108 research outputs found
Kreativnost u priÄama uÄenika - studija sluÄaja u osnovnoj Å”koli
The paper explores a question relevant to educational practice: to what extent are teachersā assessments of studentsā creative story writing reliable and useful for gaining insight into studentsā creative production in this domain, and for shaping and providing adequate support to creative potential of young people at school setting. Participants in this study were sixth and seventh grade primary school students who wrote stories (N=142), and teachers who assessed creativity of these stories (N=3). A statistically significant, but low agreement was found among teachersā assessments of the storiesā creativity. The teachers identified two groups of creativity indicators: the first group refers to expression in the verbal domain (knowledge of language, playing with language), while the other group refers to creativity in general (originality, sentiment, ethic dimension). Case studies of four most creative story writers failed to find a typical profile with critical contribution of any indicator or precondition for their creative production. Narrative analysis of the most creative stories confirmed the existence of those indicators of creative potential which the teachers reported in their essays. It is concluded that an individual approach in interpreting data on the childā talents is necessary even at the primary school level. It is recommended to combine qualitative and quantitative methods, which enables obtaining data that would not be accessible by using only one or the other approach.Problem rada odreÄen je kao pitanje znaÄajno za Å”kolsku praksu: koliko su pouzdane i korisne procene nastavnika za formiranje slike o kreativnim kapacitetima uÄenika i za oblikovanje adekvatne podrÅ”ke kreativnim potencijalima mladih u Å”koli. U istraživanju su uÄestvovali uÄenici Å”estog i sedmog razreda osnovne Å”kole (N=142) koji su pisali priÄe, i nastavnici koji su procenjivali kreativnost tih priÄa (N=3). UtvrÄeno je statistiÄki znaÄajno, ali nisko slaganje nastavnika u procenjivanju kreativnosti priÄa. Nastavnici su u priÄama identifikovali dve grupe indikatora kreativnosti: prva grupa odnosila se na izražavanje u verbalnom domenu (poznavanje jezika, igranje jezikom), a druga na kreativnost uopÅ”te (originalnost, emocionalnost, etiÄka dimenzija). Äetiri studije sluÄaja uÄenika koji su napisali najkreativnije priÄe otkrile su da nema tipiÄnog profila sa kritiÄnim doprinosom bilo kog indikatora ili preduslova koji su ukljuÄeni u ispitivanje. Analiza narativa najkreativnijih priÄa potvrdila je prisustvo indikatora kreativnog potencijala o kojima su izveÅ”tavali nastavnici u svojim esejima. ZakljuÄeno je da je neophodan individualni pristup u tumaÄenju podataka o detetovom talentu veÄ na osnovnoÅ”kolskom uzrastu. PreporuÄeno je kombinovanje kvantitativnih i kvalitativnih metoda koje stvara uslove za dolaženje do podataka koji se ne bi mogli dobiti primenom samo jednog pristupa
Priprema nastavnika za realizaciju izbornih predmeta
Education and in-service teacher training aimed at developing teachers' professional competencies are one of key elements of the ongoing reform of the education system in Serbia. The implementation of a number of optional subjects and courses opens the question of the selection and competencies of the teachers who can best run them. The experiences in the realization of the optional subjects Religion and Civic Education, as optional-compulsory subjects in primary and secondary schools, indicate the need for additional teacher training both in the domain of teaching contents and methodological-didactic preparation for work with students of particular ages. The increase and the diversity of optional subjects and courses tailored to meet particular local needs requires changes in both pre-service and in-service