Learning how to learn and universal design for learning. A study about new teaching strategies

Andreea Gabriela Chivu; Maia Borozan

doi:10.56663/rop.v13i1.73

Authors

Andreea Gabriela Chivu Ion Creangă State Pedagogical University of Chișinău, Republic of Moldova
Maia Borozan Ion Creangă State Pedagogical University of Chișinău, Republic of Moldova

DOI:

https://doi.org/10.56663/rop.v13i1.73

Keywords:

Universal Design for Learning (UDL), Learning to Learn (L2L) strategies, primary education, teaching process, teachers' experience, educational strategies, teaching methods, pedagogical research

Abstract

The aim of the present study is to analyze the relationships between the implementation of UDL (universal design for learning) principles and L2L (learning how to learn) strategies in the teaching process for primary school students, as well as the moderating role of teachers' experience in this relationship. A number of 65 teachers aged between 23 and 65, M = 42.54, SD = 7.89 with different levels of experience participated in the study. The instruments used were the UDL Questionnaire for Teachers and the L2L Questionnaire for Teachers. The results showed that there are significant positive relationships between UDL principles and L2L strategies, and these relationships are strengthened by teachers' level of experience. The practical implications of these results and the possible positive effects of implementing such methods in teaching activities on students were discussed.

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