The overall aim of education is to train proactive, motivated, and independent citizens to face and overcome continuous challenges. Critical thinking—finding solutions to problems—is of primary ...importance in the 21st century to handle challenging situations and deal with obstacles in careers. A critical literature review approach was used to assess, critique, synthesizes, and expand the theoretical foundation of the topic. Teaching mathematical problem-solving is an efficient way to develop 21st-century skills and to give cross-curricular experiences with real-world meaning to learners. Concrete examples were presented to prove that Pólya’s heuristic could be used in a broader context to help learners acquire the modern skills needed to succeed in their careers. By including in the learning process and practicing specific methods for solving mathematical problems, students could learn a way of thinking to approach and solve problems successfully in a broader context in life. The paper’s outcome provides teachers and educators with methods, learning models, and strategies for developing 21st-century skills in students at all levels during classroom activities.
Nastava koja učenicima daje širok spektar mogućnosti za postizanje boljega razumijevanja nastavnih sadržaja i pristup nastavnom sadržaju sa širega aspekta jest integrirana nastava, a nastava glazbe ...pruža mnoštvo mogućnosti pri međupredmetnom povezivanju. U okviru rada provedeno je istraživanje na uzorku od 110 učitelja razredne nastave i učitelja predmetne nastave Glazbene kulture iz četiriju hrvatskih županija. Cilj istraživanja bio je utvrditi postoje li statistički značajne razlike u provođenju integrirane nastave Glazbene kulture i drugih predmeta između učitelja razredne nastave i učitelja Glazbene kulture, kao i razlike u njihovim mišljenjima o takvoj nastavi. Rezultati istraživanja upozorili su na potrebu intenzivnijega provođenja međupredmetne povezanosti nastave Glazbene kulture i drugih predmeta, koja doprinosi cjelovitosti, učinkovitosti i suvremenosti nastave u korist dobrobiti učenika.
Teaching that provides students with a wide range of opportunities to achieve a better understanding of curriculum content and an approach to curriculum content from a wider perspective is called integrated teaching, and teaching music offers many opportunities for cross-curricular integration. As part of the work, research was conducted on a sample of 110 classroom teachers and Music Culture subject teachers from four Croatian counties. The goal of the research was to determine whether there are statistically significant differences in the implementation of integrated teaching of Music Culture and other subjects between classroom teachers and Music Culture teachers, as well as differences in their opinions about such teaching. The results of the research pointed to the need for more intensive implementation of cross-curricular integration between the teaching of Music Culture and other subjects, which contributes to the completeness, efficiency, and modernity of the teaching for the benefit of the students.
The Covid-19 pandemic is having an undeniable impact on all the statements of society. Regarding teaching and learning activities, most educational institutions suspended in-person instruction and ...moved to remote learning during the lockdown of March and April 2020. Although nowadays many countries have progressively re-opened their educational systems, blended learning is a common practice aimed to reduce the spread of the Covid-19 disease. This disruption has supposed an unprecedented acceleration to the digitalization of teaching and learning. Teaching professionals have been forced to develop their digital competence in a short amount of time, getting mastery in the management of information, the creation of audiovisual contents, and the use of technology to keep their students connected. This Special Issue presents contributions regarding the adoption of distance learning strategies, experiences, or lessons learned in this domain.
Due to the COVID-19 pandemic, the entire process of teaching and learning moved online. This forced teachers and pupils to heavily rely on information and communications technology (ICT) and make ...adjustments to the new mode of teaching and learning in educational institutions. We conducted a qualitative case study by interviewing 24 teachers from Slovene primary schools focusing on the implementation of cross-curricular connections in music and visual arts content with the support of ICT during the period of emergency remote teaching. We found that when planning and implementing the cross-curricular learning process, teachers insufficiently took advantage of possibilities offered by modern ICT. The manner of implementing cross-curricular connections showed uncertainties in terms of understanding their specifics, resulting in the inefficient transfer of concepts taught, the results of which were seen in pupils’ work. This might additionally show the negative influence of parental supervision on the creative thinking and expression of pupils. The present study emphasizes the lack of ICT competences on the part of all participants in the educational process. Our findings show the need to educate teachers by eliminating the uncertainties related to the implementation of distant cross-curricular connections while meaningfully applying ICT adapted to pupils’ competences.
This article demonstrates evidence-based practice that integrates movement education with children’s literature, in order to promote cooperation among Bengali kindergarteners, from an urban public ...school in Midwestern USA. First, the authors argue the need for this integration based on limitations of previous scholarship. Second, authors present their developmentally and culturally appropriate conceptual framework based on Bhavnagri and Samuel’s research, along with the theory of cooperation and schema development. Third, children’s understanding of cooperation concepts (helping, turn taking, sharing, dividing labor, negotiating, coordinating, exchanging information, and perspective taking) embedded in literature are analyzed. Concomitantly, children demonstrated same cooperation sub-skills during four movement activities related to the stories. Fourth, authors reflect that cooperation was successful because activities met Johnson and Johnson’s guidelines of high social interactions, high emotional involvement, and effective communication. Finally, the authors recommend that integration of cooperation and movement education is beneficial for educational programs in diverse settings.
