Study Techniques
Among the main problems and shortcomings in the secondary school students, about the way this study, we prioritize the following:
1. Absence of an effective method of school work.
2. Poor planning of school learning time.
3. Lack of attention and concentration.
4. Insufficient continuous effort and perseverance.
5. Lack of motivation for learning.
6. Difficulties in performing and interpreting diagrams, graphs, summaries, summary tables, etc.
7. Lack of understanding and speed the process of reading.
8. Socio-emotional disturbances that negatively affect student learning.
9. Lack of adequate storage.
In recent years, interest in how to study has increased mainly due to the contributions of cognitive did change the emphasis on the psychology of learning, giving students a more active role in the teaching process.
We can group the approaches to the study orientation of school education on two main streams:
1. This reinforces the term “study skills” and interprets the study as the training class in a series of skills, techniques and resources to its development. It is based on the psychology of learning and behavioral orientation of Skinner, Bloom, Covington, etc., and emphasizes the development of skills relative independence of educational objectives, trying to train students in techniques, reinforcing the learning mechanisms in order that they choose specific skills (strategies) for specific tasks to perform. The major drawback to this perspective is that students can learn a lot about study skills but use them in the way they work.
2. Which emphasizes the “learning to learn” and puts more emphasis on understanding student learning as a task that looks for a meaning and a full understanding? It has its origins in humanistic psychology of Rogers and Kelly, highlighted in this current, Gibbs. Sets the importance of its objectives and its contents and lower guidance on study skills. This trend is not about learning techniques and study skills, it is intended that the student explore their own potential and own strategies unfold in the search for understanding and meaning of what is being addressed as an object of study. It argues in favor of it, the student’s conceptual development rather than “memorizing” the emphasis is on understanding rather than speed the measure to understand, in a reflective search for their own learning strategies rather than mechanical application of the skills and techniques taught, in the meaning and personal understanding of what it does, rather than the instrumentation that may have offered as a possible methodological support, etc.
Studies in which a comparison was made between the approaches of study skills and learning to learn, noted that the former is less effective in the long term and more popular in the beginning. However, both allowed the integration of common issues that are so necessary both the context and experience as well as in a systematic program of learning strategies.
In pedagogy, teachers should not only comply with teaching what to learn but should give more importance to teaching how to learn (learning process), so that the integrated teaching not only teach content but also how to achieve them.
Students achieve high academic performance to dominate the strategies and study skills and learning, frequently used screening methods include active self-study, observation, planning and testing the effectiveness of the skills used, with a predominance of use of motivation, cognitive abilities and metacognition in learning processes.
Strategies and learning skills and study can be improved and this calls for actions with students, made in an organized way for quite some time and integrated into the curriculum. Should be taught in a cross-cutting, from the classical techniques and methods to metacognitive skills and metacomprehensive. The tutor should guide them to exercise responsibility for ensuring its implementation and to provide adequate monitoring.
The proposal of many breeding programs in this area seem to fit the current “study skills”, but at no point we must emphasize this trend opposite to that of “learning to learn”, but to provide management tools and techniques facilitate reflective search for their own learning strategies.
Random Posts
Posted in Study Techniques | 
Tags: high academic, Lack of motivation, learning skills, problems, Strategies