Learning about learning as an essential element of high-quality education

Agnieszka Klimska; Michał Rutkowski

doi:10.21697/fp.2022.2.27

Opublikowane: 2022-12-31

Tom 12 Nr 2 (2022)

Learning about learning as an essential element of high-quality education

Agnieszka Klimska , Michał Rutkowski

Forum Pedagogiczne

Dział: Colloquia

https://doi.org/10.21697/fp.2022.2.27

Abstrakt

This article highlights the issue of educational efficiency and enhancing the quality of education, referring to Sustainable Development Goal 4. It has been recognized that much attention is now being paid to implementing educational tools to improve teaching, teacher training, or the provision of appropriate infrastructure. In contrast, little space is dedicated to teaching students to use effective learning methods. The text cites research on the range of practices undertaken during learning. The final section proposes models for enhancing the quality of education by strengthening the “learning” component that takes into account specific variables that directly and indirectly affect the acquisition of knowledge and skills.

Słowa kluczowe:

learning about learning, quality education, SDG 4, model of enhancing the quality of education

Inne teksty tego samego autora

Agnieszka Klimska, Edukacja dla bezpieczeństwa versus edukacja na rzecz zrównoważonego rozwoju , Forum Pedagogiczne: Tom 11 Nr 1 (2021): Numer jubileuszowy
Monika Wolińska, Agnieszka Klimska, Jarosław Michalski, From the Editor , Forum Pedagogiczne: Tom 14 Nr 2.2 (2024): Education for Peace: Between Theory and Educational Practice
Agnieszka Klimska, Anna Batorczak, Planowanie edukacji ekologicznej i klimatycznej w Polsce w świetle dokumentów strategicznych z zakresu zrównoważonego rozwoju , Forum Pedagogiczne: Tom 14 Nr 2.1 (2024): Psychologiczne, pedagogiczne i językowe aspekty trudności szkolnych

Pobierz pliki

pdf (English)

Zasady cytowania

Klimska, A., & Rutkowski, M. (2022). Learning about learning as an essential element of high-quality education. Forum Pedagogiczne, 12(2), 367–380. https://doi.org/10.21697/fp.2022.2.27

Cited by / Share

Licencja

Utwór dostępny jest na licencji Creative Commons Uznanie autorstwa – Na tych samych warunkach 4.0 Miedzynarodowe.

Bibliografia

Abbot E.E. (1909). On the Analysis of the Factor of Recall in the Learning Process. “Psychological Monographs”, no 11, p. 159–177.
Google Scholar

Ambrose S., Bridges M., Di Pietro M. et al. (2010). How learning works: seven research-based principles for smart teaching. San Fransisco: Jossey-Bass.
Google Scholar

Berry D.C. (2006). Metacognitive experience and transfer of logical reasoning. “Quarterly Journal of Experimental Psychology”, no 20(3), p. 299–309.
Google Scholar

Bigler E.D., Dennis M., Fletcher J.M. et al. (2013). Age, plasticity, and homeostasis in childhood brain disorders. “Neuroscience & Behavioral Reviews”, no 37(10), p. 2760–2773.
Google Scholar

Breslau J., Kessler R., Lane M. et al. (2008). Mental disorders and subsequent educational attainment in a US national sample. “Journal of Psychiatric Research”, no 42(9), p. 708–716.
Google Scholar

Cabrales, J. (2016). Learning-teaching approach based on focused and diffuse thinking modes: a practical experience in the physics lecture. “International Conference on Education and New Learning Technologies”, no 1, p. 7402–7405.
Google Scholar

Carter K.A., Hathaway N.E., Lettieri C.F. (2014). Common sleep disorders in children. “Am Fam Physician”, no 89(5), p. 368–377.
Google Scholar

Cepeda N.J., Pashler H., Vul E. et al. (2006). Distributed practice in verbal recall tasks: a review and quantitative synthesis. “Psychology Bulletin”, no 132(3), p. 354–380.
Google Scholar

Cranford J., Eisenberg D., Serras A. (2009). Substance use behaviors, mental health problems, and use of mental health services in a probability sample of college students. “Addictive Behaviours”, no 34(2), p. 134–145.
Google Scholar

Dani J., Burrill C., Demmig‐Adams B. (2005). The remarkable role of nutrition in learning and behaviour. “Nutrition & Food Science”, no 35(4), p. 258–263.
Google Scholar

Datta K., Tripathi M., Verma M. et al. (2021). Yoga nidra practice shows improvement in sleep in patients with chronic insomnia: a randomised controlled trial. “The National Medical Journal of India, no 34(3), p. 143–150.
Google Scholar

Dunlosky J., Rawson K.A. (2013). Improving students’ learning with effective learning techniques: promising directions from cognitive and educational psychology. “Psychological science in the public interest”, no 14(1), p. 4–58.
Google Scholar

