Probleminio mokymosi patirtys universiteto studentų refleksijose raštu

• Kaffemanienė, Irena
• Lenkauskaitė, Jurgita

LTStudentų refleksijų turinio analizės metodu atskleidžiamos probleminio mokymosi vertybės: mokymasis bendradarbiaujant, savarankiškumas, atsakomybė, problemų sprendimas ir pan., kurios praturtina studentų mokymosi patirtį, bet ir sukelia nemažai prieštaravimų. Refleksija skatina studentus apmąstyti įgytas patirtis, pažinti save, o dėstytojui suteikia svarbios informacijos apie giluminius procesus, vykstančius studentų probleminio mokymosi grupėse, atskleidžia gebėjimų plėtotės galimybes. [Iš leidinio]Reikšminiai žodžiai: Probleminis mokymas; Probleminis mokymasis; Refleksija raštu; Refleksyvus mąstymas; Refleksyvusis mąstymas; Problem-based learning; Problematic teaching; Reflection writing; Reflective minding; Reflective thinking.

ENThe relevance of the study. Problem solving based learning must be explained, evaluated, refined. So, problem solving based learning and reflective thinking of students are inseparable. On the basis of the content analysis of students’ reflections, we aimed to answer the question: how do students construct their learning experiences in the process of problem solving based learning? The subject of the investigation – the reflection of students' learning experiences in the process of problem solving based learning. Investigation methods: the theoretical analysis, content analysis. Conclusions. The content analysis of students’ reflections highlighted a few of the most important semantic categories: students obviously identified their own lack of theoretical knowledge; the importance of the group discussions, when they dealt with the problem of the lack of theoretical knowledge and real problems. Students faced uncertainty, the ambiguity of the new situation of their learning, and they clearly identified their need for new knowledge and additional data about the problem in a certain case; so they carried out an investigation in the real environment. Learning in collaboration was characterised by them as an active theoretical debate sharing theoretical materials prepared individually, etc. In this phase of the cooperation, as demonstrated by the student feedback, any serious difficulties were not met. But on the other hand, the contents of the reflection showed that students clearly identified the lack of theoretical knowledge in the phase when they needed to go to the solving of the specific problems of the professional reality. Some of the students were better prepared to deal with the problems on theoretical level, but not sufficiently prepared to deal with the specific problems of their professional reality.This can be explained by the fact that in traditional studies they didn't have an experience to deal with the problems that exist in the reality of a professional environmental. The content analysis of student reflection clearly shows their deep involvement into the sample problem, their active learning and their positive motivation to perform a task properly because the result is important not only for learners, but for a 'real' person, whose problem a student must resolve. [From the publication]