My contribution is concerned with the use of data in the process of learning outside school, trying to make historical events as ‘live’ as possible. The fieldwork was carried out during the cultural ...day in the area of Kobarid. The pupils of 9th class, there were 31 pupils, went
on a guided tour of the museum of Kobarid, the ossuary and local dairy with the intention to experience historical events.
The fieldwork consisted of doing task on different taxonomic levels. Beside simple tasks, demanding the retrieval and processing information, the pupils also had to synthesise and analyse acquired knowledge. The main emphasis was placed on the audio-visual aspect, which made it easier for the pupils to remember the details.
After the cultural day, a survey was made to evaluate the conduction and organization of the fieldwork. It showed a great deal of satisfaction on the part of the pupils, and was also used as feedback in the process of interpretation at cooperating with parents. Collecting, processing and interpreting the data made improvements to the educational process. It showed up at successful completion of written tasks and at oral testing. As an example, I am stating the task connected with the battles on the river Soča. The pupils reached
set standards of knowledge successfully due to the guide’s explanation and a relief display of the battles.
Terenski rad u poučavanju geografije uvijek je zauzimao značajnu ulogu u procesu učenja jer su na takav način faktori i procesi u krajoliku postali lakše razumljivi i predstavljivi za učenike. ...Terenski rad u geografiji uključuje različite forme i metode rada, a među njima su najvažniji orijentacija u krajoliku, prikupljanje podataka, promatranje fizičkih i društvenih obilježja, mapiranje, određivanje različitih fizičkih i društvenih parametara i ostale metode, na kraju konstruktivnu analizu i sintezu određenih procesa. Pri tom ne smijemo zaboraviti da je ovakav način rada također povezan s
interdisciplinarnim radom, naime s međupredmetnim povezivanjem. Članak predstavlja primjer terenskog rada u suradnji s (nekim) međupredmetnim povezivanjem i naglašava njegovu važnost u budućnosti, također predstavlja i pravi izazov za provedbu ovakve
vrste nastave.
Terenski rad izveo se u okolini Osnovne škole Stopiče, u kojem je sudjelovalo 38 učenika iz 8. i 9. razreda. Osnovna škola Stopiče nalazi se u seoskom krajoliku, stoga nije bilo teško osmisliti i organizirati put, po kojem bi učenici išli i promatrali krajolik.
Ukupna dužina puta terena iznosila je nešto manje od 1 kilometar u jednom smjeru, a pri tom nudila pogled na različit teren (naselje, polja, vodno područje).
Rezultati evaluacije izvedenog terenskog rada pokazali su zadovoljstvo učenika, a osobito je bio iznenadajući dojam da je terenski rad za mnoge učenike predstavljao više izazov nego priliku stjecanja cjelovitog znanja, što se moglo očekivati. Obzirom na
populaciju učenika moglo bi se reći da je ovakav rad dosegnuo ono što se je očekivalo od njega. Također su bili iznenadajući rezultati znanja što su ga učenici pokazali nakon terenskog rada kada su morali riješiti radni list sa zadacima. Naime općenito su svi zadaci bili riješeni, no točno manje od 50%. Najslabije je bio riješen zadatak koji je zahtijevao razumijevanje i davanje konkretnog rješenja. Ako uzmemo u obzir činjenicu da su među učenicima bili i oni učenici koji imaju problema sa učenjem onda možemo reći da su zadaci bili općenito dobro i pravilno riješeni.
U ovom radu želimo istaknuti izvedbu orijentacijskog trčanja i terenskog rada, u okviru kojeg je obuhvaćeno i međupredmetno povezivanje. Priprema orijentacijskog trčanja i terenskog rada je opsežna, ...a osobito zahtjevna je njegova izvedba jer je osim pripreme materijalnih pomagala bilo potrebno pripremiti i teren. Izvedba interdisciplinarne nastave i orijentacijskog trčanja sigurno su značile ‘’svježi” doprinos načinu učenja i poučavanja u isto vrijeme, koje je popraćeno s velikim entuzijazmom među učenicima. Međupredmetno povezivanje u ovom slučaju pokazalo se više nego
dovoljno te dokazalo da se nastavni sadržaj povezivao sa sadržajem većine školskih predmeta, a korak dalje od same integracije gradiva odvela je i “zdrava” konkurencija među učenicima. To je ponudilo veliku kombinaciju korištenja različitih metoda rada s učenicima na otvorenom.
Aktivnosti su se događale u bližnjoj okolini Osnovne škole Stopiče, a sudjelovalo je 115 učenika od 6. do 9. razreda. Okolina osnovne škole bila je jako primjerena za izvedbu aktivnosti zbog seoskog krajolika. Dužina, koju su učenici morali prijeći, iznosila je oko
5 kilometara te je učenike vodila kroz različit teren (šuma, naselje, polja).
Rezultati evaluacije dana aktivnosti pokazali su zadovoljstvo učenika, te da su učenici dobro rješavali zadatke na konkretnoj postaji. Pri tome su neki imali malih problema, ali općenito su rezultati bili dobri te su zadovoljili svrhu organizacije dana aktivnosti i očekivano znanje.
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