Abstract:

Pupils’ learning is fundamentally influenced by the choice of learning materials, their content and, above all, their didactic aspects. However it turns out that the form of medium with which pupils work is also significant to a learning process. This work presents the results of empirical research that tried to answer the question What is pupil's learning support based on educational resources like and how do pupils reflect on this support? The aim of this research was to describe how support based on different types of educational resources used in class is mediated by a teacher and how pupils respond to this support. The subsequent task was to find out what kind of support the pupils ask for, whether and how they modify the supporting elements in the textbooks. Attention was particularly paid to resources of electronic and multimedia nature.

The methodological design of the empirical part was based on qualitative research procedures (Corbin & Strauss, 2008; Cohen, Manion & Morrison, 2011). The research sample consisted of a group of respondents - pupils from lower secondary school with whom an in-depth semi-structured interview was conducted through the focus group technique. Respondents were selected by the method of maximum sample variability (Cohen, 2011). Pupils were primarily asked about strategies for using educational texts when learning for class and when they do their homework. In the next step they reflected on possibilities of support that individual sources provide them and thus make their learning easier. The aim of the interviews was to find out how pupils perceive learning support through educational resources they use and to describe which supportive elements they prefer in learning. The result of the research is a categorization of types of educational resources used in relation to the support options they provide to pupils.

Keywords:

Textbook, educational resources, printed resources, digital resources.