2026-06-10T21:55:42.921Z http://ezaposleni.singidunum.ac.rs/rest/sciNaucniRezultati/oai

ezaposleni.singidunum.ac.rs/rest/sciNaucniRezultati/oai:1:7276 2019-06-30T05:38:48Z 1

Digitalna kreativnost 2019 http://ezaposleni.singidunum.ac.rs/rest/sciNaucniRezultati/oai/record/1/7276 http://www.nauka.uskolavrsac.in.rs/wp-content/uploads/2018/04/Zbornik-rezimea-24.pdf M. Andevski B. Banić M. Vidaković In the literature there are numerous factors analyzed for which it is believed that they have a significant role in studying and learning. Most frequently, we mention motivation and conviction of the one who studies, individual cognitive and emotional preconditions for learning of the students. Exceptional significance is also attributed to the current general motivation and readiness of students for learning, as well as special motivation of stidents for a specific material, foreknowledge and current emotional state. In this paper, we will focus also on a specific context in which teaching and learning are realized. All the factors mentioned have a sustainable effect on the success of teaching and learning but they are essentially originated from the discourse of unconscious processes that take place in the brain, and which are still foreign to us. In that sense, neurobiological theory and studies of neurological science are reflected through neurodidactic requirements which, although still in the beginning, have the intention to confirm and modify (reform) pedagogical knowledge acquired by the experience but simultaneously, they should also "perturbate" myths and illusions of normative pedagogy as a pedagogy of postulates and traditional view of relations of teaching and learning conferenceObject 29 30 25. Okrugli sto o darovitima, Kompleksnost fenomena darovitosti i kreativnosti