ECOURAGEMENT OF STUDENTS TO CREATIVE THINKING IN CONTEMPORARY EDUCATION

Važnost poticanja kreativnog mišljenja jedno je od ključnih obilježja suvremene nastave u svijetu i u nas. Na kreativnost se gleda kao na sposobnost koja tradicionalnu i reproduktivnom znanju usmjerenu nastavu, mijenja u humanističku, stvaralačku i otvorenu. Unatoč tome, načini i mogućnosti poticanja kreativnog mišljenja u nastavi često ostaju nedorečeni. U ovom se radu polazi od ideje da je za kvalitetno poticanje kreativnog mišljenja u nastavi potrebno stvarati kurikulum koji će podržavati kreativnost učenika, te posebno educirati učitelje za implementiranje takve nastave. Pokazalo se da su komunikacija u nastavi, te posebno pitanja i zadaci koje postavlja učitelj ključni elementi u poticanju kreativnosti, te pogoduju usklađivanju zadaća i ciljeva kurikuluma s interesima i sposobnostima svakog učenika. Njihova važnost u nastavi je neupitna, jer takvim pitanjima i zadacima, osim što učimo učenike kako tražiti i riješiti novi problem, ili redefinirati postojeći, potičemo ih na smisleno i iskustvom povezano učenje. Ona dodatno motiviraju učenike za učenje, poboljšavaju odnose sudionika u nastavi, te omogućuju pogodne uvjete za suradničko učenje. Stoga se u ovom radu razmatraju neke mogućnosti poticanja kreativnosti pitanjima i zadacima, a u skladu su s rezultatima istraživanja i relevantnim teorijama koje proučavaju sposobnosti divergentnog mišljenja.The importance of encourgement of pupils to creative thinking is one the key features in contemprary education with us and worldwide. Creativity is viewed as a capacity changing traditional and reproductive knowledge oriented education into humanistic, creative, and open-minded. Despite this, the ways and means of stimulating creative thinking in education often leave much to be desired. This paper stems from the idea that enhanced encouragement to creative thinking in education requires the creation of the curriculum that is going to be supportive to pupils’ creativity, and teachers’ training aimed for the implementation of such teaching. It has been revealed that communication in education, questions and tasks set by teachers in particular, are the key elements in stimulating creativity, and favour the alignment of goals and targets of the curriculum with the interests and abilities of every pupil. Their importance in teaching is beyond doubt, becaus by such questions and tasks pupils are not only taught how to identify and solve a new problem, or redefine the existing one, but are also encouraged to comprehensive and experience-related learning. They additionally motivate pupils for learning, improve the relations of partakers in education, and create conditions for cooperative learning. Therefore, this paper deals with some possibilities of encouraging creativity by questions and tasks in conformity with the research results and relevant theories that study the capacities of divergent thinking