{"id":15916,"date":"2016-02-21T00:00:00","date_gmt":"2016-02-21T00:00:00","guid":{"rendered":"https:\/\/novakdjokovicfoundation.org\/vizuelni-pristup-ucenju-i-stem-studenti\/"},"modified":"2026-06-09T08:38:51","modified_gmt":"2026-06-09T08:38:51","slug":"vizuelni-pristup-ucenju-i-stem-studenti","status":"publish","type":"post","link":"https:\/\/novakdjokovicfoundation.org\/sr\/vizuelni-pristup-ucenju-i-stem-studenti\/","title":{"rendered":"Vizuelni pristup u\u010denju i STEM studenti"},"content":{"rendered":"

Stripovi i video-igrice verovatno su poslednja stvar koju bi ljudi povezali sa kabinetom za fiziku i hemiju. Ipak, ovi vizuelni i me\u0111u mladima popularni sadr\u017eaji mogli bi da postanu jedno od re\u0161enja kako bi se ve\u0107i broj studenata podstakao da nastavi da te\u017ei ka uspehu u STEM karijerama.<\/strong><\/em><\/p>\n

<\/p>\n

U<\/strong><\/span>prkos \u010dinjenici da su u Americi zanimanja iz sektora tehnologije u samom vrhu najtra\u017eenijih i najpla\u0107enijih poslova, ova zemlja konstantno zaostaje na svetskim rang-listama po kvalitetu srednjo\u0161kolskog i fakultetskog obrazovanja iz matematike i prirodnih nauka i proizvodi daleko manji broj STEM<\/a><\/strong><\/span> (prirodne nauke, tehnologija, in\u017eenjerstvo i matematika) stru\u010dnjaka od potrebnog. Prema rezultatima PISA testova iz 2012. godine, u\u010denici iz SAD zauzeli su 35. mesto iz matematike i 27. mesto iz prirodnih nauka, daleko iza svojih vr\u0161njaka iz Singapura, Japana i Hong Konga, koji su tradicionalno najbolji.<\/span><\/p>\n

Sve vi\u0161e ljudi koji se profesionalno bave edukacijom kao glavni razlog za STEM krizu u Americi isti\u010du lo\u0161e obrazovne metode i zastarelu tehnologiju. U\u010denici u dana\u0161nje vreme mogu da pristupe medijima koji nude pregr\u0161t vizuelnih sadr\u017eaja kao \u0161to su TED Talks<\/strong><\/a><\/span>, Snapchat<\/strong><\/a><\/span> i Pinterest<\/strong><\/a><\/span> na svojim mobilnim telefonima. Zbog toga su se stari ud\u017ebenici sa mnogo teksta i neinteraktivna nastava pokazali nedovoljno efikasnim kako bi u\u010denike zainteresovali za gradivo. U prilog tome govori nedavno sprovedeno istra\u017eivanje koje je pokazalo da ogromna ve\u0107ina studenata, \u010dak 98% njih, napu\u0161ta STEM studije najvi\u0161e zbog lo\u0161eg kvaliteta predavanja.<\/span><\/p>\n

\"Copyright:<\/a>

Copyright: nopporn<\/p><\/div>\n

Zahtev da se reformi\u0161e i vizuelno unapredi nastavni plan i program ne dolazi samo od studenata. Napredne vizuelne tehnologije zapravo su pokrenule dugogodi\u0161nja istra\u017eivanja o tehnikama u\u010denja i pam\u0107enja. Vizuelno u\u010denje, posebno u STEM oblastima, donosi brojne benefite, kao \u0161to su otkrivanje novih na\u010dina za re\u0161avanje problema i bolja razmena slo\u017eenih ideja. Vizuelnom pam\u0107enju \u010desto se daje prednost u odnosu na ostale vrste pam\u0107enja. Stvari koje se nau\u010de putem vizuelne metodologije imaju potencijal da ostanu memorisane du\u017ei vremenski period.<\/span><\/p>\n

Vizuelni pristup u\u010denju<\/strong><\/h3>\n

O<\/strong><\/span>slanjaju\u0107i se na decenije istra\u017eivanja i usled rastu\u0107eg pritiska javnosti, predava\u010di su pokrenuli svojevrsnu revoluciju u cilju zadr\u017eavanja \u0161to ve\u0107eg broja studenata na STEM smerovima<\/a><\/span><\/strong> i pove\u0107anja njihovog anga\u017eovanja kroz metode u\u010denja koje prednost daju vizuelnom pristupu i koje se lak\u0161e primenjuju u praksi.<\/p>\n

