Izvleček
Razumevanja kot splošnega cilja izobraževanja ni mogoče izgrajevati brez miselnih procesov in veščin. Zato učencev ni pomembno učiti le o čem naj razmišljajo, ampak tudi kako naj razmišljajo, tj. spodbujati moramo izgrajevanje, poglabljanje in uporabo znanja kot tudi razvoj miselnih procesov. Novejši pristopi k poučevanju mišljenja, npr. ‘na mišljenju temelječe učenje’, izhajajo iz ugotovitev, da je tako kakovost znanja kot kakovost mišljenja učencev največja takrat, ko je razvoj miselnih procesov vključen v izgrajevanje vsebinskih znanj in eksplicitno spodbujan – v učnih okoljih mora postati mišljenje vidno, njegovo spodbujanje znotraj nekega področja (predmeta) pa načrtno in sistematično. Povedano v prispevku ponazorimo s primerom spodbujanja razvoja veščega primerjanja: od ozaveščanja in analize miselnega procesa prek izgradnje sheme miselne strategije in grafičnih organizatorjev do vešče uporabe miselnega procesa v novih kontekstih.
Abstract
Teaching Pupils how to Think: Encouraging the Development of Basic Thinking Processes
Understanding – the basic educational goal – cannot be built without thinking processes and skills. That is why teaching pupils how to think, i.e. encouraging the building, the deepening, and the usage of knowledge as well as the development of thinking processes, is just as important as teaching them what to think about. Newer approaches to thinking teaching, e.g. ‘thinking-based learning’, derive from findings that pupils’ knowledge quality as well as thinking quality are best when the development of thinking processes is included in the building of content knowledge and is explicitly encouraged – thinking in a learning environment should become visible and should be encouraged in a planned and systematic manner within a certain subject. This article illustrates all that by an example of encouraging the development of skillful comparison: from becoming conscious of a thinking process and analyzing it by building the scheme of thinking strategies and graphic organizers, to a skillful application of the thinking process in new contexts.