Esimeses videos kirjeldan õppimise olemust, tutvustan eduka õppija omadusi ja selgitan, mis on õpistrateegiad ning miks on nende lõimimine ainetundi oluline.

Kasutatud kirjandus:

Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-Regulated Learning: Beliefs, Techniques, and Illusions. Annual Review of Psychology, 64, 417–444.

Cengiz-Istanbullu, B., & Sakiz, G. (2022). Self-Regulated Learning Strategies Impact Fourth-Grade Students’ Positive Outcomes in Science Class. Journal of Baltic Science Education, 21(2), 192–206. 

Halamish, V. (2018). Pre-service and In-service Teachers’ Metacognitive Knowledge of Learning Strategies. Frontiers in Psychology, 9(2152), 1–5.

Haridussõnastik (s.a.). Eesti Keele Instituut. http://www.eki.ee/dict/haridus/index.cgi 

HTM, TLÜ, TÜ. (2017). Õpikäsitusest ja selle muutumisest. Elukestva õppe strateegia 2020 1. eesmärgi selgituseks. Paide, Tallinn, Tartu.

Jõgi, A-L., & Aus, K. (2015). Õpipädevus. E. Kikas, & A. Toomela (Toim), Õppimine ja õpetamine kolmandas kooliastmes. Üldpädevused ja nende arendamine (lk 112–146). Eesti Ülikoolide kirjastuse OÜ. 

Kadajas, H-M. (2005). Õppima õppimine ja õppima õpetamine. TLÜ kirjastus.

Weinstein, C. E., Acee, T. W., & Jung, J. (2011). Self-Regulation and Learning Strategies. New Directions for Teaching and Learning, 126, 45–53.

Weinstein, C. E., & Mayer, R. E. (1983). The Teaching of Learning Strategies. Innovation Abstracts, 5(32), 40 .

Teises videos kirjeldan, mis on tõhusad ja vähetõhusad õpistrateegiad. Lisaks tutvustan nelja tõhusat strateegiat koos praktiliste näidetega, mida saad oma ainetunnis kasutada.

Kasutatud kirjandus:

Biwer, F., oude Egbrink, M. G. A., Aalten, P., & de Bruin, A. B. H. (2020). Fostering effective learning strategies in higher education – A mixed-methods study. Journal of Applied Research in Memory and Cognition, 9, 186–203.

Chen, O., Paas, F., & Sweller, J. (2021). Spacing and interleaving effects require distinct theoretical bases: A systematic review testing the cognitive load and discriminative-contrast hypotheses. Educational Psychology Review, 33, 1499–1522. 

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4–58. 

Firth, J., Rivers, I., & Boyle, J. (2021). A systematic review of interleaving as a concept learning strategy. Review of Education, 9(2), 642–684.

Haridussõnastik (s.a.). Eesti Keele Instituut. http://www.eki.ee/dict/haridus/index.cgi

Hattie, J. A. C., & Donoghue, G. M. (2016). Learning strategies: A synthesis and conceptual model. npj Science of Learning, 1, 1–13.

Kang, S. H. K. (2016). Spaced repetition promotes efficient and effective learning: Policy implications for instruction. Policy Insights from the Behavioral and Brain Sciences, 1–8. 

Pomerance, L., Greenberg, J., & Walsh, K. (2016). Learning About Learning: What Every New Teacher Needs to Know. Washington, D.C.: National Council on Teacher Quality. 

Rodriguez, F., Kataoka, S., Rivas, M. J., Kadandale, P., Nili, A., & Warschauer, M. (2021). Do spacing and self-testing predict learning outcomes? Active Learning in Higher Education, 22(1), 77–91. 

Surma, T., Camp, G., de Groot, R., & Kirschner, P. A. (2022). Novice teachers’ knowledge of effective study strategies. Frontiers in Education, 7, 1–16. 

Susser, J. A., & McCabe, J. (2012). From the lab to the dorm room: Metacognitive awareness and use of spaced study. Instr Sci, 41(3), 345–363. 

Weinstein, C. E., & Mayer, R. E. (1983). The Teaching of Learning Strategies. Innovation Abstracts, 5(32), 40 

Weinstein, Y., Madan, C. R., & Sumeracki, M. A. (2018). Teaching the science of learning. Cognitive Research: Principles and Implications, 3(2), 1–17.

