Izvleček
V prispevku so predstavljeni različni načini učenja in poučevanja, ki so rezultat poudarkov, pristopov, projektov minulih let: razvijanje kritičnega mišljenja z avtentičnimi nalogami ter razvijanje kompetence podjetnosti s poudarkom na ustvarjalnosti. Kljub temu da je v učnem načrtu poudarek na vsebinah, spretnostih, veščinah, ki so temelj kritičnega mišljenja, torej mišljenja, značilnega za levo možgansko polovico, bi morali razvijati tudi ustvarjalnost, domišljijo in preostale tipe mišljenja desne hemisfere. Za kompleksen razvoj je nujno dopolnjevanje obeh. Pri svojem pouku dajem večji poudarek govoru, analizi, sintezi, interpretaciji, pozornosti. Ustvarjalnost, domišljija, intuitivno je preveč ob robu. Z ustvarjalnostjo sem se začela bolj sistematično ukvarjati v okviru krepitve kompetence podjetnosti. Odziv dijakov kaže veliko potrebo poustvarjalnost in večji uspeh pri učenju, kar potrjujejo tudi teoretična dognanja. Ustvarjalnost omogoča oblikovanje novega, prepoznavanje problemov, iskanje rešitev. Brez nje ni napredka, zato je krepitev tega tipa mišljenja izjemno pomembna. Ni dovolj, da so dijakom možnosti razvijanja in izražanja kreativnosti ponujene le občasno, spodbujanje domišljije in ustvarjalnosti bi moralo biti v pouk vključeno redno in sistematično. Do zdaj mi je največ različnih pristopov uspelo vključiti v pouk zgodovine 19. stoletja, zlasti pri izbirnih temah Blišč in beda industrijskega razvoja, Razvoj družbe na Slovenskem v 19. stoletju in Vsakdanje življenje v 19. stoletju. Postopno jih nameravam dodati tudi v pouk preostalih tem.
Abstract
Intelligence or Creativity?
The article introduces different learning and teaching methods which are the result of past years’ emphasis, approaches and projects: developing critical thinking with authentic tasks and entrepreneurship competence with a focus on creativity. While the curriculum mostly emphasises contents, abilities and skills that are the basis for developing critical thinking, i.e. left brain thinking, it should also include those that foster the development of creativity, imagination and other right brain functions. The interplay between the two is required for a complex development. In my classes, a greater emphasis is placed on speech, analysis, synthesis, interpretation and attention, while creativity, imagination and intuition take second place. I began taking a more systematic approach to creativity in the framework of entrepreneurship competence. Students’ response indicates a great need for creativity and enhanced learning success, which is supported by theoretical findings. Creativity is the basis of new creation, problem identification and search for solutions. Without it, there can be no progress, therefore enhancing this aspect is crucial. Offering only sporadic opportunities for students to develop and express creativity is not enough; fostering imagination and creativity should be implemented in classes regularly and systematically. So far, I have managed to include the greatest variety of different approaches in the 19th Century History, especially in the elective topics Wealth and Poverty of the Industrial Development, Society Development in the 19th Century Slovenia and 19th Century Everyday Life. My plan is to gradually include them in other topics as well.