Psihologija i nastava istorije
Psychology and the teaching of history
Апстракт
Istoriju učenici često označavaju kao težak, nerazumljiv, dosadan i nekoristan predmet i sve analize efekata ove nastave ukazuju na to da je znanje istorije koje učenici ponesu iz škole slabo i nepovezano. Zapitali smo se zbog čega je istorija deci težak predmet. Odgovor na ovo pitanje leži u karakteristikama intelektualnih moći dece osnovnoškolskog uzrasta. Postoji nekoliko problem-polja u okviru kojih treba istraživati mogućnosti dece da se bave istorijom i to su: razvoj formalnog mišljenja kod dece, shvatanje istorijskog vremena, prostora, uzročno-posledičnih odnosa, istorijskog jezika i istorijskih pojmova. To su upravo polja koja pokazuju kako su psihološka znanja i istraživanja neophodna da bi se koncipirala nastava istorije koja će učenicima biti smislena i efikasna.
History is often evaluated by pupils as a complicated, hard to understand, boring and useless subjects and all the analyses of the effects of teaching history point to the fact that the knowledge of history pupils get in school is insufficient and partial. The question was why history is a difficult subject to children. The answer to this question is found in the qualities of intellectual powers of a elementary school children. There is a number of problem fields in the frame of which the children's abilities to deal with history should be explored: the development of formal thinking in children, the conception of historical time, space, the cause-consequence relation, the historical language and the historical notions. These are in fact the fields that show how the psychological knowledge and investigations are necessary to design the teaching of history to be meaningful and efficient to pupils.
Кључне речи:
teaching of history / modeling of learning process / formal thinking / conception of historical timeИзвор:
Nastava i vaspitanje, 1994, 43, 5, 456-464Издавач:
- Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
Институција/група
Psihologija / PsychologyTY - JOUR AU - Pešikan, Ana PY - 1994 UR - http://reff.f.bg.ac.rs/handle/123456789/147 AB - Istoriju učenici često označavaju kao težak, nerazumljiv, dosadan i nekoristan predmet i sve analize efekata ove nastave ukazuju na to da je znanje istorije koje učenici ponesu iz škole slabo i nepovezano. Zapitali smo se zbog čega je istorija deci težak predmet. Odgovor na ovo pitanje leži u karakteristikama intelektualnih moći dece osnovnoškolskog uzrasta. Postoji nekoliko problem-polja u okviru kojih treba istraživati mogućnosti dece da se bave istorijom i to su: razvoj formalnog mišljenja kod dece, shvatanje istorijskog vremena, prostora, uzročno-posledičnih odnosa, istorijskog jezika i istorijskih pojmova. To su upravo polja koja pokazuju kako su psihološka znanja i istraživanja neophodna da bi se koncipirala nastava istorije koja će učenicima biti smislena i efikasna. AB - History is often evaluated by pupils as a complicated, hard to understand, boring and useless subjects and all the analyses of the effects of teaching history point to the fact that the knowledge of history pupils get in school is insufficient and partial. The question was why history is a difficult subject to children. The answer to this question is found in the qualities of intellectual powers of a elementary school children. There is a number of problem fields in the frame of which the children's abilities to deal with history should be explored: the development of formal thinking in children, the conception of historical time, space, the cause-consequence relation, the historical language and the historical notions. These are in fact the fields that show how the psychological knowledge and investigations are necessary to design the teaching of history to be meaningful and efficient to pupils. PB - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd T2 - Nastava i vaspitanje T1 - Psihologija i nastava istorije T1 - Psychology and the teaching of history EP - 464 IS - 5 SP - 456 VL - 43 UR - https://hdl.handle.net/21.15107/rcub_reff_147 ER -
@article{ author = "Pešikan, Ana", year = "1994", abstract = "Istoriju učenici često označavaju kao težak, nerazumljiv, dosadan i nekoristan predmet i sve analize efekata ove nastave ukazuju na to da je znanje istorije koje učenici ponesu iz škole slabo i nepovezano. Zapitali smo se zbog čega je istorija deci težak predmet. Odgovor na ovo pitanje leži u karakteristikama intelektualnih moći dece osnovnoškolskog uzrasta. Postoji nekoliko problem-polja u okviru kojih treba istraživati mogućnosti dece da se bave istorijom i to su: razvoj formalnog mišljenja kod dece, shvatanje istorijskog vremena, prostora, uzročno-posledičnih odnosa, istorijskog jezika i istorijskih pojmova. To su upravo polja koja pokazuju kako su psihološka znanja i istraživanja neophodna da bi se koncipirala nastava istorije koja će učenicima biti smislena i efikasna., History is often evaluated by pupils as a complicated, hard to understand, boring and useless subjects and all the analyses of the effects of teaching history point to the fact that the knowledge of history pupils get in school is insufficient and partial. The question was why history is a difficult subject to children. The answer to this question is found in the qualities of intellectual powers of a elementary school children. There is a number of problem fields in the frame of which the children's abilities to deal with history should be explored: the development of formal thinking in children, the conception of historical time, space, the cause-consequence relation, the historical language and the historical notions. These are in fact the fields that show how the psychological knowledge and investigations are necessary to design the teaching of history to be meaningful and efficient to pupils.", publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd", journal = "Nastava i vaspitanje", title = "Psihologija i nastava istorije, Psychology and the teaching of history", pages = "464-456", number = "5", volume = "43", url = "https://hdl.handle.net/21.15107/rcub_reff_147" }
Pešikan, A.. (1994). Psihologija i nastava istorije. in Nastava i vaspitanje Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 43(5), 456-464. https://hdl.handle.net/21.15107/rcub_reff_147
Pešikan A. Psihologija i nastava istorije. in Nastava i vaspitanje. 1994;43(5):456-464. https://hdl.handle.net/21.15107/rcub_reff_147 .
Pešikan, Ana, "Psihologija i nastava istorije" in Nastava i vaspitanje, 43, no. 5 (1994):456-464, https://hdl.handle.net/21.15107/rcub_reff_147 .