1,720,994 research outputs found
DIDACTIC STRATEGIES AND CONCEPTUAL SYSTEM OF STUDENTS IN PARTICIPATORY EPISTEMOLOGY
No full textThe text considers instructional approach to research on cognitive correlates and components, as guidelines for new methodological approaches. Possibilities have been considered to encourage metacognitive abilities through didactic instructions, as well as the contribution such an approach could have for insights into didactic incitement of meta-components. The aim of the explorative research is to consider the relation between didactic instructions and metacognitive abilities, along with the influence of this relation on the efficacy in problem solving in teaching, i.e. learning effects. The research was undertaken on a deliberate sample consisting of 365 students enrolled at Teacher Training Faculty (1st to 4th year of undergraduate studies) and Preschool Teacher Training College “M. Palov†in Vrsac. Didactic instructions, intellectual abilities, metacognitive and creative reactions were predictive variables, the effects shown at problem tasks solving was a criterion variable. The method of the research refers to the systematic non-experimental observation. Intentional varying of the variables has not been undertaken, while statistical replacements have been done for experimental control. The following instruments have been used: protocol for metacognition self-observation (MK1 – done for the purpose of previous research and); problem tasks, Urban-Jelen’s creativity test, Domino D-48, mostly saturated by G-factor; on the other hand it has been found according to inter-correlation that each item explicates specific part of the variance; it differentiates the above-average well; non-verbal-perceptive material. Basic findings refer to the following:• The relation between intellectual and metacognitive abilities and problem solving has confirmed the interdependence of the variables, leading to the conclusion that the success in problem solving is followed by high abilities. At the same time, meta-components have significantly influenced the success in problem solving (r=0.45 with 0.01 as significant).• It is possible to notice the differences in metacognitive abilities according to the analysis of introspective protocols. They are preserved even when intellectual potentials are controlled. The importance of non-cognitive elements and the possibility to view metacognition as some form of personal complex (even as one of the aspects of individual’s cognitive style) explicates the fact that the integrity of metacognition seems to be impossible to seize.• Significant difference has been confirmed in favour of those with the highest scores in meta-statements. The differences have been manifested in intellectual potential, success in problem solving and creativity.• According to the factor analysis of didactic instructions efficient in provoking meta-statements, 10 factors have been found within which the following observed instruction are classified: classification, information control, error analysis, flexible approaches, encouragement, explication formulation, getting back to given pieces of information, analysis of important moments, evaluation of the possibility reach the aim, overview of previous strategies and patterns, additional reflection on relations in a given situation.Â
POSTMODERN PEDAGOGY
No full textThe text deals with the reflections on the relation between postmodernism and pedagogy, considering the ways postmodernism has influenced pedagogic currents. The basic characteristics of postmodernism have been analysed, especially those significant for pedagogy. The relation between the criticisms of pedagogy of modern age and the main objections against such pedagogy has been considered, i.e. the differences between the pedagogy of modernism and the pedagogy of postmodernism. Being considered one of the main features of postmodernism, pluralism has significantly influenced pedagogy; as a consequence, we are facing the issue of the influence of postmodern perspectives on curriculum, with an emphasis put on the relation between philosophy and pedagogy in postmodernism. What has been noticed for pedagogy is that it has been marked by the demand for pragmatism, diminishing its scientific character and pushing it away from