Post-graduate theses
Current Record: 5164 of 6695
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Identifier |
000399233 |
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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
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Γάκη, Ειρήνη
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Thesis advisor
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Ιωάννης Σπαντιδάκης
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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.
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Language |
Greek |
Subject |
Anxiety |
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Metacognition |
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Procedural facilities |
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Άγχος |
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Διαδικαστικές διευκολύνσεις |
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Διδακτική παρέμβαση |
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Μετάγνωση |
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Ποιότητα γραπτού λόγου |
Issue date |
2015 |
Collection
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School/Department--School of Education--Department of Primary education--Post-graduate theses
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Type of Work--Post-graduate theses
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Permanent Link |
https://elocus.lib.uoc.gr//dlib/f/b/a/metadata-dlib-1454676722-667203-25293.tkl
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Views |
888 |