Music lessons provide many opportunities for cross-curricular connections with other subjects. As part of the work, research was conducted on a sample of 110 teachers who teach Music Culture in ...elementary school. The aim of the research was to find out the teachers' views on the implementation of cross-curricular connections between the teaching of Music Culture and other subjects, the frequency and methods of conducting such teaching, as well as possible statistically significant differences between teachers in the attitudes and implementation of cross-curricular connections with regard to sociodemographic variables. We believe that the results of this research indicate the need for more intensive implementation of cross-curricular connections between the teaching of Music Culture and other subjects.
Prior research in Applied Linguistics has explored how teachers mobilise diverse resources in order to make connections between the students' out-of-school knowledge and experiences and the abstract ...content knowledge. Nevertheless, how teachers can transcend the boundaries of disciplinary knowledge by incorporating relevant content knowledge from other academic subjects to facilitate students' learning of new content knowledge is a topic that is under-researched in the field. Adopting translanguaging as an analytical perspective, this study examines how the creation of a translanguaging space can afford opportunities for an English-Medium-Instruction (EMI) teacher to connect content-related knowledge for supporting students' learning of new historical knowledge in EMI Western History classrooms. The data is based on a larger linguistic ethnographic project in a Hong Kong EMI secondary Western History classroom. Multimodal Conversation Analysis is used to analyse the classroom interaction data. The classroom interaction data is triangulated with the video-stimulated-recall-interviews that are analysed with Interpretative Phenomenological Analysis. This paper argues that a translanguaging classroom space can be created for activating students' prior learnt subject knowledge for supporting students' learning of new academic knowledge. Such a translanguaging space provides opportunities for classroom participants to not only engage in fluid language practices, but also encourages the teacher and students to bring in multiple epistemologies that help students understand new academic knowledge in a new classroom interactional context.
Glasbeni pouk daje veliko možnosti za medpredmetno povezovanje. V okviru prispevka je bila izvedena raziskava na vzorcu 110 učiteljev, ki poučujejo Glasbeno kulturo v osnovni šoli. Cilj raziskave je ...bil ugotoviti stališča učiteljev do izvajanja medpredmetnega povezovanja pri pouku Glasbene kulture in drugih predmetov, nato pogostost in načine izvajanja takega poučevanja ter morebitne statistično pomembne razlike med učitelji v stališčih in izvajanju medpredmetnih povezav glede na sociodemografske spremenljivke. Menimo, da so rezultati te raziskave pokazali na potrebo po intenzivnejšem izvajanju povezovanja pouka Glasbene kulture z drugimi predmeti.
Različiti autori u svojim radovima ukazuju na činjenicu da unatoč povećanju pojava novih tehnologija i medija, koji su blizu današnjoj mladoj generaciji koja živi u multi-medijskoj kulturi koja ju ...svaki dan doslovno „bombardira" sa raznim novitetima, kao što su kompjuter i internet na svakom koraku, MP3 i MP4 playeri itd., u vrtiću, osnovnoj školi, srednjoj školi, pa čak i na fakultetu, dominira tradicionalni način učenja, provjere i ocjenjivanja, koji je pisan na kožu odgojiteljima, osnovnoškolskim i srednjoškolskim nastavnicima i profesorima koji za sebe misle da su suvremeni i moderni pedagozi, ali još uvijek postavljaju u prvi plan svoju interpretaciju materijala kao jedini izvor informacija iz kojeg učenici mogu nešto naučiti. Takav način izlaganja materijala, kako kažu, neki autori, je dobar, ali samo ako se koristi na pravi način i u odgovarajućim količinama. U drugim slučajevima, to stvara među sudionicima u obrazovnom procesu provaliju, provaliju koju se zasad još može smanjiti uvođenjem novih metoda i oblika nastave koji stavljaju u prvi plan otvorenu raspravu među svim prisutnima u razredu, suradnju između različito mislećih, skupni rad kao način učenja jedni od drugih i demokraciju kod odlučivanja, izražavanja ideja, uvjerenja ... U radu je predstavljen primjer korelacije između dva školska predmeta u četvrtom razredu devetogodišnje osnovne škole (znanost i tehnologija te slovenski jezik) koji se temelji na alternativnim oblicima rada, kao što su istraživanje koristeći razne knjige i internet, izrada plakata koristeći znanje stečeno u prva tri razreda, pisanje testa uz pomoć literature, priprema portfolija – mape učenika itd. koji omogućavaju učenicima najveću moguću uključenost u sam proces učenja, ali istodobno zadržava tumačenje učitelja kao tradicionalni oblik rada koji omogućuje da učenici lakše, bolje i brže razumiju teške koncepte odnosno vođenje kroz različite aktivnosti koje su uključene u školski sat.
In the present paper, the possibilities of making cross-curricular connections through Python programming in computer modeling education are explored. For this purpose, sample projects are ...systematized according to the study subjects – mathematics, history, geography, human and nature. Their designation is to contribute to the consolidation of certain knowledge and skills, both in terms of Python programming and in the relevant other subject. Concrete implemented projects are represented, different variants of them are discussed, and their accessibility is ensured for their future reuse for educational purposes. As a result, they could be directly used to apply a project-based teaching approach in learning relevant topics from the study material.
Because present initiatives guiding educational decision-making place a high emphasis on accountability, there was a need to explore the educational value of the literacy and science education ...courses' joint interdisciplinary focus for elementary education. With current research alluding to time constraints, scripted curriculum, and memorization dominating teachers' decisions about instruction, it seemed important to gain insight into the practical nature of the interdisciplinary method with former students. Former pre-service teachers in their first years of teaching were surveyed. The goal was to find out how the interdisciplinary strategies influenced their instruction and students' learning, and if they were continuing to meaningfully chunk their curriculum. Twenty-five of the forty former pre-service teachers returned the survey. These first-year teachers reported making cross-curricular connections and articulated a range of benefits for their students. However, they also discussed hindrances to their attempts at making cross-curricular connections, including state and local mandates, time constraints, and dilemmas related to being a first-year teacher. The findings from this study could prove valuable to teacher educators in elementary education programs, as well as to those involved in planning and facilitating professional development activities for elementary school teachers.
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