philosophy. Pedagogy has been expected to be used as a practical science in social-political purposes, attributing seemingly scientific determination to it. Deprived from philosophy, it has lost its scientific character and real purpose; this has been further supported by the new function of knowledge in postmodernism. Postmodern thinking raises new challenges to pedagogy and makes it express stronger inclinations towards the search for new visions and the refinement of human existence (towards better and more humane society) in order to encourage human intellectual potentials and decrease aggression, violence and poverty, having in mind that the age of postmodernism has been marked by the alarming value system shift from philosophical establishment of basic philosophical issues of existence towards narrow definition of economic interests, whose social development on the whole has been narrowed down to economic rationality, reflected in profit.The consequences refer to cynicism, despair, moral indifference and some kind ofmyoptic directedness. Knowledge has gained a character of goods, knowledge acquisition is separated from education, individualism is ruling the scene, moral aspects of education have been neglected. The ethics of responsibility of globalization has been bypassed… The first step to be made in the right direction is a turn to the philosophy of education not even yet discernable in Serbia
How gifted adolescents conceptualize creativity
Get PDFIspitivanje uverenja darovitih adolescenata o kreativnosti sprovedeno je u nameri da
se bolje razume kako oni vide glavni cilj svoga razvoja. Učenici srednjih škola koji
su pohađali vanškolske programe za darovite (N=337) popunili su Upitnik za
ispitivanje implicitnih teorija kreativnosti. Analiziran je odgovor na otvoreno pitanje
o tome šta čini kreativnost primenom tematske analize deduktivnog tipa, pri čemu su
korišćene kategorije iz Modifikovanog 4P modela kreativnosti. Potom su izdvojeni
najfrekventniji odgovori, koji su se odnosili na opise kreativnog procesa i kreativne
osobe, na koje je primenjena tematska analiza induktivnog tipa. Rezultati su ukazali
na značajno učešće afektivnih dimenzija u opisima kognitivnih, ekspresivnih i
praktičnih procesa, kao i crta ličnosti, motivacije i sposobnosti, koji, prema uverenju
adolescenata, čine kreativnost. Dobijena je kompleksna slika koja je uporediva sa
naučnim teorijama kreativnosti i istaknute su njene praktične implikacije za
podsticanje kreativnosti u školi.The survey of gifted adolescents' beliefs about creativity was conducted in order to
better understand how they see the main goal of their development. High school
students who attended extracurricular programs for the gifted (N=337) completed
the Implicit Theories of Creativity Questionnaire. The answer to the open question
of what constitutes creativity was analyzed by applying thematic analysis of the
deductive type, using categories from the Modified 4P model of creativity. Then, the
most frequent answers were singled out, which refer to the descriptions of the
creative process and the creative person, to which the thematic analysis of the
inductive type was applied. The results indicated a significant participation of
affective dimensions in the descriptions of cognitive, expressive and practical
processes, as well as personality traits, motivation and abilities, which, according to
adolescents, make creativity. A complex picture was obtained that is comparable to
scientific theories of creativity, and its practical implications for encouraging
creativity in school were highlighted.Zbornik rezimea sa Međunarodnog naučnog skupa "Afektivne
dimenzije ličnosti i ostvarenje darovitosti", Vršac, 1. 7. 2022.
(Affective personality dimensions and giftedness fullfilment
Attitude of serbian social elite towards child imagination and creativity
