Teachers’ views on the method of practical work in teaching the subject of nature and society – the state and challenges of the practice
Аутори
Anđić, DunjaTerzić, Karin
Остала ауторства
Stevanović, JelenaGundogan, Dragana
Ranđelović, Branislav
Конференцијски прилог (Објављена верзија)
Метаподаци
Приказ свих података о документуАпстракт
With the introduction of the new curricula for primary and secondary
schools in the Republic of Croatia (Ministry of Science and Education;
2019), active learning has been placed at the centre of the teaching
process. This is particularly evident in the structure of the new curriculum for the
interdisciplinary subject Nature and Society (Ministry of Science and Education; 2019),
which relies on the inquiry-based learning approach or the research approach as a
methodological and integrative solution for achieving the desired learning outcomes of
this subject. The practical activity method includes demonstrations, experiments, and
various forms of scientific procedures such as measuring, observing, comparing, and
note-taking in addition to the practical activities themselves. The use of this method is
closely related to the development of logical thinking and it is crucially linked to the
development of pupils’ scientific competences and their application in everyday life
(Do...mazet, 2009; Dujmović, 2011; Markočić et al., 2019; Anđić, 2022). The results of previous research have shown that teachers often associate the use of this method
with the development of procedural and conceptual knowledge, the development of
motor skills, and the arousal of motivation and interest in pupils. Likewise, studies
have revealed that teachers encounter many obstacles in the use of this method, most of
which are material. Commonly reported issues pertain to the availability and quality of
resources and content as well as a lack of time (Terzić, 2022, according to Sani, 2013,
p. 27; Banu, 2011). The main purpose of this study was to provide an insight into the
state of this practice and identify the challenges that teachers face in the application of
this method.
Кључне речи:
contemporary teaching / curriculum / method of practical work / the subject of Nature and Society / teachersИзвор:
The state, problems, and needs of the modern education community, 2022, 114-120Издавач:
- Belgrade : Institute for Educational Research
Напомена:
- Book of proceedings: 28th International Scientific Conference “Educational Research and School Practice”, December 9th , 2022 Belgrade”
Институција/група
IPITY - CONF AU - Anđić, Dunja AU - Terzić, Karin PY - 2022 UR - http://ipir.ipisr.org.rs/handle/123456789/970 AB - With the introduction of the new curricula for primary and secondary schools in the Republic of Croatia (Ministry of Science and Education; 2019), active learning has been placed at the centre of the teaching process. This is particularly evident in the structure of the new curriculum for the interdisciplinary subject Nature and Society (Ministry of Science and Education; 2019), which relies on the inquiry-based learning approach or the research approach as a methodological and integrative solution for achieving the desired learning outcomes of this subject. The practical activity method includes demonstrations, experiments, and various forms of scientific procedures such as measuring, observing, comparing, and note-taking in addition to the practical activities themselves. The use of this method is closely related to the development of logical thinking and it is crucially linked to the development of pupils’ scientific competences and their application in everyday life (Domazet, 2009; Dujmović, 2011; Markočić et al., 2019; Anđić, 2022). The results of previous research have shown that teachers often associate the use of this method with the development of procedural and conceptual knowledge, the development of motor skills, and the arousal of motivation and interest in pupils. Likewise, studies have revealed that teachers encounter many obstacles in the use of this method, most of which are material. Commonly reported issues pertain to the availability and quality of resources and content as well as a lack of time (Terzić, 2022, according to Sani, 2013, p. 27; Banu, 2011). The main purpose of this study was to provide an insight into the state of this practice and identify the challenges that teachers face in the application of this method. PB - Belgrade : Institute for Educational Research C3 - The state, problems, and needs of the modern education community T1 - Teachers’ views on the method of practical work in teaching the subject of nature and society – the state and challenges of the practice EP - 120 SP - 114 UR - https://hdl.handle.net/21.15107/rcub_ipir_970 ER -
@conference{ author = "Anđić, Dunja and Terzić, Karin", year = "2022", abstract = "With the introduction of the new curricula for primary and secondary schools in the Republic of Croatia (Ministry of Science and Education; 2019), active learning has been placed at the centre of the teaching process. This is particularly evident in the structure of the new curriculum for the interdisciplinary subject Nature and Society (Ministry of Science and Education; 2019), which relies on the inquiry-based learning approach or the research approach as a methodological and integrative solution for achieving the desired learning outcomes of this subject. The practical activity method includes demonstrations, experiments, and various forms of scientific procedures such as measuring, observing, comparing, and note-taking in addition to the practical activities themselves. The use of this method is closely related to the development of logical thinking and it is crucially linked to the development of pupils’ scientific competences and their application in everyday life (Domazet, 2009; Dujmović, 2011; Markočić et al., 2019; Anđić, 2022). The results of previous research have shown that teachers often associate the use of this method with the development of procedural and conceptual knowledge, the development of motor skills, and the arousal of motivation and interest in pupils. Likewise, studies have revealed that teachers encounter many obstacles in the use of this method, most of which are material. Commonly reported issues pertain to the availability and quality of resources and content as well as a lack of time (Terzić, 2022, according to Sani, 2013, p. 27; Banu, 2011). The main purpose of this study was to provide an insight into the state of this practice and identify the challenges that teachers face in the application of this method.", publisher = "Belgrade : Institute for Educational Research", journal = "The state, problems, and needs of the modern education community", title = "Teachers’ views on the method of practical work in teaching the subject of nature and society – the state and challenges of the practice", pages = "120-114", url = "https://hdl.handle.net/21.15107/rcub_ipir_970" }
Anđić, D.,& Terzić, K.. (2022). Teachers’ views on the method of practical work in teaching the subject of nature and society – the state and challenges of the practice. in The state, problems, and needs of the modern education community Belgrade : Institute for Educational Research., 114-120. https://hdl.handle.net/21.15107/rcub_ipir_970
Anđić D, Terzić K. Teachers’ views on the method of practical work in teaching the subject of nature and society – the state and challenges of the practice. in The state, problems, and needs of the modern education community. 2022;:114-120. https://hdl.handle.net/21.15107/rcub_ipir_970 .
Anđić, Dunja, Terzić, Karin, "Teachers’ views on the method of practical work in teaching the subject of nature and society – the state and challenges of the practice" in The state, problems, and needs of the modern education community (2022):114-120, https://hdl.handle.net/21.15107/rcub_ipir_970 .