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Yıl 2017, Cilt 3, Sayı 7, 17 - 25, 30.04.2017
https://doi.org/10.18768/ijaedu.309745

Öz

Kaynakça

  • Banjac, M. (2015). Rad u višerazrednom odjeljenju i maloj seoskoj školi-metodički pristup promjenama. Banja Luka: Grafid d.o.o. Buljubašić-Kuzmanović, V. (2007). Studentska prosudba učinkovitosti integrativnog učenja, Odgojne znanosti, 9 (2). Dejić, M. (2000). Metodika nastave matematike (razredna nastava). Jagodina: Učiteljski fakultet. Duran, E., Ballone Duran, L., & Worch, E. A. (2009). Papier-mâché animals: An integrating theme for elementary classrooms. The Science Education Review, 8. Đorđević, V. (2007). Inovativni modeli nastave (Integrativna nastava, Projektna nastava i Interaktivna nastava), Obrazovna tehnologija, vol. 4. Žderić, M. & Miljanović, T. (2001). Metodika nastave biologije. NoviSad: Prirodno-matematički fakultet, Institut za biologiju. Klein, J. T. (2006). A Platform for a Shared Discourse of Interdisciplinary Education. Journal of Social Science Education, vol. 5 (4). Kostović-Vranješ, V. & Šolić, S. (2011). Nastavni sadržaji Prirode i društva – polazište za interdisciplinarno poučavanje u razrednoj nastavi, Život i škola, 25 (1). Lake, K. (1994): Integrated curriculum, School improvement research series. Portland: Nortwest Regional Educational Laboratory. Mathison, S., & Freeman, M. (1997). The logic of interdisciplinary studies. Paper presented at the Annual Meeting of the American Educational Research Association. Meyer, M. (2007). Increasing the frame: interdisciplinarity, transdisciplinarity and representativity. Interdisciplinary Science Reviews. 32 (3). Milinković, D. (2012). Integrative Approach to Teaching Mathematics in the Republic of Srpska.”Theory and Practice of Connecting and Learning Process”, proceedings. Sombor: University of Novi Sad Faculty of Education in Sombor. Milinković, D. (2013). Interdisciplinarni problemski pristup obradi matematičkih sadržaja u mlađim razredima osnovne škole. Nova škola, VIII (11). Milinković, D. (2015). Mjesto i uloga kontekstualnih problema u realističkom matematičkom obrazovanju. Nova škola, X (2). Miljanović, T. (2016). Značaj interdisciplinarnosti u savremenoj nastavi prirodnih nauka. Zbornik radova III Simpozijuma biologa i ekologa Republike Srpske (SBERS 2015), vol. 7 (1). Radivojević, D. (2014). Modeli aktivnog učenja u diferenciranoj i individualizovanoj nastavi prirode i društva, Nova škola, IX (2). Ševkušić, S. & Šefer, J. (2006). Akciono istraživanje novog pristupa nastavi poznavanja društva u četvrtom razredu osnovne škole. Nastava i vaspitanje, 55 (3). Terhart, E. (2001). Metode poučavanja i učenja. Zagreb: Educa. Ćurčić, M. (2006). Metodička i organizaciona struktura nastave prirode i društva. Istočno Sarajevo: Zavod za udžbenike i nastavna sredstva. Vars, G. (1991). Integrated curriculum in historical perspective, Education Leadership, 49 (2). Walsh, B., K., (2002). Kurikulum za prvi razred osnovne škole: stvaranje razreda usmjerenog na dijete. Zagreb: Pučko otvoreno učilište Korak po korak.

THE EFFECTS OF INTEGRATING MATHEMATICS AND SCIENCE & SOCIAL STUDIES TEACHING IN LEARNING MATHEMATICS

Yıl 2017, Cilt 3, Sayı 7, 17 - 25, 30.04.2017
https://doi.org/10.18768/ijaedu.309745

Öz

The Primary Education in Bosnia and Herzegovina is still being dominated by the concept of science-oriented teaching according to which teachers are "forced" to implement relatively strict division of educational areas within even more stringent and divided subjects from the first class. In such circumstances, in mathematics teaching of the basic and developmental cycle of primary school pupils are most often "served" tasks isolated from the authentic context, that they solve mechanically, trailing only algorithmic steps. A problem arises when they face the need for the application of acquired knowledge in the real life situations. This implies that the initial teaching of mathematics predominantly activates students’ cognitive area, but in a significant deficit of other psycho-physical areas, which is brought into collision with the basic natural needs of children. Taking into account their strongly expressed need for simultaneous performance of different activities, there is a demand for connecting and integrating scientific and educational areas, both within one subject and between different subjects. Bearing in mind that the natural and social environment represents a starting point and a source on which are based all the cognitions that the child acquires in the elementary grades, the integration of teaching mathematics and teaching science & social studies imposes naturally.

Accordingly, the work deals with the learning of mathematics through the integration of the syllabus contents of science & social studies. The aim is to help students not perceive mathematics as a set of definitions, axioms, theorems and proofs. In a sample of 278 students aged 8 to 9 years, an experimental research has been carried out in order to examine the effects of an interdisciplinary approach to teaching mathematics and reactions of students to this model of teaching and learning.

