GRUPĖS TARPUSAVIO SANTYKIŲ HARMONIZAVIMAS, KURIANT PALANKIĄ MOKYMOSI APLINKĄ

Areta Juodviršytė

Abstract


The aim of the study is – to analyse theoretically and to reveal empirically harmonization of relationships between members of student group in the perspective of creating conducive learning environment. To achieve this aim there were set these goals:After the analysis of scientific literature to define theoretically conceptualization of learning in group and with group, the importance of relationships between group members learning in group and with group and the context of creating conducive learning environment as a high school lecturers’ activity. Using qualitative research to reveal the harmonization of relationships between the members of high school group as the conducive learning environment which was created by high school lectures and to separate the main variables. Using quantitative research to reveal students’ attitude to the learning environment which is created by lecturers and which can help to harmonize the relationships between group members.Methods of the research:Analysis of scientific literature in order to analyse conceptions of harmonization of relationships between group members and conducive learning environment revealing their core, peculiarity and links. According to the analysis of scientific literature there was revealed harmonization of group members’ relationships in perspective of the conducive learning environment. Using an interview was intended to reveal the high school lectures’ point of view to the harmonization of relationships between group members in creating the conducive learning environment and to separate the variables of quantitative research. The questionnaire was done in order to find out the high school students’ approach to harmonization of relationships between lecturers and learners in creating the conducive learning environment.In a pooled theoretical and experiential analysis it was confirmed the hypothesis of the research – creating of the conducive learning environment for learners can ensure the harmonization of group members’ relationships if the main measures that are devoted to harmonization of relationships between group members in creating conducive learning environment are assessed. Those are: support / assistance to learners; responsibility and individuality of learners; partnership; communication and collaboration; achievements and the results of activity that the lecturer and the learner are waiting for.

KEY WORDS: environment, group, harmonization, learning environment, conducive learning environment and relationships.

DOI: http://dx.doi.org/10.15181/andragogy.v8i0.1718


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