Beginning of development of expert thinking in out school (educational) context

Intelektualne pretpostavke za sistematičnije uvođenje u sistem naučnog znanja nastaju u adolescenciji. Razvoj naučnog ekspertskog mišljenja na adolescentnom uzrastu može da se odvija i u vannastavnom i vanškolskom obrazovnom kontekstu u okviru različitih obrazovnih programa, pod uslovom da se radi o obukama koje se zasnivaju na sistemu znanja, da imaju organizovano mentorsko vođenje i praksu. Pokušaj empirijskog istraživanja i otkrivanja početaka ekspertskog mišljenja kod adolescenata ilustrovan je analizom uvida polaznika grupa obrazovnih programa iz oblasti astronomije i psihologije u Istraživačkoj stanici 'Petnica'. Rezultati ukazuju da u izučavanoj, sasvim početnoj fazi razvoja ekspertskog mišljenja postoje fragmentarna znanja i tek jedva vidljivi, rudimentarni znaci stvarnog ekspertskog mišljenja. Adolescenti se suočavaju sa nekim bazičnim teškoćama naučnog rada i discipline kojom se bave, a osnovni problem u radu im predstavlja nepostojanje sistema znanja.Intellectual assumptions for more systematic leading into the system of scientific knowledge, appear in adolescence. Development of scientific expert thinking in the adolescent age can occur in the educational context outside school and outside any kind of teaching, within different educational programmes, under condition that it is about training based on the system of knowledge, that they have organised tutoring and practical work. The attempt of empirical research and revealing the beginning of expert thinking of adolescents is illustrated by the analysis of the enrolment candidates of astronomy and psychology at the IS Petnica. The results show that in the studied, initial phase of developmental thinking, there are fragment knowledge and barely observed, rudiment forms of real expert thinking. Adolescents face some basic difficulties of scientific work and discipline they deal with, and the basic problem in work is non-existence of the system of knowledge