Studenti ne žele da uče manje nego smišljenije
University students do not like less learning but more meaningful learning
Abstract
U radu se diskutuje o tome kako stvoriti uslove koji će doprineti većem kreativnom
izražavanju studenata i njihovih nastavnika na univerzitetu. Nivo visokog
obrazovanja pruža velike šanse za kreativno učenje, ali ispitivanje uverenja
nastavnika i studenata ne potvrđuje da se ove šanse realizuju u praksi. Studenti
imaju primedbe na nefunkcionalna znanja, neinventivne metode rada, nedovoljnu
praksu i dekontekstualizovano učenje. S druge strane, nastavnici zameraju
studentima da nisu motivisani niti dovoljno posvećeni učenju. Analiza rezultata
ispitivanja ukazuje na potrebu studenata da uče smislenije, stiču praktična znanja, da
to što uče povezuju sa onim što znaju, i da vežbaju tako što stečeno znanje
primenjuju u rešavanju problema iz realnog života. Zaključeno je da razvoj
kreativnosti u toku studija zahteva uvećanje praktične orijentacije nastavnika i
uvećanje odgovornosti studenata za sopstveno učenje.
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 students’ 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.
Keywords:
kreativnost / univerzitetsko obrazovanje / implicitna uverenja o kreativnosti / smisleno učenje / creativity / higher education / mindfulness learning / implicit beliefs of creativitySource:
Dostignuća i perspektive u obrazovanju darovitih, 2019, 24, 220-229Publisher:
- Vršac : Visoka škola strukovnih studija za vaspitače "Mihailo Palov"
- Arad : Univerzitatea de Vest "Aurel Vlaicu"
Funding / projects:
- Improving the quality and accessibility of education in modernization processes in Serbia (RS-MESTD-Integrated and Interdisciplinary Research (IIR or III)-47008)
- From encouraging initiative, cooperation and creativity in education to new roles and identities in society (RS-MESTD-Basic Research (BR or ON)-179034)
Note:
- Zbornik radova sa Međunarodnog naučnog skupa "Dostignuća i perspektive u obrazovanju darovitih", Vršac, 29.6.2018
Collections
Institution/Community
IPITY - CHAP AU - Maksić, Slavica PY - 2019 UR - http://ipir.ipisr.org.rs/handle/123456789/727 AB - U radu se diskutuje o tome kako stvoriti uslove koji će doprineti većem kreativnom izražavanju studenata i njihovih nastavnika na univerzitetu. Nivo visokog obrazovanja pruža velike šanse za kreativno učenje, ali ispitivanje uverenja nastavnika i studenata ne potvrđuje da se ove šanse realizuju u praksi. Studenti imaju primedbe na nefunkcionalna znanja, neinventivne metode rada, nedovoljnu praksu i dekontekstualizovano učenje. S druge strane, nastavnici zameraju studentima da nisu motivisani niti dovoljno posvećeni učenju. Analiza rezultata ispitivanja ukazuje na potrebu studenata da uče smislenije, stiču praktična znanja, da to što uče povezuju sa onim što znaju, i da vežbaju tako što stečeno znanje primenjuju u rešavanju problema iz realnog života. Zaključeno je da razvoj kreativnosti u toku studija zahteva uvećanje praktične orijentacije nastavnika i uvećanje odgovornosti studenata za sopstveno učenje. AB - 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 students’ 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. PB - Vršac : Visoka škola strukovnih studija za vaspitače "Mihailo Palov" PB - Arad : Univerzitatea de Vest "Aurel Vlaicu" T2 - Dostignuća i perspektive u obrazovanju darovitih T1 - Studenti ne žele da uče manje nego smišljenije T1 - University students do not like less learning but more meaningful learning EP - 229 SP - 220 VL - 24 UR - https://hdl.handle.net/21.15107/rcub_ipir_727 ER -
@inbook{ author = "Maksić, Slavica", year = "2019", abstract = "U radu se diskutuje o tome kako stvoriti uslove koji će doprineti većem kreativnom izražavanju studenata i njihovih nastavnika na univerzitetu. Nivo visokog obrazovanja pruža velike šanse za kreativno učenje, ali ispitivanje uverenja nastavnika i studenata ne potvrđuje da se ove šanse realizuju u praksi. Studenti imaju primedbe na nefunkcionalna znanja, neinventivne metode rada, nedovoljnu praksu i dekontekstualizovano učenje. S druge strane, nastavnici zameraju studentima da nisu motivisani niti dovoljno posvećeni učenju. Analiza rezultata ispitivanja ukazuje na potrebu studenata da uče smislenije, stiču praktična znanja, da to što uče povezuju sa onim što znaju, i da vežbaju tako što stečeno znanje primenjuju u rešavanju problema iz realnog života. Zaključeno je da razvoj kreativnosti u toku studija zahteva uvećanje praktične orijentacije nastavnika i uvećanje odgovornosti studenata za sopstveno učenje., 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 students’ 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.", publisher = "Vršac : Visoka škola strukovnih studija za vaspitače "Mihailo Palov", Arad : Univerzitatea de Vest "Aurel Vlaicu"", journal = "Dostignuća i perspektive u obrazovanju darovitih", booktitle = "Studenti ne žele da uče manje nego smišljenije, University students do not like less learning but more meaningful learning", pages = "229-220", volume = "24", url = "https://hdl.handle.net/21.15107/rcub_ipir_727" }
Maksić, S.. (2019). Studenti ne žele da uče manje nego smišljenije. in Dostignuća i perspektive u obrazovanju darovitih Vršac : Visoka škola strukovnih studija za vaspitače "Mihailo Palov"., 24, 220-229. https://hdl.handle.net/21.15107/rcub_ipir_727
Maksić S. Studenti ne žele da uče manje nego smišljenije. in Dostignuća i perspektive u obrazovanju darovitih. 2019;24:220-229. https://hdl.handle.net/21.15107/rcub_ipir_727 .
Maksić, Slavica, "Studenti ne žele da uče manje nego smišljenije" in Dostignuća i perspektive u obrazovanju darovitih, 24 (2019):220-229, https://hdl.handle.net/21.15107/rcub_ipir_727 .