Primjena konstruktivističkog poučavanja u srednjoškolskoj nastavi sociologije

master's thesis

• Title: Primjena konstruktivističkog poučavanja u srednjoškolskoj nastavi sociologije : projektna nastava na temu vršnjačkog nasilja
• Title (english): Applying constructivist teaching to sociological education at secondary school level : project based learning: the issue of bullying
• Author: Lucija Duk
• Mentor: Zvonimir Bošnjak (mentor)
• Committee member: Jana Vukić (predsjednik 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: 2020-09-28, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Sociology

Abstract

Današnja je nastava u školi još uvijek usmjerena na nastavnika, postoji nepovezanost nastavnih sadržaja sa svakodnevnim znanjem i iskustvima učenika, učenici su na nastavi pasivni što zatim daje i lošije rezultate i nespremnost primjerenog odgovaranja na zahtjeve obrazovanja. No kako bi pružili primjer nastave koja se efikasno nosi sa ovim problemima u srednjoškolskoj nastavi sociologije može se primijeniti konstruktivističko učenje i poučavanje. U konstruktivističkoj nastavi učenici zajedno konstruiraju znanje, naglasak je stavljen na suradničko, aktivno i autentično učenje, potiču se višestruke perspektive i autentične metode vrednovanja. Na ovaj način dolazi do pomaka od kulture poučavanja prema kulturi učenja u čijem je središtu učenik. U konstruktivističkoj nastavi i nastavnik preuzima novu ulogu, on više nije instruktor, izvor znanja i prenositelj znanja kao u tradicionalnoj nastavi, već postaje organizator aktivnosti učenja, iskustva učenja i okoline u kojoj se učenje odvija. U ovom je radu prikazana nastava konstruirana prema smjernicama konstruktivističkog učenja i poučavanja u formi radnog modela projektne nastave na temu vršnjačko nasilje.

Abstract (english)

Today’s education is still teacher-centered, (i.e.) there is no connection between curricular content and everyday knowledge and students’ experiences. Students in classes are passive, which then yields both poorer results and unpreparedness to adequately respond to educational demands. In order to provide an example of instruction that effectively copes with these problems in sociological education at secondary-school level, we applied the theory of constructive learning and teaching. In constructive teaching, students construct knowledge together and emphasis is placed on collaborative, active and authentic learning, while multiple perspectives and authentic evaluation methods are encouraged. In this way, there is a shift from a culture of teaching towards a culture of learning, in which the student is at the center. In constructivist teaching, the teacher takes on a new role- he is no longer an instructor, a source of knowledge and a knowledge transferor as in traditional teaching, but becomes the organizer of learning activities and learning experiences and who organizes environment in which learning takes place. This paper presents instruction that is constructed according to the guidelines of constructive learning and teaching by applying the form of a working model of project based learning on the topic of bullying.

• Keywords: konstruktivizam; konstruktivističko učenje; konstruktivističko poučavanje; projektna nastava; vršnjačko nasilje
• Keywords (english): constructivist teaching; sociology; sociological education; project based learning; bullying
• Language: croatian
• URN:NBN: urn:nbn:hr:131:134381
• 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: 2020-09-29 19:42:17