Get PDFPredmet rada jeste poželjnost maštovitosti kao važne osobine dece u grupi društvene elite četiri evropske zemlje - Srbije i Velike Britanije, Francuske i Nemačke, kao tri tradicionalno najuticajnije evropske zemlje. Grupa društvene elite formirana je na osnovu formalnih kriterijuma (uzrast, obrazovanje, primanja) i nekih pretpostavki teorije globalnog mnjenja koju je formulisao Frank Rusciano. Pored toga, ispitivana je spremnost društvenih elita za angažovanje u političkom životu. Podaci za komparativnu analizu prikupljeni su u petom talasu Svetske studije vrednosti koji je sproveden u periodu 2005-2008. Nalazi ukazuju da društvene elite posmatranih zemalja više vrednuju dečiju maštovitost nego populacije u celini. Međutim, dok su francuska, britanska i nemačka društvena elita većinski zainteresovane za politiku, u slučaju srpske elite samo manjina ispoljava ovakvo interesovanje. U završnom delu diskutuje se značaj dobijenih rezultata u kontekstu odnosa društvenih i političkih elita, i njihove implikacije po mogućnosti pružanja šire društvene podrške maštovitosti i kreativnosti mladih.Subject of the paper is preference of imagination as an important child quality in the group of social elite in four European countries - Serbia and Great Britain, France and Germany, as three traditionally the most influential European countries. The group of social elite is defined by formal criteria (age, education, income) and certain assumptions of global opinion theory formulated by Frank Rusciano. In addition to this, we studied the readiness of social elites for political engagement. Data for comparative analyses are taken from the fifth wave of World Values Survey, conducted in the period 2005-2008. The findings suggest that social elites of the countries in question evaluate child imagination higher than general population as a whole. However, while the majority of French, British and German social elite is interested in politics, only a minority of Serbian elite has the same interest. In the final part, the relevance of obtained results is discussed in the framework of the relation between social and political elites, as well as their implications for providing broader social support to child imagination and creativity.[http://www.uskolavrsac.edu.rs/Novi%20sajt%202010/Dokumenta/Izdanja/15%20Okrugli%20sto/Pavlovic%20-%20Maksic%20-%2038.pdf
Posmodern Thinking and Relativism Theory in the Field of Pedagogy
No full textPostmoderno mišljenje in teorije realitivizma na področju pedagogike. Besedilo se v skladu z analizo teorije posveča vplivu, ki ga ima postmoderno mišljenje na pluralistične perspektive v izobraževanju, pluralizaciji konceptov vzgoje in izobraževanja, kritiki konceptov, kot so vzročnost v gnoseoloških inepistemoloških predpostavkah – determinizem, objektivnost, racionalizacija ... in posledice, recimo na področju morale. Izkaže se, da tradicionalna humanistična pojmovanja izobraževanja in oblikovanja osebnosti na eni strani ter učenja in znanja na drugi zahtevajo ponovni razmislek z vidika, ki vključuje postmoderni skepticizem do idealističnih in togih predsodkov modernega mišljenja. To nadalje odpira vprašanje učinkovitosti sodobne pedagogike v smislu skladnosti z njenimi znanstvenimi cilji, tj. z njeno funkcijo.According to theoretical analysis, the text considers the influence of an understanding of postmodern thinking on pluralistic perspectives in education, pluralisation of the concepts of upbringing and education, critique of concepts like causality in gnoseological and epistemological assumptions – determinism, objectivity, rationalization and its consequences in the fields of, e.g., morality. It turns out that the traditional humanistic concepts of education and forming of personality, on the one hand, and learning and knowledge, on the other, demand reconsideration from a perspective involving postmodern scepticism about the idealistic and rigid preconceptions of modern thought. This raises the further question of the efficacy of modern pedagogy in the sense of its consistency with its scientific aims, i.e. its function
Podsticanje kreativnosti u školi
Get PDFNajveća
kreativna
otkrića,
koja
predstavljaju
kritičan
doprinos
napretku
čovečanstva,
počinju
traganjem
za najvažnijim
problemom
u datom
vremenu
i
okruženju.
Pošto
se određeni
problem
definiše,
njegove
aspekte
čine
pitanja
kako
se problem
može
rešiti,
kada
bi se mogao
rešiti
i kako
da pojedinac
učestvuje
u
njegovom
rešavanju.
Poznato
je da se slobodne
procene
broja
kreativnih
pojedinaca
u populaciji
kreću
oko nekoliko
procenata
(najčešće
3–5%), dok je ustaljeno
mišljenje
da je samo
1% odraslih
osoba
kreativno
ili uspeva
da realizuje
i ispolji
svoju
kreativnost.
Pojedinac
stvara
uslove
da bude
kreativan
tako
što polazi
od pitanja
za šta je kreativan.
