Κατεύθυνση Τεχνολογίες της Πληροφορίας και της Επικοινωνίας για την Εκπαίδευση
Library of the School of Education

2021-11-12

2021

Papargyriou Pagona

Σφυρόερα Μαρία, Αναπληρώτρια Καθηγήτρια ΤΕΑΠΗ, ΕΚΠΑ
Ραγκούση Μαρία, Καθηγήτρια, ΗΛ/ΓΩΝ&ΗΛ. ΜΗΧ/ΚΩΝ ΠΑΔΑ
Βούλγαρη Ηρώ, μέλος Ε.ΔΙ.Π, ΤΕΑΠΗ, ΕΚΠΑ

«e - portfolio και αυτορρυθμιζόμενη μάθηση στην προσχολική εκπαίδευση - συγκριτική μελέτη»

Greek

«e - portfolio and self - regulated learning in preschool education - comparative study»

This research study as a key objective was investigating and description of parameters that support self-regulating learning in kindergarten through the application of both portfolio and electronic portfolio. More specifically, a comparative study of how the portfolio and electronic portfolio are attacked on the factors (cognitive, emotional and social) involved in the phases of self-regulating learning according to the Zimmerman’s (2000) model. The development of self-regulatory capacity in kindergarten children are a matter of high priority in the classroom from their teachers, mainly in recent years (Lin et al., 2003). According to Abbrami and Barrett (2005), electronic portfolios are dynamic tools, which because of their association with the process of reflection of learning and its results, offer a fairly clear way to promote self-regulation of learning.A research approach, with qualitative characteristics and was attempted in the context of this problem. The same portfolio process was implemented in three students who were involved with the traditional portfolio and other three who were involved with electronic portfolio, in a kindergarten in the center of Athens during the school year. The use of an observation sheet, which was constructed according to the Zimmerman's (2000) self-regulating learning model, was the methodological for data collection tool and recording of information, on the effect of portfolio and electronic portfolio as a learning tool, on cognitive, emotional and social factors that diffuse the model phases. The research approach was formed into the methodological framework for action research. The processing of the results showed that the electronic portfolio seems to support more than the traditional self-regulatory learning to all learning factors, cognitive, emotional and social in all and three phases of the Zimmerman’s (2000) model.

Technology - Computer science

Self-assessment, electronic portfolio, self-regulating learning.

No

0

Yes

117

145

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https://pergamos.lib.uoa.gr/uoa/dl/object/2965538