teacher training. Prospective teachers should acquire and develop knowledge, skills and attitudes which will ensure their professional and responsible reactions, also, to the needs of students and their parents by tailoring and realizing attractive, functional optional teaching contents and activities. Flexible organization and continuous modernization of in-service training promises a satisfactory preparation of teachers for any new roles and functions in the school.Obrazovanje i struÄno usavrÅ”avanje nastavnika radi poveÄanja njihove profesionalne kompetentnosti predstavlja jedan od kljuÄnih elemenata aktuelne reforme obrazovnog sistema u Srbiji. UvoÄenje veÄeg broja izbornih i fakultativnih predmeta i programa otvara pitanje izbora i kompetencija nastavnika koji Äe ih kvalitetno realizovati. Iskustva u realizaciji verske nastave i graÄanskog vaspitanja, kao obaveznih izbornih predmeta u osnovnim i srednjim Å”kolama, ukazuju na potrebu dodatnog obrazovanja nastavnog kadra kako u domenu nastavnih sadržaja, tako i u oblasti metodiÄko-didaktiÄke pripreme za rad u Å”koli sa uÄenicima odreÄenog uzrasta. UveÄanje broja i raznovrsnost izbornih predmeta i fakultativnih programa koji Äe odgovarati lokalnim potrebama zahteva promene u baziÄnom obrazovanju i struÄnom usavrÅ”avanju nastavnika. Nastavnici bi trebalo da steknu i razviju znanja veÅ”tine i stavove koji Äe omoguÄiti njihovo struÄno i odgovorio reagovanje na potrebe dece u roditelja Å”kole u kojoj rade, kroz koncipiranje i realizaciju atraktivnih i funkcionalnih izbornih i fakultativnih nastavnih sadržaja i aktivnosti. Fleksibilna organizacija i kontinuirano osavremenjavanje struÄnog obrazovanja uz pad obeÄava zadovoljavajuÄu pripremu nastavnika za nove uloge i funkcije u Å”koli
Neka pitanja o kreativnosti u digitalnom dobu
The subject of interest in this paper relates to the expression of creativity from childhood to adolescence in the society today, which many mirror as the digital age. Firstly, the paper presents a Developmental model of creativity developed in a research study focused on personal explicit theories of educational researchers. The model defines key descriptors and describes the manifestations of creativity from the preschool years all the way to the adulthood, when the individual joins the labour market. Secondly, the paper focuses onto the Digital Natives concept and attempts to describe the youngsters today taking into account research results from different settings. Thirdly, in the remaining part the manifestations of creativity from the model are associated with the characteristics of young people who were born in digital age in order to enhance understanding of creativity expression in digital age. Based on a thorough examination a list of questions and needed research studies about creativity of Digital Natives is presented, under the assumption that the digital media will only be further developed and their influence over the young generations will be even more copious. The concluding remark problematizes the notion on whether everybody may be regarded as creative in the digital age realm and if so how this changes the overall meaning of the concept of creativity?.Predmet interesovanja u ovom radu je izražavanje kreativnosti u detinjstvu i mladosti u naÅ”em vremenu koje mnogi vide kao digitalno doba. U radu se prvo predstavlja razvojni model kreativnosti koji je dobijen u istraživaÄkoj studiji o liÄnim eksplicitnim teorijama kreativnosti istraživaÄa koji prouÄavaju obrazovanje. Model definiÅ”e kljuÄne deskriptore i opisuje manifestacije kreativnosti od predÅ”kolskog uzrasta do odraslog doba kada osoba poÄinje da radi. U drugom delu rada opisana je savremena mlada generacija na osnovu rezultata istraživanja iz razliÄitih sredina i koncept Digitalni uroÄenici. U treÄem delu rada, manifestacije kreativnosti iz modela dovode se u vezu s karakteristikama mladih koji su roÄeni u digitalnom dobu u nameri da se bolje razume kreativno izražavanje u digitalnom dobu. Napravljena je lista pitanja i potrebnih istraživaÄkih studija o kreativnosti digitalaca, s pretpostavkom da Äe se digitalne tehnologije dalje razvijati i da Äe njihov uticaj na mlade rasti. ZavrÅ”ni komentar odnosi se na pitanje da li bi svako mogao biti kreativan u digitalnom dobu, a ako se to desi, da li se menja znaÄenje pojma kreativnost
