| Abstract [eng] |
History belongs to the block of social education subjects, the aim of which is to develop the student's civic and social culture based on the values and principles of democracy (Maniušis, 2017). Students should form a positive relationship with the world of the past and present and gain an understanding of the complex and interconnected entirety. History should help to develop students' ability to think critically and strengthen their values and creativity, therefore, reading historical texts not only develops creative thinking but also influences the formation of personality (McGrew, 2021; Šetkus, 2018, Bumblauskas, 2017). Recent research has shown that adolescents often lack the skills to properly interpret and draw conclusions from a text. Difficulties arise when it is necessary to activate background knowledge on a specific topic, use textual comprehension, to provide one's own insights related to the text and the question (Ancevičiūtė, Vilkienė, 2021). It was observed that adolescents read more than before, however, the format of reading is different: “on-screen” reading, associated with web browsing and visual review of the text, is a more one-time and non-linear reading where keywords are recognized (Carr, 2013). There emerges the problem, that imagery overshadows the attractiveness of the written text and the perception and understanding of the written text require higher cognitive abilities so students experience a higher cognitive load. There is a noticeable lack of research on how a history teacher should apply learning strategies in the development of 9-10th grade students' ability to read history subject texts. The problem raised in the thesis is: how the application of learning strategies can help students of 9-10th grade to improve their ability to read history subject texts? The object of the research: developing 9-10th grade students' ability to read history subject texts through applying learning strategies. The aim of the research is to reveal the application of learning strategies in the development of 9–10th grade students' ability to read history subject texts. Objectives of the thesis: 1) to highlight the theoretical possibilities of applying learning strategies in the development of 9–10th grade students' ability to read history subject texts; 2) to substantiate the application of learning strategies in the development of 9–10th grade students' ability to read history subject texts and research methodology; 3) to determine the application of learning strategies in the development of 9–10 th grade students' ability to read history subject texts. There are the following data collection methods used in this master's thesis project: a review of the scientific literature, a semi-structured interview with teachers, students’ think-aloud protocols, and documents (history textbooks for 9-10 th grade) analysis. Data analysis methods: a qualitative and quantitative content analysis. The results of the study revealed a variety of history textbook genres (maps, cartoons, written sources). History textbooks use a variety of learning strategies, but they are difficult to identify because they are not named. Analysis of teachers’ interviews revealed that they often apply learning strategies but do not name them themselves. Based on the research results, it became clear that educators mostly use metacognitive, systematic and linking strategies. Analysis of students‘ thinking-aloud protocols showed that most often they apply strategies before and during reading. It turned out that cognitive, metacognitive and social strategies are mostly used when reading historical texts. Students most often use linking, systematic, self-control and self-regulation strategies to read maps, editorial cartoons and written sources. |
