Kreativnost u pitanjima iz udžbenika nastavnoga predmeta Sociologija za gimnazije

master's thesis

• Title (english): Creativity in High School Sociology Textbook Questions
• Author: Lucija Dragija
• Mentor: Anton Vukelić (mentor)
• Committee member: Andriana Benčić Kužnar (predsjednik povjerenstva)
• Committee member: Đurđica Degač (član povjerenstva)
• Committee member: Anton Vukelić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Humanities and Social Sciences; (Department of Sociology); Zagreb
• Defense date and country: 2025-02-28, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Sociology; Specific Sociologies

Abstract

Svrha učenja i poučavanja sociologije je usvajanje znanja i razvoj vještina potrebnih za razumijevanje društva i njegovih pojava, procesa i odnosa. Suvremeno društvo konstantno se mijenja, što podrazumijeva i obrazovanje, pri čemu suvremeni pristupi učenju i poučavanju naglasak stavljaju na kreativnost. Kreativnost nema jedinstvenu definiciju – ona se mijenjala kroz povijest u okvirima brojnih teorija. U ovome radu, koristi se definicija kreativnosti kao divergentnoga mišljenja, onoga koje... More iziskuje razmišljanja u više pravaca koje rezultira većim brojem inovativnih rješenja. Upravo udžbenička pitanja mogu biti važni mediji za poticanje kreativnosti kod učenika, stoga ovaj rad analizira zastupljenost pojedinih kategorija među pitanjima iz tri različita udžbenika sociologije za gimnazije, propituje njihov doprinos ostvarivanju odgojno-obrazovnih ciljeva i ishoda nastavnoga predmeta Sociologija te osvještava njihovu važnost u razvoju divergentnoga, odnosno, kreativnoga mišljenja kod učenika. Kod analize, u radu se koristi Lista početaka pitanja i zadataka za poticanje kreativnog mišljenja Davida Georgea koja uključuje sljedeće kategorije: fluentnost, fleksibilnost, originalnost, elaboracija, znatiželja, složenost, rizičnost, mašta. Lista se temelji na teoriji divergentnoga mišljenja J. P. Guildforda i Bloomovoj taksonomiji u suvremenome obrazovnome kontekstu. Rezultati su pokazali da u sva tri udžbenika dominiraju kreativna pitanja te se u svima najzastupljenije sljedeće kategorije, redom: rizičnost, fleksibilnost, fluentnost te složenost. Kategorije znatiželja, originalnost i mašta znatno su manje zastupljene u sva tri udžbenika, dok se kategorija elaboracije javlja samo u jednome udžbeniku. Udio kreativnih pitanja u udžbenicima Sociologije reflektiraju naglasak na kreativnosti kao alatu i kao produktu suvremenoga obrazovanja. Less

Abstract (english)

The purpose of studying and teaching sociology is acquisition of knowledge and skill development necessary for understanding society and its phenomena, processes and relationships. Society is constantly changing, including education, where modern approaches to learning and teaching emphasize creativity. Creativity does not have a unique definition – it changed throughout history within the framework of numerous theories. In this paper, creativity is defined as divergent thinking, which is... More determined by generating many different, innovative solutions for a single problem. Textbook questions can serve as important channels for stimulating creativity in students, therefore this paper analyzes the representation of certain categories among questions from three different high school sociology textbooks, examines their contribution to the achievement of educational goals and outcomes in high school Sociology class, and brings awareness to the importance of development of divergent, i.e., creative thinking in students. In the analysis, the paper uses David George's List of Beginning Questions and Tasks for Stimulating Creative Thinking, which includes the following categories: fluency, flexibility, originality, elaboration, curiosity, complexity, risk-taking, imagination. The list is based on J.P. Guildford's theory of divergent thinking and Bloom's taxonomy in a contemporary educational context. The results show that creative questions prevail in all three textbooks, and that the most represented categories list as following: risk, flexibility, fluency, and complexity. The categories of curiosity, originality, and imagination are significantly less represented in all three textbooks, while the category of elaboration appears in only one textbook. The share of creative questions in Sociology textbooks reflects the emphasis on creativity as both a tool and as a product in contemporary education. Less

• Keywords: nastava sociologije; kreativnost; divergentno mišljenje; udžbenik; udžbenička pitanja
• Keywords (english): sociology class; creativity; divergent thinking; textbooks; textbook questions
• Language: croatian
• URN:NBN: urn:nbn:hr:131:011794
• Study programme: Title: Sociology (double major); specializations in: Research, Teaching; Course: Teaching; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra edukacije sociologije (magistar/magistra edukacije sociologije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Access restricted to students and staff of home institution
• Created on: 2025-03-07 23:05:52