

Place of publication

Palma, Spain

Event location

Palma

Event date

Jul 1, 2019

Type of event by nationality

WRD - Celosvětová akce

UT code for WoS article

000553304900091