Dok su neke prethodne generacije odrastale uz superheroje koji su se poigravali sa gravitacijom i razre\u0161avali misteriju genetskog koda, nastavnici danas preuzimaju inicijativu da sami osmisle stripove koje \u0107e koristiti na predavanjima. Rave Mehta, in\u017eenjer i pisac, inspirisan svojom de\u010da\u010dkom ljubavlju prema stripovima, postao je autor veoma popularnog crtanog romana <\/span>Pronalaza\u010d: Pri\u010da o Tesli<\/i><\/strong><\/a><\/span>. Mehtin Pronalaza\u010d upoznaje u\u010denike i studente sa brojnim STEM temama koje su vezane za drugu industrijsku revoluciju. Malo je re\u0107i da ga nastavnici kao i u\u010denici prosto obo\u017eavaju! Nakon prvog broja, koji je objavljen 2012. godine, strip je prodat u vi\u0161e od 30.000 primeraka. Mehta planira da u narednom periodu pro\u0161iri seriju kako bi u stripu predstavio druga uticajna i velika imena iz oblasti prirodnih nauka i tehnologije.<\/span><\/p>\n

\"Source:<\/a>

Source: www.huffingtonpost.com<\/p><\/div>\n

Mehta nije jedini koji veruje da kori\u0161\u0107enje metoda kao \u0161to su grafi\u010dki romani mo\u017ee drasti\u010dno da unapredi STEM obrazovanje; mnogi drugi edukatori i kreatori politike tako\u0111e razmatraju primenu ovog modernog vizuelnog pristupa. Kongresna biblioteka nedavno je imenovala Luena Janga, biv\u0161eg kompjuterskog nau\u010dnika i autora grafi\u010dkog romana o kodiranju \u201eSecret Coders\u201c<\/strong><\/a><\/span>, za Nacionalnog ambasadora SAD za literaturu mladih. Jang je prvi crta\u010d stripova koji je izabran na tu funkciju. Sli\u010dno tome, Nacionalna nau\u010dna fondacija SAD<\/strong> <\/a><\/span>pokrenula je nagradni konkurs \u201eGeneration Nano: Small science, Superheroes\u201c, na kojem su srednjo\u0161kolci mogli da po\u0161alju svoj video-klip ili strip koji prikazuje superheroje kako koriste nanotehnolo\u0161ku opremu.<\/span><\/p>\n

STEM\u00a0video-igrice<\/strong><\/h3>\n

O<\/strong><\/span>sim \u0161to stripovi mogu da budu jedan od na\u010dina da se STEM oblasti u\u010dine privla\u010dnijim u\u010denicima i studentima \u0161irom sveta, video-igrice se pojavljuju kao jo\u0161 jedna opcija za uklju\u010divanje \u0161ire publike i pove\u0107anje aktivnog u\u010destvovanja korisnika u u\u010denju. Dok je sa jedne strane manje od pola miliona studenata diplomiralo na STEM smerovima na univerzitetima u Americi u periodu od 2000. do 2005. godine, sa druge strane jedna od najpopularnijih online igara svih vremena World of Warcraft<\/i><\/strong><\/a><\/span> tokom 2014. godine postigla je novi rekord od preko deset miliona pretplatnika. Iako World of Warcraft<\/i> nije edukativna igrica, razlika u brojkama ne mo\u017ee da se pripi\u0161e samo njenom privla\u010dnom sadr\u017eaju. Primer su Food Force<\/i><\/strong><\/a><\/span>, video-igrica koju je lansirao Svetski program za ishranu, specijalizovana agencija Ujedinjenih nacija, u kojoj igra\u010di vode humanitarne radnike i poma\u017eu im da dostave humanitarnu pomo\u0107 gladnima i Whyville<\/i><\/strong><\/a><\/span>, edukativna igrica namenjena u\u010denicima osnovnih i srednjih \u0161kola koja im poma\u017ee da savladaju matematiku i prirodne nauke. Obe igrice imaju \u010detiri miliona registrovanih igra\u010da. Zanimljiv podatak je da, demografski posmatrano, me\u0111u korisnicima Whyville<\/i> prednja\u010de devoj\u010dice od 8 do 14 godina, \u0161to je potpuno u suprotnosti sa trenutno malim brojem \u017eena sa STEM karijerama. Napredna tehnologija koja se koristi u klasi\u010dnim video-igricama omogu\u0107ila je pokretanje niza razli\u010ditih edukativnih igara, sa tematikom u rasponu od imunologije do numeri\u010dkih metoda.<\/p>\n

