LTMonografijoje Z kartos mokinių (gimusių po 1995 m.) kūrybingumo fenomenas nagrinėjamas didaktiniu, psichologiniu ir sociologiniu požiūriais. Informacinių ir komunikacinių technologijų prisotintoje kūrybinėje visuomenėje kūrybingumo ugdymas mokykloje jgauna naujų bruožų, ypač išryškėja integracijos, tarpdalykinių ryšių vaidmuo. Monografijoje remiantis buities kultūros turiniu išryškintos sąsajos tarp technologinio ugdymo ir istorinio ugdymo, atskleidžiančio istorinę, etinę, ekonominę, technologinę buities kultūros raidą. Šiame leidinyje gvildenamos Z kartos mokinių kūrybingumo ugdymo aktualijos turėtų sudominti istorijos ir technologijų mokytojų rengėjus, mokyklinių istorijos ir technologinio ugdymo programų kūrėjus bei technologijų ir istorijos mokytojus. [Anotacija knygoje]Reikšminiai žodžiai: Z karta; Kūrybiškumas; Kūrybiškumo ugdymas; Technologinis ugdymas; Z generation; Creativity; Creativity education; Technological education.
EN[...] The monograph research is integrated, comprising two independent analyses of learners of generation Z. The instrumentation of the two analyses is described separately. The description of the first on is presented in the chapter called The Expression of Learners' Technological Creativity, and that of the second one is included in the chapter called The Development of 5th - 6th Former'' Creativity in History Lessons. Aiming to highlight the peculiarities of developing creativity of learners' of generation Z in history classes, the peculiarities of developing creativity of learners' of generation Z were compared to the peculiarities of developing creativity of learners of generation Y (research of 2002). Theoretically the monograph is significant because it enriches the didactics of technology and history in basic school systemically both in terms of the subject content and the factors of creativity development. In the study creativity of 5th - 6th formers of generation Z is analyzed not only from an educational and psychological point of view but also from a sociological perspective on the basis of the generation theory. The paper highlights the influence of didactic, communicative and social factors on the creativity of 5th - 6th formers and the interaction of these factors. Moreover, the study reveals the role of didactic history game, as a didactic factor, in the development of the creativity of 5th - 6th formers, as well as analyzes its place in the system of other creativity factors. The monograph is also significant practically because it integrally analyzes household culture as the object of technological education and a component of learners' historic world outlook. It uses a mathematic graph-trees method for the visualization of the systemic models of creativity factors for the first time.It is a new methodological decision that can be applied not only in educological research but also in educational practice to visualize the interdisciplinary relations between the content of different teaching subjects. This methodological decision can be used by creators of both printed and virtual teaching subject. The created system of didactic history games, encouraging the creativity of 5th - 6th formers, should be of interest to teacher trainers, programme developers, textbook authors and teachers of both history and technologies. [...]. [From the publication]