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OriginaltitelTowards professionalism in music: self-assessed learning strategies of conservatory music students
ParalleltitelNa poti k profesionalnosti v glasbi: samoocenjevanje ucnih strategij študentov konservatorija za glasbo
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OriginalveröffentlichungCEPS Journal 7 (2017) 3, S. 113-135
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Lizenz des Dokumentes Lizenz-Logo 
Schlagwörter (Deutsch)Kritisches Denken; Student; Musiker; Lernmethode; Musikhochschule; Professionalität; Selbstwirksamkeit; Selbststeuerung; Kognitives Lernen; Metakognition; Empirische Untersuchung; Finnland
TeildisziplinFachdidaktik/musische Fächer
Hochschulforschung und Hochschuldidaktik
DokumentartAufsatz (Zeitschrift)
ISSN2232-2647
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):One of the current spearhead projects in Finnish education is learning to learn. Learning strategies have been examined from a variety of perspectives. They are policies that either promote or hinder learning. They are any behaviours or thoughts that facilitate encoding in such a way that knowledge integration and retrieval are enhanced. Strategies can be practiced and learnt. Direct and indirect learning strategies formed the model of defining music students’ self-assessed learning habits in this research. The strategies dealt with here are memory, cognitive, compensation, metacognitive, affective and social strategies. Critical thinking strategies as well as deep and surface learning strategies were also observed. In this paper, a theoretical background and methodological solutions will first be presented. A significant finding comes from cross-professional collaboration of students, teachers, and professionals during the research period: it enhanced the use of strategies. Another finding, the profitable use of the workshop method, can be adopted by other fields of learning and make processes flexible and fruitful. One of the current spearhead projects in Finnish education is learning to learn. Learning strategies have been examined from a variety of perspectives. They are policies that either promote or hinder learning. They are any behaviours or thoughts that facilitate encoding in such a way that knowledge integration and retrieval are enhanced. Strategies can be practiced and learnt. Direct and indirect learning strategies formed the model of defining music students’ self-assessed learning habits in this research. The strategies dealt with here are memory, cognitive, compensation, metacognitive, affective and social strategies. Critical thinking strategies as well as deep and surface learning strategies were also observed. In this paper, a theoretical background and methodological solutions will first be presented. A significant finding comes from cross-professional collaboration of students, teachers, and professionals during the research period: it enhanced the use of strategies. Another finding, the profitable use of the workshop method, can be adopted by other fields of learning and make processes flexible and fruitful. (DIPF/Orig.)
weitere Beiträge dieser ZeitschriftCEPS Journal Jahr: 2017
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Eintrag erfolgte am10.10.2017
Empfohlene ZitierungVirkkula, Esa; Nissilä, Säde-Pirkko: Towards professionalism in music: self-assessed learning strategies of conservatory music students - In: CEPS Journal 7 (2017) 3, S. 113-135 - URN: urn:nbn:de:0111-pedocs-149173
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