Konvergentno i divergentno mišljenje učenika osnovne škole

master's thesis

• Title (english): Convergent and divergent thinking of Primary school Pupils
• Author: Ema Tunuković
• Mentor: Lana Jurčec (mentor)
• Committee member: Svetlana Novaković (predsjednik povjerenstva)
• Committee member: Staša Kukulj (član povjerenstva)
• Committee member: Lana Jurčec (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; (Chair of Psychology); Zagreb
• Defense date and country: 2020-07-07, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Psychology; School Psychology and the Psychology of Education

Abstract

Tema ovog diplomskog rada jest razlika između konvergentnog i divergentnog načina razmišljanja te njihova upotreba prilikom ispitivanja kreativnosti kod učenika osnovne škole. Nastoje se objasniti osnovne razlike između dva načina razmišljanja čiju je prvu podjelu uveo Joy Paul Guilford 1971. u svom djelu „The nature of human intelligence“. Konvergentnim načinom razmišljanja smatra se onim logičkim i preciznim, dok se divergentnim načinom smatra ono mišljenje koje rezultira s više točnih odgovora te koje pokriva različite mogućnosti pristupa jednom problemu. Divergentan način razmišljanja ujedno je onaj koji je nužan za razvitak kreativnosti i potrebit je u današnjem vremenu gdje se nove ideje cijene više no ikad. Mnoga su istraživanja dokazala da se u hrvatskom školstvu najviše koriste zadatci konvergentne produkcije, pa se ovim dvama istraživanjima napravljenim 2016. i 2020. godine na istom uzorku ispitanika utvrđuju učenički načini razmišljanja te se dokazuje da se u periodu od četiri godine njihova kreativnost drastično smanjila. U rezultatima istraživanja primjećuje se pad u kriterijima kreativnosti, a iz učeničke samoprocjene vidi se da jako mali broj učenika sebe smatra kreativnim osobama te da se u školstvu uopće ne cijeni, a ni ne koristi kreativnost. Zbog konstantne upotrebe konvergentne produkcije u nastavi, divergentni način razmišljanja se ne razvija te u konačnici dolazi do pogoršanja kreativne produkcije. Rad pokriva teorijski i empirijski dio istraživanja konvergentnog i divergentnog načina razmišljanja te se osvrće na dodatne mogućnosti koje bi omogućile poticanje kreativnosti u nastavi i potpuni razvitak konvergentnog i divergentnog načina razmišljanja.

Abstract (english)

The topic of this graduate thesis is the difference between convergent and divergent thinking and their use in testing creativity in primary school students. The main aim is to try to explain the basic differences between the two ways of thinking, classification which was introduced by Joy Paul Guilford in 1967 in his work "The nature of human intelligence". The convergent way of thinking is considered to be the logical and precise one, while the divergent way is considered to be the one that results in more correct answers and which covers different possibilities of approaching one problem. A divergent way of thinking is also one that is necessary for the development of creativity and is needed in today's time where new ideas are valued more than ever. Many studies have proven that convergent production tasks are mostly used in Croatian education, so these two surveys conducted in 2016 and 2020 on the same sample of respondents determine students' ways of thinking and prove that in a period of four years their creativity has decreased drastically. The results of the research show a decline in the criteria of creativity, and the pupil’s self-assessment shows that a very small number of pupils considers themselves creative and that creativity is not valued or used in education at all. Due to the constant use of convergent production in teaching, the divergent way of thinking does not develop and ultimately there is a deterioration of creative production. The paper covers the theoretical and empirical part of the research of convergent and divergent thinking and looks at additional possibilities that would enable the encouragement of creativity in teaching and the full development of convergent and divergent thinking.

• Keywords: Mišljenje; konvergentno; divergentno; kreativnost
• Keywords (english): Thinking; convergent; divergent; creativity
• Language: croatian
• URN:NBN: urn:nbn:hr:147:461754
• Study programme: Title: Integrated Undergraduate and Graduate University Programme of Study of Primary Teacher Education and Integrated Undergraduate and Graduate University Programme of Study for Primary Teacher Education with English and German Language; Study programme type: university; Study level: integrated undergraduate and graduate; Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2021-01-29 10:38:18