Durlak J.A. (1998). Primary prevention mental health programmes for children and adolescents are effective. “J Ment Health”, no 7, p. 463–468.
Google Scholar

Dweck C.S. (2007). Mindset: the new psychology of success. New York: Ballantine Books.
Google Scholar

Edukacja w sytuacji (post)pandemii – wyzwania i perspektywy. (2021). Dycht M., Śmiechowska-Petrovskij (eds.). Toruń: Wydawnictwo Adam Marszałek.
Google Scholar

Dymowska A., Nowicka-Sauer K. (2015). Depresja wśród młodzieży – problem wciąż aktualny. “Forum of Family Medicine”, no 9(2), p. 124–126.
Google Scholar

Ekstrand B., Scheers N., Krøyer Rasmussen M. et al. (2021). Brain foods – the role of diet in brain performance and health. “Nutrition Reviews”, 79 (6), p. 693–708. Retrieved from: https://doi.org/10.1093/nutrit/nuaa091.
Google Scholar

Gibson J. (2019). Mindfulness, interoception, and the body: a contemporary perspective. “Sec. Neuropsychology”, no 10, p. 2012.
Google Scholar

Gobet F., Lane P.C.R., Croker S. et al. (2001). Chunking mechanisms in human learning. “Trends in Cognitive Sciences”, no 5(6), p. 236–243.
Google Scholar

Immordino-Yang M.H., Christodoulou J.A., Singh V. (2012). Rest is not idleness: implications of the brain’s default mode for human development and education. “Perspective on Psychological Science”, no 7(4), p. 352–364.
Google Scholar

Imperowicz-Jurczak M., Jurczak R. (2019). Neuroedukacja a niespecyficzne problem w nauce dzieci i dorosłych. “Roczniki Pedagogiczne”, no 11(47). Dostępny na: http://dx.doi.org/10.18290/rped.2019.11s-12.
Google Scholar

Jadue G. (2001). Some effects of anxiety on the students’ school performance. “Estudios Pedagógicos”, 27, p. 111–118.
Google Scholar

Karpicke J.D. (2012). Retrieval-based learning: active retrieval promotes meaningful learning “Current Directions in Psychological Science”, no 21(3), p. 157–163.
Google Scholar

Kessler R.C. (2012). The costs of depression. “The Psychiatric Clinics of North America”, no 35(1), p. 1–14.
Google Scholar

Keyes C.L.M., Eisenberg D., Perry G.S. et al. (2010). The relationship of level of positive mental health with current mental disorders in predicting suicidal behavior and academic impairment in college students. “Journal of American College Health”, no 60(2), p. 126–133.
Google Scholar

Kim Y.S., Shin S.K., Hong S.B. et al. (2017). The effects of strength exercise on hippocampus volume and functional fitness of older women. “Experiment Gerontology”, no 97, p. 22–28.
Google Scholar

Klimska A., Klimski M. (eds.) (2021). Przyszłość polskiej szkoły. Alert pedagogiczny. Toruń: Wydawnictwo Adam Marszałek.
Google Scholar

Klimska A., Leźnicki M. (2021). Ekofilozofia jako odpowiedź na kryzys pandemiczny. In: A. Klimska, M. Klimski (eds.). Przyszłość polskiej szkoły. Alert pedagogiczny. Toruń: Wydawnictwo Adam Marszałek.
Google Scholar

Klimska A. (2015). Zadania edukacji wobec założeń gospodarki opartej na wiedzy. In: W. Welskop, V. Tanaś (eds.). Pedagog we współczesnym świecie. Łódź: Wydawnictwo Wyższej Szkoły Biznesu i Nauk o Zdrowiu.
Google Scholar

Klimski M. (2018). Call for high quality education in the context of the postmodern society conception, „Scientific Papers of Silesian University of Technology – Organization & Management Series”, no 122, p. 81–89.
Google Scholar

Kojs W. (2010). Systemy edukacji ich teorie a pedagogika. In: Edukacja jutra. Edukacja w społeczeństwie wiedzy. K. Denek et al. (eds.). Sosnowiec: Oficyna Wydawnicza „Humanitas”, p. 37–49.
Google Scholar

Kupisiewicz C. (1996). Podstawy dydaktyki ogólnej. Warszawa: Polska Oficyna Wydawnicza BGW.
Google Scholar

Kuracki K., Tempczyk-Nagórka Ż. (eds.) (2022). Wsparcie psychologiczno-pedagogiczne w polskiej szkole w sytuacji pandemii i postpandemii. Od wsparcia online po zmiany off-line. Toruń: Wydawnictwo Adam Marszałek.
Google Scholar

Kuschpel M.S., Liu S., Schad D.J. et al. (2015). Differential effects of wakeful rest, music and video game playing on working memory performance in the n-back task. “Frontiers in Psychology”, no 6, p. 1683.
Google Scholar

