Rad se bavi pitanjem sadržaja školskih udžbenika u pogledu izbora vrsta zadataka i eventualnom utjecaju takvog izbora na razvoj kreativnog mišljenja učenika. Kreativnost kao fenomen i problem ...poticanja kreativnog razvoja tijekom školovanja bili su predmetom brojnih rasprava
i istraživanja u drugoj polovici 20. stoljeća. Suvremeni pogledi na kreativnost uzimaju u obzir značajan utjecaj okolinskih činitelja na njezin razvoj. Institucionalni odgoj i obrazovanje i nastava nedvojbeno imaju velik utjecaj na kognitivni razvoj djece. Školski udžbenici kao nastavno pomagalo i dalje su prisutni u suvremenoj nastavi. Problem nedostatka zadataka koji bi od učenika zahtijevali kreativno mišljenje poznat je i istraživan na hrvatskim i stranim uzorcima školskih udžbenika. Za potrebe ovog istraživanja provedena je analiza sadržaja školskih udžbenika četiriju izdavača udžbenika u Republici Hrvatskoj namijenjenih učenicima prvih četiriju razreda. Analizirani su zadaci koji zahtijevaju konvergentno-integrativno i divergentno-eksploratorno mišljenje, a konačan omjer u skladu je s ranijim istraživanjima čime se može zaključiti da količina zadataka divergentno-eksploratornog mišljenja u udžbenicima nije dovoljna kako bi evocirala kreativni potencijal kod učenika.
This study examines textbooks' content and is focused on the types of tasks included and possible impact of task setting on the development of
creative thinking in students. Creativity as a phenomenon and problem of fostering creativity during the school education has been a topic of many discussions and research during the second half of the 20th century. Recent perspectives on creativity consider significant influence of environmental factors on its development. Institutionalized
education and teaching undoubtedly have significant influence on cognitive development. Textbooks as teaching assets are still present in
modern day classes. The lack of tasks that would demand creative thinking from the student is a well-known problem and it was explored both in Croatian and foreign samples. A content analysis was conducted for the purposes of this study. Sample included elementary school textbooks published by four publishers in Croatia appropriated for the first four grades. Tasks included in analysis were those which demand convergent-integrative thinking and divergent-exploratory thinking. Results confirm previous research so it can be concluded that the amount
of divergent-exploratory thinking tasks in textbooks is not sufficient to evoke creative potential in students.
Die Arbeit beschäftigt sich mit der Frage des Inhalts von Grundschulbüchern im Hinblick auf die Auswahl der Aufgaben und die eventuellen Effekte auf die kreative Meinungsentwicklung bei Schülern. Das Phänomen der Kreativität und das Problem der Förderung kreativer Entwicklung während der Schulbildung wurden in zahlreichen Diskussionen und Forschungen in der zweiten Hälfte des 20. Jahrhunderts thematisiert.
In den modernen Ansätzen werden die signifikanten Auswirkungen der Umweltfaktoren auf die Entwicklung von Kreativität berücksichtigt. Die institutionelle Bildung und Erziehung hat zweifellos einen großen Einfluss auf die kognitive Entwicklung von Kindern. Schulbücher sind als
Lehrmittel auch weiterhin im modernen Unterricht präsent. Das Problem des Mangels an Aufgaben, die das kreative Denken von Schülern fördern würden, ist bekannt und es wurde an kroatischen und ausländischen Schulbücherstichproben erforscht. Für die Zwecke dieser Forschung wurde eine Analyse der Schulbücher von vier kroatischen Verlagen, die für die ersten vier Klassen der Grundschule vorgesehen sind, durchgeführt. Analysiert wurden die Aufgaben, die das konvergente und das divergente Denken forderten. Das endgültige Ergebnis stimmt mit früheren Untersuchungen überein, woraus man die Schlussfolgerung zieht, dass die Menge explorativer Denkaufgaben nicht ausreichend ist, um bei Schülern das kreative Potenzial zu erwecken.
Sudjelovanje mladih u aktivnostima društvene zajednice jedan je od važnih aspekata aktivnoga građanstva. Razvija se Građanskim odgojem i obrazovanjem koji se u hrvatskom odgojno-obrazovnom sustavu ...provodi od 2014. kao obvezno područje kojemu je cilj, između ostaloga, usvojiti kompetencije za uključivanje u aktivnosti društvene zajednice. Cilj istraživanja u radu bio je ispitati mišljenje studenata (budućih učitelja i nastavnika) o učeničkom dostizanju ishoda učenja s obzirom na
znanje, vještine i stavove na temelju Kurikuluma za međupredmetnu temu Građanski odgoj i obrazovanje za osnovne i srednje škole u Republici Hrvatskoj (10/2019). U istraživanju je sudjelovalo 109 studenata Sveučilišta Jurja Dobrile u Puli. Za potrebe ovoga istraživanja studenti
su podijeljeni u dvije grupe, oni koji su se samoprocijenili kao aktivni i oni koji se smatraju neaktivnima u društvenoj zajednici. Više razlika postoji u mišljenju studenata o dostizanju ishoda učenja s obzirom na znanje, zatim ishoda učenja s obzirom na vještine, ali ne postoje razlike u mišljenju o dostizanju ishoda učenja s obzirom na stavove. Studenti Fakulteta za odgojne i obrazovne znanosti bolje procjenjuju ishode učenja s obzirom na znanje, vještine i stavove. Potrebno je da djeca i mladi prakticiraju aktivno građanstvo kako bi mogli oblikovati stavove kao važan segment građanske kompetencije.
