Povezivanje sadržaja iz oblasti hemije i etnologije : učenje putem istraživanja

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.