Teaching and Learning Methods and Practices in Science and Social Studies Lessons / Metode i postupci poučavanja i učenja u nastavi prirode i društva

Abstract

Abstract

This paper discusses the frequency of application of methods and practices in teaching Science and Social Studies. Considering the fact that this subject comprises heterogeneous content that draws upon the knowledge of many natural and social sciences, it is possible to apply an expansive range  of methods and practices of teaching and learning during the teaching process. Empirical research which has been conducted has shown that the dominant teaching methods are dialogue, work with textbooks, teachers’ lectures and demonstration of pictures and objects, while computer-aided learning, project method and working with professional papers are very rarely applied. Despite the characteristics and potential of the subject, methods/practices that encourage research and experiential learning are underrepresented in the classrooms. Some differences have also been detected in applying certain methods and practices, depending on whether they are used in teaching the subject content of Natural Sciences, Geography or History, and depending on the teachers’ years of service.

Key words: methods and practices of teaching; Science and Social Studies; subject content of Geography; subject content of History; subject content of Natural Sciences

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Sažetak

U radu se raspravlja o učestalosti primjene metoda i postupaka poučavanja u nastavi prirode i društva. S obzirom na to da je riječ o sadržajno heterogenom nastavnom predmetu koji se oslanja na spoznaje brojnih prirodnih i društvenih znanosti, u nastavi je moguće primijeniti širok repertoar metoda i postupaka poučavanja i učenja. Provedenim empirijskim istraživanjem utvrđeno je da u većem dijelu nastave dominiraju razgovor, rad s udžbenikom, učiteljevo predavanje i demonstracije slika i predmeta, a iznimno se rijetko primjenjuju rad s računalom, projektna metoda i rad sa stručnim tekstovima. Unatoč značajkama i mogućnostima nastavnog predmeta, u nastavi su nedovoljno zastupljene metode/postupci koji potiču istraživačko i iskustveno učenje. Utvrđene su i razlike u primjeni pojedinih metoda i postupaka ovisno o tome poučava li se njima prirodoslovni, geografski ili povijesni sadržaj, kao i s obzirom na radni staž ispitanika.

Ključne riječi: geografski sadržaj; metode i postupci poučavanja; povijesni sadržaj; priroda i društvo; prirodoslovni sadržaj