Young people’s participation in community activities is one of the important aspects of the active citizenship. This participation develops
within the framework of the Citizenship education and since 2014 was implemented in the Croatian educational system as a mandatory area. The goal, among other goals, is to adopt competences for inclusion in the community activities. The aim of the research in this paper was to examine students' opinions (future teachers) about student achievement of learning outcomes with regard to knowledge, skills and attitudes based on Curriculum of Citizenship EducationforPrimary and Secondary Schools in the Republic of Croatia (10/2019). The research was conducted
on a sample of 109 students from Juraj Dobrila University of Pula. For this research, students are divided into two groups, those who have been
self-evaluated as active and those who are considered inactive in the community. There are more differences in the students' view of achieving
learning outcomes with regard to knowledge, then learning outcomes with
regard to skills, but there are no differences in the opinion of achieving learning outcomes with regard to attitudes. Students from the Faculty of Educational Sciences better evaluate learning outcomes with regard to knowledge, skills and attitudes. In order to form attitudes, as an important segment of civic competence, it is necessary that children and young people practice active citizenship.
Die Teilnahme der Jugendlichen an gesellschaftlichen Aktivitäten ist ein
wichtiger Aspekte des aktiven Bürgertums. Entfaltet wird sie durch die Bürgerliche Erziehung, die im kroatischen Bildungs- und Erziehungssystem
seit 2014 als obligatorisch durchgeführt wird mit dem Ziel, u.a. die Kompetenzen für die Teilnahme an den gesellschaftlichen Aktivitäten zu erwerben. Das Ziel dieser Forschung ist, die Meinungen der Studierenden (angehenden LehrerInnen) über die Errungenschaft der Ergebnisse der Lehre im Bezug auf das Wissen, Fertigkeiten und Stellungnahmen auf Grund
des Curriculums der bürgerlichen Erziehung in Grund- und Gesamtschulen in der Republik Kroatien (10/2019) zu befragen. An der Studie haben sich
109 Studierende der Juraj Dobrila Universität Pula beteiligt. Für Forschungszwecke wurden die Studierenden in zwei Gruppen geteilt: einerseits diejenigen, die sich als aktiv im Gemeinwesen einschätzen, andererseits diejenigen, die sich selber eher als inaktiv bewerten. In Bezug auf das Wissen und die Fertigkeiten lassen sich mehrere Unterschiede in den Meinungen der Studierenden über die Errungenschaft der Ergebnisse der Lehre feststellen, aber es gibt keine Unterschiede in
den Meinungen über die Errungenschaft der Ergebnisse der Lehre bezüglich der Stellungnahmen. Studierende des Lehramtsstudiums können die Ergebnisse der Lehre in Bezug auf das Wissen, die Fertigkeiten und die Stellungnahmen besser einschätzen. Es ist notwendig, dass Kinder und
Jugendliche das aktive Bürgertum praktizieren, um Stellungen nehmen zu können, was ein wichtiges Segment der bürgerlichen Kompetenz ist.
Količina informacija dostupna putem interneta zahtijeva postupke istraživanja i razvoj kompetencija za njihovu provjeru te prepoznavanje relevantnih informacija i njihovo klasificiranje. U radu se ...sažeto razmatraju (1) temeljno razlikovanje triju razina interneta (Surface Web, Deep Web i Dark Web) i njihovi kritički potencijali; (2) odgovarajuće kompetencije za obradu dostupnih informacija (kritičko mišljenje i informacijska pismenost) i (3) tri situacije primjene interneta i prijedlozi za cjelovitije kritičko korištenje interneta.
The amount of information accessible through the internet requires specific research procedures and competence development needed to verify and recognise the relevant information and their classification. This article briefly considers (1) a fundamental distinction of three levels of the internet (Surface Web, Deep Web, and Dark Web) and their critical potentials, (2) required competencies for processing available information as critical thinking and information literacy, and (3) three situations for internet application and suggestions for a more extensive crucial use of the internet.
