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How to support creativity in high school

dc.contributorStanišić, Jelena
dc.contributorRadulović, Mladen
dc.creatorJošić, Smiljana
dc.creatorMaksić, Slavica
dc.date.accessioned2021-08-11T10:16:48Z
dc.date.available2021-08-11T10:16:48Z
dc.date.issued2019
dc.identifier.isbn978-86-7447-147-0
dc.identifier.urihttp://ipir.ipisr.org.rs/handle/123456789/565
dc.description.abstractKreativnost je jedan od obrazovnih ciljeva koji treba da pripremi buduće nosioce društvenog razvoja za uspešno funkcionisanje u nepoznatim uslovima. Da bi se bolje razumeli uslovi za razvoj kreativnosti u školskom okruženju, proučavaju se implicitne teorije i uverenje aktera vaspitnoobrazovnog procesa. U ovom radu ispitana su uverenja učenika srednjih škola o mogućnostima za podsticanje kreativnosti u srednjoj školi. Srednjoškolci (N=311), koji su učestvovali na početnom seminaru nekog od programa u Istraživačkoj Stanici Petnica u 2019. godini, odgovarali su na upitnik koji je sadržao pitanja o tome na koji način obrazovanje može doprineti razvoju kreativnosti. Prikupljeni podaci obrađeni su kvalitativno i kvantitativno. U odgovorima gotovo svih učenika (94,5%) pojavljuju se različite vrste doprinosa obrazovanja razvoju kreativnosti. Tema doprinosa analizirana je kroz prizmu sociokulturne teorije, oslanjajući se na koncept potpore koju je razvio Bruner sa saradnicima. Na osnovu sadržaja odgovora definisane su sledeće vrste obrazovnih potpora kreativnosti: kognitivna, socijalna, motivaciona, opšta potpora i potpora kulturološkim alatima. Rezultati ukazuju da su najviše zastupljene kognitivna (59,5% odgovora) i motivaciona potpora (22,7%). Većina ispitanih učenika uverena je da školska sredina pozitivno utiče na razvoj kreativnosti (68,4%), dok mali broj njih navodi samo negativne efekte (7,6%). Nalazi studije diskutovani su u kontekstu preovlađujuće kritike školskog učenja kao nedovoljno podsticajnog za kreativnost učenika. U zaključku se ističe značaj neformalnog obrazovanja u pružanju dodatne podrške razvoju kreativnosti.sr
dc.description.abstractCreativity is one of the educational goals likely to prepare the future bearers of social development for successful performance in unfamiliar conditions. For better understanding of creativity development in school setting, the educational process participants’ implicit theories and beliefs related to creativity were studied. This paper is dealing with high school students’ beliefs regarding possibilities for nurturing creativity during secondary education. The sample consisted of secondary school students (N=311) who participated in scientific programs of the Research Centre Petnica in 2019. The Participants responded to the questionnaire composed of questions about the ways in which education could support students’ creativity. The data collected were analysed by qualitative and quantitative methods. Almost all students’ (94.5%) answers included different types of educational support to development of creativity. The topic of support was analysed in the sociocultural framework using the concept of scaffolding developed by Bruner and the associates. Content analysis of participants’ answers resulted in the following types of scaffolding: cognitive, social, motivational, general, and culture tools scaffolding. The most frequent types of scaffolding in participants’ answers were cognitive (59.5%) and motivational (22.7%). Majority of respondents expressed belief that school setting had a positive impact on development of creativity (68.4%), while small number of them described only negative effects (7.6%). The results of the Study are discussed in relation to the prevailing criticism of school learning as not being supportive enough for the development of creativity. The conclusion emphasizes the importance of informal education for providing additional support to development of students’ creativity.sr
dc.language.isosrsr
dc.language.isoensr
dc.publisherBeograd : Institut za pedagoška istraživanjasr
dc.relationinfo:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179034/RS//sr
dc.relationinfo:eu-repo/grantAgreement/MESTD/Integrated and Interdisciplinary Research (IIR or III)/47008/RS//sr
dc.rightsopenAccesssr
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.sourceObrazovanje u funkciji modernizacije društvasr
dc.subjectkreativnostsr
dc.subjectimplicitna uverenjasr
dc.subjectsrednja školasr
dc.subjectučenicisr
dc.subjectkoncept potporesr
dc.subjectcreativitysr
dc.subjectimplicit beliefssr
dc.subjectsecondary educationsr
dc.subjectstudentssr
dc.subjectscaffoldingsr
dc.titleKako podsticati kreativnost u srednjoj školisr
dc.titleHow to support creativity in high schoolsr
dc.typeconferenceObjectsr
dc.rights.licenseBYsr
dc.citation.epage87
dc.citation.spage86
dc.description.otherZbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksasr
dc.description.otherBook of abstracts / 24th International Scientific Conference "Educational Research and School Practice"
dc.identifier.fulltexthttp://ipir.ipisr.org.rs/bitstream/id/1690/Kako_podsticati_kreativnost_u_srednjoj_skoli_2019.pdf
dc.type.versionpublishedVersionsr


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