{"id":39154,"date":"2019-10-31T22:28:09","date_gmt":"2019-10-31T19:28:09","guid":{"rendered":"https:\/\/prohoster.info\/blog\/kak-nauchitsya-uchitsya-chast-2-metakognitivnye-protsessy-i-dudling\/"},"modified":"2019-10-31T22:28:09","modified_gmt":"2019-10-31T19:28:09","slug":"kak-nauchitsya-uchitsya-chast-2-metakognitivnye-protsessy-i-dudling","status":"publish","type":"post","link":"https:\/\/prohoster.info\/sq\/blog\/novosti-interneta\/kak-nauchitsya-uchitsya-chast-2-metakognitivnye-protsessy-i-dudling","title":{"rendered":"Si t\u00eb \"m\u00ebsosh si t\u00eb m\u00ebsosh\". Pjesa 2 - proceset metakognitive dhe doodling","gt_translate_keys":[{"key":"rendered","format":"text"}]},"content":{"rendered":"

N\u00eb pjes\u00ebs s\u00eb par\u00eb<\/a><\/noindex> N\u00eb shqyrtimin ton\u00eb t\u00eb vida praktike p\u00ebr student\u00ebt, flisnim p\u00ebr k\u00ebrkimet shkencore q\u00eb q\u00ebndrojn\u00eb pas k\u00ebshillave t\u00eb duhura \u2014 \"pini m\u00eb shum\u00eb uj\u00eb\", \"b\u00ebni sport\", \"planifikoni rutin\u00ebn tuaj\". N\u00eb k\u00ebt\u00eb pjes\u00eb, do t\u00eb shqyrtojm\u00eb \"hidht\", si dhe fushat q\u00eb p\u00ebrfshihen si nj\u00ebrat m\u00eb premtuese n\u00eb t\u00eb m\u00ebsuarit sot. Do t\u00eb p\u00ebrpiqemi t\u00eb kuptojm\u00eb se si \"skicimet n\u00eb margjinat e fletoreve\" mund t\u00eb jen\u00eb t\u00eb dobishme dhe n\u00eb cilat raste meditimi mbi provimin ndihmon p\u00ebr ta kaluar m\u00eb mir\u00eb at\u00eb.<\/p>\n

\"Si<\/a><\/noindex><\/a><\/noindex>Foto Pixelmattic<\/a><\/noindex> CC BY<\/a><\/noindex><\/i><\/p>\n

Memoria muskulore<\/h2>\n

\nT\u00eb vizitoni leksionet \u00ebsht\u00eb nj\u00eb tjet\u00ebr k\u00ebshill\u00eb e dukshme p\u00ebr ata q\u00eb duan t\u00eb m\u00ebsojn\u00eb m\u00eb mir\u00eb. Dhe, p\u00ebr ta th\u00ebn\u00eb ndryshe, nj\u00eb nga m\u00eb t\u00eb njohurat n\u00eb Quora<\/a><\/noindex>. Megjithat\u00eb, vet\u00eb vizitat shpesh jan\u00eb t\u00eb pamjaftueshme \u2014 shum\u00eb prej jush e din\u00eb situat\u00ebn: p\u00ebrpiqeni t\u00eb p\u00ebrgatitni nj\u00eb pyetje p\u00ebr provim dhe nuk mund t\u00eb kujtoni se p\u00ebr \u00e7far\u00eb tregoi profesorja, edhe pse jeni krejt t\u00eb sigurt\u00eb q\u00eb ishit n\u00eb at\u00eb dit\u00eb n\u00eb auditor.<\/p>\n

P\u00ebr t\u00eb b\u00ebr\u00eb q\u00eb koha n\u00eb leksione t\u00eb kaloj\u00eb me sa m\u00eb shum\u00eb dobi, shkenc\u00ebtar\u00ebt sugjerojn\u00eb t\u00eb ushtrojn\u00eb memorjen muskulore \u2014 do thot\u00eb, para s\u00eb gjithash, t\u00eb b\u00ebni sh\u00ebnime. Kjo jo vet\u00ebm q\u00eb ju lejon t\u00eb ktheheni te to m\u00eb von\u00eb (\u00e7ka \u00ebsht\u00eb mjaft e qart\u00eb) \u2014 vet\u00eb procesi i sh\u00ebnimit t\u00eb informacionit me dor\u00eb ndihmon n\u00eb memorizimin m\u00eb t\u00eb mir\u00eb t\u00eb tij. Megjithat\u00eb, ndonj\u00ebher\u00eb p\u00ebr t\u00eb kujtuar m\u00eb mir\u00eb konceptet e nd\u00ebrlikuara, ka kuptim t\u00eb mos shkruani vet\u00ebm, por edhe t\u00eb vizatoni.<\/p>\n

