Teachers’ views on the method of practical work in teaching the subject of nature and society – the state and challenges of the practice

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.