SURADNIČKO UČENJE U SVEUČILIŠNOJ NASTAVI

• Main Author: Bognar, Ladislav; Filozofski fakultet, Osijek, Hrvatska
• Format: Text
• Language: Croatian
• Published: Faculty of philosophy Osijek, Faculty of education in Osijek 2006
• Subjects: suradnja; natjecanje; suradničko učenje; grupni oblik; efikasnost; socijalne kompetencije; razvoj samopouzdanja; sveučilišna nastava; nastava didaktike; cooperation; competition; cooperative learning; group work; achievement; social competences; self esteem; teaching at universities; teaching didactics; sami
• Online Access: http://hrcak.srce.hr/25020; http://hrcak.srce.hr/file/39434

Pojam suradničko učenje (cooperative learning) javio se najprije kod američkih autora kao odgovor na natjecateljsko učenje (competitive learning). Na to su utjecala istraživanja Lewina o kooperativnim i kompetitivnim odnosima u grupnoj dinamici. U evropskoj didaktici već je od ranije bio afirmiran grupni oblik (pored frontalnog i individualnog) pa se taj termin prihvaća kao sinonim za grupni oblik dajući naglasak na kvalitetu odnosa koje taj oblik treba njegovati. U sveučilišnoj nastavi još uvijek postoje shvaćanja da ona mora biti predavačka i da to odražava njenu visoku znanstvenu razinu, pa se čak smatralo da didaktičke spoznaje vrijede samo za školske, a ne i fakultetske uvjete. Danas se te zablude prevladavaju i sve se više radi na napuštanju neproduktivne predavačke nastave. Ovo je posebno važno za fakultete koji spremaju za nastavnička zvanja jer na njima studenti moraju doživjeti suvremenu nastavu kako bi je mogli i sami izvoditi. Na nastavi didaktike već godinama upravo to činimo i suradničko učenje predstavlja jedan od najvažnijih pristupa. Iz rezultata ispitivanja provedenoga sa 167 studenata vidljiv je pozitivan odnos studenata prema nastavi već nakon prvoga semestra. 80% studenata vrlo je zainteresirano za ovaj predmet, 19% još nema jasan stav, a 1% nije zainteresirano jer svoju budućnost ne vide u nastavničkom zvanju. Prevladava ugodna emocionalna klima jer 85% emocija koje se javljaju na nastavi po njihovim izjavama su ugodne emocije, a od 15% neugodnih 12% otpada na zabrinutost zbog problema koji ih čekaju u praksi. Studenti smatraju da se na takvoj nastavi više nauči nego li na klasičnim predavanjima, da se potiče kreativnost i pozitivni socijalni odnosi te razvija samopouzdanje i osjećaj kompetentnosti za buduće zvanje koje će obavljati. Suradničko učenje je jedan od mogućih putova osuvremenjivanja sveučilišne nastave. The term “cooperative learning” was first introduced by American authors as an answer to “competitive learning” which dominates traditional teaching. Among the most influential was Kurt Lewin’s research on authoritarian and democratic leadership in group dynamics. As group work (in addition to frontal and individual work) had already been established in European didactics by that time, cooperative learning is now used as a synonym which stresses the quality of group relations that should be nourished in group work. In the institutions of higher education there is still a strongly rooted belief that lectures should be given ex cathedra, and that it reflects its high scientific level. It has long been held that didactic findings apply only to school and not to university settings. These misconceptions have been broken down and more effort is put into overcoming the non-productive lecturing. This is particularly important for colleges that train future teachers, as students should experience modern teaching methods, so that they could use them in their own teaching. We have been using cooperative learning in didactics classes for years. Results of research conducted with 167 students indicate a positive attitude of students towards teaching after the first semester. 80% of students are very interested in this course, 19% do not have a clear attitude, and 1% are not interested as they do not see themselves as teachers in the future. 85% of students have said that there is a comfortable emotional climate during classes, and out of the 15% who feel uneasy, 12% feel so because they are concerned about the problems they will be facing when they start teaching. Students feel that such classes teach them more than traditional lectures, that they support creativity and positive social relations, develop self-assurance and competence for their future profession. Cooperative learning is one of the possible ways of modernizing teaching at universities.