Mogućnosti razvijanja analitičko-sintetičkog mišljenja učenika primenom sistema didaktičkih igara
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analitičko-sintetičko mišljenje; nastava; sistem didaktičkih igara; učenik.
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Cilj ovog istraživanja je bio da se ispita mogućnost podsticanja razvoja analitičko-sintetičkog mišljenja učenika, primenom sistema didaktičkih igara. Istraživački dizajn je podrazumevao primenu eksperimenta sa paralelnim grupama na uzorku 163 učenika prvog razreda osnovne škole (6,5-7,5 godina). Primenjeni instrument je Kosov test sastavljanja kocki, koji meri analitičko-sintetičku sposobnost mišljenja. Rezultati istraživanja pokazali su da sistem didaktičkih igara nije značajno uticao na sposobnost analitičko-sintetičkog mišljenja učenika na datom uzorku, jer se između učenika kontrolne i eksperimentalne grupe u finalnom ispitivanju nije pojavila statistički značajna razlika. S obzirom da su zabeleženi i pozitivni efekti primenjenog postupka kod učenika eksperimentalne grupe, kao što su ukupna atmosfera na času, zadovoljstvo učenika, visoka motivacija za rad, bogatija komunikacija i dr., potrebno je razmotriti primenu igre u realizaciji nastavnih sadržaja, posebno u mlađim razredima osnovne škole.
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Stojanović, B. Mogućnosti razvijanja analitičko-sintetičkog mišljenja učenika primenom sistema didaktičkih igara. Годишњак Филозофског факултета у Новом Саду, 43(2), 135–149. https://doi.org/10.19090/gff.2018.2.135-149
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Референце
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Bodrova, E.-Leong,D. J.(2015).Vygotskian and Post-VygotskianViews on Children’s Play,American Journal of Play, Vol 7, No 3, 371-388. doi.org/10.1017/CBO9780511816833.017
Bruner, J. (1986). Actual Minds, Possible Worlds. Massachusetts: Harvard University Press.
Conklin, H. (2014). Toward more joyful learning: integrating play into frameworks of middle grades teaching. American Educational Research Journal, 51(6), 1227 – 1255. DOI: 10.3102/0002831214549451
Cook, D. (2000). Voice practice: Social and mathematical talk in imaginative play. Early Development and Care, 162, 51-63. EJ 610 324.DOI:10.1080/0300443001620105
Cutter-Mackenzie, A.-Edwards, S,- Moore, D., & Boyd, W.(2014). Young Children’s Play and Environmental Education in Early Childhood Education, Springer Briefs in Education, 9-24. DOI: 10.1007/978-3-319-03740-0_2.doi.org/10.1504/ijlt.2011.042646
Ivić, I. (1964). Dečje mišljenje. Beograd: „Rad“.
Ivić, I.- Pešić, A. & Antić, S. (2001). Aktivno učenje. Beograd: Institut za psihologiju.
Fenouillet, F. & Rozencwajg, P. (2015). Visual–Spatial abilities and goal effect on strategies used to solve a block design task. Learning and Individual Differences, 39, 158–163.
Johnson, J. E.-Patte, M. (2013). Play: Commenting on Smith & Pellegrini, Christie & Roskos, Samuelsson & Pramling, Baumer, Hart & Tannock, Gosso & Carvalho, Clark, and Jenvey, in Encyclopedia on Early Childhood Development. United Kingdom: University of London.
Jukić, S. (2005). Didaktičko-metodički fragmenti. Novi Sad: Viša škola za obrazovanje vaspitača, Vršac.
Kamenov, E. (1989). Intelektualno vaspitanje kroz igru. Beograd: Zavod za udžbenike i nastavna sredstva.
Kamenov, E. (2010). Mudrost čula-2. deo, Razvijanje dečje inteligencije. Beograd: Zavod za udžbenike i nastavna sredstva.
Kohs, S. C. (1923). [doi:10.1037/11201-002 Intelligence measurement: A psychological and statistical study based upon the block-design tests, MacMillan Co. pp. 64–77.
