Studenti ne žele da uče manje nego smišljenije

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.