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Nastava i vaspitanje
2019, vol. 68, br. 2, str. 231-250
jezik rada: srpski
vrsta rada: izvorni naučni članak
objavljeno: 30/11/2019
doi: 10.5937/nasvas1902231P
Creative Commons License 4.0
Podsticanje kritičkog mišljenja u univerzitetskoj nastavi
Univerzitet u Banjoj Luci, Filozofski fakultet, Republika Srpska, BiH

e-adresa: dragan.partalo@ff.unibl.org

Sažetak

Kritičko mišljenje kao ideal univerzitetske nastave poseban značaj ima u obrazovanju budućih nastavnika od kojih očekujemo da kao kritički mislioci uče druge da kritički misle. Kritičko mišljenje je kompleksan i višedimenzionalan pojam koji obuhvata širok opseg sposobnosti i dispozicija. Iz različitih shvatanja samogpojma proizilaze i pristupi obrazovanju za kritičko mišljenje. Između autora najčešće se vodi se rasprava o tri pristupa: u okviru posebnog modula samo za razvoj opštih sposobnosti kritičkog mišljenja, u okviru nastavnih predmeta i kombinacijom ova dva pristupa. Primjenom skale Likertovog tipa na uzorku 539 studenata pedagoških i nastavničkih smjerova Univerziteta u Banjoj Luci ispitani su stavovi o načinima podsticanja kritičkog mišljenja u nastavi. Faktorskom analizom izdvojena su četiri načina podsticanja kritičkog mišljenja u univerzitetskoj nastavi: smisleno učenje, podsticajna pitanja, istraživačke nastavne strategije i podsticajno vježbanje. Prema stavovima studenata, kritičko mišljenje se u najvećoj mjeri podstiče smislenim učenjem u nastavi, dok su najmanje izražene istraživačke nastavne strategije. Identifikovane su i razlike s obzirom na studijski program i godinu studija. Istraživački nalazi ukazuju na to da postoji potreba da se u nastavi osmišljavaju i novi modeli podsticanja kritičkog mišljenja vodeći računa o različitim studijskim programima, godinama studija i potrebama budućeg profesionalnog angažovanja studenata.

Ključne reči

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