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Priroda kognitivne prepreke u procesu intelektualnog vaspitanja

The nature of 'cognitive obstacle' in the process of intellectual education

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2011
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Antonijević, Radovan
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Abstract
Intelektualno vaspitanje u nastavi podrazumeva različite oblike aktivnosti učenika koji treba da utiču na razvoj kognitivnih svojstava učenika. U nastavi postoji sistem različitih aktivnosti, s obzirom na to da su sistematičnost i organizovanost ključna svojstva nastave . U ovom radu razmatra se pojam 'kognitivne prepreke', kao elementarne pozicije u procesu intelektualnog razvoja. Opisuju se i različiti primeri zadataka u nastavi koji po formi i sadržaju imaju konstituisanu kognitivnu prepreku. Za proces 'savladavanja kognitivne prepreke' pri rešavanju postavljenog zadatka u nastavi neophodno je da učenik angažuje referentni kognitivni potencijal, odnosno da aktivira različite misaone aktivnosti (misaone operacije), a tako se razvijaju i unapređuju pojedina kognitivna svojstva. Celina procesa intelektualnog vaspitanja, koje se odvija u nastavi i kroz druge modele vaspitanja i obrazovanja, posmatra se kao celovit, organizovan i ka ispunjenju određenih ciljeva, zadataka i ishoda intelek...tualnog vaspitanja orijentisan sistem kognitivnih prepreka, koje omogućavaju optimalnu misaonu aktivaciju individue i njen razvoj u celini, kao i razvoj posebnih kognitivnih svojstava (sposobnosti, veština, znanja i drugo).

Intellectual education includes various forms of activities which are supposed to enhance the development of cognitive abilities of the student. The teaching process includes an elaborate system of different activities since systematization and organization are the key features of the teaching process. The article considers the concept of 'cognitive obstacle' as an elementary point in the process of intellectual growth. Offered are also different examples of teaching tasks which in form or content wise contain a cognitive obstacle. In order to 'overcome a cognitive obstacle' while trying to solve a task the student has to engage his referent cognitive potentials, i.e. activate various thinking activities (thinking operations), which is how individual cognitive features are developed and enhanced. The process of intellectual education which takes place in the teaching process and through other educational forms is regarded as a whole, an organized system of cognitive obstacles oriented ...towards reaching specified goals and outcomes of intellectual education, the system which enables optimal cognitive activation of the individual and his development in general, as well as the development of particular cognitive features (abilities, skills, knowledge, etc.).

Keywords:
uticaj na razvoj / kognitivna prepreka / intelektualno vaspitanje / aktivnost u procesu vaspitanja / intellectual education / influence on development / cognitive obstacle / activity in educational process
Source:
Nastava i vaspitanje, 2011, 60, 4, 565-583
Publisher:
  • Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
Funding / projects:
  • Models of evaluation and strategies for improvement of education quality in Serbia (RS-179060)

