Učenje kroz prizmu socijalnog konstruktivizma
DOI:
https://doi.org/10.15291/ai.1250Ključne riječi:
informalno učenje, konstruktivizam, kontekst, poučavanje, principi učenja, socijalni konstruktivizam, učenje, zajednice prakse/učenjaSažetak
U današnjim shvaćanjima čovjekovog razvoja i učenja sve više se ističe značaj kontekstualnih, posebice socijalnih utjecaja, kao i njihovog dinamičnog međudjelovanja na pojedinca i, obrnuto, pojedinca na njih. Dinamična su-konstrukcija navedenih odnosa izgrađuje pojedinca, pri čemu je on aktivan akter dinamike promjena do kojih dolazi kod njega, ali i u njegovoj okolini. Znanja, sposobnosti, kompetencije konstruiraju se temeljem čovjekovog postojećeg iskustva te konteksta u kojem se učenje događa. Temeljne promjene u učenju i poučavanju su prijelaz na otvoreni sustav znanja i usmjerenje na sâme procese učenja. Učenje i poučavanje se otvaraju te se promatraju u daleko širem materijalnom, socijalnom, kulturnom kontekstu od onog uskog nastavnog. Sveto zahtijeva redefiniranje kurikuluma, kreiranje poticajnog okruženja učenja i poučavanja, ali i promijenjeni opći pristup u obrazovanju nastavnika.U radu se kratko iznose aktualne konstruktivističke interpretacije učenja i konteksta u kojem se ono odvija. Poseban naglasak stavlja se na socijalni konstruktivizam, zajednice prakse/učenja i informalne oblike učenja. Daje se pregled izmijenjene perspektive o učenju kroz niz od sedam principa te, u konačnici, refleksije teorije socijalnog konstruktivizma na praksu školskog učenja i poučavanja.
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