Eesti keele ja matemaatika õppevara valiku põhimõtted ja eesmärgid lasteaia- ja klassiõpetajate hinnangul
01 Nov 2020-Vol. 8, Iss: 2, pp 164-191
TL;DR: In this article, õppevara on abivahend, mis on õpetajale toeks laste arengu eesmärgipärasel suunamisel.
Abstract: Kvaliteetne õppevara on abivahend, mis on õpetajale toeks laste arengu eesmärgipärasel suunamisel. Uurimuse eesmärk oli välja selgitada, millisena hindavad Eesti lasteaiaja klassiõpetajad oma võimalusi otsustada eesti keele ja matemaatika õppevara valiku üle, millistest põhimõtetest nad lähtuvad ja milliste eesmärkide täitmist õppevara puhul oluliseks peavad. Erinevuste väljaselgitamiseks lasteaiaja klassiõpetajate hinnangute vahel küsitleti 64 lasteaiaõpetajat ja 47 klassiõpetajat, kasutades valikvastuste ja avatud küsimustega ankeeti. Õppevara valiku põhi mõtteid analüüsides eristus neli peakategooriat: vastavus õppekavale, sisu ja ülesannete mitmekesisus, sisu ja ülesannete selgus ja arusaadavus, välised tegurid. Õppevara eesmärkidest tõid õpetajad kõige sagedamini välja, et heal tasemel õppevara peaks toetama laste kognitiivsete oskuste kujundamist. Samuti selgus, et võrreldes klassiõpetajatega saavad lasteaiaõpetajad rohkem ise otsustada, millist õppevara eesti keele või matemaatika õpetamisel kasutada. Teadvustades, millistest põhi mõtetest õppevara valikul lähtuda ja milliseid eesmärke heal tasemel õppevara täidab, saab õpetaja teha otsuseid, mis toetavad mitmekülgselt lapse arengut.
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28 Oct 2017
TL;DR: In this paper, the authors describe a rahvusvaheline tendents alushariduses on koolistumine ehk oppe- ja kasvatustegevuse suurem sarnanemine uldhariduskooliga.
Abstract: Viimase aja rahvusvaheline tendents alushariduses on koolistumine ehk oppe- ja kasvatustegevuse suurem sarnanemine uldhariduskooliga. See avaldub eelkoige oppimise esmatahtsustamises ja laste arengu pidevas hindamises. Paljude uurijate hinnangul pohjustab seda uhiskondlik surve tagada laste koolivalmidus ja alusharidusasutuste konkurents eri huviruhmade ootuste taitmisel. Uurimuse eesmark on valja selgitada lasteaiaopetajate uskumused riikliku oppekava uldoskuste vaartuslikkuse ehk olulisuse kohta ning nende enesetohususe hinnangud asjaomaste tegevuste leidmisele ja uldoskuste hindamisele. Ankeedis hindas 729 Eesti lasteaiaopetajat koolieelse lasteasutuse riiklikus oppekavas (2008) esitatud uldoskuste olulisust ning nende omandamiseks vajalike tegevuste leidmise ja uldoskuste hindamise lihtsust. Uurimistulemustest selgub, et manguoskusi kui senist alushariduse prioriteeti peetakse olulisimaks, ent tegevuste leidmisel ja hindamisel on lihtsam keskenduda tunnetus- ja opioskuste kui traditsiooniliselt akadeemiliste oskuste valdkonnale. Laste uldoskuste arendamiseks vajaksid opetajad koolitusi, mis oleksid seotud pigem tegevuste leidmise ja tulemuse hindamisega, mitte uldoskuste olulisuse teadvustamisega. Summary
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03 Jun 1998TL;DR: This paper defines Content Analysis as a Social Science Tool as a social science tool and designs a content analysis system based on data collected in this study.
Abstract: Contents: Preface. Introduction. Defining Content Analysis as a Social Science Tool. Designing a Content Analysis. Measurement. Sampling. Reliability. Validity. Data Analysis. Computers.
2,131 citations
Book•
12 Oct 2020
TL;DR: This chapter discusses Foundations for Thinking and Working Qualitatively Thinking Qualitatively thinking Methods (and methodology), as well as developing Coherence Through Description and Tricks for Bringing it together.