Kovačević, P. (1986). Standardizacija Kohs-Goldsteinovog testa, Istraživanja u pedagoškoj psihologiji, Zbornik br.2, Beograd, 55-63.
Kray, J.-Ferdinand, N. K. (2013). How to improve cognitive control in development during childhood: Potentials and limits of cognitive interventions. Child Development Perspectives, 7(2), 121–125. DOI: 10.1111/cdep.12027
Lilard, A. S. (2014). The Development of Play. Lerner c11.tex V2 - Volume II - 10/24/2014 5:45pm Page 425. DOI: http://dx.doi.org/10.1111/hpb.12223_14
Lillard, A. S.-Woolley, J. D. (2014). Cognizing the unreal, Special Issue.Cognitive Development.Volume 34, 1–2. doi:10.1016/j.cogdev.2014.12.003
Lurija, A. R. (1976). Osnovi neuropsihologije. Beograd: Nolit.
Maričić, S.- Špijunović, K. & Lazić, B. (2016). Utjecaj sadržaja na razvijanje kritičkog mišljenja učenika u početnoj nastavi matematike. Croatian Journal of Education Hrvatski časopis za odgoj i obrazovanje, 18(1), 11-40. doi:10.15516/cje.v18i1.1325
Millar, S. (1972). The Psyshology of Play. Harmondsworth: Penguin books.
Mishra, P.-Koehler, M. & Henriksen, D. (2011). The seven trans-disciplinary habits of mind: Extending the TPACK framework flexibility with ideas for students – flexible thinking for their students Developing TPACK for 21st century teachers. Technology, 6(2), 146-163. doi.org/10.1504/IJLT.2011.042646
Pederson, D. R.-Rook-Green, A. & Elder, J. L. (1981). The role of action in the development of pretend play in young children. Developmental Psychology, 17 (6), 757-759.doi.org/10.1037/0012-1649.17.6.756
Petrović-Sočo, B. (2014). Simbolička igra djece rane dobi. Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 16 (Sp.Ed.1), 235-251. Preuzeto s http://hrcak.srce.hr/117860
Pijaže, Ž.-Inhelder, B. (1978). Intelektualni razvoj deteta. Beograd: Zavod za udžbenike i nastavna sredstva.
Platz, D.-Arellano, J. (2011). Time tested early childhood theories and practices. Education,132 (1), 54–63.
Pramling Samuelson I.-Pramling, N. (2013). Play and learning. Smith PK, topic ed. In: Tremblay RE, Boivin M, Peters RDeV, eds. Encyclopedia on Early Childhood Development [online]. Montreal, Quebec: Centre of Excellence for Early Childhood Development and Strategic Knowledge Cluster on Early Child Development; 2013:1-6. Available at: http://www.child-encyclopedia.com/documents/Pramling-Samuelson-PramlingANGxp1.pdf. Accessed June 4, 2015.
Pribišev Beleslin, T. (2013). Igra u istraživanjima s dјecom. Croatian Journal of Education: Hrvatskičasopis za odgoj i obrazovanje, 16(Sp.Ed.1), 253-266.
Rozencwajg, P.- Fenouillet, F. (2012). Effect of goal setting on the strategies used to solve
a block design task. Learning and Individual Differences, 22, 530–536.
Rubinštajn, S. L. (1981). O mišljenju i putevima njegovog istraživanja. Beograd: Zavod za udžbenike i nastavna sredstva.
Saltz, E.-Dixon, D. & Johnson, H. (1977). Training disadventages prescholers on various fantasy activites: Effects on cognitive functioning and impulse control. Child Development, 48 (2), 367-380.
Smith, P. K. - Dutton, S. (1979). Play and training in direct and innovative problem solving, Child Development, 50 (3), 830-836. EJ 212 936. DOI: 10.2307/1128950
Taylor, M. (2013). Imagination. In: P. Zelazo (Ed.), The Oxford handbook of child development: Vol. 1. Body and mind (pp.791–831). New York, NY: Oxford University Press. DOI:10.1093/oxfordhb/9780195395761.001.0001
Thomas, L.-Warren, E. & de Vries, E. (2011). Play-based learning and intentional teaching in early childhood contexts.Australasian Journal of Early Childhood, 36(4), 69–75.DOI:10.5172/ijpl.2011.97
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, Massachusetts: Harvard University Press.
