https://doi.org/10.59132/viz/2018/5/27-31
Povzetek
Ali smo že dovolj pametni, da bi ugotovili, da pamet pridobimo? V stroki je dolgo veljala doktrina, da v zvezi z lastno inteligentnostjo ne moremo nič narediti. Danes pa raziskave o nevroplastičnosti možganov kažejo drugače. Novi dokazi o razvoju možganov imajo pomembne posledice za šolsko prakso. Učitelji, učenci in starši imamo različna prepričanja o tem, ali inteligentnost lahko spreminjamo. Carol Dweck loči dve temeljni miselni naravnanosti: toga in razvojna miselna naravnanost. V togi miselnosti ljudje verjamejo, da je inteligentnost dana. V razvojni miselnosti ljudje verjamejo, da lahko s prizadevnostjo izboljšajo svoje zmožnosti. V članku predstavljamo posledice obeh vrst miselne naravnanosti za pedagoško prakso. Podajamo nekaj predlogov, kako lahko z majhnimi spremembami v pedagoški praksi spodbudimo razvojno miselno naravnanost učencev. Osredotočamo se na uzaveščanje toge in razvojne miselne naravnanosti, podajanje povratne informacije, normalizacijo prizadevnosti, na moč besede ŠE in na pomen napak. Na koncu tudi opozorimo na nekaj pasti razvojne miselne naravnanosti.
Abstract
Beliefs about Intelligence Affect Motivation and Learning Accomplishments
Have we become smart enough to recognize that intelligence is acquired? Our profession has long clung to the doctrine that intelligence cannot be developed. However, today’s research on neuroplasticity proves otherwise and new evidence about brain development brings a significant impact on school practice. Teachers, students and parents hold different beliefs about whether or not intelligence can be modified. Carol Dweck distinguishes between two fundamental mental attitudes: rigid and flexible. People who hold a rigid mental attitude believe that intelligence is genetically determined, while those with a flexible mental attitude acknowledge that it can be improved through certain efforts. The paper presents the consequences of both mental attitudes for school practice and offers suggestions on how small changes introduced in school practice can foster students’ flexible mental attitude. The focus is on the importance of the rigid and flexible mental attitudes, feedback delivery, normalization of effort, power of the word »more« and significance of errors. The paper concludes by pointing out some of the traps resulting from a flexible mental attitude.