Mund t\u00eb provoni t\u00eb paraqisni t\u00eb dh\u00ebnat n\u00eb form\u00ebn e nj\u00eb skeme ose diagrami (\u00e7ka \u00ebsht\u00eb mjaft e v\u00ebshtir\u00eb, n\u00ebse duhet t\u00eb d\u00ebgjoni me kujdes lektorin), por her\u00eb pas here p\u00ebr t\u00eb kujtuar m\u00eb mir\u00eb informacionin, mjafton t\u00eb shtoni sh\u00ebnimet me \u00e7izme ose doodle (p\u00ebr k\u00ebt\u00eb lloj vizatimi p\u00ebrdoret gjithashtu termi \u201cgrafonazh<\/a><\/noindex>\u00bb).<\/p>\n

Doodle mund t\u00eb duken si modele t\u00eb p\u00ebrs\u00ebritura, vijat, abstraksionet \u2014 ose fytyra, kafsh\u00eb ose fjal\u00eb t\u00eb ve\u00e7anta (si n\u00eb k\u00ebto shembuj<\/a><\/noindex>). Mund t\u00eb vizatoni \u00e7do gj\u00eb \u2014 nj\u00eb karakteristik\u00eb e r\u00ebnd\u00ebsishme e doodle mbetet se kjo praktik\u00eb nuk e kap plot\u00ebsisht personin \u2014 ndryshe nga, p\u00ebr shembull, puna e fort\u00eb n\u00eb klas\u00ebn e piktur\u00ebs. <\/p>\n

N\u00eb shikim t\u00eb par\u00eb, doodling duket se \u00ebsht\u00eb irritues - duket sikur njeriu po p\u00ebrpiqet thjesht t\u00eb kaloj\u00eb koh\u00ebn dhe \u00ebsht\u00eb i absorbed n\u00eb mendimet e tij. Praktikisht, doudlat, p\u00ebrkundrazi, na ndihmojn\u00eb t\u00eb perceptojm\u00eb m\u00eb mir\u00eb konceptet e reja dhe t'i mbajm\u00eb mend ato.<\/p>\n

N\u00eb vitin 2009, n\u00eb revist\u00ebn Applied Cognitive Psychology u publikuan jan\u00eb publikuar<\/a><\/noindex> rezultatet e nj\u00eb studimi t\u00eb kryer nga shkolla e psikologjis\u00eb n\u00eb Universitetin e Plimutit (Mbret\u00ebria e Bashkuar). Ai p\u00ebrfshinte 40 njer\u00ebz nga mosha 18 deri n\u00eb 55 vje\u00e7are. Shtetasit propozuan<\/a><\/noindex> nd\u00ebgjuan nj\u00eb regjistrim audio \"t\u00eb nj\u00eb telefonate nga nj\u00eb mik\" (n\u00eb regjistrim, narratori me nj\u00eb z\u00eb monotone lexonte monologun e nj\u00eb \"miku\" t\u00eb imagjinat\u00ebs, duke diskutuar se kush mund t\u00eb shkoj\u00eb n\u00eb fest\u00ebn e tij dhe kush jo, dhe pse). Grupi kontroll u k\u00ebrkua t\u00eb sh\u00ebnonte n\u00eb nj\u00eb let\u00ebr emrat e atyre q\u00eb do t\u00eb shkonin n\u00eb fest\u00eb (dhe asgj\u00eb m\u00eb tep\u00ebr).<\/p>\n

Grupit eksperimantal iu dha nj\u00eb flet\u00eb me katror\u00eb dhe rrethana dhe u k\u00ebrkua t\u00eb mbushnin figurat gjat\u00eb nd\u00ebgjoj\u00ebs (testuesit u paralajm\u00ebruan se shpejt\u00ebsia dhe sakt\u00ebsia e mbushjes nuk ishin t\u00eb r\u00ebnd\u00ebsishme - mbushja duhej b\u00ebr\u00eb vet\u00ebm p\u00ebr t\u00eb kaluar koh\u00ebn).<\/p>\n