All the students have reacted positively to this approach to teaching mathematics, as demonstrated in the results of assessments, suggesting that a multidimensional approach to learning significantly contributes to a better understanding of mathematical contents and concepts and to the better understanding of science & social studies content.  It also remarkably raises the quality of the functional and applicable knowledge and motivation for learning in general.

Kaynakça

  • Banjac, M. (2015). Rad u višerazrednom odjeljenju i maloj seoskoj školi-metodički pristup promjenama. Banja Luka: Grafid d.o.o. Buljubašić-Kuzmanović, V. (2007). Studentska prosudba učinkovitosti integrativnog učenja, Odgojne znanosti, 9 (2). Dejić, M. (2000). Metodika nastave matematike (razredna nastava). Jagodina: Učiteljski fakultet. Duran, E., Ballone Duran, L., & Worch, E. A. (2009). Papier-mâché animals: An integrating theme for elementary classrooms. The Science Education Review, 8. Đorđević, V. (2007). Inovativni modeli nastave (Integrativna nastava, Projektna nastava i Interaktivna nastava), Obrazovna tehnologija, vol. 4. Žderić, M. & Miljanović, T. (2001). Metodika nastave biologije. NoviSad: Prirodno-matematički fakultet, Institut za biologiju. Klein, J. T. (2006). A Platform for a Shared Discourse of Interdisciplinary Education. Journal of Social Science Education, vol. 5 (4). Kostović-Vranješ, V. & Šolić, S. (2011). Nastavni sadržaji Prirode i društva – polazište za interdisciplinarno poučavanje u razrednoj nastavi, Život i škola, 25 (1). Lake, K. (1994): Integrated curriculum, School improvement research series. Portland: Nortwest Regional Educational Laboratory. Mathison, S., & Freeman, M. (1997). The logic of interdisciplinary studies. Paper presented at the Annual Meeting of the American Educational Research Association. Meyer, M. (2007). Increasing the frame: interdisciplinarity, transdisciplinarity and representativity. Interdisciplinary Science Reviews. 32 (3). Milinković, D. (2012). Integrative Approach to Teaching Mathematics in the Republic of Srpska.”Theory and Practice of Connecting and Learning Process”, proceedings. Sombor: University of Novi Sad Faculty of Education in Sombor. Milinković, D. (2013). Interdisciplinarni problemski pristup obradi matematičkih sadržaja u mlađim razredima osnovne škole. Nova škola, VIII (11). Milinković, D. (2015). Mjesto i uloga kontekstualnih problema u realističkom matematičkom obrazovanju. Nova škola, X (2). Miljanović, T. (2016). Značaj interdisciplinarnosti u savremenoj nastavi prirodnih nauka. Zbornik radova III Simpozijuma biologa i ekologa Republike Srpske (SBERS 2015), vol. 7 (1). Radivojević, D. (2014). Modeli aktivnog učenja u diferenciranoj i individualizovanoj nastavi prirode i društva, Nova škola, IX (2). Ševkušić, S. & Šefer, J. (2006). Akciono istraživanje novog pristupa nastavi poznavanja društva u četvrtom razredu osnovne škole. Nastava i vaspitanje, 55 (3). Terhart, E. (2001). Metode poučavanja i učenja. Zagreb: Educa. Ćurčić, M. (2006). Metodička i organizaciona struktura nastave prirode i društva. Istočno Sarajevo: Zavod za udžbenike i nastavna sredstva. Vars, G. (1991). Integrated curriculum in historical perspective, Education Leadership, 49 (2). Walsh, B., K., (2002). Kurikulum za prvi razred osnovne škole: stvaranje razreda usmjerenog na dijete. Zagreb: Pučko otvoreno učilište Korak po korak.

Ayrıntılar

Konular Sosyal
Bölüm Makaleler
Yazarlar

Milenko ĆURČİĆ Bu kişi benim
Bosnia and Herzegovina


Dragica MİLİNKOVİĆ Bu kişi benim
Bosnia and Herzegovina


Dragana RADİVOJEVİĆ Bu kişi benim
Bosnia and Herzegovina

Yayımlanma Tarihi 30 Nisan 2017
Başvuru Tarihi 29 Nisan 2017
Kabul Tarihi 2 Nisan 2017
Yayınlandığı Sayı Yıl 2017, Cilt 3, Sayı 7

Kaynak Göster

EndNote %0 International E-Journal of Advances in Education THE EFFECTS OF INTEGRATING MATHEMATICS AND SCIENCE & SOCIAL STUDIES TEACHING IN LEARNING MATHEMATICS %A Milenko Ćurčić , Dragica Milinković , Dragana Radivojević %T THE EFFECTS OF INTEGRATING MATHEMATICS AND SCIENCE & SOCIAL STUDIES TEACHING IN LEARNING MATHEMATICS %D 2017 %J IJAEDU- International E-Journal of Advances in Education %P 2411-1821-2411-1821 %V 3 %N 7 %R doi: 10.18768/ijaedu.309745 %U 10.18768/ijaedu.309745

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