@conference{
author = "Korolija, Jasminka and Novaković, Ana and Đokić, Bojan",
year = "2019",
abstract = "Interdisciplinarni pristup učenju usmeren je na sadržaje i metode iz više različitih disciplina koje
imaju zajedničke problem ili teme. Ideja je da učenici usvajaju različite perspektive i dolaze do
rešenja koja su usmerena na strategije i principe a ne sadržaje jedne dicipline. Mogućnosti primene
interdisciplinarnog pristupa ispitane su u okviru empirijskog longitudinalnog istraživanja obrazovnog
programa „Dete i tradicija”. U okviru ovog programa, u saradnji Etnografskog muzeja i Hemijskog
fakulteta u Beogradu, organizovane su edukativne radionice „Po zrno, po zrno” i „Vidljivo i nevidljivo o
jajetu” za učenike uzrasta od 9 do 11 godina. Cilj ovih radionica predstavljalo je povezivanje sadržaja
iz oblasti hemije i etnologije. U ovom radu biće prikazan deo rezultata koji se odnosi na mišljenje
učenika i nastavnika o ovakvom načinu rada. U istraživanju je učestvovalo 240 učenika trećeg razreda
i sedam učitelja osnovnih škola iz Beograda. Na osnovu intervjua sa učesnicima programa možemo da
zaključimo da su njihova mišljenja o primeni ovog programa veoma pozitivna. Učenici ističu da im je
rad u radionicama vrlo zanimljiv, jer tragaju za odgovorima na pitanja i u tom procesu uče u saradnji
sa drugom decom, eksperimentišući i isprobavajući različita rešenja. Poseban doprinos ovih radionica
nastavnici vide u razvijanju samostalnog zaključivanja učenika jer se, tokom izrade i diskusije svih
ogleda u radionici, kao i u toku demonstracionog ogleda, učenici pitanjima podstiču da prave različite
pretpostavke i da iznose činjenice za i protiv. Interdisciplinarni pristup određenim fenomenima iz
svakodnevog života putem neformalnog obrazovanja u vidu igre, u prostoru muzeja, ima višestruku
korist. Ključni zaključak našeg istraživanja odnosi se na pozitivna iskustva učenika i nastavnika o
učenju kroz interdisciplinarno povezivanje sadržaja iz oblasti hemije i etnologije. Budući da rezultati
ukazuju na to da ovaj pristup ima pozitivne efekte na interesovanje učenika i njihovu motivacije za
učenje, preporučuje se njegova šira primena u nastavi i vanškolskim aktivnostima., Interdisciplinary approach to learning is focused on contents and methods from a number of different
disciplines that share common problems or topics. The idea is that students take different perspectives
and come up with solutions that are focused on strategies and principles rather than on the content
of a single discipline. The potentials of using the interdisciplinary approach were examined within
empirical longitudinal research of education program “Child and Tradition”. Within this program, in
cooperation with the Ethnographic Museum and Faculty of Chemistry in Belgrade, the education
workshops “By grain, by grain” and “Visible and invisible about the egg” were organized for students
aged 9 to 11. The aim of these workshops was to connect the contents from the fields of chemistry
and ethnology. This paper will present a part of the result regarding the students’ and teachers’
opinions about this approach. The research involved 240 third-grade students and seven primary
school teachers from Belgrade. Using the interviews with program participants, we can conclude
that they have positive opinion about implementation of this program. The students point out that
workshop activities are very interesting because they search for answers to the questions and, in this
process, learn in collaboration with other children by experimenting and testing various solutions.
In the teachers’ opinion, these workshops particularly contribute to development of independent
reasoning as, during preparation and discussion of all the workshop experiments, as well as during
the demonstration experiment, students are encouraged to make different assumptions and
communicate all the pros and cons. An interdisciplinary approach to some everyday-life phenomena
via non-formal education in the form of a game, located in a museum, has multiple benefits. Key
conclusion of our research involves positive experiences of students and teachers about learning
through interdisciplinary connection of contents from the fields of chemistry and ethnology. Since
the results indicate that this approach has positive effects on students’ interests and motivation to
learn, its wider use in teaching and extracurricular activities is recommended.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Obrazovanje u funkciji modernizacije društva",
title = "Povezivanje sadržaja iz oblasti hemije i etnologije : učenje putem istraživanja, Connecting the contents from chemistry and ethnology : learning through research",
pages = "91-90",
url = "https://hdl.handle.net/21.15107/rcub_ipir_569"
}