Ipak, ovakve edukativne video-igrice nisu privukle interesovanje u\u010denika samo zahvaljuju\u0107i svom naizgled zabavnom karakteru. Dobar dizajn edukativnih igrica (jer poput tradicionalnih nastavnih metoda ne mo\u017ee se re\u0107i da su sve igrice najkvalitetnije), kao i saznanja iz kognitivne neuronauke, tehnika u\u010denja i bihevioralnih nauka koja autori koriste pri njihovom kreiranju, proizvode pozitivnu reakciju korisnika.<\/span><\/p>\n

\"Copyright:<\/a>

Copyright: Syda Productions<\/p><\/div>\n

Video-igre mogu lako da objedine klju\u010dne edukativne koncepte kao \u0161to su intervalno ponavljanje, koje se zasniva na pretpostavci da je u\u010denje temeljnije i dugotrajnije ukoliko se gradivo obnavlja tokom vremena umesto da se u\u010di kampanjski pred ispit, i uporedno ulan\u010davanje, kada se ideje postepeno dodaju umesto da se sve izlo\u017ee odjednom. Osim toga, uz nagrade, prelazak na naredni nivo i ekstra poene, u\u010denici odmah dobijaju povratne informacije i sti\u010du samopouzdanje, \u0161to rezultira njihovom ve\u0107om uporno\u0161\u0107u i uop\u0161te ve\u0107im postignu\u0107ima. Interaktivne video-igrice mogu da budu zna\u010dajno efikasnije od tradicionalnih predavanja na vi\u0161e na\u010dina. Nedavno istra\u017eivanje koje je obuhvatilo \u0161est razli\u010ditih video-igara koje se koriste u srednjim \u0161kolama i na koled\u017eima pokazalo je da se uspe\u0161nost u\u010denja pove\u0107ala za 7 do 40%. U\u010denicima koji su prethodno imali problem sa savla\u0111ivanjem gradiva, video-igre su tako\u0111e obezbedile okru\u017eenje gde su mogli da u\u010de svojim tempom i tako nadoknade zaostatak; zahvaljuju\u0107i ekolo\u0161koj igrici <\/span>River City,<\/span><\/i> razlika izme\u0111u znanja u\u010denika D i B nivoa smanjena je tako da su svi u\u010denici bili na B nivou.<\/span><\/p>\n

Iako postoje brojni pozitivni prakti\u010dni primeri kako stripovi i video-igre mogu da doprinesu stvaranju nove generacije STEM studenata, i dalje sa sigurno\u0161\u0107u ne mo\u017ee da se tvrdi koji su sve benefiti takvih tehnika. Uostalom, kao i sa bilo kojom drugom edukativnom metodom, ne postoji zamena za kvalitet. Bilo da se radi o predavanjima i ud\u017ebenicima ili stripovima i video-igrama, metode koje su dobro osmi\u0161ljene ima\u0107e ve\u0107i efekat od onih koje se lo\u0161e primenjuju.<\/span><\/p>\n

Zato slede\u0107i put kada vidite da se neki student mu\u010di sa matematikom ili fizikom, poka\u017eite mu najnovije STEM<\/strong><\/a><\/span> stripove i video-igre pre nego \u0161to nevoljno ponovo otvori ud\u017ebenik.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Stripovi i video-igrice verovatno su poslednja stvar koju bi ljudi povezali sa kabinetom za fiziku i hemiju. Ipak, ovi vizuelni i me\u0111u mladima popularni sadr\u017eaji mogli bi da postanu jedno […]<\/p>\n","protected":false},"author":5,"featured_media":15825,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[20,10,31,1818],"tags":[1400,1401,1397,1399],"class_list":["post-15916","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-blog-posts","category-rana-podrska","category-roditeljstvo","category-uncategorized-sr","tag-stem","tag-stem-studenti","tag-ucenje","tag-vizuelni-pristup-ucenju"],"acf":[],"yoast_head":"\nVizuelni pristup u\u010denju i STEM studenti - Novak Djokovic Foundation<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/novakdjokovicfoundation.org\/sr\/vizuelni-pristup-ucenju-i-stem-studenti\/\" \/>\n<meta property=\"og:locale\" content=\"sr_RS\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Vizuelni pristup u\u010denju i STEM studenti - Novak Djokovic Foundation\" \/>\n<meta property=\"og:description\" content=\"Stripovi i video-igrice verovatno su poslednja stvar koju bi ljudi povezali sa kabinetom za fiziku i hemiju. 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