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Lecturer(s)
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Hladík Jakub, doc. Mgr. Ph.D.
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Hrbáčková Karla, Mgr. Ph.D.
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Course content
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The contemporary theories of learning (the theory of self-regulated learning). Interaction between social regulation and self-regulation (a compliance of the teacher and pupil roles). Education and self-education. Cognitive learning processes (cognitive neuroscience). Motivation and metacognition in the process of self-regulated learning. A research in the process of learning and self-regulated learning.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Individual work of students
- Home preparation for classes
- 96 hours per semester
- Preparation for examination
- 96 hours per semester
- Term paper
- 96 hours per semester
- Participation in classes
- 12 hours per semester
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| learning outcomes |
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| Knowledge |
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| theories of learning autoregulation |
| theories of learning autoregulation |
| knowledge of contemporary learning theories |
| knowledge of contemporary learning theories |
| konwledge of the relationship between social regulation and self-regulation |
| konwledge of the relationship between social regulation and self-regulation |
| knowledge of the process of self-education |
| knowledge of the process of self-education |
| knowledge of the congnitive learning processes |
| knowledge of the congnitive learning processes |
| Skills |
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| distinguishes between theories of self-regulation of learning |
| distinguishes between theories of self-regulation of learning |
| interprets contemporary learning theories |
| interprets contemporary learning theories |
| analyses the role of motivation and metacognition in the process of self-regulation |
| analyses the role of motivation and metacognition in the process of self-regulation |
| analyses research on the learning process and self-regulation of learning |
| analyses research on the learning process and self-regulation of learning |
| analyses the relationship between self-education and self-regulation |
| analyses the relationship between self-education and self-regulation |
| teaching methods |
|---|
| Knowledge |
|---|
| Individual work of students |
| Individual work of students |
| Monologic (Exposition, lecture, briefing) |
| Dialogic (Discussion, conversation, brainstorming) |
| Monologic (Exposition, lecture, briefing) |
| Dialogic (Discussion, conversation, brainstorming) |
| assessment methods |
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| Composite examination (Written part + oral part) |
| Composite examination (Written part + oral part) |
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Recommended literature
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BERTRAND, Y. Soudobé teorie vzdělávání. Praha: Portál, 1998. ISBN 80-7178-216-5.
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BOEKAERTS, M. Motivace k učení. In WALBERG, H. J. (ed). Efektivní učení ve škole. Praha: Portál, s. 55-76, 2005.
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BOEKAERTS, M., PINTRICH, P. R., ZEIDNER, M. (eds.). Handbook of self-regulation. San Diego: Academic Press, 2005.
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DUCKWORTH, K., AKERMAN, R., MACGREGOR, A., SALTER, E., VORHAUS, J. Self-regulated learning: a literature review. Centre for Research on the Wider Benefits of Learning, Research Report 33. London: University of London, 2009.
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HRBÁČKOVÁ, K. a kol. Kognitivní a nonkognitivní determinanty rozvoje autoregulace učení studentů. Brno: Paido, 2010.
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LARKIN, S. Metacognition in Young Children. New York: Routledge, 2010.
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MÁLKOVÁ, G. Zprostředkované učení: Jak učit žáky myslet a učit se. Praha: Portál, 2009.
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MAREŠ, J. Styly učení žáků a studentů. Praha: Portál, 1998.
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SCHUNK, D. H., PINTRICH, P. R., MEECE, J. L. Motivation in Education: Theory, Research, and Applications. New Jersey: Pearson Education, 2008.
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STERNBERG, R. J. Kognitivní psychologie. Praha: Portál, 2002.
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ZIMMERMAN, B. J., BONNER, S., KOVACH, R. Developing Self-Regulated Learners: Beyond Achievement to Self-Efficacy. Washington: American Psychological Association, 2002.
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ZIMMERMAN, B. J., SCHUNK, D. S. (eds.). Handbook of Self-Regulation of Learning and Performance. New York, London: Routledge, 2011.
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