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master's thesis
Personalizirano poučavanje i modeli suvremenog poučavanja
Zagreb: University of Zagreb, Faculty of Education and Rehabilitation Sciences, 2018. urn:nbn:hr:158:325130
Malina, Antonija
University of Zagreb
Faculty of Education and Rehabilitation Sciences

Institutional repository: Faculty of Education and Rehabilitation Sciences

Cite this document

Malina, A. (2018). Personalizirano poučavanje i modeli suvremenog poučavanja (Master's thesis). Zagreb: University of Zagreb, Faculty of Education and Rehabilitation Sciences. Retrieved from https://urn.nsk.hr/urn:nbn:hr:158:325130

Malina, Antonija. "Personalizirano poučavanje i modeli suvremenog poučavanja." Master's thesis, University of Zagreb, Faculty of Education and Rehabilitation Sciences, 2018. https://urn.nsk.hr/urn:nbn:hr:158:325130

Malina, Antonija. "Personalizirano poučavanje i modeli suvremenog poučavanja." Master's thesis, University of Zagreb, Faculty of Education and Rehabilitation Sciences, 2018. https://urn.nsk.hr/urn:nbn:hr:158:325130

Malina, A. (2018). 'Personalizirano poučavanje i modeli suvremenog poučavanja', Master's thesis, University of Zagreb, Faculty of Education and Rehabilitation Sciences, accessed 21 December 2024, https://urn.nsk.hr/urn:nbn:hr:158:325130

Malina A. Personalizirano poučavanje i modeli suvremenog poučavanja [Master's thesis]. Zagreb: University of Zagreb, Faculty of Education and Rehabilitation Sciences; 2018 [cited 2024 December 21] Available at: https://urn.nsk.hr/urn:nbn:hr:158:325130

A. Malina, "Personalizirano poučavanje i modeli suvremenog poučavanja", Master's thesis, University of Zagreb, Faculty of Education and Rehabilitation Sciences, Zagreb, 2018. Available at: https://urn.nsk.hr/urn:nbn:hr:158:325130

Metadata
TitlePersonalizirano poučavanje i modeli suvremenog poučavanja
Title (english)Personalized learning and contemporary learning strategies
AuthorAntonija Malina
MentorZrinjka Stančić (mentor)
Committee memberZrinjka Stančić (predsjednik povjerenstva)
Committee memberLjiljana Pintarić Mlinar (član povjerenstva)
Committee memberDaniela Bratković (član povjerenstva)
GranterUniversity of Zagreb
Faculty of Education and Rehabilitation Sciences
Zagreb
Defense date and country2018-09-26, Croatia
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Education/Rehabilitation Sciences
Abstract
Izbor modela i oblika rada u nastavi bitno je pitanje suvremenog učitelja u osnovnim i nastavnika u srednjim školama. Za razliku od tradicionalnih modela u kojima je učitelj prenositelj znanja, a učenici pasivni slušači, suvremeni nastavni modeli poučavanja usmjeravaju se na potrebe današnjih učenika kako bi ih se potaklo na samostalnost u učenju, poticalo njihovu kreativnost, učenje putem otkrivanja i problemskog rješavanja (Matić, 2014). Ovim radom prikazan je personalizirani model kao najsuvremeniji model poučavanja. Opisani su začeci modela, njegove komponente te konkretni primjeri i smjernice primjene personaliziranog modela poučavanja u aspektima voĎenja obrazovnog procesa, davanja instrukcija i evaluacije postignutog. Navedene su smjernice vezane uz sljedeća pitanja: kako odrediti specifične zadatke za pojedinog učenika; u kojoj mjeri učitelj/nastavnik, a u kojoj mjeri učenik kontrolira slijed i tempo učenja; kako dati povratnu informaciju učeniku; kako evaluirati uspješnost provedenih zadataka (Zmuda, Curtis, Ullman, 2015). U prikazu modela navedeni su rezultati istraţivanja koji potvrĎuju njegovu vrijednost u obrazovnom procesu, kako za učenike tipičnog razvoja, tako i za učenike s posebnim odgojno-obrazovnim potrebama. Osim toga, navedene su mogućnosti primjene modela u Hrvatskoj te na koje načine bi se postupno mogao implementirati u obrazovni sustav.
Abstract (english)
The choice of learning methods is important question of any teacher in primary and secondary school. Unlike traditional school in which teachers direct and provide learning and students are passive participants, contemporary learning models focus on the needs of individual learner to encourage self-directed learning, creative thinking, critical thinking and problem solving. (Matić, 2014). This paper provides a review of a personalized learning model. Paper describes its roots, components and it gives examples and specific guidelines to enforce effective personalized learning in the aspects of conducting the learning process, providing instruction and evaluation. Guidelines refers to the following questions: how to define specific task for each learner, who controls the sequence and pace of learning, how to provide feedback, how is performance evaluated on a given task (Zmuda, Curtis, Ullman, 2015). Paper presents the body of reasearch which confirms the value of the model in education both for tipical students and for students with disabilities. Also, paper describes possibilities of implementing the model in the Croatian educational system.
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:158:325130
Study programmeTitle: Educational Rehabilitation
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra edukacijske rehabilitacije (magistar/magistra edukacijske rehabilitacije)
Type of resourceText
File originBorn digital
Access conditionsOpen access
Terms of useLicence In copyright icon
Created on2018-11-09 11:19:15