Abstract: PART ONE: PREPARING THE WAY: LAYING THE FOUNDATIONS FOR ANALYSIS Foundations for Thinking and Working Qualitatively Thinking Qualitatively Thinking Methods (and methodology) Working Qualitatively Working Qualitatively - Using Software Foundations for Working Qualitatively Working Qualitatively: Implications for Analysis Writing About Foundations Exercises Further Reading Designing for Analysis Design-giving Form to Ideas Focusing the Study Designing for Data That Can Be Analysed Planning for Quality and Credibility of Conclusions Putting It All Together Writing About Design Exercises Further reading Managing and Preparing Data for Analysis Before Data Collection Keeping Organised, Available and Usable Data Records Recording and Preparing Data for Analysis The Importance of Context Recording Sample Details for Analysis Checks and Balances for Data Managing Relationships in the Research Team Writing About Data Management Exercises PART TWO: WORKING WITH DATA: A PATHWAY INTO ANALYSIS Read, Reflect and Connect: Initial Explorations of Data Read, and Read Again Write As You Read Purposeful Play-preliminary Explorations of Each Data Source Explore the Storylines Exploring Context Identify Relevant Categories and Concepts Involving Participants in Early Analysis Re-focus, Ready For the Next Phase Writing About Preliminary Analysis Exercises Further reading Codes and Coding: Principles and Practice Using Codes to Work With Data Practical Tools for Coding Methods Decisions in Coding Issues of Validity and Reliability in Coding Managing the Process of Coding A Final Reminder - Codes and Coding in Context Writing About Coding Processes Exercise Further reading Naming, Organizing and Refining Codes What's in a Name? Naming Broad Topic Areas Naming Codes to Capture Substance and Meaning Automating Coding Developing a Coding System Reviewing and Refining Codes and the Coding Structure Writing About Codes Exercise - Generating Codes Further Reading Alternative Approaches to Breaking Open and Connecting Data Building on Cases Themes as an Alternative to Codes? Focus on Interaction - Working With Focus Group Data Focus on Stories and Accounts - Identifying Structure, Interpreting Meaning Focus on Discourse - The Intersubjective Space The Value of Case-based Approaches Writing About Your Use of Case-based, Thematic and Narrative Methods Exercises Further Reading PART THREE: DESCRIBE, COMPARE AND RELATE: MOVING ON FROM CODES AND THEMES Describing, Evolving and Theorizing Concepts Describing Categories and Concepts (or themes) as a Step in Analysis Evolving Concepts with Analytic, Meta- or Pattern Codes Theorising Concepts Writing About Describing and Analysing Concepts Exercises Further Reading Comparative Analyses as a Means of Furthering Analysis Why Compare? The Comparative Process Managing Data to Make Subgroup, Contextual or Case Comparisons Comparing Concepts or Categories Across Groups or Situations Comparing Cases Interpreting Comparative Analyses Writing About Comparisons Exercises Further Reading Relational Analyses Coding and Connecting Working Together Investigating Relational Patterns Cross-case Analyses Identifying Patterns of Association Between Sets of Related Phenomena, Using Coded Data Relating Data to a Theoretical Model Investigating Relationships Between Specific Categories and Concepts Writing About Exploring and Testing Relationships in Data Exercises Further Reading PART FOUR: BRINGING IT TOGETHER - MOVING TOWARD CLIMAX AND CLOSURE If... Then... Is It Because? Developing Explanatory Models and Theories Analytic Progression Explanatory Theory as a Goal of Research Foundations for Explanatory Theory Logic-based Questioning - Finding the Major Premise Puzzle-solving with "Conjectures and Refutations" Case-based Strategies Theoretical Development and Integration in Grounded Theory Visual Tools for Theory-Building Writing About Your Developing Theory Further Reading Developing Coherent Understanding Coherent Understanding? Coherence Through Description Theoretical Coherence Coherence Through Display A Collection of Tips and Tricks for Bringing it Together Writing About Developing Coherence Further Reading Defending and Extending: Issues of Quality and Significance The Issue of Quality Generalisation / Transferability Theoretical Extension Audiences and Representation A Final Reflection Writing About Quality and Significance Exercises Further Reading After-Words
1,074 citations
Additional excerpts
...%) ja võrdlesid oma tulemusi (vt Bazeley, 2013)....
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TL;DR: In this article, the authors identify features of study skills interventions that are likely to lead to success and conduct a meta-analysis of 51 studies in which interventions aimed to enhance student learning by improving student use of either one or a combination of learning or study skills.
Abstract: The aim of this review is to identify features of study skills interventions that are likely to lead to success. Via a meta-analysis we examine 51 studies in which interventions aimed to enhance student learning by improving student use of either one or a combination of learning or study skills. Such interventions typically focused on task-related skills, self-management of learning, or affective components such as motivation and self-concept. Using the SOLO model (Biggs & Collis, 1982), we categorized the interventions (a) into four hierarchical levels of structural complexity and (b) as either near or far in terms of transfer. The results support the notion of situated cognition, whereby it is recommended that training other than for simple mnemonic performance should be in context, use tasks within the same domain as the target content, and promote a high degree of learner activity and metacognitive awareness.
989 citations
"Eesti keele ja matemaatika õppevara..." refers background in this paper
...The goals of high-quality learning materials were divided into three groups according to the classification of learning skills by Hattie et al. (1996), i.e. cognitive, affective and metacognitive skills....
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...Affective skills are important for concentrating on the learning process, coping with failures in learning (Hattie et al., 1996) and motivating pupils (Fahyuan et al., 2018)....
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...Afektiivseid oskusi, mis on seotud laste motivatsiooni ja huviga, emotsionaalse kohanemisega õpiprotsessis (Fahyuan et al., 2018) ja mis aitavad toime tulla ebaeduga õppimisel (Hattie et al., 1996), pidasid uuringus osalenud lasteaia- ja klassiõpetajad oluliseks võrdsel määral....
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...Laps vajab afektiivseid oskusi, et keskenduda õppimisele, tulla toime õppeprotsessis tekkivate ebaõnnestumistega (Hattie et al., 1996) ning olla motiveeritud õppima (Fahyuan et al., 2018)....
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TL;DR: In this paper, Rote versus meaningful learning is discussed in the context of Bloom's taxonomy and its application in theory-into-practice (T2P) setting.
Abstract: (2002). Rote Versus Meaningful Learning. Theory Into Practice: Vol. 41, Revising Bloom's Taxonomy, pp. 226-232.
712 citations
"Eesti keele ja matemaatika õppevara..." refers background in this paper
...Selleks kasutati 18 vastuse variandist koosnevat loetelu (Mayer, 2002; Uibu, Mikk, Taimalu, & Kärbla, avaldamata käsikiri), mille hulgast õpetajad pidid märkima jah-eiskaalal need valikud, mida nad õppevara puhul oluliseks peavad (vt lisa 1)....
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