Creative problem-solving is defined and its methods described, as well as the role of the teacher and pupil, and recommendations are given as to how it can be applied in educational practice. The texts to which it is applied are Slovene short stories and novellas from the 1980s and 1990s; the context is the final year of gimnazija or 4-year secondary technical school, under the heading of Slovene narrative prose. An explanation is given of why it makes sense to move from a teaching paradigm to a learning paradigm in five phases: identifying the problem, defining the problem and
the research work required, independent research work, analysis and adjustment of results, and new tasks.
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