Ustvarjalna klima in spodbujanje ustvarjalnosti v 3. in 4. razredu osnovne šole

Stariha, Simona (avtor), Juriševič, Mojca (mentor)

V magistrskem delu smo se ukvarjali s proučevanjem učiteljevih pristopov za spodbujanje ustvarjalnosti ter z njihovim vplivom na ustvarjalno klimo in oblikovanje ustvarjalne samopodobe učencev. V teoretičnem delu smo opredelili osebnostne značilnosti ustvarjalnih oseb, opisali vpliv in vlogo družine in izobraževalnih ustanov na spodbujanje ustvarjalnih zmožnostih posameznika ter prepreke, ki te zmožnosti zavirajo. V nadaljevanju smo se natančneje posvetili razsežnostim ustvarjalne klime ter predstavili ukrepe za uspešno vzpostavljanje pozitivne ustvarjalne klime v razredu. V empiričnem delu smo predstavili rezultate raziskave, ki smo jih pridobili s pomočjo anketnega vprašalnika brazilskih avtoric Alencar, Bruno-Faria in Fleith. V kvantitativno zasnovani raziskavi so sodelovali učenci 3. in 4. razreda belokranjskih osnovnih šol. Rezultati s področja ocene učencev in učenk 3. in 4. razreda o učiteljevi uporabi pristopov za spodbujanje ustvarjalnosti pri pouku so pokazali, da so učenci in učenke podobno zaznavali učiteljevo uporabo pristopov za spodbujanje ustvarjalnosti. Učenci in učenke so ocenili, da učitelji v razredu občasno uporabljajo pristope za spodbujanje ustvarjalnosti. Analiza rezultatov s področja razlik med spoloma je pokazala, da so deklice učiteljevo uporabo pristopov za spodbujanje ustvarjalnosti ocenjevala višje kot dečki. Rezultati s področja ravni ustvarjalne klime pri pouku so pokazali, da so učenci in učenke podobno doživljali raven ustvarjalne klime, ki je prevladovala v razredu. Zaznavali so, da je v razredu prevladovala povprečna raven ustvarjalne klime, kar pomeni, da so zaznavali, da je učitelj pristope za spodbujanje ustvarjalnosti uporabljal, vendar ne v tolikšni meri, kot bi si to želeli učenke in učenci. Deklice so višje ocenjevale raven ustvarjalne klime, ki je prevladovala v razredu, kar smo povezali s tem, da so se čutile bolj ustvarjalne in so zato v večji meri menile, da je bila v razredu ustvarjalnost spodbujana, kot so to zaznavali dečki. Nadaljnja analiza rezultatov je pokazala tudi pozitivno povezanost med ustvarjalno klimo in ustvarjalno samopodobo, in sicer bolj kot so učenci zaznavali, da je v razredu prevladovalo ustvarjalno vzdušje in je bila ustvarjalnost spodbujana, bolj so se čutili ustvarjalne oziroma so boljše ocenjevali lastno ustvarjalno samopodobo. Podobno smo ugotovili tudi pozitivno povezanost med učenčevo oceno učiteljevih pristopov za spodbujanje ustvarjalnosti in njegovo oceno lastne ustvarjalne samopodobe. Višje kot so učenci ocenili uporabo učiteljevih pristopov za spodbujanje ustvarjalnosti, višje so ocenjevali tudi svojo ustvarjalno samopodobo.

• Jezik: Slovenski jezik
• Ključne besede: ustvarjalnost
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Leto izida: 2020
• PID: 20.500.12556/RUL-120862
• COBISS.SI-ID: 29756931
• Datum objave v RUL: 29.09.2020

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Creative climate and fostering creativity in 3rd and 4th grade of primary school

Izvleček

In the master's thesis we focused on the teachers approaches for encouraging creativity and their impact on the creative climate and the shaping of students' creative self-image. In the theoretical part, we presented definitions of creativity and defined the personality characteristics that were those of a creative individual. We have described the impact on family and educational institutions on encouraging of an individual and the obstacles that prevented creative potentials. In the following, we carefully focused on the dimensions of the creative climate and introduced measures for successfully establishing a positive creative climate in the classroom. The research part of the master's thesis aimed at empirically determining the teacher's use of of approaches that encouraged classroom creativity and their impact on students self perception of creativity. We were interested in how students perceived the presence of a creative climate in the classroom and their opinion on how teachers encouraged their creativity in the classroom. The data was obtained with a questionnaire by Brazilian authors Alencar, Bruno-Faria and Fleith. Students of 3rd and 4th grade elementary schools in Bela krajina participated in a quantitative research. The results that showed the level of creative climate in the classroom explained that male and female students similarly experienced the level of creative climate that prevailed in the classroom. Which meant that they perceived that the teacher used approaches to encourage creativity, but not to the extent that students would like. Girls rated higher the level of creative climate that prevailed in the classroom, which we associated with feeling more creative and therefore more likely to believed that creativity is encouraged in the classroom as perceived by boys. Further analysis of the results also showed a positive correlation between the creative climate and creative self-image. Namely, the more students perceived that the creative atmosphere prevailed in the classroom and creativity is encouraged, the more they felt creative or better assessed their own creative self-image. Similarly, we found a positive correlation between the student’s assessment of the teacher’s approaches to promoting creativity and his assessment of his own creative self-image. The higher they rated students use of teachers approaches to fostering creativity, the higher they rated their creative self-image.

• Ključne besede: creativity