University of Rijeka. Faculty of Teacher Education.
Abstract
Kreativnost je osnova za razvitak svih ljudskih djelatnosti. U suvremenom svijetu kreativnost postaje sve veći predmet istraživanja i rasprava koje omogućavaju daljnju inovativnost u nastavi i izvan nje te prikladnu edukaciju učenika. Prioritet nastave 21. stoljeća jest poticanje kreativnog divergentnog i konvergentnog mišljenja učenika. No, postavlja se pitanje potiče li škola kreativnost ili ju traženjem konvergentnog načina razmišljanja, samo jednog mogućeg točnog odgovora, ona zapravo guši ?! (Bognar, 2011) Cilj ovog diplomskog rada bio je ispitati potencijalnu kreativnost učenika u jezično - literarnoj i likovno – grafičkoj domeni kreativnosti s naglaskom na divergentno – eksplorativnu kreativnost. Test je proveden s učenicima različite dobi kako bi se utvrdile razlike u razini kreativnog mišljenja u odnosu na razred kojeg učenici pohađaju. U istraživanju se koristio EPoC test potencijalne kreativnosti. Istraživanje je provedeno u osnovnim školama u Sisku i Zagrebu na uzorku od 91 učenika drugih i petih razreda. Spearmanov i Mann Withneyev koeficijent korelacije pokazuju statistički značajnu povezanost između razine opće kreativnosti učenika petih razreda i verbalnih testova divergentno – eksplorativnog mišljenja.Creativity is fundamental for development of all human activities. In modern world creativity is becoming an increasingly subject of research and discussion that enables further innovation in teaching and beyond it, and appropriate student education. The priority of the 21st century teaching is to encourage creative divergent and convergent student thinking. The question is, whether school encourages creativity or with requiring cognitive way of thinking, where is just one possible correct answer, it kills creativity? (Bognar, 2011) The main aim of this graduate thesis is to examine potential creativity of students in the linguistic – literary and visual – graphic field of creativity, with emphasis on divergent – explorative creativity. The test was conducted with student of different ages in order to determine the differences in the level of creative thinking compared to the class that students are attending. This study used EPoC test of potential creativity. The survey was conducted in schools in Zagreb and Sisak on a sample of 91 students, second and fifth grade. Spearman’s and Mann Whitney’s coefficient of correlations shows statistically significant correlation between fifth grade student’s creativity and verbal tests od divergent – explorative thinking