Srpsko javno mnjenje o deÄijoj maÅ”tovitosti i njegovi korelati
Child imagination is considered in developmental theories as a desirable precondition for later creative production, though in everyday use, imagination is viewed as fantasy, unreal, not practical and not important. The topic of interest in this paper is public opinion of imagination as the quality that can be encouraged to learn at home and the factors which influence this opinion. The data for the analysis were collected from the Third and Fourth Wave of World Values Survey. The findings suggest that imagination has a very low status among other child qualities which have to be supported. The increase in interest for imagination in the world and in Europe between the Third and Fourth Wave of the survey can indicate larger compliance with the actual demands of educational reform for democratization of education and encouragement of creativity of the young. Stagnation of child imagination status in the opinion of Serbian respondents is understandable in the framework of social crisis which happened at the time when the survey was conducted. The preference of imagination is positively correlated with respondents' postmaterialist orientation and educational level, but negatively with their age. The implications of findings for nurturing creativity in formative period are discussed. It is concluded that the school is invited to offer special programs to compensate for public opinion effects.Dok se u razvojnim teorijama deÄija maÅ”ta tretira kao poželjan preduslov za kasniju kreativnu produkciju, u svakodnevnoj upotrebi ovaj termin se odnosi na fantaziju, neÅ”to nerealno, nepraktiÄno i neznaÄajno. Predmet interesovanja u ovom radu su stavovi javnog mnjenja o tome u kojoj meri maÅ”tovitost deteta može da se podstiÄe u kuÄi i faktori koji utiÄu na te stavove. Analizirani su podaci koji su prikupljeni u TreÄem i Äetvrtom talasu Svetske studije vrednosti. Nalazi ukazuju da maÅ”tovitost ima vrlo nizak status meÄu osobinama dece koje treba da budu podržane. Porast vrednovanja maÅ”tovitosti na nivou svetskog i evropskog uzorka izmeÄu TreÄeg i Äetvrtog talasa može se pripisati veÄem uvažavanju zahteva za demokratizacijom obrazovanja i podsticanjem kreativnosti mladih koji su sadržani u obrazovnim reformama. Zadržavanje niskog statusa maÅ”tovitosti na uzorku Srbije razumljivo je u okviru druÅ”tvene krize koja se deÅ”avala u vreme izvoÄenja ispitivanja. Preferiranje maÅ”tovitosti je pozitivno povezano sa postmaterijalistiÄkom orijentacijom ispitanika i nivoom njihovog obrazovanja, a negativno sa njihovim uzrastom. Diskutovane su implikacije nalaza za podsticanje kreativnosti u formativnom periodu. ZakljuÄeno je da je Å”kola pozvana da ponudi posebne programe za prevazilaženje efekata iskazanih stavova
Efekti nekih obrazovanih promena u kontekstu ciljeva reforme obrazovanja
