УЧЕНИЧКИ КОГНИТИВНИ ОБРАСЦИ УПОТРЕБЕ УЏБЕНИКА У ПРОЦЕСУ УЧЕЊА – ПЕРСПЕКТИВА УЧЕНИКА
STUDENTS’ COGNITIVE PATTERNS OF TEXTBOOK USE IN THE LEARNING PROCESS: THE STUDENTS’ PERSPECTIVE

Summary/Abstract: The aim of the qualitative study presented in this paper was to explore primary school students’ perspectives on the use of textbooks. Using a questionnaire and semi-structured in-depth interviews, we examined several aspects of cognitive patterns in textbook study: the general approach and attitudes to highlighting text as the basic intellectual technique of studying a text, the attitude of students towards the structural components of textbooks, and the quality of students’ metacognitive monitoring of the comprehension process during textbook study. The findings show that the majority of students’ cognitive patterns when studying from textbooks are characterized by the following: there is no developed strategy of working with the text; textbooks tend to be viewed as a list of isolated pieces of information that should be memorized; students fail to recognize the utility of the structural components of textbooks designed to aid comprehension of the educational content. In addition, students show insufficiently developed metacognitive regulation of the text comprehension monitoring process. In order for a textbook to perform its educative functions, it is not enough (although it is a prerequisite) that it be designed as learning support – it is also necessary for students to recognize it as such. This leads us to conclude that a focus on textbooks themselves, as well as on strategies of textbook study, should become part of the regular teaching process in the school context.

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