Title Utemeljenost predmetnog kurikuluma nastave Prirode i društva na ishodima i istraživačkom pristupu Title (english) The foundation of the Nature and Society subject curriculum on outcomes and a research approach Author Lorena Kerep Mentor Tamara Kisovar Ivanda (mentor)Committee member Maja Cindrić (predsjednik povjerenstva)Committee member Smiljana Zrilić (član povjerenstva)Committee member Tamara Kisovar Ivanda (član povjerenstva)Granter University of Zadar Defense date and country 2023-09-27, Croatia Scientific / art field, SOCIAL SCIENCES Abstract Tradicionalno obrazovanje djeci već unaprijed pruža odgovore na sva pitanja te time otežava razvoj njihovog kritičkog mišljenja, znatiželje i kreativnosti. Kako bismo omogućili djetetu pravilan razvoj i ostvarivanje svih svojih potencijala, potrebno je u taj tradicionalan način uvesti dašak modernog. Od 2019 godine svi nastavni predmeti u školstvu provode se prema Kurikulumu koji je izdalo Ministarstvo znanosti i obrazovanja Republike Hrvatske. Na samome početku ovoga diplomskog rada upoznat
... More ćemo se s pojmom kurikuluma i njegovom svrhom te promjenama koje su se odvijale tijekom prošlosti s naglaskom na reformi školstva u 2000.-tim godinama. Zatim ćemo se osvrnuti na vrste kurikuluma, pobliže objasniti svaki od njih te koje zadatke on ispunjava, a također ćemo i navesti njihove pozitivne i negativne strane. U kurikulumu svakog predmeta nalaze se i kurikulumski makrokoncepti, još nazvani domene. Ti koncepti prožimaju se kroz sve razrede, od prvoga do osmog, omogućavajući učenicima postupno napredovanje u učenju i znanjima koja usvajaju. Kurikulum (2019), za svaki nastavni predmet u osnovnoj školi navodi ishode koje učenici trebaju ispuniti u toj školskoj godini. Pobliže ćemo objasniti njihovu funkciju, označavanje i lakše snalaženje u udžbenicima stavljajući naglasak na nastavni predmet priroda i društvo. U drugom dijelu rada osvrnut ćemo se na navedeni nastavni predmet, njegovu svrhu, zadatke koje nosi sa sobom i očekivanja koja donosi u svakome razredu. Dijete kroz nastavu prirode i društva razvija svoju kreativnu stranu, uči kako funkcionirati u društvu te kako se odnositi prema zajednici i životnim problemima Znanja, vještine i njegova razmišljanja konstantno će ga poticati na razvoj svojih, ne samo kompetencija u učenju, već i lakše snalaženje u lokalnoj i široj zajednici. Na kraju teorijskog dijela ukratko ćemo podijeliti odgojno-obrazovne ciljeve, a zatim krenuti na istraživački dio rada. Cilj ovog istraživanja je istražiti zastupljenost istraživačkog pristupa u nastavi Prirode i društva od prvog do četvrtog razreda osnovne škole. Nakon što prikažemo sadržaj i ishode u nastavi navedena četiri razreda, koristit ćemo udžbenik Istražujemo naš svijet (Letina, Kisovar-Ivanda, De Zan), te u njemu potražiti i prikazati ostvarenje tih ishoda i ishoda istraživačkog pristupa. Less Abstract (english) Traditional education already provides children with answers to all questions in advance, thus stopping the development of their critical thinking, curiosity and creativity. In order to enable the child to develop properly and realize all his potential, it is necessary to introduce a touch of modernity in this traditional way. As of 2019, all subjects in education are conducted according to the Curriculum issued by the Ministry of Science and Education of the Republic of Croatia. At the
... More very beginning of this graduate thesis, we will get acquainted with the concept of the curriculum and its purpose and the changes that took place during the past with an emphasis on the reformation of education in the 2000s. Next, we will look at the types of curricula, explain more closely each of them and what tasks it fulfills, and we will also list their positive and negative sides. In the curriculum of each subject there are also curricular macroconcepts, laymanically still called domains. These concepts permeate through all grades, from the first to the eighth, allowing students to gradually advance in the learning and knowledge they acquire. The curriculum (2019), for each primary school subject, lists the outcomes that students need to meet in that school year. We will explain their function more closely, labeling and easier orientation in textbooks by placing emphasis on the subject nature and society. In the second part of the paper, we will look at the stated subject, its purpose, the tasks it carries with it and the expectations it brings in each class. Through the teaching of nature and society, the child develops his creative side, learns how to function in society and how to relate to the community and life problems. Knowledge, skills and his thinking will constantly encourage him to develop his, not only learning competencies, but also easier to navigate in the local and wider community. At the end of the theoretical part, we will briefly share the educational goals, and then move on to the research part of the work. The aim of this research is to investigate the representation of a research approach in nature and society teaching from the first to the fourth grade of elementary school. After presenting the content and outcomes in the classes of the above four classes, we will use the textbook We explore our world (Letina, Kisovar Ivanda, De Zan), and in it we will look for and show the realization of these outcomes and the outcomes of the research approach. Less Keywords
kurikulum
ishodi
domene
istraživački pristup
udžbenik
Keywords (english)
curriculum
outcomes
domains
research approach
textbook
Language croatian URN:NBN urn:nbn:hr:162:887797 Study programme Title: Primary education Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2023-10-17 12:27:13
