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

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2019

Kód důvěrnosti údajů

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

Název statě ve sborníku

11th International Conference on Education and New Learning Technologies

ISBN

978-84-09-12031-4

ISSN

2340-1117

e-ISSN

—

Počet stran výsledku

8

Strana od-do

6140-6147

Název nakladatele

IATED

Místo vydání

Palma, Spain

Místo konání akce

Palma

Datum konání akce

1. 7. 2019

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000553304900091