Razvoj kritičkoga mišljenja u nastavi Hrvatskoga jezika u četvrtom razredu osnovne škole

master's thesis

• Title (english): Development of critical thinking in Croatian language teaching in the fourth grade of elementary school
• Author: Maja Zekan
• Mentor: Tamara Gazdić- Alerić (mentor)
• Committee member: Vesna Budinski (predsjednik povjerenstva)
• Committee member: Martina Kolar Billege (član povjerenstva)
• Committee member: Tamara Gazdić- Alerić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2024-07-01, Croatia
• Scientific / art field, discipline and subdiscipline: HUMANISTIC SCIENCES; Interdisciplinary Humanistic Studies; Teaching Methods in the Humanistic Sciences

Abstract

U današnje vrijeme kritičko mišljenje ističe se kao jedna od ključnih kompetencija za razvijanje vještine analiziranja i procjenjivanja informacija, ali i kao neophodna vještina koja omogućuje donošenje odluka i razvijanje argumenata i stavova pojedinca te aktivno sudjelovanje u suvremenome društvu. Dosadašnja istraživanja poučavanja vezanih uz razvoj kritičkoga mišljenja govore o važnosti razvoja kritičkoga mišljenja u okviru obrazovanja i ističu ulogu učitelja u nastavnome procesu, no nitko ne preispituje udžbenik kao jedan od glavnih nastavnih sredstava u samome metodičkome činu poučavanja. Cilj je ovoga rada objediniti definicije kritičkoga mišljenja različitih autora, prikazati poimanje kritičkoga mišljenja od Sokratova vremena do današnjih dana, a zatim na temelju generičkoga modela poučavanja za kritičko mišljenje Ive Buchberger analizirati metodički instrumentarij udžbeničkih jedinica. Cilj je uvidjeti u kojoj mjeri analizirani udžbenici Hrvatskoga jezika utječu na razvoj kritičkoga mišljenja kod učenika četvrtih razreda osnovne škole te postoji li značajnija razlika između istraživanih udžbenika. Analizirano je šest najzastupljenijih udžbenika izdavačkih kuća Profil Klett, Školska knjiga i Alfa, odobrenih za školsku godinu 2023./2024. Provedena analiza pokazala je manjak sadržaja koji potiču kritičko mišljenje kod učenika četvrtih razreda osnovne škole. Sadržaji udžbenika za Hrvatski jezik, prema generičkome modelu poučavanja za kritičko mišljenje Ive Buchberger, jasno i konkretno razvijaju kritičko mišljenje prve dimenzije, kritičkoga pristupa te pete dimenzije, demokratskoga nastavnoga ozračja. Primjetan je izostanak razvijanja ostale tri dimenzije: kritičke akcije, aktivnih nastavnih metoda i oblika rada te aktivne metode evaluacije.

Abstract (english)

Nowadays, critical thinking stands out as one of the key competencies for developing the ability to analyze and evaluate information. It is also an essential skill that enables decisionmaking and the development of arguments and personal opinions and active participation in modern society. Previous research on teaching related to the development of critical thinking emphasizes the importance of developing critical thinking in education and highlights the role of teachers in the teaching process. However, no one questions the textbook as one of the main teaching tools of teaching methodology. The aim of this paper is to offer definitions of critical thinking by various authors, present the concept of critical thinking from Socratic times to the present day and analyze the textbook units instrumentation based on Iva Buchbergers generic model of teaching for critical thinking and its dimensions. Additionally, it aims to determine what extent the analyzed textbooks from the Croatian language influence the development of critical thinking in fourth grade primary school students and whether there is a significant difference between the reviewed textbooks. The research subject includes six most represented textbooks from the publishing houses Profil Klett, Školska knjiga and Alfa, approved for the 2023./24. school year. The analysis showed a lack of content that encourages critical thinking among students in the fourth grade of elementary school. The contents of the Croatian language textbooks clearly and concretely develop the critical thinking of the first dimension, the critical approach, and the fifth dimension, the democratic teaching environment, according to the generic teaching model for critical thinking by Iva Buchberger. However, there is noticeable absence of the development of the other three dimensions is noticeable: critical action, active teaching methods and forms of work and active evaluation methods.

• Keywords: kritičko mišljenje; odgoj i obrazovanje; udžbenici Hrvatskoga jezika
• Keywords (english): critical thinking; education; Croatian language textbooks
• Language: croatian
• URN:NBN: urn:nbn:hr:147:415261
• 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: Access restricted to students and staff of home institution
• Created on: 2024-09-30 11:22:57