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master's thesis
Stavovi studenata o kontekstualnoj nastavi
2021. urn:nbn:hr:172:171140
Rubić, Tina
University of Split
Faculty of Humanities and Social Sciences, University of Split
Department of Teacher Education

Cite this document

Rubić, T. (2021). Stavovi studenata o kontekstualnoj nastavi (Master's thesis). Split: University of Split, Faculty of Humanities and Social Sciences, University of Split. Retrieved from https://urn.nsk.hr/urn:nbn:hr:172:171140

Rubić, Tina. "Stavovi studenata o kontekstualnoj nastavi." Master's thesis, University of Split, Faculty of Humanities and Social Sciences, University of Split, 2021. https://urn.nsk.hr/urn:nbn:hr:172:171140

Rubić, Tina. "Stavovi studenata o kontekstualnoj nastavi." Master's thesis, University of Split, Faculty of Humanities and Social Sciences, University of Split, 2021. https://urn.nsk.hr/urn:nbn:hr:172:171140

Rubić, T. (2021). 'Stavovi studenata o kontekstualnoj nastavi', Master's thesis, University of Split, Faculty of Humanities and Social Sciences, University of Split, accessed 11 September 2023, https://urn.nsk.hr/urn:nbn:hr:172:171140

Rubić T. Stavovi studenata o kontekstualnoj nastavi [Master's thesis]. Split: University of Split, Faculty of Humanities and Social Sciences, University of Split; 2021 [cited 2023 September 11] Available at: https://urn.nsk.hr/urn:nbn:hr:172:171140

T. Rubić, "Stavovi studenata o kontekstualnoj nastavi", Master's thesis, University of Split, Faculty of Humanities and Social Sciences, University of Split, Split, 2021. Available at: https://urn.nsk.hr/urn:nbn:hr:172:171140

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Metadata
TitleStavovi studenata o kontekstualnoj nastavi
Title (english)Students' attitudes towards contextual teaching and learning
AuthorTina Rubić
MentorSonja Kovačević (mentor)
Committee memberSnježana Dobrota (predsjednik povjerenstva)
Committee memberSonja Kovačević (član povjerenstva)
Committee memberJoško Barbir (član povjerenstva)
GranterUniversity of Split
Faculty of Humanities and Social Sciences, University of Split
(Department of Teacher Education)
Split
Defense date and country2021-09-21, Croatia
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Pedagogy
Abstract
Kada govorimo o kontekstu govorimo o nekakvoj smislenoj cjelini. Budući da govorimo o odgoju i obrazovanju govorimo o kontekstu društva, a njihove promjene stavljamo u kontekste društvenih promjena. Učenje je složen proces usvajanja znanja i jedna od najvažnijih sastavnica čovjekova života. Učenje može biti aktivno i pasivno. Najvažnija odrednica aktivnog učenja je uključenost učenika u učenje. Konstruktivizam je teorija o tome kako ljudi uče. Prema toj teoriji, znanje je privremeno, razvojno, neobjektivno, konstruirano iznutra te društveno i kulturno posredovano. Glavna odlika konstruktivističkoga učenja je učenje prema modelu iskustva tako da oni koji uče, nove informacije povezuju s prethodnim iskustvom. Iz konstruktivizma razvila se nova grana kontekstualno učenje i poučavanje, obrazovni proces koji učenicima pomaže da spajaju svoja prethodna znanja te znanja koja su stekli obrazovanjem u praksi, odnosno stvarnom životu. U radu se ispituje koliko je upravo takva nastava zastupljena na Filozofskom fakultetu u Splitu, na kojem je provedeno istraživanje u kojemu je sudjelovalo 80 studenata s različitih odsjeka fakulteta.
Abstract (english)
When we talk about context, we talk about a meaningful whole. Since we are talking about upbringing and education we are talking about context of the society, and the changes within it represent the context of social changes. Learning is a complex process of acquiring knowledge and one of the most important factors in human life. Learning can be active or passive. The most important factor of the active learning is the student's involvement in the process of learning. Constructivism is a theory on how people learn. According to the theory, the knowledge is temporary, developmental, non-objective, constructed within and mediated both socially and culturally. The main feature of constructivist learning is learning by experience, meaning, those who learn tend to link new pieces of information with their previous experience. Constructivism developed a new branch: contextual learning and teaching, which is an educational process that allows students link their previous knowledge with the knowledge they acquired from the education in practice, ie. real life. The paper examines the extent to which such classes are represented at the Faculty of Philosophy in Split, where a study was conducted in which 80 students from different departments of the faculty participated.
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:172:171140
Study programmeTitle: Teacher education
Study programme type: university
Study level: integrated undergraduate and graduate
Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
Type of resourceText
File originBorn digital
Access conditionsAccess restricted to students and staff of home institution
Terms of useLicence In copyright icon
Created on2021-09-27 14:01:46