Students' attitudes towards contextual teaching and learning

Kada govorimo o kontekstu govorimo o nekakvoj smislenoj cjelini. Budući da govorimo o odgoju i obrazovanju govorimo o kontekstu društva, a njihove promjene stavljamo u kontekste društvenih promjena. Učenje je složen proces usvajanja znanja i jedna od najvažnijih sastavnica čovjekova života. Učenje može biti aktivno i pasivno. Najvažnija odrednica aktivnog učenja je uključenost učenika u učenje. Konstruktivizam je teorija o tome kako ljudi uče. Prema toj teoriji, znanje je privremeno, razvojno, neobjektivno, konstruirano iznutra te društveno i kulturno posredovano. Glavna odlika konstruktivističkoga učenja je učenje prema modelu iskustva tako da oni koji uče, nove informacije povezuju s prethodnim iskustvom. Iz konstruktivizma razvila se nova grana kontekstualno učenje i poučavanje, obrazovni proces koji učenicima pomaže da spajaju svoja prethodna znanja te znanja koja su stekli obrazovanjem u praksi, odnosno stvarnom životu. U radu se ispituje koliko je upravo takva nastava zastupljena na Filozofskom fakultetu u Splitu, na kojem je provedeno istraživanje u kojemu je sudjelovalo 80 studenata s različitih odsjeka fakulteta.When we talk about context, we talk about a meaningful whole. Since we are talking about upbringing and education we are talking about context of the society, and the changes within it represent the context of social changes. Learning is a complex process of acquiring knowledge and one of the most important factors in human life. Learning can be active or passive. The most important factor of the active learning is the student's involvement in the process of learning. Constructivism is a theory on how people learn. According to the theory, the knowledge is temporary, developmental, non-objective, constructed within and mediated both socially and culturally. The main feature of constructivist learning is learning by experience, meaning, those who learn tend to link new pieces of information with their previous experience. Constructivism developed a new branch: contextual learning and teaching, which is an educational process that allows students link their previous knowledge with the knowledge they acquired from the education in practice, ie. real life. The paper examines the extent to which such classes are represented at the Faculty of Philosophy in Split, where a study was conducted in which 80 students from different departments of the faculty participated