2313-8971Research result. Pedagogy and Psychology of Education2313-897110.18413/2313-8971-2016-2-3-49-55829PSYCHOLOGYTHE ATTITUDES OF STUDENTS OF PSYCHOLOGY IN GRADING KNOWLEDGE AND CREATIVITYTHE ATTITUDES OF STUDENTS OF PSYCHOLOGY IN GRADING KNOWLEDGE AND CREATIVITYMilicevicNebojsa М.MilicevicNebojsanesa2206@gmail.comPejicBiljanaPejicBiljanab.pejic@yahoo.comKomlenicMiroslavKomlenicMiroslavmiroslav.komlenic@filfak.ni.ac.rsCvetanovicIvanCvetanovicIvanivan.cvetanovic@filfak.ni.ac.rs20162300
THE ATTITUDES OF STUDENTS OF PSYCHOLOGY IN GRADING KNOWLEDGE AND CREATIVITY
THE ATTITUDES OF STUDENTS OF PSYCHOLOGY IN GRADING KNOWLEDGE AND CREATIVITY
Convergent thinkingdivergent thinkinggradingcreative achievementthe Bologna processConvergent thinkingdivergent thinkinggradingcreative achievementthe Bologna processСписок литературыBloom B.S.(Ed.). Engelhart M.D., Furst E.J., Hill, W.H. & Krathwohl, D.R. Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.,1956.Vygotsky L.S. Imagination and Creativity in Childhood. Soviet Psychology. 28 (10), 1998. Pp. 84-96.European Comission. (2008). Lifelong Learning for Creativity and Innovation. A Background Paper: Retrieved March 13. 2016. from the World Wide Web.URL: http://www.openeducationeuropa.eu/sites/default/files/old/media17836.pdfFerrari A., Cachia R. and Punie Y. Innovation and Creativity in Education and Training in the EU Member States: Fostering Creative Learning and Supporting Innovative Teaching Literature review on Innovation and Creativity in E&T in the EU Member States (ICEAC) 1998. Pp.1-55.Guilford J. P. Creativity. American Psychologist. № 5, 1950. Pp. 444-454.Kundačina N., Nikolić R. Mišljenja univerzitetskih nastavnika i saradnika o primeni bolonjskih principa. [The opinions of University teachers and associates on the implementation of the Bologna principles]. U B.Dimitrijević (ur.) Obrazovanje i savremeni univerzitet – Nauka i savremeni univerzitet 1, tematski zbornik radova, tom 3, Niš: Filozofski fakultet, Univerzitet u Nišu, 2012. Pp.145-154.Milićević N. Faktori kreativnog postignuća na studijama psihologije[Creative achievement factors on Studies of Psychology]. U V. Vujević (ur.) Međunarodni tematski zbornik: Nauka i sloboda, knjiga 9, tom 2/2. Pale: Filozofski fakultet u istočnom Sarajevu, 2015. Pp. 983-990. DOI 10.7251/ZRNSFFP0915983M.Milićević N. i Živković M. Faktori divergentne produkcije u visokoškolskom obrazovanju. [The Factors of Divergent Production in Higher Education]. U B.Dimitrijević (ur.) Savrmene paradigme u nauci i naučnoj fantastici – Nauka i savremeni univerzitet 3, tematski zbornik radova, tom 3 Niš: Filozofski fakultet, Univerzitet u Nišu, 2014. Pp.75-86.Milićević N. i Đorić S. Faktori kreativnog postignuća i kreativni stilovi studenata i studentkinja psihologije [Creative achievement factors and creative styles of students of psychology]. U B. Dimitrijević (ur.) Humanistički ideali obrazovanja i vaspitanja – Tematski zbornik radova: Nauka i savremeni univerzitet 4, Niš: Filozofski fakultet, Univerzitet u Nišu, 2015. Pp.45-54. URL: http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32013R1295 Sarsani M.R. (2005) Creativity in Education. Sarup & Son. India.SROS (Strategija razvoja obrazovanja u Srbiji do 2020. godine), „Sl.Glasnik RS“, № 107/2012.Sternberg R.J. Handbook of creativity. Cambridge: Cambridge University Press, 1999.Škorc B. (2012). Kreativnost u interakciji – psihologija stvaralaštva. [Creativity in interaction – Psychology of Creativity]. Most-art: Beograd. 259 p.