Pas k\u00ebsaj, t\u00eb gjith\u00eb pjes\u00ebmarr\u00ebsit u k\u00ebrkuan s\u00eb pari t\u00eb p\u00ebrmendnin ata q\u00eb do t\u00eb shkojn\u00eb n\u00eb fest\u00eb dhe pastaj t\u00eb rendisin emrat gjeografik\u00eb q\u00eb jan\u00eb p\u00ebrmendur n\u00eb regjistrim. Rezultatet ishin mjaft t\u00eb papritura \u2014 n\u00eb t\u00eb dy rastet, njer\u00ebzit q\u00eb u k\u00ebrkuan t\u00eb vizatojn\u00eb figura ishin m\u00eb t\u00eb sakt\u00eb (grupi eksperimental kujtoi 29% m\u00eb shum\u00eb informacione se grupi kontroll, ndon\u00ebse nuk u k\u00ebrkua asnj\u00ebher\u00eb t\u00eb regjistronte ose kujtonte di\u00e7ka).<\/p>\n

Ky efekt pozitiv mund t\u00eb lidhet me faktin se vizatimi i karakuleve t\u00eb pavet\u00ebdijshme lejon angazhimin e rrjetit<\/a><\/noindex> t\u00eb modhit pasiv t\u00eb funksionimit t\u00eb trurit. \"Aktivist\u00ebt e Doodle\", si\u00e7 \u00ebsht\u00eb Sunni Brown, autori i librit<\/a><\/noindex> \"Revolucioni i Doodle\", besojn\u00eb se karakulat jan\u00eb jo vet\u00ebm nj\u00eb m\u00ebnyr\u00eb p\u00ebr t\u00eb mbajtur duar leht\u00ebsisht t\u00eb z\u00ebn\u00eb, por nj\u00eb mjete q\u00eb aktivizon pun\u00ebn e trurit. Me fjal\u00eb t\u00eb tjera, ky \u00ebsht\u00eb nj\u00eb mekaniz\u00ebm q\u00eb na lejon t\u00eb aktivizojm\u00eb \"rrug\u00ebt an\u00ebsore\" kur ngat\u00ebrrohemi \u2014 q\u00eb do t\u00eb thot\u00eb se doodle mund t\u00eb ndihmoj\u00eb, n\u00ebse, p\u00ebr shembull, nuk mund t\u00eb zgjidhni nj\u00eb problem ose t\u00eb gjeni formulimin e sakt\u00eb p\u00ebr nj\u00eb pun\u00eb me shkrim.<\/p>\n

K\u00ebtu \u00ebsht\u00eb nj\u00eb p\u00ebrmbledhje e informacionit \u2014 skicat n\u00eb skajet ndihmojn\u00eb n\u00eb rikthimin e detajeve t\u00eb asaj q\u00eb ka ndodhur rreth jush kur i keni realizuar ato. Jesse Prinz (Jesse J. Prinz<\/a><\/noindex>), kreu i Komitetit p\u00ebr K\u00ebrkime Nd\u00ebrdisiplinore t\u00eb Shkoll\u00ebs Doktorale t\u00eb Universitetit t\u00eb Nju Jorkut, pretendon<\/a><\/noindex>, se duke par\u00eb vizatimet e tij, \u00ebsht\u00eb leht\u00ebsisht n\u00eb gjendje t\u00eb kujtoj\u00eb p\u00ebr \u00e7far\u00eb ishin ato kur i ka b\u00ebr\u00eb. Ai e krahason vizatimin me kartelat postale \u2014 kur shikoni nj\u00eb kartel\u00eb q\u00eb keni bler\u00eb gjat\u00eb nj\u00eb udh\u00ebtimi, menj\u00ebher\u00eb iu vijn\u00eb n\u00eb mendje gj\u00ebra q\u00eb lidhen me at\u00eb udh\u00ebtim \u2014 gj\u00ebra q\u00eb ndoshta nuk do t\u2019i kujtonit dot vet\u00ebm k\u00ebshtu.<\/p>\n