The present study deals with the changes brought about by the educational reform since the 2001, which refer to the accomplishment of educational goals in the courses of Serbian language, religious and civic education. The study also included the analysis of the conditions in which the educational changes took place, the resources needed and prevailing social values. The results of the previous relevant studies indicate that the defined goals related to the instruction of Serbian, religious and civic education have not been accomplished in targeted level. The analysis also shows that adequate material and human resources for the reform implementation have not been provided, as well as that the prevailing values do not support the planned development of the education. It is concluded that these difficulties pose the challenges on whose overcoming the future of educational changes depends.Predmet prouÄavanja su promene koje se odnose na ostvarivanje ciljeva obrazovanja i vaspitanja u uÄenju srpskog jezika, veronauke i graÄanskog vaspitanja, koje je donela reforma obrazovanja od 2001. godine. U ispitivanje su ukljuÄeni i uslovi u kojima su promene sprovedene, potrebni resursi i aktuelne druÅ”tvene vrednosti. Rezultati analize relevantnih istraživanja ukazuju da nije doÅ”lo do ostvarivanja definisanih ciljeva nastave Srpskog jezika, Veronauke i GraÄanskog vaspitanja u željenoj meri. Analiza ukazuje i na neobezbeÄenost adekvatnih materijalnih i ljudskih resursa za realizaciju reformi, kao i na nedovoljnu podrÅ”ku vrednosnog konteksta za planirani razvoj obrazovanja. ZakljuÄeno je da navedene teÅ”koÄe predstavljaju izazove od Äijeg reÅ”avanja zavisi dalja sudbina promena u obrazovanju
University students do not like less learning but more meaningful learning
U radu se diskutuje o tome kako stvoriti uslove koji Äe doprineti veÄem kreativnom
izražavanju studenata i njihovih nastavnika na univerzitetu. Nivo visokog
obrazovanja pruža velike Å”anse za kreativno uÄenje, ali ispitivanje uverenja
nastavnika i studenata ne potvrÄuje da se ove Å”anse realizuju u praksi. Studenti
imaju primedbe na nefunkcionalna znanja, neinventivne metode rada, nedovoljnu
praksu i dekontekstualizovano uÄenje. S druge strane, nastavnici zameraju
studentima da nisu motivisani niti dovoljno posveÄeni uÄenju. Analiza rezultata
ispitivanja ukazuje na potrebu studenata da uÄe smislenije, stiÄu praktiÄna znanja, da
to Å”to uÄe povezuju sa onim Å”to znaju, i da vežbaju tako Å”to steÄeno znanje
primenjuju u reÅ”avanju problema iz realnog života. ZakljuÄeno je da razvoj
kreativnosti u toku studija zahteva uveÄanje praktiÄne orijentacije nastavnika i
uveÄanje odgovornosti studenata za sopstveno uÄenje.The paper is dealing with the question how to create conditions that would support
creative expression of university students and their teachers. Higher education
provides great opportunities for creative learning, but research into teachers' and
students' beliefs indicates that these opportunities are not fully realized in practice.
Students had objections to non-functional knowledge, traditional teaching methods,insufficient practice and de-contextualized learning. On the other hand, teachers
criticised studentsā low level of motivation and persistence in learning. Analyses of
research findings showed that students need more meaningful learning, acquiring
practical knowledge, building on previous knowledge and practicing new knowledge
in solving real life problems. It was concluded that development of creativity in the
higher education context demands more practical teachers and more responsible
students for their own learning.Zbornik radova sa MeÄunarodnog nauÄnog skupa "DostignuÄa i perspektive u obrazovanju darovitih", VrÅ”ac, 29.6.201
Support to talented child through schooling in specialized school with the internet
