Oficialaus ir paslėpto curriculum raiška aukštojo mokslo studijų edukacinėse aplinkose taikant mokymosi bendradarbiaujant principus

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Collection:
Mokslo publikacijos / Scientific publications
Document Type:
Straipsnis / Article
Language:
Lietuvių kalba / Lithuanian
Title:
Oficialaus ir paslėpto curriculum raiška aukštojo mokslo studijų edukacinėse aplinkose taikant mokymosi bendradarbiaujant principus
Alternative Title:
Manifestation of higher education official and hidden curriculum applying principles of collaborative learning in educational environment design
Authors:
In the Journal:
Tiltai [Bridges] [Brücken]. 2018, Nr. 1 (79), p. 77-93
Keywords:
LT
Aukštasis mokslas. Studijos / Higher education. Study; Ugdymas / Education.
Summary / Abstract:

LTAukštajame moksle egzistuoja ne tik oficialiai planuojamas ir išreiškiamas curriculum (programos, kursų aprašai, paskaitų planai), bet ir neplanuotas, ugdymo procese atsirandantis paslėptas curriculum. Taigi oficialus curriculum numato kuriamos edukacinės aplinkos tikslą, uždavinius, metodus ir mokymosi rezultatus. Tuo tarpu realiai edukacinėse aplinkose susiformuojančios studentų asmeninės aplinkos apima tiek edukacinėje aplinkoje planuotus elementus, tiek ir besimokantiesiems sąveikaujant atsirandančias žinias, patirtis, neplanuotus mokymosi šaltinius, t. y. paslėptą curriculum. Šiame straipsnyje laikomasi prielaidos, kad paslėptam curriculum atsirasti būtina studentų tarpusavio sąveika, kuri idealiu atveju pasiekiama, kai mokomasi bendradarbiaujant. Keliamas probleminis klausimas, kokie mokymosi bendradarbiaujant metodo elementai skatina paslėpto curriculum atsiradimą studijų edukacinėse aplinkose? Straipsnyje skiriamos ir pagrindžiamos oficialaus bei paslėpto curriculum sąvokos, apžvelgiama curriculum tipų raiška studijų procese. Oficialus curriculum gretinamas su studijų edukacine aplinka, paslėptasis – su studentų kuriamomis asmeninėmis mokymosi aplinkomis. Analizuojamas oficialaus ir paslėpto curriculum santykis studijų procese, akcentuojant, kad tik įgalinančioje ir į studentą orientuotoje edukacinėje aplinkoje sudaromos prielaidos paslėptam curriculum atsirasti. Tokia edukacinė aplinka turi būti organizuojama taikant mokymosi bendradarbiaujant metodą. [Iš leidinio]Reikšminiai žodžiai: Oficialus ir paslėptas curriculum; Mokymasis bendradarbiaujant; Aukštojo mokslo studijos; Edukacinės aplinkos; Official and hidden curriculum; Collaborative learning; Higher education; Educational environment.

ENHigher education curriculum has been a subject of various disputes in the scholar literature. According to Barnet and Coates (2004), it is hard to define the meaning of curriculum, as the essence of it has been modified during various highereducation reforms and paradigm change. Yet, most of the scholars (Marsh, Willis, 1995; Akker et al., 2003; Sawyer, 2004; Kentli, 2009; Ornstein, Hunkins, 2009; Petracchi, Zastrow, 2010) that there are couple types of curriculum that can be distinguished. It is official curriculum (such as study programme description, syllabus, study material) and unplanned hidden curriculum that occurs in during the learning process. Official curriculum defines learning goals, tasks, methods and learning outcomes. Meanwhile actual learning process contains not only the official parts of the curriculum, but also knowledge that is created and shared during learning process, especially in collaborative learning environments. That leads to assumption, that collaboration between learners and knowledge sharing is a condition for hidden curriculum to appear. There are certain conditions for educational environment to be open for creating hidden curriculum. Such environment has to empower students self-directed learning and knowledge sharing. According to Vizgirdaitė and Frydrikaitė (2012), collaborative learning environment has to be in line with educational environment created by tutor, but expand beyond it to generate new knowledge and learning experiences.In this article, a problem question is analysed: what elements of collaborative learning enables hidden curriculum in study educational environments? Main goal, using scholar literature analysis, to define the balance between official and hidden curriculum in collaborative learning environments. The article looks into the definitions of official and hidden curriculum and applications in study environments. The conceptual background for this analysis is Petracchi and Zastrow (2010) insights, differentiating official curriculum and purposive educational environment and hidden curriculum as added content created in student personal learning environments. Is established, that students can for their learning environments more efficiently when they learn in empowering educational environments, allowing selfdirected learning and knowledge sharing. For this, collaborative learning seems to be the best study method or approach. Collaborative learning, as a method, allows higher level student interaction, which is main condition for hidden curriculum. Certain variations of collaborative learning allows to reach different levels of interaction (and hidden curriculum). The application of collaborative learning in study process has to be well guided and balanced, encouraging students to work in homogenous groups seeking for one well defined purpose. [From the publication]

DOI:
10.15181/tbb.v78i1.1758
ISSN:
1392-3137; 2351-6569
Subject:
Edukologija / Education
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Permalink:
https://www.lituanistika.lt/content/80262
Updated:
2019-11-18 09:50:15
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