master's thesis
Active Learning Methods
Implementation of Elements of Constructivist Teaching in the Classroom Practice

Marijana Dunjić (2016)
University of Zadar
Department of Pedagogy
Metadata
TitleAktivni oblici učenja : Realizacija elemenata konstruktivističke nastave u odgojno-obrazovnoj praksi
AuthorMarijana Dunjić
Mentor(s)Jasmina Vrkić Dimić (thesis advisor)
Abstract
Koncept konstruktivizma polazi od pretpostavke kako je učenje aktivan proces koji se odvija između pojedinca koji uči i svijeta koji ga okružuje. Takvo učenje naziva se aktivnim jer ga osoba gradi pomoću vlastitog iskustva, na temelju prijašnjeg znanja. Suvremena je tendencija nastave da se napravi odmak od tradicionalnih oblika nastave u kojoj učenik zauzima položaj pasivnog objekta čije znanje ovisi isključivo o nastavniku kao pokretaču i izvršitelju nastavnog procesa. Svrha ovog istraživanja bila je ispitati u kojoj mjeri nastavnici osnovnih i srednjih škola primjenjuju aktivne oblike učenja u nastavi, koliko se osjećaju osposobljenima za primjenu istih te definirati barijere koje priječe realizaciju aktivnih oblika nastave. Rezultati su pokazali kako su nastavnici upoznati s ovakvim oblicima rada no njihova primjena ovisi o području nastavnog predmeta kojeg poučavaju, kao jednim od faktora. Nastavnici koji poučavaju predmete iz prirodoslovno-matematičkog područja prednjače u upotrebi aktivnih oblika učenja pred onima koji poučavaju predmete iz humanističkog područja, dok je strukovno područje predmeta po tom pitanju na najnižem nivou. Sukladno tome, nastavnici koji su skloniji primjeni tradicionalnih metoda poučavanja u nastavi, najviše izražavaju potrebu za dodatnim usavršavanjem. Aktivni oblici učenja prepoznati su kao najučinkovitiji u usvajanju znanja te samo 28,33% nastavnika tu prednost daje frontalnom obliku rada. Iako upoznati s navedenim konceptom, nastavnici smatraju kako im je potrebno dodatno usavršavanje za primjenu aktivnih oblika učenja te navode niz faktora koji onemogućuju kvalitetno planiranje i realizaciju nastavnog procesa, a čije rješenje pronalaze u vidu kurikularne reforme koju smatraju nužnom za boljitak obrazovnog sustava.
Keywordsactive learning strategies classroom constructivism cooperative learning teaching methods traditional teaching
Parallel title (English)Active Learning Methods : Implementation of Elements of Constructivist Teaching in the Classroom Practice
Committee MembersMarija Buterin Mičić (committee chairperson)
Jasmina Vrkić Dimić (committee member)
Ana Marija Rogić (committee member)
GranterUniversity of Zadar
Lower level organizational unitsDepartment of Pedagogy
PlaceZadar
StateCroatia
Scientific field, discipline, subdisciplineSOCIAL SCIENCES
Pedagogy
Didactics
Study programme typeuniversity
Study levelgraduate
Study programmePedagogy
Academic title abbreviationmag. paed.
Genremaster's thesis
Language Croatian
Defense date2016-09-30
Parallel abstract (English)
Constructivism is a concept based on the notion that learning is an active process occurring between the individual and the surrounding world. Such learning is defined as active, being constructed out of one’s own experiences and in relation to one’s prior knowledge. The tendency of modern teaching is to create a shift away from the traditional methods of teaching by which the student is characterized as a passive recipient of knowledge transmitted by the teacher, who is seen as initiator and executor of the teaching process. The aim of this research was to examine the extent to which primary and secondary school teachers employ active learning methods in classrooms, the extent to which they find themselves qualified for employing them, and to define barriers which hold back the implementation of active learning strategies. The results showed that although teachers are familiar with such methods, their use, among some other factors, depend on the science subject area being taught. Those who teach subjects that belong to the Natural Sciences, use a greater variety of active teaching methods in comparison to those whose subject belongs to the area of Humanities, while the teachers of vocational subjects are found to be the least open towards innovative teaching. Consequently, those teachers who rarerly use active learning methods believe that they need to attend more professional development programs. Teachers recognized active methods of learning as the most effective for the acquisition of knowledge, while only 28.33% of teachers opted for the frontal teaching method. Teachers are familiar with the above-mentioned concept even though they are aware of the fact that they need more training in order to successfully employ such strategies. They are also aware of the number of factors undermining the successful planning and realization of the learning process, depicting the curricular reform as the only solution crucial for the betterment of the educational system.
Parallel keywords (Croatian)aktivni oblici učenja konstruktivizam kooperativno učenje metode poučavanja nastavni proces tradicionalna nastava
Resource typetext
Access conditionOpen access
Terms of usehttp://rightsstatements.org/vocab/InC/1.0/
URN:NBNhttps://urn.nsk.hr/urn:nbn:hr:162:392740
CommitterGorica Lovrić