Problem-based teaching of "nature and society" in early primary education: between curricular foundations and teaching practice

[A. N. Ignjatović]

242 lista

U širem kontekstu problem istraživanja je problemska nastava kao nastavni sistem koji nije u dovoljnoj meri zaživeo u nastavnoj praksi razredne nastave. Proučavan je sa stanovišta sadržajnih potencijala udžbenika o PiD i njihovog doprinosa uspešnoj realizaciji problemske nastave, ali i percepcija učitelja o potencijalima primene problemske nastave, kako sa aspekta sadržajnih resursa, tako i nastavne prakse. Na osnovu teorijske opservacije, pošlo se od opštih pretpostavki kojim se očekuje da rezultati istraživanja potvrde pozitivne sadržajne aspekte udžbenika o PiD u domenu problemskog učenja, afirmativno percipitranje sadržajnih resursa, potencijala problemske nastave o PiD i spremnosti učitelja za njenu implementaciju u praksi, što je uglavnom istraživanjem i potvrđeno. Operatovno istraživanje je sprovedeno 2022. god. na mešovitom uzorku koji su činili udžbenici o PiD (N=12), izdavača Kllet, BIGZ i Logos i 417 učitelja sa područja šest upravnih okruga. Na osnovu podataka prikupljenih evidencionom listom i Upitnikom – PU-PNPD-MROŠ koji su obrađeni deskriptivnom statistikom i t testom su potvrđene sve pretpostavke od kojih se pošlo u istraživanju. Pokazalo se da udžbenici sadrže elemenate koji se odnose na problemsko učenje, problemska pitanja, naloge i zadatake, ali da ima prostora za njihovo značajnije unapređenje; da učitelji adekvatno percipiraju problemsku nastavu o PiD, njene resurse i potencijale primene u prvom ciklusu obrazovanja; da pozitivno procenjuju zasnovanost sadržajnih resursa (udžbenika i priručnika) za planiranje i realizaciju problemske nastave, te da se smatraju osobljenim za njenu relizaciju, ali i da iskazuju potrebu za dodatnom podrškom u cilju daljeg usavršavanja u oblasti. Nezavisne varijable istraživanja nisu značajnije uticale na krajnje rezultate.

In a broader context, the research problem concerns problem-based teaching as an instructional system that has not been sufficiently implemented in classroom teaching practice. The study examined this issue from the perspective of the content potential of Nature and Society textbooks and their contribution to the successful implementation of problembased teaching, as well as teachers’ perceptions of the potential for applying problem-based teaching, both in terms of content resources and instructional practice. Based on theoretical considerations, the research started from general assumptions that the results would confirm positive content-related aspects of Nature and Society textbooks in the domain of problem-based learning, an affirmative perception of content resources, the potential of problem-based teaching in Nature and Society, and teachers’ readiness to implement it in practice–assumptions that were largely confirmed by the findings. The empirical study was conducted in 2022 on a mixed sample consisting of Nature and Society textbooks (N = 12) published by Klett, BIGZ, and Logos, and 417 classroom teachers from six administrative districts. Data were collected using a record sheet and the PU-PNPDMROŠ questionnaire and analyzed using descriptive statistics and the t-test, which confirmed all initial research assumptions. The results showed that the textbooks contain elements related to problem-based learning, including problem questions, instructions, and tasks, although there is room for their further improvement. Teachers adequately perceive problembased teaching in Nature and Society, its resources, and its potential application in the first cycle of education. They positively assess the adequacy of content resources (textbooks and teachers’ manuals) for planning and implementing problem-based teaching and consider themselves competent to carry it out, while also expressing a need for additional support for further professional development in this area. The independent variables did not have a significant impact on the final results.

problemska nastava, priroda i društvo, udžbenik, priručnik, učitelj

problem-based teaching, Nature and Society, textbook, teachers’ manual, classroom teacher

371.3:373.3(043.3) 373.3

Nastava, osnovna škola