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Psihološka istraživanja
2018, vol. 21, br. 1, str. 41-60
jezik rada: srpski
vrsta rada: pregledni članak
doi:10.5937/PsIstra1801041A

Creative Commons License 4.0
Informalno učenje traži svoje mesto u formalnim kontekstima obrazovanja
Univerzitet u Beogradu, Fakultet za specijalnu edukaciju i rehabilitaciju

e-adresa: slobodanka.antic@gmail.com

Projekat

Identifikacija, merenje i razvoj kognitivnih i emocionalnih kompetencija važnih društvu orijentisanom na evropske integracije (MPNTR - 179018)

Sažetak

U radu se polazi od teze da savremenu obrazovnu teoriju, politiku i praksu karakteriše dominantno interesovanje za formalni kontekst za učenje. S druge strane, ako se učenje shvati kao transformacija participacije u sociokulturnim aktivnostima zajednice, kao socijalna konstrukcija, koja je dinamična, neodređena, kontekstualna, koja menja osobu ali menja i kontekst učenja, postaju značajne sve situacije učenja van formalne školske sredine, odnosno sva informalna učenja. U radu se dovode u vezu specifičnosti učenja u dva konteksta - formalnom i informalnom. Uporedićemo pojedine aspekte tih učenja, potencijale i ograničenja svakog od njih u odnosu na zahtev da se realizuju obrazovni i vaspitni ciljevi kojima se jedinka u razvoju priprema za ravnopravnu participaciju u društvu. Granice između tih okruženja, iz perspektive onoga ko uči, nisu tako jasne i stabilne jer svaka osoba prenosi sva svoja iskustva kroz sve kontekste u kojima uči, one su više vidljive za aktere koji planiraju i realizuju podučavanje. U drugom delu rada predložićemo pravce za plansko uključivanje informalnog učenja u formalni obrazovni kontekst, čime uslovi za razvoj jedinki postaju značajno podsticajniji.

Ključne reči

učenje u informalnom kontekstu; učenje u formalnom kontekstu; učenje u školi; nastava/učenje prirodnih nauka

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