Kyndt E., Dochy F., Struvyen K. et al. (2011). The direct and indirect effect of motivation for learning on students’ approaches to learning through the perceptions of workload and task complexity. “Higher Education Research and Development”, no 30(2), p. 135–150.
Google Scholar

Lecic-Tosevski D., Christodoulou G., Herrman H. et al. (2003). WPA consensus statement on psychiatric prevention. “Dyn Psychiatr Dyn Psychiatry”, no 36, p. 307–319.
Google Scholar

Li W., Ma L., Yang G. et al. (2017). REM sleep selectively prunes and maintains new synapses in development and learning. “Nature Neuroscience”, no 20(3), p. 427–437.
Google Scholar

Liu P.Z., Nusslock R. (2018). Exercise-mediated neurogenesis in the hippocampus via BDNF. “Frontiers in Neuroscience”, no 12. Retrieved from: 10.3389/fnins.2018.00052.
Google Scholar

Mazurkiewicz G. (2012). Jakość edukacji: społeczne oczekiwania, polityczne decyzje i praktyczne implementacje. In: Jakość edukacji. Różne perspektywy. Mazurkiewicz G. (eds.). Kraków: Wydawnictwo Uniwersytetu Jagiellońskego.
Google Scholar

McArdle J., Hamagami F., Chang J.Y. et al. (2014). Longitudinal dynamic analyses of depression and academic achievement in the Hawaiian High Schools Health Survey using contemporary latent variable change models. “Structural and Equation Modeling”, no 21(4), p. 608–629.
Google Scholar

McDaniel M.A. (2011). Test-enhanced learning in a middle school science classroom: the effects of quiz frequency and placement. “The Journal of Educational Psychology”, no 103(2), p. 399–414.
Google Scholar

Oakley B., Sejnowski T., McConville A. (2018). Learning how to learn: how to succeed in school without spending all your time studying. A guide for kids and teens. Los Angeles: TarcherPerigee.
Google Scholar

Lekcje pokoju w czasie (po)wojennym. (2022). Paluch M. (eds.). Kraków: Oficyna Wydawnicza „Impuls”.
Google Scholar

Parker L. (1989). The relationship between nutrition & learning. A school employee’s guide to information and action. Washington D.C.: ERIC Clearinghouse.
Google Scholar

Pope N.G., Petek N. (2017). The multidimensional impact of teachers on students. Chicago: The University of Chicago ProQuest Dissertations Publishing.
Google Scholar

Przybyszewski R. (2007). Kapitał ludzki w procesie kształtowania gospodarki opartej na wiedzy. Warszawa: Wydawnictwo Difin.
Google Scholar

Schwabe L., Hermans E.J., Joels M. et al. (2022). Mechanisms of memory under stress. “Neuron”, no 110(9), p. 1450–1467.
Google Scholar

Sweatt J.D. (2016). Neural plasticity and behaviour - sixty years of conceptual advances. “Journal of Neurochemistry”, no 139 (s2), p. 179–199.
Google Scholar

Tahmasian M., Samea F., Khazaie H. (2020), The interrelation of sleep and mental and physical health is anchored in grey-matter neuroanatomy and under genetic control. “Communications Biology”, no 3 (171).
Google Scholar

Takeuchi H., Taki Y. (2012). The association between resting functional connectivity and creativity. “Cerebral Cortex”, no 22(12), p. 2921–2929.
Google Scholar

Thompson E.A., Conelly C.D., Thomas-Jones D. et al. (2013). School difficulties and co-occurring health risk factors: substance use, aggression, depression, and suicidal behaviors. “Journal of Child and Adolescent Psychiatric Nursing”, no 26, p. 78–84. Retrieved from: https://sdgs.un.org.
Google Scholar

Vorkapic C., Leal S., Alves H. et al. (2021). Born to move: a review on the impact of physical exercise on brain health and the evidence from human controlled trials. “Arqivos de Neuro-Psiquiatria”, no 79(6), p. 536–550.
Google Scholar

Wartburton D.E.R., Nicol C.W., Bredin S.S.D. (2006). Health benefits of physical activity: the evidence. “Canadian Medical Association Journal”, no 174(6), p. 801–809.
Google Scholar

Wawer R. (2021). Efektywność kształcenia w polskim dyskursie. “Lubelski Rocznik Pedagogiczny”. T. XXXX, no 4, p. 95–109.
Google Scholar

Wolfe P., Burkman M.A., Streng K. (2000). The science of nutrition. “Educational Leadership”, no 57(6), p. 54–49.
Google Scholar

Yeager D.S., Hanselman P. (2019). A national experiment reveals where a growth mindset improves achievement. “Nature”, no 576, p. 364–369.
Google Scholar

Zintz S. (2018). Effectiveness of a growth mindset in education. Northwestern College: Orange City.
Google Scholar