MOKINIŲ IR STUDENTŲ MOKYMOSI MOKYTIS PARALELĖS
PARALLELS OF SCHOOLCHILDREN’S AND STUDENTS’ LEARNINGTO LEARN COMPETENCE

Summary/Abstract: A noticeable interest has been observed in the for¬mation of learning to learn competence in both the documents of educational policy and in scientific sources, where the importance of this process is high¬lighted, which is treated as a lifelong learning activi¬ty. Therefore, the need to reveal different learners’ ability and preparation to learn how to learn becomes comprehensible. Thus the research problem could be expressed by the question if there exists differences between higher grade schoolchildren’s and first year students’ learning to learn competence, what com¬plementary parts of this competence are more deve¬loped within the two groups of the respondents. To fulfill the objective of the research – to re¬veal and to compare the level of learning to learn competence of higher grade schoolchildren and first year students, the following research tasks have been defined: 1) to determine differences between schoolchildren’s and students’ competence of plan¬ning and evaluation of learning 2) to analyze the pri¬orities of organizing learning of both groups of res¬pondents 3) to reveal differences of the respondents’ viewpoints on the perception of the importance of learning to learn and emotional learning experience. The research data revealed some statistically relevant differences between the development of schoolchildren’s and students’ learning to learn com¬petence, although in the author’s opinion these diffe¬rences do not have essential influence on the develo¬pment of this competence. Most significant changes were determined in the schoolchildren’s and students’ ability to organize learning. Students’ priorities are evident: creation of a suitable learning environment and preparation for learning. Besides, it became obvious that schoolchildren are better at applying va¬rious communication forms in learning. It has become clear that students are able to have a deeper insight into personal importance of learning, whereas scho¬olchildren demonstrated higher self-confidence and courage to communicate in a foreign language. Key words: learning to learn, assessment, com¬petencies, schoolchildren, students, differences.

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