Weinstein, Y., Sumeracki, M., & Caviglioli, O. (2019). Understanding How We Learn: A Visual Guide. Routledge.

Kolmandas videos tutvustan veel nelja tõhusat strateegiat koos praktiliste näidetega, mida saad oma ainetunnis kasutada.

Kasutatud kirjandus:

Ainsworth, S., & Burcham, S. (2007). The impact of text coherence on learning by self-explanation. Learning and Instruction, 17, 286–303. 

Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-Regulated Learning: Beliefs, Techniques, and Illusions. Annual Review of Psychology, 64, 417–444.

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4–58. 

Hattie, J. A. C., & Donoghue, G. M. (2016). Learning strategies: A synthesis and conceptual model. npj Science of Learning, 1, 1–13.

Pomerance, L., Greenberg, J., & Walsh, K. (2016). Learning About Learning: What Every New Teacher Needs to Know. Washington, D.C.: National Council on Teacher Quality. 

Pashler, H., Bain, P., Bottge, B., Graesser, A., Koedinger, K., McDaniel, M., and Metcalfe, J. (2007)

Organizing Instruction and Study to Improve Student Learning (NCER 2007-2004). Washington,

DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of

Education.

Roediger, H. L. III, & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255. 

Rodriguez, F., Kataoka, S., Rivas, M. J., Kadandale, P., Nili, A., & Warschauer, M. (2021). Do spacing and self-testing predict learning outcomes? Active Learning in Higher Education, 22(1), 77–91. 

Surma, T., Camp, G., de Groot, R., & Kirschner, P. A. (2022). Novice teachers’ knowledge of effective study strategies. Frontiers in Education, 7, 1–16.

Weinstein, Y., Madan, C. R., & Sumeracki, M. A. (2018). Teaching the science of learning. Cognitive Research: Principles and Implications, 3(2), 1–17.

Weinstein, Y., Sumeracki, M., & Caviglioli, O. (2019). Understanding How We Learn: A Visual Guide. Routledge.

Neljandas videos kirjeldan, kuidas õpistrateegiaid ainetundi lõimida ehk kuidas õpistrateegiaid õpetada.

Kasutatud kirjandus:

Cengiz-Istanbullu, B., & Sakiz, G. (2022). Self-Regulated Learning Strategies Impact Fourth-Grade Students’ Positive Outcomes in Science Class. Journal of Baltic Science Education, 21(2), 192–206.

Dignath, C., & Büttner, G. (2018). Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes – insights from video-based classroom observations and teacher interviews. Metacognition Learning, 13, 127–157. 

Dirkx, K. J. H., Camp, G., Kester, L., & Kirschner, P. A. (2019). Do secondary school students make use of effective study strategies when they study on their own? Applied Cognitive Psychology, 33(5), 952–957. 

Halamish, V. (2018). Pre-service and In-service Teachers’ Metacognitive Knowledge of Learning Strategies. Frontiers in Psychology, 9(2152), 1–5.

Hattie, J. A. C., & Donoghue, G. M. (2016). Learning strategies: A synthesis and conceptual model. npj Science of Learning, 1, 1–13.

Kadajas, H-M. (2005). Õppima õppimine ja õppima õpetamine. TLÜ kirjastus.

Merilo, K., Eisenschmidt, E., & Kikas, E. (2021). Õpilaste õpistrateegiate arendamine sekkumisprogrammi „Õpime mõttega“ toel ja nende vanemaid kaasates. Eesti Haridusteaduste Ajakiri, 9(1), 219–242. 

Susser, J. A., & McCabe, J. (2012). From the lab to the dorm room: Metacognitive awareness and use of spaced study. Instr Sci, 41(3), 345–363. 

Kikas, E. (2015). Tunnetusprotsessid, uskumused, emotsioonid ja motivatsioon. Nende iseärasused ja arengu toetamine kolmandas kooliastmes. E. Kikas, & A. Toomela (Toim), Õppimine ja õpetamine kolmandas kooliastmes. Üldpädevused ja nende arendamine (lk 34–58). Eesti Ülikoolide kirjastuse OÜ. 

Weinstein, C. E., Acee, T. W., & Jung, J. (2011). Self-Regulation and Learning Strategies. New Directions for Teaching and Learning, 126, 45–53.