Grupisanje i izdvajanje darovitih i talentovanih uÄenika u posebne Å”kole i odeljenja preporuÄuje se zbog toga Å”to oni, u odnosu na svoje vrÅ”njake, postižu viÅ”e nivoe kognitivnog razvoja, brže se kreÄu od jednog do drugog razvojnog stupnja i imaju veÄa predzanja. Jedan broj talentovanih uÄenika stiže u specijalizovane Å”kole sa internatom, u sluÄaju kada njihova porodica nema moguÄnosti da im obezbedi adekvatnu obrazovnu podrÅ”ku u svom okruženju. U radu se diskutuju pitanja kako da boravak talentovanih uÄenika u Å”koli sa internatom bude podsticajno i prijatno iskustvo u njihovom obrazovnom i profesionalnom razvoju, kako da Å”kola nadomesti izlazak adolescenta iz porodice zbog smeÅ”taja u domu, i kako da se uspostavi i ostvari uspeÅ”na komunikacija talentovanih uÄenika sa drugovima i vrÅ”njacima u novoj sredini. Internatski smeÅ”taj uÄenika pruža uslove za rad sa njima i van obavezne nastave, kroz organizovanje vanÅ”kolskih aktivnosti, strukturiranje njihovog slobodnog vremena i intenzivnije koriÅ”Äenje resursa iz okruženja. U cilju unapreÄenja rada Å”kole, koja radi po posebnom nastavnom programu i Äiji uÄenici koriste internat, preporuÄeno je traganje za balansom izmeÄu liÄnih i druÅ”tvenih težnji, veÄa responzivnost Å”kole na potrebe okruženja i rad na boljoj integraciji Å”kole u lokalnu zajednicu.Grouping and separation of gifted and talented pupils into special schools and classes is recommended due to the fact that they, in comparison to their peers, reach higher levels of cognitive development, move faster from one developmental stage to another and have better pre-knowledge. A number of talented children come to specialized schools with the Internet, in case their family does not have a possibility to provide them with adequate educational support in its setting. The paper discusses the issues of making the stay of talented students in the school with the Internet encouraging and pleasant experience in their educational and professional development, of finding a way for the school to compensate for the fact that the adolescents had to leave their families in order to be accommodated in a home for students, as well as of establishing and successful communication between talented students and their friends and peers in new environment. Accommodation in a home for students opens up possibilities for work with the talented students after compulsory teaching time, through organization of after school activities, structuring their free time and intensified use of setting resources. In order to promote the functioning of the school working according to special curriculum whose students use the Internet, several recommendations have been made: to search for harmony between personal and social aspirations, to offer greater responsiveness of schools to the needs of the setting and to work on better integration of school and local community
UnapreÄivanje rada u produženom boravku
Osnovna Å”kola za uÄenike nižih razreda nudi moguÄnost produženog boravka, ali bez jasnog i razraÄenog plana kako da se sistematski i na organizovan naÄin ispuni vreme koje deca provode u Å”koli, izvan redovne nastave. Sa ciljem da se Å”kole i nastavnici podstaknu da unaprede rad u produženom boravku, osmiÅ”ljen je program koji se prikazuje u ovom tekstu. Na osnovu iskustva steÄenog u toku realizacije ovog programa, koji je kao pilot projekat realizovan u jednoj osnovnoj Å”koli, zakljuÄeno je da produženi boravak uÄenika predstavlja Å”ansu za veÄi vaspitni uticaj koji Å”kole tek treba da iskoriste. Iz programa su, kao primer, izdvojene aktivnosti Äija je svrha bila da se uÄenici motiviÅ”u za uÄenje stranih jezika i kako da bolje upoznaju pripadnike drugih naroda sa kojima žive. U oba sluÄaja, radi se o aktivnostima Äiji bi efekti mogli doprineti uveÄanju etniÄke tolerancije meÄu decom i razvoju njihove kulturne kompetencije.U Älanku se saopÅ”tavaju rezultati rada na projektu 1429 Äiju realizaciju delimiÄno finansira Ministarstvo nauke i životne sredine
Prospective educational counsellorsā beliefs about creative learning
Od univerzitetskog obrazovanja se oÄekuje da podrži kreativnost studenata koji su
visoko selekcionirani i motivisani za uÄenje koje ih priprema za obavljanje poslova struÄnjaka.
Sprovedeno je ispitivanje uverenja studenata o moguÄnostima za razvoj kreativnosti u toku studija Äiji je
cilj bio da se doÄe do saznanja koja mogu doprineti dizajniranju podsticajnijeg okruženja za kreativnost.