Istraživanje na način promišljanja relevantnih pojmova teži strukturirati odnose posebnih određenja filozofije i to na način od širih, odnosno, po svojoj obuhvatnosti općenitijih pojmova, kužim ...određenjima. Drugim riječima, promišljanje svom specifičnom predmetu, a to je hrvatska filozofija, u prvom redu prilazi kao razotkrivanje uvjeta mogućnosti shvaćanja onoga što bi u svekolikoj filozofiji, koja kao takva u svojoj biti ne podilazi fragmentaciji, omogućilo prepoznavanje i legitimiranje određenog modusa mišljenja upravo s obzirom na ono hrvatsko. S obzirom na to da promišljanje kao glavnu okosnicu iz vida ne gubi mišljenje, time se kao važan segment ima uzeti manifestacija, ali i čovjeku svojstveno javljanje ovog mišljenja, a to je jezik. Ako filozofija može zadobiti bitno određenje u vidu onog hrvatskog, onda će se ta autentičnost tako uobličenog mišljenja eksplicirati kroz jezik.
Polazak u osnovnu školu, kao početak formalnog obrazovanja, značajan je događaj za većinu djece. Kvaliteta prijelaza iz predškolske ustanove u osnovnu školu povezana je s aktualnom i dugoročnom ...dobrobiti djeteta. Način na koji dijete doživljava prijelaz, razumije svrhovitost obrazovanja i osobnu ulogu u tome procesu utječe na početna postignuća, a posredno i na kasnije obrazovne ishode. U Konvenciji o pravima djeteta (1989) djeci se jamči pravo na izražavanje osobnog mišljenja i pravo da budu saslušana i uvažena, što je svrha i ovoga rada.
Rad daje prikaz empirijskog istraživanja perspektive djece u godini pred polazak u osnovnu školu (N=7). Kroz polustrukturirani intervju istraženo je dječje viđenje prijelaza, razumijevanje institucionalnog odgojno-obrazovnog procesa i svrhe obrazovanja te percepcija razlike dječjeg vrtića i osnovne škole. Svrha istraživanja jest razumijevanje i uvažavanje perspektive djece kao doprinos konstrukciji odgojno-obrazovnog kurikuluma dječjeg vrtića i osnovne škole. Većina djece u istraživanju veseli se polasku u osnovnu školu, spremno je preuzeti obveze i uloge učenika. Istodobno iskazuju strah od nepoznatog te nepovjerenje u osobna znanja. Djeca u istraživanju prepoznaju strukturalne razlike dječjeg vrtića i osnovne škole, načine i ishode učenja te uloge dionika procesa. Razlike pripisuju razini obveznosti („moranja“), samostalnosti i autonomije, vrsti aktivnosti i ulozi odraslih (roditelja, odgojitelja i učitelja). Navode jasne distinkcije između igre i učenja. Prethodno iskustvo i redoslijed rođenja u obitelji prepoznati su kao interventne varijable.
Školski sustav 21. stoljeća ima jasno zadanu strukturu odgojno-obrazovnih ciljeva. Kreativni razvoj u toj strukturi zadanog ima vrlo važno mjesto jer je kreativan učenik onaj koji je spreman ...otkrivati, kritički promišljati i stvarati, što su nužne kompetencije za život i rad u 21. stoljeću. Razvoj i poticanje kreativnosti vezano je uz kogniciju tako da se poučavanje za kreativnost odnosi na poučavanje usmjereno na razvoj kognitivnog mišljenja kod učenika. Nastava povijesti po svojoj složenosti zahtijeva razvoj apstraktnog mišljenja kod učenika, što je nužno za razumijevanje predmetnog sadržaja, ali i preduvjet razvoju kreativnog mišljenja. Da bi učenike poučili zahtjevnom apstraktnom mišljenju i kod njih potaknuli razvoj kreativnog mišljenja potrebno im je, uz korištenje adekvatnih nastavnih strategija, ponuditi različite izazove koji će ih misaono pokretati. Cilj je ovog rada, uz teorijsko razlaganje onoga što podrazumijeva kreativnost općenito te specifično u nastavi povijesti, prikazati značajke kreativnog mišljenja, razložiti ulogu školskog okruženja i nastavnika te dati primjere pitanja i zadataka čija je svrha poticanje kreativnog mišljenja uz primjenu suradničkih strategija.
The school system of the 21st century has a clearly defined structure of educational goals. Among these educational goals creative development has a very important place because the creative student is the one who is willing to discover, critically think and create. Each od aforementioned competences are necessary for life and work in the 21st century. The development and encouragement of creativity is related to cognition, so the teaching of creativity is closely connected with development of cognitive thinking. Teaching and learning history by its complexity requires the development of abstract thinking in students, which is necessary to understand the subject matter, but also abstract thinking presents the precondition for the development of creative thinking. In order to teach students a demanding abstract thinking and encourage the development of creative thinking, they need to be exposed, through the use of appropriate teaching strategies, to the various challenges that will trigger them. The aim of this paper is to present the theoretical background of what constitutes creativity in general and specific in history teaching, to present the features of creative thinking, to disclose the role of school environment and teachers, and to provide examples of assignments for students whose purpose is to encourage creative thinking by applying collaborative strategies.