Ovako
postavljeno
pitanje
se u školskim
uslovima
može
prevesti
na pitanja:
u kojoj
oblasti
je učenik
najbolji,
šta najviše
voli
da radi,
šta
je ono u čemu
uživa
dok radi,
koja
mu aktivnost
predstavlja
najveće
zadovoljstvo
dok o njoj razmišlja
itd.Naziv zbirke: Biblioteka "Istraživački radovi" 91Crtež na koricama: Student Fakulteta likovnih umetnosti u Beogradu (2002): Adam i EvaObjavljivanje ove knjige omogućili su finansijskim sredstvima Ministarstvo nauke i zaštite životne sredine i Institut za pedagoška istraživanj
Creativity of individual development: how bad can be good
No full textPandemija COVID-19 donela je značajne promene u obrazovanju koje su predstavljale veliki
izazov za učenike i nastavnike. Urađena je kvalitativna studija o tome kako su ove izazove doživeli daroviti učenici,
imajući u vidu njihove visoke sposobnosti i potrebu za ovladavanjem znanjem u oblasti njihovog talenta. Ispitivanjem
su obuhvaćeni srednjoškolci talentovani za IT (N=8; uzrast 16–17 godina) koji su učestvovali u grupnoj diskusiji, a
prikupljeni materijal je obrađen tematskom analizom. Učesnici su bili svesni da je onlajn nastava umanjila kvalitet
njihovog učenja i druženja sa školskim drugovima, ali su koristili dodatno oslobođeno vreme za razvoj svojih
interesovanja i samostalno učenje. Diskutovana su svojstva darovitih adolescenata i njihovog okruženja koja su
pomogla donošenje zrelih odluka i konstruktivna ponašanja radi prevazilaženja prepreka. Zaključeno je da vanredne
okolnosti podstiču pojavu talenta za preživljavanje koji vodi pojedinca ka ostvarenju željene budućnosti.The COVID-19 pandemic has brought significant changes in education that have posed a
great challenge for students and teachers. A qualitative study was conducted on how these challenges were
experienced by gifted students, considering their high abilities and the need to master knowledge in the field of their
talent. The research included high school students talented in IT (N=8; age 16-17 years) who participated in a group
discussion, and the collected material was processed by thematic analysis. The participants were aware that online
teaching reduced the quality of their learning and socializing with schoolmates, but they used the additional freed time
to develop their interests and self-study. The characteristics of gifted adolescents and their environment that helped
them make mature decisions and constructive behavior to overcome obstacles were discussed. It is concluded that
extraordinary circumstances encourage the emergence of a talent for survival that guides the individual toward the
realization of the desired future
Neo-humanistic logic in the changes in Educational concepts [1]
No full textThe text will reflect on the concept of generaleducation from the angle of its being subjected to generalrevision. Having established value polarization (to efficientlyaddress the needs of the labour market) between knowledge ofuse value and knowledge of no use value (and, thus, notlegitimate), general educational knowledge is moving awayfrom functionally equal relevant competencies. As anideological construct, it works as a total formula which, on theone hand, due to the futility and indeterminacy of its value,comprises all the desired pedagogic performances while, on theother, it turns out to be an alternative to the wide range ofvalues and knowledge which exist in contemporary logic,thought to be of no use value, useless, and undesirable as such
Nothing succeeds better than success itself
No full textNajbolji prediktor postignuüa darovitih i akademski uspešnih učenika jeste njihovo
samopouzdanje. U radu se razmatraju moguünosti za korišüenje blagotvornog dejstva doživljavanja uspeha u razvoju
sposobnosti, talenata i kreativnosti. Date su preporuke kako podsticati samopouzdanje i samostalnost darovitih
učenika da prevaziđu prepreke na koje nailaze u razvoju znanja i veština potrebnih za visoka postignuüa. Integrisale
smo veü poznate strategije i predložile nove, sa idejom da primenimo personalizovani pristup učenicima u zavisnosti
od toga koliko im je data situacija važna i relevantna za njihov individualni razvoj. Definisane su strategije čiju
efikasnost treba ispitati kroz akciono istraživanje: Mogu da savladam zadatak (samopouzdanje na osnovu pSelf-confidence is the best predictor of achievement of gifted and academically successful
students. The paper discusses the possibilities for using the beneficial effect of experiencing success in developing
abilities, talents, and creativity. Recommendations are given on how to encourage the independence and selfconfidence of gifted students to overcome obstacles they encounter in mastering the knowledge and skills they need
for high achievements. We integrated known strategies and proposed new ones, with the idea of applying a
personalized approach to students depending on how important the given situation is for them and relevant to their
development. Strategies whose effectiveness should be examined through action research are defined: I can master
the task (self-confidence based on previously achieved success); I know how (and I am constantly learning) and why
I do it (I have goals that I develop and change)
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