- Москаленко, М.П. (orcid.org/0000-0002-0580-9314) and Міронець, Л.П. (orcid.org/0000-0002-9741-7157) (2023) Cases of the thematic approach leverage in the integration of educational content during the natural science study Інноваційна педагогіка, 2 (56). pp. 9-13. ISSN 2663-6085
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Abstract
The article deals with the problem of integrated learning based on a comprehensive approach. Within this approach, the implementation of thematic integration of the subjects` content stays by now a relevant question. Therefore, the purpose of the article is to identify and justify the feasibility of using particular cases of integration of educational material content while studying "Natural Science" course in the 5th-6th grades. It is shown that an object of wildlife that is common and well known to students is best to choose to ensure the integration of the educational content of a certain topic of natural science with various disciplines. Further, it is offered to use a group method of learning and to develop tasks for several groups of research students (biologists, chemists, physicists). Each group of students provides the most complete description of the research object from the point of view of the chosen branch of knowledge, preferably with some demo experiments. Such method ensures the implementation of integrated learning tasks. With the method applied, not the mechanical putting together of separate points from different branches of knowledge takes place, but integration of the educational content of various subjects during the study of a biological object instead. It is noted that this approach ensures that all students gain basic biological, chemical, and physical knowledge. Also, some crucial skills get developed such as planning research activities, using personal time and the time of a group of students efficiently, making use of previously acquired information, measuring the simple parameters of natural objects, etc. It is emphasized that by applying the methodology, the content of different subjects converges, focuses, and integrates all around one research object. At the same time, subject boundaries get destroyed, and the vision of the entity (substance) of biological origin that arises in the minds of children becomes volume, multidimensional, full, and real. Also, students realize the need for a comprehensive study of an object, and a holistic view of the phenomenon being studied is getting formed. The cases and approaches for constructing an integrated nature science lesson in the 5th – 6th grades that are outlined in the article, will help teachers to use effectively the material of each theme of the program for giving integrated classes.
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