Naslov
Encouragement of creative thinking in natural sciences coursebooks before, during and after the introduction of the curricular reform

Autori
Koludrović, Morana

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, ostalo

Izvornik
The 14th international scientific conference "Educational research and school practice" - Initative, cooperation and creativity in contemporary education / Polovina, Nada ; Džinović, Vladimir ; Bodroža, Bojana - Beograd : Institut za pedagogijska istraživanja Filozofskog fakulteta Sveučilišta u Zagrebu, 2011, 41-42

ISBN
978-86-7447-102-9

Skup
The 14th international scientific conference "Educational research and school practice" - Initative, cooperation and creativity in contemporary education

Mjesto i datum
Beograd, Srbija, 25.11.2011. - 26.11.2011

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
curricular reform; encouragement of creative thinking

Sažetak
Implementing curricular reform based on constructivist, scientific-humanist and creative-inovative paradigms of education, encouraging creativity and developing divergent thinking have an important role in theoretical organization and realization of educational process. Since all the segments of educational system in Croatia are encompassed by the reform, and because coursebooks are still the most represented teaching medium, the aim of this research was to explore representation of tasks and questions that encourage creative thinking in natural sciences coursebooks. The aim was to define whether there are differences in encouragement of creative thinking in coursebooks before, during and after the introduction of curricular reform. The research included 2207 tasks and questions from natural sciences coursebook for the third grade of primary school used before the curriculum reform (1998/1999), during the introduction of national educational standards (2006/2007), and after the curricular reform (2010/2011). In analyzing tasks and questions, the adapted list of tasks and questions for creative thinking was used (George, 2005). The list distinguishes eight basic categories of creative thinking encouragement: fluency, flexibility, elaboration, originality, complexity, risk, imagination and curiosity. The results obtained using content analysis indicate statistically significant differences between the newest and the two older versions of coursebooks with respect to the total number of tasks and questions that encourage creative thinking. No significant differences were found between the two older textbooks versions. Furthermore, the analysis of questions and tasks according to individual creativity categories showed that the tasks in all three generations of textbooks mostly relate to the categories of fluency, flexibility, risk and originality, while the other analyzed categories were less prominent in all coursebooks. Although modern coursebooks contain more tasks and questions for encouraging creative thinking, the obtained results imply that inclusion of all creativity categories should enrich the development of divergent thinking and encourage creativity among students.

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija

POVEZANOST RADA