Using Scientific Methods in the Initial Teaching of Science: the Water Cycle

Abstract

Prema NOK-u (2010.) veći dio odgojno-obrazovnih ciljeva proizlazi upravo iz nastave prirodoslovlja što upućuje na njegovu iznimnu važnost u procesu učenja i poučavanja. Postavlja se pitanje na koji način ili načine realizirati postavljene ciljeve? Prije svega nužno je promisliti što nam je ishodište (sadržaji), Kruženje vode u prirodi kojim putem krenuti (postupci), te što nam je cilj (što želimo postići)? Kako bi nastava prirodoslovlja uistinu bila suvremena kao nužan uvjet potrebno je inicirati i održavati trajnu suradnju razrednih i predmetnih učitelja, te poticati ustrajan i kontinuiran rad na projektima koji bi se iz godine u godinu sadržajno proširivali. Pokusom „Mali planet“ učenicima je kreirana okolina u kojoj otkrivaju koncept koji imenuju pojmovima te njihovu međusobnu povezanost s pojavama koje opisuju. Cilj je bio izbjeći usvajanje sadržaja na razini definiranja i reproduciranja te rutinsko učenje u spoznavanju prirodnih pojava.According to the National Framework Curriculum (2010), most educational goals result from teaching science, which points at its exceptional significance in t he process of learning and teaching. But how to achieve the set goals? First of all, it is essential to reflect on the … (content) and the aim (what do we want to achieve?). In order for the teaching of science to be really modern one of the necessary conditions is to initiate and sustain cooperation between primary teachers and specialized subject teachers and to encourage methodical and continuous work on projects, which should expand content-wise year by year. In the experiment entitled „Little Planet“, an environment was created for the students in which they discover concepts which can be named by notions and their mutual connection with the phenomena they describe. The aim was to avoid the acquisition of contents through definitions and by reproducing and routine learning in the understanding of natural phenomena