POJMOVNO MIŠLJENJE NEOBRAZOVANIH ODRASLIH
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Polazeći od teze Vigotskog da je preduslov pojmovnog mišljenja i pravih
pojmova uopšte sistematski uticaj na dete koji se ostvaruje njegovim
uključivanjem u obrazovni proces, cilj ovog rada jeste ispitivanje
karakteristika pojmovnog mišljenja ljudi koji nisu išli u školu, čime su bili
lišeni formativne uloge obrazovanja. Korišćena su četiri različita metoda za
ispitivanje razvoja pojmova, na uzorku od sedamnaest ispitanika koji nisu išli u
školu. Rezultati govore da ispitanici, u većini, ni na jednoj od četiri različite
metode za ispitivanje pojmova nisu pokazali da pojmovima vladaju na
najvišem nivou razvoja. Međutim, postignuće na nekim testovima i na nekim
pojedinačnim zadacima unutar testova sadrži elemente pojmovnog mišljenja
The starting point of this paper is Vygotsky's thesis that the prerequisite of
conceptual thinking and concepts in general is the systematic influence upon the
child effectuated by his/her inclusion into the process of education. The aim of this
work is to examine characteristics of conceptual thinking of people who have not
attended school, by which they have been devoid of formative role of education.
Four different methods for examination of conceptual development have been used
on the sample consisting of seventeen respondents who have not attended school.
The results state that the majority of respondents have not demonstrated that they
master the concepts on the highest level of development in none of these four methods. However, some respondents in some tests and some individual tasks within the
tests show some characteristics of the high level of the conceptual thinking development.
Ključne reči:
teorija Vigotskog / razvoj pojmova / neobrazovani odrasli / pojmovni sistem / theory of Vygotsky / conceptual development / uneducated adults / concept systemIzvor:
Psihologija, 2006, 39, 4, 475-489Institucija/grupa
Psihologija / PsychologyTY - JOUR AU - Pavlović, Zoran PY - 2006 UR - http://reff.f.bg.ac.rs/handle/123456789/3478 AB - Polazeći od teze Vigotskog da je preduslov pojmovnog mišljenja i pravih pojmova uopšte sistematski uticaj na dete koji se ostvaruje njegovim uključivanjem u obrazovni proces, cilj ovog rada jeste ispitivanje karakteristika pojmovnog mišljenja ljudi koji nisu išli u školu, čime su bili lišeni formativne uloge obrazovanja. Korišćena su četiri različita metoda za ispitivanje razvoja pojmova, na uzorku od sedamnaest ispitanika koji nisu išli u školu. Rezultati govore da ispitanici, u većini, ni na jednoj od četiri različite metode za ispitivanje pojmova nisu pokazali da pojmovima vladaju na najvišem nivou razvoja. Međutim, postignuće na nekim testovima i na nekim pojedinačnim zadacima unutar testova sadrži elemente pojmovnog mišljenja AB - The starting point of this paper is Vygotsky's thesis that the prerequisite of conceptual thinking and concepts in general is the systematic influence upon the child effectuated by his/her inclusion into the process of education. The aim of this work is to examine characteristics of conceptual thinking of people who have not attended school, by which they have been devoid of formative role of education. Four different methods for examination of conceptual development have been used on the sample consisting of seventeen respondents who have not attended school. The results state that the majority of respondents have not demonstrated that they master the concepts on the highest level of development in none of these four methods. However, some respondents in some tests and some individual tasks within the tests show some characteristics of the high level of the conceptual thinking development. T2 - Psihologija T1 - POJMOVNO MIŠLJENJE NEOBRAZOVANIH ODRASLIH EP - 489 IS - 4 SP - 475 VL - 39 DO - 10.2298/PSI0604475P ER -
@article{ author = "Pavlović, Zoran", year = "2006", abstract = "Polazeći od teze Vigotskog da je preduslov pojmovnog mišljenja i pravih pojmova uopšte sistematski uticaj na dete koji se ostvaruje njegovim uključivanjem u obrazovni proces, cilj ovog rada jeste ispitivanje karakteristika pojmovnog mišljenja ljudi koji nisu išli u školu, čime su bili lišeni formativne uloge obrazovanja. Korišćena su četiri različita metoda za ispitivanje razvoja pojmova, na uzorku od sedamnaest ispitanika koji nisu išli u školu. Rezultati govore da ispitanici, u većini, ni na jednoj od četiri različite metode za ispitivanje pojmova nisu pokazali da pojmovima vladaju na najvišem nivou razvoja. Međutim, postignuće na nekim testovima i na nekim pojedinačnim zadacima unutar testova sadrži elemente pojmovnog mišljenja, The starting point of this paper is Vygotsky's thesis that the prerequisite of conceptual thinking and concepts in general is the systematic influence upon the child effectuated by his/her inclusion into the process of education. The aim of this work is to examine characteristics of conceptual thinking of people who have not attended school, by which they have been devoid of formative role of education. Four different methods for examination of conceptual development have been used on the sample consisting of seventeen respondents who have not attended school. The results state that the majority of respondents have not demonstrated that they master the concepts on the highest level of development in none of these four methods. However, some respondents in some tests and some individual tasks within the tests show some characteristics of the high level of the conceptual thinking development.", journal = "Psihologija", title = "POJMOVNO MIŠLJENJE NEOBRAZOVANIH ODRASLIH", pages = "489-475", number = "4", volume = "39", doi = "10.2298/PSI0604475P" }
Pavlović, Z.. (2006). POJMOVNO MIŠLJENJE NEOBRAZOVANIH ODRASLIH. in Psihologija, 39(4), 475-489. https://doi.org/10.2298/PSI0604475P
Pavlović Z. POJMOVNO MIŠLJENJE NEOBRAZOVANIH ODRASLIH. in Psihologija. 2006;39(4):475-489. doi:10.2298/PSI0604475P .
Pavlović, Zoran, "POJMOVNO MIŠLJENJE NEOBRAZOVANIH ODRASLIH" in Psihologija, 39, no. 4 (2006):475-489, https://doi.org/10.2298/PSI0604475P . .