Wolfang, C. H.-Stannard, L. L. & Jones, I. (2001). Block play performance among preschoolers as a predictor of later school achievement in mathematics. Journal of Research in Childhood Education, 15 (2), 173-180. EJ 629 993.DOI:10.1080/02568540109594958
Wood, E. (2010). Developing integrated pedagogical approaches to play and learning. In: P. Broadhead., J, Howard. & E, Wood (Eds.), Play and learning in the early years. 132(1), 54–63. London: Sage Publications.doi.org/10.4135/9781473907850.n13
Wood, E. (2013). Play, learning and the early childhood curriculum (3rded.). London: Sage Publications.
Bodrova, E.-Leong,D. J.(2015).Vygotskian and Post-VygotskianViews on Children’s Play,American Journal of Play, Vol 7, No 3, 371-388. doi.org/10.1017/CBO9780511816833.017
Bruner, J. (1986). Actual Minds, Possible Worlds. Massachusetts: Harvard University Press.
Conklin, H. (2014). Toward more joyful learning: integrating play into frameworks of middle grades teaching. American Educational Research Journal, 51(6), 1227 – 1255. DOI: 10.3102/0002831214549451
Cook, D. (2000). Voice practice: Social and mathematical talk in imaginative play. Early Development and Care, 162, 51-63. EJ 610 324.DOI:10.1080/0300443001620105
Cutter-Mackenzie, A.-Edwards, S,- Moore, D., & Boyd, W.(2014). Young Children’s Play and Environmental Education in Early Childhood Education, Springer Briefs in Education, 9-24. DOI: 10.1007/978-3-319-03740-0_2.doi.org/10.1504/ijlt.2011.042646
Ivić, I. (1964). Dečje mišljenje. Beograd: „Rad“.
Ivić, I.- Pešić, A. & Antić, S. (2001). Aktivno učenje. Beograd: Institut za psihologiju.
Fenouillet, F. & Rozencwajg, P. (2015). Visual–Spatial abilities and goal effect on strategies used to solve a block design task. Learning and Individual Differences, 39, 158–163.
Johnson, J. E.-Patte, M. (2013). Play: Commenting on Smith & Pellegrini, Christie & Roskos, Samuelsson & Pramling, Baumer, Hart & Tannock, Gosso & Carvalho, Clark, and Jenvey, in Encyclopedia on Early Childhood Development. United Kingdom: University of London.
Jukić, S. (2005). Didaktičko-metodički fragmenti. Novi Sad: Viša škola za obrazovanje vaspitača, Vršac.
Kamenov, E. (1989). Intelektualno vaspitanje kroz igru. Beograd: Zavod za udžbenike i nastavna sredstva.
Kamenov, E. (2010). Mudrost čula-2. deo, Razvijanje dečje inteligencije. Beograd: Zavod za udžbenike i nastavna sredstva.
Kohs, S. C. (1923). [doi:10.1037/11201-002 Intelligence measurement: A psychological and statistical study based upon the block-design tests, MacMillan Co. pp. 64–77.
Kovačević, P. (1986). Standardizacija Kohs-Goldsteinovog testa, Istraživanja u pedagoškoj psihologiji, Zbornik br.2, Beograd, 55-63.
Kray, J.-Ferdinand, N. K. (2013). How to improve cognitive control in development during childhood: Potentials and limits of cognitive interventions. Child Development Perspectives, 7(2), 121–125. DOI: 10.1111/cdep.12027
Lilard, A. S. (2014). The Development of Play. Lerner c11.tex V2 - Volume II - 10/24/2014 5:45pm Page 425. DOI: http://dx.doi.org/10.1111/hpb.12223_14
Lillard, A. S.-Woolley, J. D. (2014). Cognizing the unreal, Special Issue.Cognitive Development.Volume 34, 1–2. doi:10.1016/j.cogdev.2014.12.003
Lurija, A. R. (1976). Osnovi neuropsihologije. Beograd: Nolit.