For the purpose of enabling a dialogue between Martin Heidegger’s philosophy and Rudolf Steiner’s work, we start from Rainer Thurnher’s hypothesis that Heidegger’s “existentials”, Befindlichkeit, ...Verstehen and Rede, represent correlates of psychic phenomena in their traditional triple division into thinking, willing and feeling (often used by Steiner as well). To test this hypothesis, we analyze the temporal constitution of these psychic phenomena, that is, their existential correlates from the temporal dimensions of future, present, and past in Heidegger’s Being and Time and in some of Steiner’s lectures.
In Deleuzeʼs studies on film, it is striking that the dismantled “essence” of metaphysics as an ontology (being – god – world – man) is synthetically linked with a new approach not only to the ...movement of the concept, speaking in Hegelʼs language but also to the thinking as an event. That is even more true for the understanding of that which lasts in time and thus has the character of the thought-image. As the author points out in this article, Deleuze establishes this by turning the brain into a screen, and the film from the sphere of the so-called reality becomes the virtual code of the world as an image. The difference between concept and image eliminates the difference between the image no longer preceding the term and the term no longer preceding the image. How crucial this turn will be to Deleuzeʼs notion of the cinema can be seen in the derivation of the concept of an event (événement). The image and term correspond to the singularity of the event. The problem with comprehending Deleuzeʼs “images-ontology” shows that film cannot be reduced to the autonomous production of a cinematic way of thinking unless we have previously clarified what movement is and how it is created. In this paradigmatic case, a cinema cannot be viewed simply as a “visual code” of contemporary art. Its “essence” is revealed in that it enables the image-movement and image-time to synthetically realize the possibilities of the technosphere as (1) computation, (2) planning and (3) construction. Eventually, the cinematic thinking advocated by Deleuze becomes a question of the possibility of film as a meta-film reaching a new level of philosophical consideration of what becomes and emerges with a new set of relations between Being and event.
Razvoj zapadne civilizacije na poseban način u sebi sadrži i razvoj medija kao tehnološki posredovane komunikacije. Razvoj je uvijek ovisio kako o prethodnim dostignućima tako i o društvenim odnosima ...i novostvorenim ljudskim potrebama. Nakon tiska koji je pomogao stvoriti parlamentarnu demokraciju, građansko društvo i slobodnog pojedinca, elektronički je medij u cijelosti zauzeo komunikacijski prostor u razvijenim društvima. No, njegovu prirodu ne možemo razumjeti ako ne razumijemo kontekst u kojem se pojavljuje i razvija. To je visokorazvijeni liberalni kapitalizam koji „nevidljivom rukom“ regulira odnose među ljudima pretvarajući ih ovisnike o, prije svega slikovnim, ali i ostalim trajnim, trenutačno dostupnim podražajima.
There are a number of intellectual reasons, professional norms and institutional mechanisms by which qualitative and quantitative research have been strongly driven towards the internaliza- tion – at ...least publicly preferred – of conventional modes of formulating research questions. At individual (researcher) and community (paradigm) levels, gap-spotting is the most common mode of formulating research questions. Given that in this way the assumptions of existing theoretical orientations are more or less merely reproduced in a programmed manner, it is unlikely that such studies will result in original and influential contributions. In this context, it is reasonable to ask the following questions: Did the educational research lost its way? Do educational researchers have anything to say? Has the research in education become a routine (uninspiring), isomorphic and irrelevant? The paper indicates that problematization makes an obvious but seldom used alternative strat- egy of formulating research questions. The basic idea of the paper is to promote the approach that critically and constructively analyze and indicate the limited nature of premises, perspectives, implications, language and other elements of dominant theoretical orientations, aimed at challeng- ing them and considering a set of alternative options instead. Specifically, problematization means locating, articulating and criticizing the assumptions of existing literature, and thus, formulating research questions that encourage the development of interesting and relevant knowledge. It has been found that problematization cannot be reduced to a fixed or even strictly routine procedure, since it necessarily involves a dialectical and dialogical process. On one hand, the principle of “everything is possible” by no means can be applied in problematization; on the other hand, problematization cannot be conducted in any universally perfect way. As a dynamic non- linear process, it is always situated in the reality of research practice. In other words, at each ap- plication, problematization is defined over and over again – it becomes what it is only in user’s hands. Finally, the paper concludes with the statement that despite the pervasive tendency of re- searchers to implement standardized and isomorphic studies, educational research are possible to return to the “right path”, which includes creating original scientific knowledge, relevant both from social and pedagogical perspectives.
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