Percepcija znanja kod učenika u trogodišnjim strukovnim školama Grada Zagreba

master's thesis

• Title (english): The Perception of Knowledge of Students in Three-year Vocational Schools in the City of Zagreb
• Author: Stela Fumić
• Mentor: Ivan Balabanić (mentor)
• Mentor: Erik Brezovec (komentor)
• Committee member: Marica Marinović Golubić (predsjednik povjerenstva)
• Committee member: Andreja Sršen (član povjerenstva)
• Committee member: Ivan Balabanić (član povjerenstva)
• Committee member: Marija Zelić (član povjerenstva)
• Committee member: Erik Brezovec (član povjerenstva)
• Granter: University of Zagreb; Faculty of Croatian Studies; (Department of Sociology); Zagreb
• Defense date and country: 2020-09-16, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Sociology

Abstract

Ovim se radom željelo istražiti kakva je percepcija znanja kod učenika trogodišnjih strukovnih
škola i na koje se načine oblikovala. Razumijevanju kreiranja i oblikovanja pojedinčeve
percepcije znanja pristupilo se iz perspektive socijalnog konstruktivizma stavljajući naglasak
na interaktivnost pojedinca sa užim i širim strukturama društva u okviru primarne i sekundarne
socijalizacije. Obitelj, vršnjaci i nastavnici – promatrani su kao dominantni akteri u
konstruiranju značenja kojeg pojedinac pridaje znanju stavljajući naglasak na iskustvo
proživljeno unutar obrazovnog sustava. Provedeno je istraživanje kvalitativnog tipa sa
fenomenološkim pristupom predmetu istraživanja, a metoda kojom se istraživao fenomen
percepcije znanja jest polustrukturirani intervju. Iz populacije učenika trogodišnjih strukovnih
škola redovnog nastavnog programa Grada Zagreba u dobi od 14 do 18 godina tijekom tekuće
školske godine 2019./2020. snowball uzorkovanjem su izabrani sudionici temeljem
sociodemografskih karakteristika spola, dobi i smjera škole koju pohađaju. Intervjui su bili
strukturirani vodičem kroz šest (6) tematskih blokova, a prije svakoga od njih sudionici i
istraživačica potpisali su informirani pristanak u dva primjerka. Svaki se intervju diktafonom
snimio i pohranio na uređaju istraživačice, a analiza podataka započela je njihovim
prikupljanjem i transkribiranjem. Nakon provedene analize, zaključuje se kako je izgradnja i
oblikovanje percepcije znanja kod pojedinca složen proces u kojemu sudjeluju akteri užeg i
šireg obrazovno-socijalizacijskog sustava. Uloga roditelja dominantna je u okvirima habitusa
na temelju kojega pojedinac definira kriterije vrednovanja u poimanju sebe, znanja i širih
elemenata društva. Šire strukture – nastavnička i vršnjačka – diktiraju uspostavu pravila i
kreiranje normi definirajuće situacije pri čemu se u uspostavljenoj hijerarhiji položaj pojedinca
određuje ovisno o proizvedenoj stigmi. U tom se kontekstu oblikuje njegova percepcija znanja,
ali i poimanje cjelokupne društvene zbilje čiji je aktivni sukreator.

Abstract (english)

The aim of this paper was to explore the perception of knowledge in students of three-year
vocational schools and the ways in which it was formed. The understanding of the creation and
shaping of an individual's perception of knowledge was approached from the perspective of
social constructivism, emphasizing the interactivity of the individual with the narrower and
broader structures of society within primary and secondary socialization. Family, peers and
teachers – are seen as dominant actors in constructing the meaning an individual attaches to
knowledge by emphasizing the experience he lived within the education system. There was
carried out a qualitative type research with a phenomenological approach to the subject of
research, and the method used to investigate the phenomenon of knowledge perception is a semi
- structured interview. From the population of students of three-year vocational schools of the
regular curriculum of the City of Zagreb aged 14 to 18 during the current school year
2019/2020. by snowball sampling, participants were selected based on the sociodemographic
characteristics of gender, age, and direction of the school they attended. The interviews were
structured with a guide through six (6) thematic blocks, and before each of them the participantsand the researcher signed the informed consent in two copies. Each interview was recorded with
a dictaphone and stored on the researcher's device, and the analysis of the data began with their
collection and transcription. After the analysis, it is concluded that the construction and shaping
of the perception of knowledge in the individual is a complex process in which participate actors
from the narrower and wider educational and socialization system. The role of the parent is
dominant within the framework of the habitus on the basis of which the individual defines the
criteria of evaluation in the perception of himself, knowledge and the wider elements of society.
Wider structures – teacher and peer – dictate the establishment of rules and the creation of
norms that define the situation, whereby in the established hierarchy the position of the
individual is determined depending on the produced stigma. In this context, his perception of
knowledge is formed, but also the understanding of the entire social reality of which he is an
active co-creator.

• Keywords: percepcija znanja; trogodišnje strukovne škole; socijalni konstruktivizam; habitus; stigma
• Keywords (english): perception of knowledge; three-year vocational schools; social constructivism; habitus; stigma
• Language: croatian
• URN:NBN: urn:nbn:hr:111:311440
• Study programme: Title: Department of Sociology; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra sociologije (magistar/magistra sociologije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2020-11-12 12:12:10