Pregled bibliografske jedinice broj: 1243342
CHILDREN'S INTEGRAL COGNITION OF THEIR OWN ENVIRONMENT AND THE TREND OF CONTENT FRAGMENTATION IN THE SUBJECT NATURE AND SOCIETY
CHILDREN'S INTEGRAL COGNITION OF THEIR OWN ENVIRONMENT AND THE TREND OF CONTENT FRAGMENTATION IN THE SUBJECT NATURE AND SOCIETY // Nova promišljanja o djetinjstvu/Rethinking Childhood / Cindrić, Maja, Ivon, Katarina, Šimić Šašić, Slavica (ur.).
Zadar: Sveučilište u Zadru, 2022. str. 365-375 (predavanje, međunarodna recenzija, cjeloviti rad (in extenso), znanstveni)
CROSBI ID: 1243342 Za ispravke kontaktirajte CROSBI podršku putem web obrasca
Naslov
CHILDREN'S INTEGRAL COGNITION OF THEIR OWN ENVIRONMENT AND THE TREND OF CONTENT FRAGMENTATION IN THE SUBJECT NATURE AND SOCIETY
Autori
Kisovar-Ivanda, Tamara
Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni
Izvornik
Nova promišljanja o djetinjstvu/Rethinking Childhood
/ Cindrić, Maja, Ivon, Katarina, Šimić Šašić, Slavica - Zadar : Sveučilište u Zadru, 2022, 365-375
ISBN
978-953-331-321-4
Skup
Međunarodna znanstveno-umjetnička konferencija: Nova promišljanja o djetinjstvu
Mjesto i datum
Zadar, Hrvatska, 04.06.2021. - 05.06.2021
Vrsta sudjelovanja
Predavanje
Vrsta recenzije
Međunarodna recenzija
Ključne riječi
Nature and Society, integration of teaching areas, fragmentation of teaching areas.
Sažetak
The paper analyzes contemporary trends in the structuring of the school subject Nature and Society in Croatia, in the European Union and in the world. The increasing complexity of curriculum concepts in the teaching of Nature and Society invites researchers to reflect on the need to fragment the content of the subject from the perspective of individual scientific disciplines that permeate within the subject. At the same time, the problem arises in terms of priorities between the characteristics of the developmental age of primary education students and the emancipation of certain scientific disciplines included in the current structure of the subject Nature and Society. When it comes to the implementation of the school subject Nature and Society, 25 out of 27 EU countries prioritize characteristics of students’ developmental age, adopting the concept of full or partial integration of teaching areas, while only Italy and Romania are inclined to fragment and separate individual subjects of Nature and Society into separate subjects. The Croatian curricular approach, following the characteristics of the developmental age of primary education students, has also kept the integration and permeation of the subject areas of this subject as its basic principle.
Izvorni jezik
Engleski
Znanstvena područja
Pedagogija