Maričić, S.- Špijunović, K. & Lazić, B. (2016). Utjecaj sadržaja na razvijanje kritičkog mišljenja učenika u početnoj nastavi matematike. Croatian Journal of Education Hrvatski časopis za odgoj i obrazovanje, 18(1), 11-40. doi:10.15516/cje.v18i1.1325
Millar, S. (1972). The Psyshology of Play. Harmondsworth: Penguin books.
Mishra, P.-Koehler, M. & Henriksen, D. (2011). The seven trans-disciplinary habits of mind: Extending the TPACK framework flexibility with ideas for students – flexible thinking for their students Developing TPACK for 21st century teachers. Technology, 6(2), 146-163. doi.org/10.1504/IJLT.2011.042646
Pederson, D. R.-Rook-Green, A. & Elder, J. L. (1981). The role of action in the development of pretend play in young children. Developmental Psychology, 17 (6), 757-759.doi.org/10.1037/0012-1649.17.6.756
Petrović-Sočo, B. (2014). Simbolička igra djece rane dobi. Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 16 (Sp.Ed.1), 235-251. Preuzeto s http://hrcak.srce.hr/117860
Pijaže, Ž.-Inhelder, B. (1978). Intelektualni razvoj deteta. Beograd: Zavod za udžbenike i nastavna sredstva.
Platz, D.-Arellano, J. (2011). Time tested early childhood theories and practices. Education,132 (1), 54–63.
Pramling Samuelson I.-Pramling, N. (2013). Play and learning. Smith PK, topic ed. In: Tremblay RE, Boivin M, Peters RDeV, eds. Encyclopedia on Early Childhood Development [online]. Montreal, Quebec: Centre of Excellence for Early Childhood Development and Strategic Knowledge Cluster on Early Child Development; 2013:1-6. Available at: http://www.child-encyclopedia.com/documents/Pramling-Samuelson-PramlingANGxp1.pdf. Accessed June 4, 2015.
Pribišev Beleslin, T. (2013). Igra u istraživanjima s dјecom. Croatian Journal of Education: Hrvatskičasopis za odgoj i obrazovanje, 16(Sp.Ed.1), 253-266.
Rozencwajg, P.- Fenouillet, F. (2012). Effect of goal setting on the strategies used to solve
a block design task. Learning and Individual Differences, 22, 530–536.
Rubinštajn, S. L. (1981). O mišljenju i putevima njegovog istraživanja. Beograd: Zavod za udžbenike i nastavna sredstva.
Saltz, E.-Dixon, D. & Johnson, H. (1977). Training disadventages prescholers on various fantasy activites: Effects on cognitive functioning and impulse control. Child Development, 48 (2), 367-380.
Smith, P. K. - Dutton, S. (1979). Play and training in direct and innovative problem solving, Child Development, 50 (3), 830-836. EJ 212 936. DOI: 10.2307/1128950
Taylor, M. (2013). Imagination. In: P. Zelazo (Ed.), The Oxford handbook of child development: Vol. 1. Body and mind (pp.791–831). New York, NY: Oxford University Press. DOI:10.1093/oxfordhb/9780195395761.001.0001
Thomas, L.-Warren, E. & de Vries, E. (2011). Play-based learning and intentional teaching in early childhood contexts.Australasian Journal of Early Childhood, 36(4), 69–75.DOI:10.5172/ijpl.2011.97
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, Massachusetts: Harvard University Press.
Wolfang, C. H.-Stannard, L. L. & Jones, I. (2001). Block play performance among preschoolers as a predictor of later school achievement in mathematics. Journal of Research in Childhood Education, 15 (2), 173-180. EJ 629 993.DOI:10.1080/02568540109594958
Wood, E. (2010). Developing integrated pedagogical approaches to play and learning. In: P. Broadhead., J, Howard. & E, Wood (Eds.), Play and learning in the early years. 132(1), 54–63. London: Sage Publications.doi.org/10.4135/9781473907850.n13
Wood, E. (2013). Play, learning and the early childhood curriculum (3rded.). London: Sage Publications.