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Title:MEDPREDMETNO POVEZOVANJE PREDMETA DRUŽBA Z OSTALIMI PREDMETI V 4. RAZREDU OSNOVNE ŠOLE
Authors:ID Kušar, Tina (Author)
ID Hus, Vlasta (Mentor) More about this mentor... New window
Files:.pdf UNI_Kusar_Tina_2011.pdf (708,51 KB)
MD5: F504B6A3CE26394CCFE7851F55391140
PID: 20.500.12556/dkum/ded1582a-80f4-44a9-97cd-2e7e944a121e
 
Language:Slovenian
Work type:Undergraduate thesis
Organization:PEF - Faculty of Education
Abstract:Tema in namen diplomske naloge je preučiti medpredmetno povezovanje predmeta družba z ostalimi predmeti v 4. razredu osnovne šole. Kot vemo, se dan danes vedno bolj spodbuja k povezovanju vsebin in predmetov, ki so bili do sedaj med seboj strogo ločeni in razdrobljeni. Prav to razdrobljenost pa skušamo povezati v celoto z medpredmetnim povezovanjem, kar omogoča razumljivejše, uporabnejše in bolj celovito dojemanje učne vsebine oz. problema, ki je osvetljen z različnih vidikov, hkrati pa tudi kakovostnejše in trajnejše znanje. V teoretičnem delu so predstavljene vsebine, vezane na medpredmetno povezovanje. Podrobneje je predstavljena sama opredelitev pojma medpredmetno povezovanje, zgodovina medpredmetnega povezovanja, značilnosti medpredmetnega povezovanja (stopnje in ravni, načini, strategije, faze), procesni in vsebinski vidik, didaktični model, prednosti in slabosti medpredmetnega povezovanja (zakaj, kdaj in kako uporabljati medpredmetno povezovanje, pogoji za uspešno medpredmetno in medpodročno povezovanje, aktivna vloga učencev pri načrtovanju). Nazadnje pa je predstavljen tudi sam predmet družba (opredelitev predmeta, temeljni cilji predmeta, didaktična priporočila in možnosti medpredmetne povezave predmeta družba v 4. razredu). Empirični del temelji na raziskavi, izvedeni na vzorcu 83 učiteljev naključno izbranih osnovnih šol iz celotne Slovenije. Namen empirične raziskave je ugotoviti obstoječe stanje na področju medpredmetnega povezovanja nasploh ter medpredmetnega povezovanja predmeta družba z ostalimi predmeti v 4. razredu osnovne šole. Zanima nas, v kolikšni meri učitelji ta način dela poznajo, kako se v njihovem delu kaže medpredmetna povezanost pouka, kaj so po njihovem mnenju prednosti medpredmetnega povezovanja, kako pogosto se poslužujejo izvajanja medpredmetnega povezovanja, kakšna so njihova izhodišča ter osnove pri načrtovanju tovrstnega pouka, s katerimi predmeti najpogosteje povezujejo predmet družba in v kolikšni meri. Nadalje nas zanima, kako na vse to vplivajo leta poučevanja predmeta družbe in/ali se kažejo razlike med učitelji, ki so se dopolnilno usposabljali za poučevanje predmeta družba, in tistimi, ki se niso. Na podlagi rezultatov raziskave ugotavljamo, da je poznavanje, izvajanje, načrtovanje medpredmetnega povezovanja in uporaba le-tega pri pouku družba v 4. razredu dobro. Razlike med omenjenimi skupinami sicer obstajajo, vendar ne v večjem obsegu in so v glavnem povezane z dobo poučevanja ter izkušnjami učiteljev in dopolnilnim usposabljanjem za poučevanje predmeta družba. Ugotovili smo, da medpredmetno povezovanje predstavlja kvaliteten način doseganja vzgojno-izobraževalnih ciljev ter da se ga učitelji vedno pogosteje poslužujejo, saj se zavedajo prednosti, ki jih tak način dela prinaša za vse subjekte pouka.
Keywords:integracija, medpredmetno povezovanje, osnovna šola, predmet družba, 4. razred, procesni in vsebinski vidik
Place of publishing:Celje
Publisher:[T. Kušar]
Year of publishing:2011
PID:20.500.12556/DKUM-17180 New window
UDC:37(043.2)
COBISS.SI-ID:18095624 New window
NUK URN:URN:SI:UM:DK:MSLX2QOU
Publication date in DKUM:18.01.2011
Views:5230
Downloads:678
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Secondary language

Language:English
Title:CROSS-CURRICULAR LINKS OF 'SOCIAL SCIENCES' SUBJECT WITH OTHER SUBJECTS IN GRADE 4 OF BASIC SCHOOL
Abstract:The theme and aim of the thesis is to examine interdisciplinary integration of social studies with other school subjects in the fourth grade of primary school. As it is known, nowadays the integration of contents and subjects hitherto strictly separated and fragmented is increasingly encouraged. It is this fragmentation that we attempt to organize into a whole with interdisciplinary integration, which enables more understandable, usable and more comprehensive perception of the teaching content or problem, which is highlighted from different perspectives, and also better-quality and more permanent knowledge. In the theoretical part of the thesis we have presented issues related to interdisciplinary integration. Presented in detail is the actual definition of the interdisciplinary integration concept, the history of interdisciplinary integration, interdisciplinary integration characteristics (rates and levels, methods, strategies, stages), the procedural and substantive aspects, didactic teaching model, the advantages and disadvantages of interdisciplinary integration (why, when and how to use interdisciplinary integration, the conditions for successful interdisciplinary and intersectoral integration, the students’ active role at planning). Finally, the subject of social studies itself is presented (the subject’s definition, basic objectives, didactic recommendations and the possibility of interdisciplinary integration of the social studies in the fourth grade). The empirical part of the thesis is based on the reasearch carried out on a sample of 83 teachers from randomly selected primary schools from all over Slovenia. The aim of the empirical research is to establish the status quo in the spheres of interdisciplinary integration in general and interdisciplinary integration of social studies with other subjects in the fourth grade of primary school. We wish to find out to what extent teachers are acquainted with this way of teaching, how interdisciplinary integration of teaching is reflected in their work, what – in their opinion – are the advantages of interdisciplinary integration, how often they resort to the implementation of interdisciplinary integration, what their foundation and basics for designing this way of teaching are, what subjects are most frequently integrated with social studies and to what extent. Furthermore, our aim is to establish how all the above mentioned is affected by years of teaching social studies and if there are differences among teachers who have had additional training for teaching social studies and those who have not had it. On the basis of the research results, we can conclude that the knowledge, performance, planning of interdisciplinary integration and the use of it in teaching social studies in the fourth grade is good. The differences between the mentioned groups do exist, but are not extensive and are mainly related to the years of service and teaching experience as well as the additional training for teaching social studies. It has been concluded that interdisciplinary integration presents a quality way of achieving educational goals, and that teachers are increasingly making use of it, since they are aware of the advantages that this method of work provides for all subjects of school.
Keywords:integration, interdisciplinary integration, primary school, 4 class, procedural and substantive aspect, social studies


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