Session Information
SES F 03, Paper Session
Paper Session
Contribution
In today’s schools pupils receive a large amount of data in each subject every day, usually not connected into a logical whole. The problem of this ‘disorganized’ multitude of data is in factographic knowledge, which is of short retention and mostly useless in situations of everyday life. We must provide our pupils with new learning and working methods, which shall link the knowledge of different subjects, and most importantly, give pupils a better understanding of their acquired knowledge to be used in everyday life. Only then the knowledge can be logical, integrated and more stable. Cross-curriculum approaches is considered to be an effective approach which is useful to both, pupils and teachers.
The analysis of the current syllabus for mathematics in elementary schools (1998) has revealed that after the first triad, intra-curricular correlations are no longer recommended, although a dedicated section is foreseen in the syllabus for mathematics. The authors of the syllabus for mathematics explain (exactly therein) that “they were kept back at citing correlations, but some connections serve as examples provided to understand mathematics and not to learn cross-curriculum approaches.” Precisely through such examples of the applicability of mathematics to other subjects and quotidian life pupils can sense and perceive the cross-curriculum approaches between mathematics and other subjects. Cross-curriculum approaches does not mean just developing the “conceptual linking, but also evolving generic skills in pupils which are useful in different circumstances and can be transferred” (Hodnik Čadež, 2008).
For quality intra-curricular correlation, it is important that teachers of different subjects maintain good co-operation, since “an individual can no longer have command over all knowledge that he or she needs in life and therefore must be selective and interdisciplinary in its acquirement’’ (Polak, 2007).
The paper introduces learning environments that support cross-curriculum approaches and presents examples of teacher’s lesson plans, defining the learning and teaching methods that evolved from cross-curriculum approaches of mathematics (measuring) and other school subjects of instruction. In designing the learning process, we concentrated on pupils' motivation for work and the applicability of acquired knowledge.
The objective of the research was to find out whether pupils were able to transfer the knowledge acquired in classes of mathematics dealing with measurement to problem solving in other school subjects that require the knowledge on measuring skills, and to coping with practical situations in everyday life.
Method
Expected Outcomes
References
• Bela knjiga o vzgoji in izobraževanju v Republiki Sloveniji/ White paper on Education and Training in the Republic of Slovenia (1995). Ljubljana: Ministrstvo za šolstvo in šport - Ministry of Education and Sport • Hodnik Čadež, T. (2008). Učitelj kot raziskovalec medpredmetnega povezovanja/Teacher as Explorer of Intra-Curricular Correlation. V: Krek, J. et al. Učitelj v vlogi raziskovalca/Teacher in the Role of Explorer: akcijsko raziskovanje na področjih medpredmetnega povezovanja in vzgojne zasnove v javni šoli./ Action Exploring in Intra-Curricular Correlation and Education Conception in Public School. Ljubljana: Pedagoška fakulteta/ Faculty of Education, page 131-149. • Istenič Starčič, A. (2007). Razvoj IKT kompetenc med »generičnim« in »predmetno-specifičnim« znanjem/ Development of ICT competency between the “generic” and “subject-specific” knowledge: raziskovalni pristop pri strokovnem razvoju učitelja v spletni skupnosti./ Research approach in teacher's professional development in a web-based community. V: Cenčič, M. idr. Raziskovalni pogledi na razvijanje pedagoške prakse/ Cenčič, M. et al. Views on research on evolving teaching practice: izbrana pedagoška področja./Selected chapters. Koper: Pedagoška fakulteta, str./ Faculty of Education, p. 99 - 101 • Lake, K. (2002). Integrated Curriculum. School Improvement Research Series. Northwest Regional Educational Laboratory. Dostopno na/Accessible at: http://www.nwrel.org/scpd/sirs/8/c016.htm • Polak, A. (2007). Timsko delo v vzgoji in izobraževanju./Team Work in Education. Ljubljana: Modrijan. • Predmetna kulikuralna komisija za matematiko (2001)./ Curricular Board for Mathematics (2001). Matematika/ Mathematics: učni načrt za osnovno šolo. / Curriculum for Primary School. Ljubljana.
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