Experience of an Integrative Approach Implementation in Teaching Natural Subjects

- Засєкіна, Тетяна Миколаївна (orcid.org/0000-0001-9362-5840) (2020) Experience of an Integrative Approach Implementation in Teaching Natural Subjects Педагогічні інновації: ідеї, реалії, перспективи, 2 (25). pp. 45-50. ISSN 2309-3935

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Abstract

The article considers the problem of an integrative approach implementation in school natural science education and its possible solutions. The attitude of teachers to the integrative approach implementation is studied. The reasons for the negative perception of pedagogical integration have been identified – integration in the practice of teaching is associated with the integration of traditional subjects into the integrated course, which replaces the distributed subject teaching. Other forms of integration (integration of knowledge and forms of educational process’ organization) are considered as the educational process’ optional elements. Teachers are aware of the interdisciplinary and inter-branch links importance in the content of education, the need to systematize and synthesize knowledge, conduct binary lessons and interdisciplinary educational projects, but these educational process’ components are not associated with pedagogical integration. We have substantiated and experimentally tested two models of the integrative approach implementation in the study of natural science subjects. According to the first model, students of humanities and arts studied the integrated course “Natural Sciences” in grades 10–11. According to the second, students of the same study profiles learned natural science subjects in a distributed way, but used integrated learning, which consisted of studying common topics, solving tasks and problems that required a comprehensive solution and a system of knowledge application in natural science subjects. The control group of students studied natural science subjects traditionally. During the experiment, it was found that students who learned the integrated course “Natural Sciences” had a more definite cognitive motive to study natural science subjects, because the integrated course was perceived by them as new (and to some extent not as complex as natural science subjects were for these students). Students who studied natural science subjects according to the first and second models showed more pronounced methodological knowledge of natural science subjects (the ability to apply a common natural sciences’ apparatus, to establish cause-and-effect relationships, to solve complex problems).

Item Type: Article
Keywords: integrative approach; natural science education; experimental research.
Subjects: Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.09 Organization of instruction
Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education
Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 5 Мathematics. natural sciences
Divisions: Institute of Pedagogics > Department of Integration of General Secondary Education Content
Depositing User: С.О. Науменко
Date Deposited: 16 Feb 2021 22:31
Last Modified: 16 Feb 2021 22:31
URI: https://lib.iitta.gov.ua/id/eprint/723591

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