Sınıftaki Portfolyo Çalışmalarının Öğrencilerin Öğrenmedeki Sorumluluk Bilincine ve Kendi Başlarına Öğrenmelerine Etkileri

Abstract

A research and development project involving 11 Secondary Schools was carried out devoted to self-directed learning and long life learning. The concept was based on the Professional Development Schools approach. Portfolio was used as a means of intervention of classroom work. Research was devoted to the question if portfolio is a means to support self-directed learning of students. A questionnaire was used to evaluate school project work from the students´ point of view. The questionnaire was used in two versions: First version giving a description of present quality of classroom work as experienced by students, and a second version projecting student’s wishes towards future quality of classroom work. Results show that portfolio work definitely leads to better classroom quality of teaching and learning, with students from Gymnasium taking the best profit, and male students having greater profit from portfolio work than female students.