\"Si
\nFoto e Universitetit ITMO<\/i><\/p>\n

Ky \u00ebsht\u00eb p\u00ebrfitimi i 'sh\u00ebnimeve me vizatime' (krahasuar me sh\u00ebnimet normale): sh\u00ebnimi i vazhduesh\u00ebm do t'ju shp\u00ebrqendroj\u00eb nga ajo q\u00eb m\u00ebsuesi po thot\u00eb n\u00eb at\u00eb moment, sidomos n\u00ebse ai po jep nj\u00eb sasi t\u00eb madhe informacioni q\u00eb nuk \u00ebsht\u00eb menduar p\u00ebr ta marr\u00eb me sh\u00ebnim. N\u00ebse e regjistroni thelbin n\u00eb m\u00ebnyr\u00eb tradicionale dhe kaloni n\u00eb vizatime gjat\u00eb shpjegimit t\u00eb tij, do t\u00eb jeni m\u00eb n\u00eb gjendje t\u00eb kuptoni \u00e7\u00ebshtjen m\u00eb mir\u00eb, pa humbur rrjedh\u00ebn e tregimit.<\/p>\n

Nga ana tjet\u00ebr, duddlingu nuk \u00ebsht\u00eb i p\u00ebrshtatsh\u00ebm p\u00ebr t\u00eb gjith\u00eb detyrat. P\u00ebr shembull, n\u00ebse keni nevoj\u00eb t\u00eb mbani mend dhe t\u00eb studioni nj\u00eb num\u00ebr t\u00eb madh imazhesh (diagrame, grafike), skicat tuaja vet\u00ebm do t'ju shp\u00ebrqendrojn\u00eb \u2014 Wall Street Journal \u00e7on<\/a><\/noindex> p\u00ebr t\u00eb cilin \u00ebsht\u00eb nj\u00eb studim i kryer n\u00eb Universitetin e Kolumbis\u00eb Britanike. Kur t\u00eb dyja detyrat k\u00ebrkojn\u00eb p\u00ebrpunimin e informacionit vizual, duddlingu nuk na lejon t\u00eb p\u00ebrqendrohemi n\u00eb at\u00eb q\u00eb \u00ebsht\u00eb v\u00ebrtet e r\u00ebnd\u00ebsishme n\u00eb at\u00eb moment.<\/p>\n

\u00cbsht\u00eb m\u00eb mir\u00eb t\u00eb shmangni duddlingun kur nuk jeni t\u00eb sigurt se faktet dhe formulat q\u00eb paraqet ligj\u00ebruesi do t'ju jet\u00eb e leht\u00eb t'i gjeni n\u00eb burime t\u00eb tjera. N\u00eb k\u00ebt\u00eb rast, t\u00eb ushtroni kujtes\u00ebn muskulore \u00ebsht\u00eb m\u00eb e sigurt me an\u00eb t\u00eb sh\u00ebnimeve t\u00eb zakonshme.<\/p>\n

Dijeni p\u00ebr njohurit\u00eb<\/h2>\n

\nNj\u00eb drejtim tjet\u00ebr q\u00eb duhet t\u00eb keni parasysh n\u00ebse d\u00ebshironi t\u00eb m\u00ebsoni m\u00eb mir\u00eb jan\u00eb proceset metakognitive (kognita e dyt\u00eb ose, thjesht, njohurit\u00eb tona p\u00ebr t\u00eb kuptuarit ton\u00eb). Patricia Chen, nj\u00eb studiuese nga Stanfordi q\u00eb punon n\u00eb k\u00ebt\u00eb fush\u00eb, shpjegon<\/a><\/noindex>: \u00abShum\u00eb shpesh nx\u00ebn\u00ebsit fillojn\u00eb pun\u00ebn pa menduar, pa u p\u00ebrpjekur paraprakisht t\u00eb planifikojn\u00eb cilat burime jan\u00eb m\u00eb t\u00eb mira p\u00ebr t'u p\u00ebrdorur, pa kuptuar se \u00e7far\u00eb ka t\u00eb mir\u00eb n\u00eb secilin nga ato, pa vler\u00ebsuar se si mund t\u00eb p\u00ebrdoren burimet e zgjedhura n\u00eb m\u00ebnyr\u00ebn m\u00eb efektive\u00bb.<\/p>\n

Chen dhe koleg\u00ebt e saj kryen nj\u00eb s\u00ebr\u00eb k\u00ebrkimesh (rezultatet e tyre ishin jan\u00eb publikuar<\/a><\/noindex> vitin e kaluar n\u00eb revist\u00ebn Psychological Science) dhe eksperimenteve q\u00eb tregojn\u00eb se si reflektimi mbi t\u00eb m\u00ebsuarit mund t\u00eb nxis\u00eb student\u00ebt t\u00eb m\u00ebsojn\u00eb m\u00eb mir\u00eb. N\u00eb kuad\u00ebr t\u00eb nj\u00ebrit prej eksperimenteve, student\u00ebve u \u00ebsht\u00eb dor\u00ebzuar nj\u00eb anket\u00eb rreth 10 dit\u00eb para provimit \u2014 autor\u00ebt e saj sugjerojn\u00eb t\u00eb mendojn\u00eb p\u00ebr testin e ardhsh\u00ebm dhe t\u00eb p\u00ebrgjigjen n\u00eb pyetje lidhur me not\u00ebn q\u00eb d\u00ebshirojn\u00eb t\u00eb arrijn\u00eb, sa e r\u00ebnd\u00ebsishme \u00ebsht\u00eb kjo not\u00eb p\u00ebr ta dhe me \u00e7far\u00eb probabiliteti e marrin at\u00eb.<\/p>\n