ISSN: 0547-3330

[ Google Scholar ]
Handle
https://hdl.handle.net/21.15107/rcub_reff_1282
URI
http://reff.f.bg.ac.rs/handle/123456789/1282
Collections
  • Radovi istraživača / Researcher's publications - Odeljenje za pedagogiju
Institution/Community
Pedagogija / Pedagogy
TY  - JOUR
AU  - Antonijević, Radovan
PY  - 2011
UR  - http://reff.f.bg.ac.rs/handle/123456789/1282
AB  - Intelektualno vaspitanje u nastavi podrazumeva različite oblike aktivnosti učenika koji treba da utiču na razvoj kognitivnih svojstava učenika. U nastavi postoji sistem različitih aktivnosti, s obzirom na to da su sistematičnost i organizovanost ključna svojstva nastave . U ovom radu razmatra se pojam 'kognitivne prepreke', kao elementarne pozicije u procesu intelektualnog razvoja. Opisuju se i različiti primeri zadataka u nastavi koji po formi i sadržaju imaju konstituisanu kognitivnu prepreku. Za proces 'savladavanja kognitivne prepreke' pri rešavanju postavljenog zadatka u nastavi neophodno je da učenik angažuje referentni kognitivni potencijal, odnosno da aktivira različite misaone aktivnosti (misaone operacije), a tako se razvijaju i unapređuju pojedina kognitivna svojstva. Celina procesa intelektualnog vaspitanja, koje se odvija u nastavi i kroz druge modele vaspitanja i obrazovanja, posmatra se kao celovit, organizovan i ka ispunjenju određenih ciljeva, zadataka i ishoda intelektualnog vaspitanja orijentisan sistem kognitivnih prepreka, koje omogućavaju optimalnu misaonu aktivaciju individue i njen razvoj u celini, kao i razvoj posebnih kognitivnih svojstava (sposobnosti, veština, znanja i drugo).
AB  - Intellectual education includes various forms of activities which are supposed to enhance the development of cognitive abilities of the student. The teaching process includes an elaborate system of different activities since systematization and organization are the key features of the teaching process. The article considers the concept of 'cognitive obstacle' as an elementary point in the process of intellectual growth. Offered are also different examples of teaching tasks which in form or content wise contain a cognitive obstacle. In order to 'overcome a cognitive obstacle' while trying to solve a task the student has to engage his referent cognitive potentials, i.e. activate various thinking activities (thinking operations), which is how individual cognitive features are developed and enhanced. The process of intellectual education which takes place in the teaching process and through other educational forms is regarded as a whole, an organized system of cognitive obstacles oriented towards reaching specified goals and outcomes of intellectual education, the system which enables optimal cognitive activation of the individual and his development in general, as well as the development of particular cognitive features (abilities, skills, knowledge, etc.).
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - Priroda kognitivne prepreke u procesu intelektualnog vaspitanja
T1  - The nature of 'cognitive obstacle' in the process of intellectual education
EP  - 583
IS  - 4
SP  - 565
VL  - 60
UR  - https://hdl.handle.net/21.15107/rcub_reff_1282
ER  - 
@article{
author = "Antonijević, Radovan",
year = "2011",
abstract = "Intelektualno vaspitanje u nastavi podrazumeva različite oblike aktivnosti učenika koji treba da utiču na razvoj kognitivnih svojstava učenika. U nastavi postoji sistem različitih aktivnosti, s obzirom na to da su sistematičnost i organizovanost ključna svojstva nastave . U ovom radu razmatra se pojam 'kognitivne prepreke', kao elementarne pozicije u procesu intelektualnog razvoja. Opisuju se i različiti primeri zadataka u nastavi koji po formi i sadržaju imaju konstituisanu kognitivnu prepreku. Za proces 'savladavanja kognitivne prepreke' pri rešavanju postavljenog zadatka u nastavi neophodno je da učenik angažuje referentni kognitivni potencijal, odnosno da aktivira različite misaone aktivnosti (misaone operacije), a tako se razvijaju i unapređuju pojedina kognitivna svojstva. Celina procesa intelektualnog vaspitanja, koje se odvija u nastavi i kroz druge modele vaspitanja i obrazovanja, posmatra se kao celovit, organizovan i ka ispunjenju određenih ciljeva, zadataka i ishoda intelektualnog vaspitanja orijentisan sistem kognitivnih prepreka, koje omogućavaju optimalnu misaonu aktivaciju individue i njen razvoj u celini, kao i razvoj posebnih kognitivnih svojstava (sposobnosti, veština, znanja i drugo)., Intellectual education includes various forms of activities which are supposed to enhance the development of cognitive abilities of the student. The teaching process includes an elaborate system of different activities since systematization and organization are the key features of the teaching process. The article considers the concept of 'cognitive obstacle' as an elementary point in the process of intellectual growth. Offered are also different examples of teaching tasks which in form or content wise contain a cognitive obstacle. In order to 'overcome a cognitive obstacle' while trying to solve a task the student has to engage his referent cognitive potentials, i.e. activate various thinking activities (thinking operations), which is how individual cognitive features are developed and enhanced. The process of intellectual education which takes place in the teaching process and through other educational forms is regarded as a whole, an organized system of cognitive obstacles oriented towards reaching specified goals and outcomes of intellectual education, the system which enables optimal cognitive activation of the individual and his development in general, as well as the development of particular cognitive features (abilities, skills, knowledge, etc.).",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "Priroda kognitivne prepreke u procesu intelektualnog vaspitanja, The nature of 'cognitive obstacle' in the process of intellectual education",
pages = "583-565",
number = "4",
volume = "60",
url = "https://hdl.handle.net/21.15107/rcub_reff_1282"
}
Antonijević, R.. (2011). Priroda kognitivne prepreke u procesu intelektualnog vaspitanja. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 60(4), 565-583.
https://hdl.handle.net/21.15107/rcub_reff_1282
Antonijević R. Priroda kognitivne prepreke u procesu intelektualnog vaspitanja. in Nastava i vaspitanje. 2011;60(4):565-583.
https://hdl.handle.net/21.15107/rcub_reff_1282 .
Antonijević, Radovan, "Priroda kognitivne prepreke u procesu intelektualnog vaspitanja" in Nastava i vaspitanje, 60, no. 4 (2011):565-583,
https://hdl.handle.net/21.15107/rcub_reff_1282 .

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