Izvorni znanstveni članak
Constructivist Learning Theory and Logopedagogy in Arts Education
Miroslav D. Drljača
orcid.org/0000-0002-5528-6355
; Teacher’s study programme Faculty of Philosophy University of Banja Luka Bulevar vojvode Petra Bojovića 1 A, Banja Luka, Bosnia and Herzegovina
Sažetak
The research referenced in this paper falls into the categories of qualitative,
empirical, non-experimental action research, as well as ethnographic and artbased
research. The target population consists of students enrolled in senior years
of primary school and students of general secondary schools (gymnasiums). The
research sample included 425 primary school and gymnasium students, and the
empirical research put emphasis on qualitative methods and data collection through
systematic observation, interviews and content analysis of student art projects.
Since arts education in school is inherently creative, it is marked by significant
characteristics of constructivism. Classes of this kind seek to overcome the
shortcomings of minimal hours through the benefits of collaborative learning,
project-based learning (PBL), research-based learning (RBL) and action learning,
as well as other methodological strategies. In order for students to take a stand
towards their own learning and assume responsibility for it, they must recognise
meaning in what they are learning and creating. This is why it is necessary to
enrich the teaching methods currently used in arts education with the digital
media accessible to students. In this paper, constructivism and logopedagogy are
considered as particular approaches to learning and arts education. The findings
of this empirical research show that arts education can be significantly improved
and made more interesting for students by relying on logotherapeutic principles
and logopedagogical methods.
Ključne riječi
action research; arts education; extracurricular activities; project-based education; social networks
Hrčak ID:
247853
URI
Datum izdavanja:
21.9.2020.
Posjeta: 1.713 *