U ispitivanju su uÄestvovali studenti pedagogije sa beogradskog, niÅ”kog i novosadskog univerziteta
(N=88) koji su odgovorili na upitnik. Dobijeni rezultati ukazuju da je neŔto viŔe od polovine studenata
uvereno da se kreativnost može razvijati u velikoj meri na univerzitetu i to, pre svega, pomoÄu
podsticajnih nastavnih aktivnosti koje ukljuÄuju problemsku, projektnu i istraživaÄku nastavu, diskusiju i
podsticanje kritiÄkog miÅ”ljenja, samostalni i timski rad. Diskusija je fokusirana na uverenja ostalih
studenata koji su videli male moguÄnosti za razvoj kreativnosti u toku studija. Izvedene su implikacije za
obrazovnu praksu i dalja istraživanja.University education is expected to nurture studentsā creativity who are highly
selected and motivated learners preparing for professional jobs. Studentsā beliefs about supporting
creativity during university studies were investigated in order to gain insight into ways of creating more
supporting learning environments. Students of pedagogy (N=88) from the universities of Belgrade, NiÅ”
and Novi Sad completed a questionnaire. Findings suggest that more than half of the participants
expressed beliefs that creativity could be developed to a great extent through supportive teaching
activities, which included problem-, project- and inquiry-based learning, discussion and promoting
critical thinking, autonomous and team work. Further analyses focused on studentsā beliefs in which weak
possibilities for the development of creativity during university studies were expressed. The implications
of studentsā beliefs for educational practice and for future research are discussed.MeÄunarodni nauÄni skup "Darovitost i kreativni pristupi uÄenju" (2017 ; VrÅ”ac
Kreativni potencijal uÄenika osnovne Å”kole u pismenom izražavanju
The essays of primary school students were studied as a potential source of data about their creative capacities in the field of writing and, more extensively, in the domain of linguistic expression. Sixth and seventh grade students (N=142) wrote an essay the creativity of which was evaluated by three teachers. Based on teachers' evaluations, two extreme groups were formed, which were then mutually compared: the students who wrote creative stories (N=17) and those who did not (N=19). A mixed method approach was applied in analyzing the data about students and their essays. The quantitative research results indicate that the authors of creative stories are characterized by a considerably higher creative potential as measured by the Word Production Test and Urban-Jellen Drawing Test (TCT-DP), a better school achievement and greater knowledge in Serbian language, a wider range of interests and a more pronounced interest in language and humanities. Analysis of narratives of the two groups of stories reveals important differences between the creative and noncreative group in the format, themes and components of creative written expression. The following are perceived in the papers assessed as creative: good composition, existence of a title, a guiding idea, originality, emotional expressiveness and ethical dimension. In the concluding part the authors discuss the advantages of combining the quantitative and qualitative procedures in studying the creative potential in school context.Pismeni sastavi uÄenika osnovne Å”kole razmatrani su kao potencijalni izvor podataka o njihovim kreativnim kapacitetima u oblasti pisanja i Å”ire u domenu jeziÄkog izražavanja. UÄenici Å”estog i sedmog razreda (N=142) pisali su sastav Äiju su kreativnost procenjivala tri nastavnika. Na osnovu nastavniÄkih procena, formirane su dve ekstremne grupe koje su meÄusobno poreÄene: uÄenici koji su napisali kreativne priÄe (N=17) i oni koji nisu (N=19). Primenjen je miks-metodski nacrt za analizu podataka o uÄenicima i njihovim sastavima. Rezultati kvantitativnog ispitivanja ukazuju da se autori kreativnih priÄa odlikuju znaÄajno veÄim kreativnim potencijalom merenim Testom navoÄenja reÄi (TNR) i Urban-Jelenovim testom crtanja (TCT-DP), boljim Å”kolskim uspehom i veÄim znanjem iz srpskog jezika, Å”irim interesovanjima i izraženijim zanimanjem za jezik i druÅ”tvene nauke. Analiza narativa dve grupe priÄa otkriva znaÄajne razlike izmeÄu kreativne i nekreativne grupe u formatu, temama i komponentama kreativnog pismenog izražavanja. U radovima koji su procenjeni kao kreativni uoÄavaju se: dobra kompozicija, postojanje naslova, ideja vodilja, originalnost, emocionalna ekspresivnost i etiÄka dimenzija. U zakljuÄku se diskutuju prednosti kombinovanja kvantitativnih i kvalitativnih postupaka u ispitivanju kreativnog potencijala u Å”kolskom kontekstu
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