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Educational Innovations Between Cummulative Continuity and Revolutionary Discontinuity (historical analysis)

Emerik Munjiza ; Velika Kopanica, Republika Hrvatska

Puni tekst: hrvatski, pdf (33 MB) str. 13-23 preuzimanja: 166* citiraj
APA 6th Edition
Munjiza, E. (2016). NASTAVNE INOVACIJE IZMEĐU KUMULATIVNOG KONTINUITETA I REVOLUCIONARNOG DISKONTINUITETA (Povijesna analiza). Život i škola, LXII (3), 13-23. Preuzeto s https://hrcak.srce.hr/176528
MLA 8th Edition
Munjiza, Emerik. "NASTAVNE INOVACIJE IZMEĐU KUMULATIVNOG KONTINUITETA I REVOLUCIONARNOG DISKONTINUITETA (Povijesna analiza)." Život i škola, vol. LXII, br. 3, 2016, str. 13-23. https://hrcak.srce.hr/176528. Citirano 23.02.2020.
Chicago 17th Edition
Munjiza, Emerik. "NASTAVNE INOVACIJE IZMEĐU KUMULATIVNOG KONTINUITETA I REVOLUCIONARNOG DISKONTINUITETA (Povijesna analiza)." Život i škola LXII, br. 3 (2016): 13-23. https://hrcak.srce.hr/176528
Harvard
Munjiza, E. (2016). 'NASTAVNE INOVACIJE IZMEĐU KUMULATIVNOG KONTINUITETA I REVOLUCIONARNOG DISKONTINUITETA (Povijesna analiza)', Život i škola, LXII(3), str. 13-23. Preuzeto s: https://hrcak.srce.hr/176528 (Datum pristupa: 23.02.2020.)
Vancouver
Munjiza E. NASTAVNE INOVACIJE IZMEĐU KUMULATIVNOG KONTINUITETA I REVOLUCIONARNOG DISKONTINUITETA (Povijesna analiza). Život i škola [Internet]. 2016 [pristupljeno 23.02.2020.];LXII(3):13-23. Dostupno na: https://hrcak.srce.hr/176528
IEEE
E. Munjiza, "NASTAVNE INOVACIJE IZMEĐU KUMULATIVNOG KONTINUITETA I REVOLUCIONARNOG DISKONTINUITETA (Povijesna analiza)", Život i škola, vol.LXII, br. 3, str. 13-23, 2016. [Online]. Dostupno na: https://hrcak.srce.hr/176528. [Citirano: 23.02.2020.]

Sažetak
The author has researched the educational innovations in the historical context of compulsory schooling in Croatia. He dealt with the issue of the development of educational innovation between cumulative continuity and revolutionary discontinuity. The study was carried out with relevant sources, materials and literature in the process of critical analysis of pedagogical documentation. The analysis has shown that in the case of educational innovation several models could be recognised: the cumulative continuity model, cyclical nature of teaching innovation, the revolutionary discontinuity model and the cumulative regressive continuity model. In the cumulative continuity model, educational innovation is being built up, enriched or left out over a longer period of time, or even in different paradigms, but the original innovation remains distinctive. An example of such innovation can be found in case of individual work and individualised teaching. Some innovations are being re‐established every several years (mostly around ten) under the same or a different name. It is often the case that new beginnings do not admit or appreciate the previously reached level so that the “new innovation” would seem more original than it actually is. Such model can be called the cyclical characteristic. The cyclical feature of educational innovation is evident when we speak of student‐directed teaching. Some innovations appear to be the exact contrast, they serve as the antithesis of the current situation, and then it is possible to speak of a revolutionary discontinuity. For instance, the relationship between the old school and the new school teaching philosophy. Special attention was paid to the model of cumulative regressive continuity. In this model, a regressive tendency is noticeable. The more a certain issue is being dealt with, the worse the situation becomes. Not only that it is not solved but it also has a negative tendency, which is the case with the phenomenon of student overload.

Ključne riječi
cumulative continuity; cyclic character; revolutionary discontinuity; regressive cumulative continuity

Hrčak ID: 176528

URI
https://hrcak.srce.hr/176528

[hrvatski] [njemački]

Posjeta: 399 *