(CZ) Opportunities to Develop Learn to Learn Competences: A comparison between basic (elementary) schools and extended gymnasiums (early-start academic high schools) (EN) Opportunities to Develop Learn to Learn Competences: A comparison between basic (elementary) schools and extended gymnasiums (early-start academic high schools)
Strana / Page: 144-165 Autor / Author: Chvál, M.; Kasíková, H. Klíčová slova / Key words:
The article is concerned with the theme of opportunities to develop learning to learn competences. In the theoretical section the article draws on domestic authors (specifically Knecht, Janík) foreign authors (specifically Hoskins, Frederiksson) to define the basic concepts: learn to learn competence and opportunity to develop it. Presented here is an originally created observation form with a description of situations which according to a wider group of co-authors, and on the basis of sound theoretical principles, assist the development of learn to learn competences (13 in all), or inhibit it (2). Three core summary profiles of learning were added. The reliability of this method was tested by assessment of agreement between independent observers - this level of agreement varied around 90 % for individual situations. The constructs „effectiveness of the situation“ and „effectiveness of learning“ were proposed as a combinated of the success of the realisation of the learning situation and impact on pupils (this concerned the number of pupils to whom the opportunity was provided). The method was used in research to compare learning at basic schools and extended (early start) gymnasiums. By comparing the educational environment at the two types of school from the point of view of „learn to learn“ competence the authors wish to contribute from a didactic position to the discussion on the whole political educational issue of second-level basic elementary school versus early-start high-school. In each type of educational institutions 53 lessons, with a representative balance of subjects and years - were observed. The results did not show significant differences between the types of educational institution in the aspects of learning with which the study is concerned.
From the theoretical point of view this is a contribution to the identification of quality in learning, or rather to identifying its distinguishing marks, which are theoretically and practically comprehensible to teachers and key to the development of pupils, for their future lives. An empirical test of the validity of the method used is presented for further investigation.
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