E-Locus - Institutional Repository of the University of Crete - Η επίδραση μιας διδακτικής παρέμβασης με παροχή οπτικο-λεκτικών και κοινωνικο-διαδικαστικών διευκολύνσεων στην ποιότητα γραπτού λόγου, στη μετάγνωση και στα επίπεδα άγχους μαθητών-συγγραφέων Γ' τάξης δημοτικού

Home Η επίδραση μιας διδακτικής παρέμβασης με παροχή οπτικο-λεκτικών και κοινωνικο-διαδικαστικών διευκολύνσεων στην ποιότητα γραπτού λόγου, στη μετάγνωση και στα επίπεδα άγχους μαθητών-συγγραφέων Γ' τάξης δημοτικού

Results - Details

[Add to Basket]

Identifier

000399233

http://

Title

Η επίδραση μιας διδακτικής παρέμβασης με παροχή οπτικο-λεκτικών και κοινωνικο-διαδικαστικών διευκολύνσεων στην ποιότητα γραπτού λόγου, στη μετάγνωση και στα επίπεδα άγχους μαθητών-συγγραφέων Γ' τάξης δημοτικού

Alternative Title

The effect of an intervention program with visual-verbal and social-procedural facilities on the quality of written speech, metacognition and anxiety levels of C Grade students-authors

Author

Γάκη, Ειρήνη

Thesis advisor

Ιωάννης Σπαντιδάκης

Abstract

The present postgraduate research was based on the combinational model of production of written speech incorporating the basic common theoretical principles of socio-cognitive, socio-cultural and approaches of literacy in order to design, implement and evaluate an intervention program with visual-verbal and social-procedural facilities in writing instruction. Specifically, we designed, implemented and investigated the effects of an intervention program with visual-verbal and social-procedural facilities in a suitable and supportive teaching and learning environment on C grade students-authors and particularly on: 1) the quality of their narrative, descriptive and argumentative written speech, 2) the acquisition of metacognitive knowledge and metacognitive skills concerning the writing process and 3) the levels of stress. At the same time, the aim was the students-author‟s writing autonomy and their energetic engagement in writing. The research lasted a school year and took place in real teaching situations with the participation of three 3rd grade groups of two schools. The two groups of the same school constituted the experimental group in which we implemented the intervention program with visual-verbal and social-procedural facilities in the frame of cognitive apprenticeship and fading scaffolding and also enhancing the cooperative writing and the use of portfolio, while the third group of the second school constituted the control group. The experimental group was taught by the researcher, while the control group, on which we applied the traditional teaching method of writing, was taught by the teacher of the class. The method of our research was the mixed one, a combination of quantitative and qualitative inquiring techniques, with elements of action research. The results of our research showed beneficial effects of the intervention program with visual-verbal and social-procedural facilities on the cognitive and metacognitive knowledge and skills of students-authors and a positive influence on their emotional attitude towards writing with regard to their levels of stress.

Language

Greek

Subject

Anxiety

Metacognition

Procedural facilities

Άγχος

Διαδικαστικές διευκολύνσεις

Διδακτική παρέμβαση

Μετάγνωση

Ποιότητα γραπτού λόγου

Issue date