Mokėjimo mokytis samprata ir kontekstas ikimokyklinių įstaigų ugdymo programose (Curriculum)

Stonkuvienė, Goda

doi:10.15823/p.2018.37

Cited by 8 publications

(4 citation statements)

References 11 publications

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“…Definitions of learning to learn F. Caena (2019) Learning to learn is a complex of preparation, experience, social relationships, values, attitudes and beliefs. G. Stonkuvienė (2018) Learning to learn is the ability to set learning objectives, to plan how to achieve them, to choose appropriate learning methods, to reflect on the learning process, to evaluate the outcomes, and to set a further objective in the light of them A. Letina (2020) Learning to learn is a process which focuses on an individual's selfawareness as a learner, which includes one's motivation to learn, one's learning goals, preferred learning strategies, and cooperation with other learners.…”

Section: Different Perspectives On Learning To Learnmentioning

confidence: 99%

The Concept of Learning to Learn in the Context of Music Education

Rauduvaitė

Sun

2023

SIE

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In the context of lifelong learning, the importance of learning to learn is increasingly emphasised. There have been different views on defining the concept of learning to learn and the final definition has not been available yet. Researchers have made attempts to define and explore this concept in different areas. Sometimes they come from quite different epistemological and logical backgrounds. Learning to learn has been extensively analysed in the scientific literature and has been described in various ways. Using a literature review approach, this article presents a theoretical analysis on how the concept of learning to learn is understood in general music education, with the aim of discovering the specifics of learning to learn in this context. The role of planning, collaboration, reflection, and self-assessment in music education has also been identified in the study.

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Section: Different Perspectives On Learning To Learnmentioning

confidence: 99%

The Concept of Learning to Learn in the Context of Music Education

Rauduvaitė

Sun

2023

SIE

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“…Existen análisis curriculares en otros niveles educativos (Stonkuvienė, 2018;Yelland y Wai, 2018), pero en la universidad se ofrece una formación especializada y orientada al desempeño en una disciplina, no tanto a la formación transversal (Millar, 2016). Por esta razón, es importante analizar las competencias previstas en la educación superior, puesto que los hallazgos en otros niveles no resultan comparables para comprender las circunstancias de la universidad.…”

Section: Más Que Una Competencia Transversalunclassified

Aprender a aprender en las universidades españolas, ¿una competencia transversal?

Moctezuma-Ramírez,

García-García,

Pérez-Pérez

et al. 2024

REDIE

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El objetivo de este estudio fue conocer cómo se programa la competencia “Aprender a aprender” (AaA) en el currículum universitario y en qué medida se prevé que los estudiantes aprendan a aprender en la universidad. Se analizaron los componentes de AaA en los programas docentes de las universidades españolas, específicamente en las titulaciones de Pedagogía e Ingeniería en Telecomunicaciones. Se revisaron 20 321 competencias programadas para desarrollar a lo largo de 228 000 horas de formación. Se utilizó un modelo teórico para detectar la presencia de los componentes y se analizó su relación con las competencias disciplinares y transversales. Los resultados muestran la intención de enseñar a aprender para la disciplina, no sólo en sentido transversal; además, se observó un mayor peso al procesamiento de la información que al aprendizaje colaborativo y a la motivación. Se discuten las implicaciones teóricas de esta competencia y su transferencia entre disciplinas en educación superior.

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“…Mokėjimas mokytis, kaip integruojamas gebėjimas į visas ugdymo(-si) sritis, gali būti prilyginamas kompetencijai, kuri turi didžiulę reikšmę žmogaus asmenybės raidai, akcentuojant mokymosi motyvaciją, tikslus, palankiausius būdus, strategijas, bendradarbiavimą su kitais -tai siejasi su tyrime išskirta minėtąja subkategorija, įtraukiant ir komunikavimui atitinkančius informantų teiginius (Stonkuvienė, 2018) Pedagogas, siekdamas integralaus bei holistinio ugdymo, turi būti kūrybiškas (Ežerskienė, Tamašauskienė, 2020, p. 51). Mokytojo kompetencijų kontekste STEAM yra ta terpė, kurioje įveiklinamas kūrybiškumas sieti net gana skirtingus mokymosi dalykus, ieškoti naujų prasmių, kitokio suvokimo, išraiškos būdų bei veiklų dermės.…”

Section: Subkategorijaunclassified

Pradinių klasių mokytojų, taikančių STEAM ugdymo metodą, patirtys integruoto-holistinio kompetencijų lygmens požiūriu

Spiriajevienė,

Tumosienė,

Lastauskienė

2023

Mokslo Taikomieji Tyrimai Lietuvos Kolegijose

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After analysing literature sources, the article discusses the STEAM educational approach and its application in primary education. The concept of teachers’ competencies and the significance, structure, and levels of integrated and holistic competencies are analysed. The guidelines for training primary school teachers, the importance of cooperation of higher education institutions with practitioners applying the STEAM educational approach, and the relevance of curriculum improvement are discussed. 18 Lithuanian and foreign educators using the STEAM educational approach participated in a scientific focus group interview study. Having obtained the content analysis data, teachers’ experiences were analysed, and competencies were identified. Educators’ competencies were analysed based on the STEAM fields: science, technology, engineering, art, and mathematics. The applicability of the STEAM areas in the educational process and other experiences of using the STEAM educational approach were identified. Using content analysis, the following categories were identified: the STEAM activities in education institutions (23 statements), General competencies in the STEAM (17 statements), Subject-specific competencies in the STEAM (11 statements), Most needed competencies (8 statements), Use of science in the STEAM (17 statements), Use of technology in the STEAM (21 statements), Use of Engineering in the STEAM (11 statements), Use of Arts and Culture in the STEAM (19 statements), Use of Mathematics in the STEAM (16 statements). The discussion of the participants in the study focuses on the following main sub-categories: Information Technology (11 statements), Creativity (9 statements), Application of knowledge in mathematics (7 statements), Project development (5 statements), Practical research (5 statements), Sharing of best practices (5 statements), New technologies and information management (4 statements), Design and construction (11 statements), Painting/Drawing (6 statements), Playing music (5 statements), and Data processing (6 statements). These main sub-categories reveal primary teachers’ competencies when applying STEAM education in their work. Creativity competence took a special place in the analysis of competencies. It is analysed in the article from integral, multifunctional, and holistic perspectives.

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Mokėjimo mokytis samprata ir kontekstas ikimokyklinių įstaigų ugdymo programose (Curriculum)

Cited by 8 publications

References 11 publications

The Concept of Learning to Learn in the Context of Music Education

The Concept of Learning to Learn in the Context of Music Education

Aprender a aprender en las universidades españolas, ¿una competencia transversal?

Pradinių klasių mokytojų, taikančių STEAM ugdymo metodą, patirtys integruoto-holistinio kompetencijų lygmens požiūriu

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