Gjithashtu, student\u00ebt u k\u00ebrkuan t\u00eb mendojn\u00eb se cilat pyetje do t\u00eb ken\u00eb m\u00eb shum\u00eb gjasa t\u00eb jen\u00eb n\u00eb provim dhe t\u00eb identifikojn\u00eb cilat nga 15 praktikat e m\u00ebsimit t\u00eb disponueshme (p\u00ebrgatitja sipas sh\u00ebnimeve t\u00eb ligj\u00ebratave, leximi i tekstit, p\u00ebrpunimi i pyetjeve t\u00eb provimit, diskutimi me koleg\u00ebt, kurset me nj\u00eb m\u00ebsues privat, etj.) do t\u00eb p\u00ebrdorin. M\u00eb pas, ata u k\u00ebrkuan t\u00eb shpjegojn\u00eb zgjedhjen e tyre dhe t\u00eb p\u00ebrshkruajn\u00eb se \u00e7far\u00eb konkretisht do t\u00eb b\u00ebjn\u00eb \u2014 n\u00eb thelb, t\u00eb p\u00ebrgatisin nj\u00eb plan p\u00ebrgatitor p\u00ebr provimin. Grupi kontrollues thjesht mori nj\u00eb kujtes\u00eb p\u00ebr provimin dhe se \u00ebsht\u00eb e r\u00ebnd\u00ebsishme t\u00eb p\u00ebrgatiten p\u00ebr t\u00eb.<\/p>\n

Si rezultat, student\u00ebt q\u00eb p\u00ebrgatit\u00ebn nj\u00eb plan, n\u00eb fakt kaluan provimin m\u00eb mir\u00eb, duke marr\u00eb nota mesatarisht nj\u00eb t\u00eb tret\u00ebn e pik\u00ebs m\u00eb t\u00eb lart\u00eb (p\u00ebr shembull, \u00abA+\u00bb n\u00eb vend t\u00eb \u00abA\u00bb ose \u00abB\u00bb n\u00eb vend t\u00eb \u00abB-\u00bb). P\u00ebr m\u00eb tep\u00ebr, ata theksuan se ndiheshin m\u00eb t\u00eb sigurt dhe kishin m\u00eb shum\u00eb kontroll mbi veten gjat\u00eb provimit. Shkenc\u00ebtar\u00ebt e studimit theksojn\u00eb se e p\u00ebrzgjedh\u00ebn grupin e pjes\u00ebmarr\u00ebsve n\u00eb m\u00ebnyr\u00eb t\u00eb till\u00eb q\u00eb t\u00eb mos kishte asnj\u00eb dallim statistikor midis grupeve \u2014 grupi eksperimental nuk p\u00ebrb\u00ebhej nga student\u00eb m\u00eb t\u00eb zot\u00eb ose m\u00eb t\u00eb motivuar.<\/p>\n

Si\u00e7 thon\u00eb shkenc\u00ebtar\u00ebt, konkluzioni kryesor i studimit t\u00eb tyre \u00ebsht\u00eb se, duke i kushtuar v\u00ebmendje proceseve metakognitive dhe duke reflektuar mbi detyr\u00ebn, po b\u00ebni nj\u00eb pun\u00eb t\u00eb r\u00ebnd\u00ebsishme shtes\u00eb. Kjo n\u00eb fund t\u00eb fundit ndihmon n\u00eb strukturimin m\u00eb t\u00eb mir\u00eb t\u00eb njohurive, mbajtjen e motivimit dhe gjetjen e zgjidhjeve m\u00eb efektive \u2014 si p\u00ebrgatitje p\u00ebr provim, ashtu edhe p\u00ebr \u00e7do situat\u00eb tjet\u00ebr.<\/p>\n

TL;DR<\/h2>\n

<\/p>\n