Abstract:

We consider educational strategies to be key determinants not only of effective learning, but also of the development of critical thinking. However, learners are able to automate strategies only when they are methodically correctly grasped, intensively used and practiced. These are the steps towards more effective acquisition, memorization and use of information. In this paper, we focus attention on strategies for development of systematic skills, including guiding learners towards the summary and interpretation of the curriculum, the identification of main concepts in the curriculum and the relationships among them, the use of associations in the educational process, the use of categorization (classification and sorting of information based on certain criteria) as well as use of memorization procedures. The aim of the paper is to identify and analyse the frequency of application of systemization strategies by university students during their teaching practice. The researched variable was the focus of students of teaching programmes (whether they study humanities or natural sciences). Mathematical - statistical methods were used to evaluate the results which show a low rate of use of systematization strategies in both groups. Although students of teaching programmes are familiar with these strategies during their undergraduate training, their correct methodological approach and application in practice seems to be quite problematic. Based on the theoretical study and research results recommendations for improvement of the phenomenon are proposed at the end of the paper.

Keywords:

Strategies of Systematization, Future Teachers, Pedagogical Practice, Systematic skills.