Kompetencije budućih učitelja za poučavanje povijesnih sadržaja u nastavi prirode i društva

master's thesis

• Title (english): Student teachers' competencies for teaching historical contents in Science and Social studies classes
• Author: Lucija Filipović
• Mentor: Alena Letina (mentor)
• Committee member: Višnja Rajić (predsjednik povjerenstva)
• Committee member: Sanja Canjek Androić (član povjerenstva)
• Committee member: Alena Letina (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2021-07-06, Croatia
• Scientific / art field, discipline and subdiscipline: NATURAL SCIENCES; Interdisciplinary Natural Sciences
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Interdisciplinary Social Sciences; Methodology Courses of the Social Sciences

Abstract

Poučavanje povijesnih sadržaja u nastavi prirode i društva zahtjeva kombiniranje različitih nastavnih strategija i metoda koje će učenicima omogućiti njihovo kvalitetno razumijevanje. Važno je pritom razviti učeničku sposobnost kronološkog mišljenja, analize i interpretacije povijesnih događaja i procesa te povijesnog istraživanja.
Temeljni cilj ovoga rada bio je razmotriti nastavne strategije i metode kojima se može potaknuti interes učenika za povijesne teme te utvrditi kompetencije budućih učitelja za poučavanje povijesnih sadržaja u nastavi prirode i društva. Teorijski dio bavi se analizom važnosti povijesnih sadržaja u nastavi prirode i društva, ishoda učenja koji se ostvaruju njihovom primjenom te nastavnim strategijama i metodama učenja i poučavanja kojima se realiziraju navedeni ishodi učenja. U empirijskom dijelu rada iznose se rezultati istraživanja čiji je cilj bio ispitati stavove i znanja budućih učitelja o povijesnim temama koje se poučavaju u nastavi prirode i društva kao i utvrditi kako studenti, budući učitelji, samoprocjenjuju svoje vještine i sposobnosti za njihovu učinkovitu i kvalitetnu realizaciju u nastavi prirode i društva. Istraživanje je provedeno na uzorku od 157 studenata četvrte i pete godine Učiteljskog fakulteta u Zagrebu (N=157). Podaci su prikupljeni metodom anketiranja, odnosno anketnim upitnikom sastavljenim za potrebe ovog istraživanja. Rezultati ovog istraživanja pokazali su da budući učitelji imaju pozitivan stav o poučavanju povijesnih tema. Također, studenti samoprocjenjuju kako je razvijenost njihovih vještina za poučavanje povijesnih sadržaja na prosječnoj razini. Većina je studenata na pitanjima kojima se ispituje znanje povijesnih sadržaja koji se poučavaju u nastavi prirode i društva ostvarila više od 60% točnih odgovora pokazujući pritom djelomično zadovoljavajući stupanj znanja. Budući učitelji svjesni su važnosti povijesnih tema, no iskazuju nesigurnost poznavanja povijesnih sadržaja što se može utvrditi i u provjeri znanja u kojoj studenti nisu postigli visoku razinu znanja. Istraživanjem se došlo do zaključka kako bi se nastava na fakultetu trebala prilagoditi stjecanju trajnijih znanja i potrebnih vještina za poučavanje povijesnih sadržaja.

Abstract (english)

Teaching historical contents in Science and Social studies classes demands combinations of different teaching strategies and methods in order to enable students a good understanding of them. The important thing is to develop student’s abilities of chronological thinking, analysis and interpretation of historical events and processes and historical research.
The fundamental goal of this thesis is to consider teaching strategies and methods which can encourage the interest of historical topics in students and determine competence of future teachers in teaching historical topics within teaching Science and Social studies classes. Theoretical part deals with analysis of the importance of historical topics within teaching Science and Social studies classes, learning outcomes which are achieved by applying them together with teaching strategies and studying methods in realizing listed studying outcomes. In the empirical part of the thesis the research is taken out which goal was to question attitudes and knowledge of future teachers about historical topics which are being taught within Science and Social studies classes as well as determine how students, future teachers self-evaluate their skills and abilities for their effective and quality realization in Science and Social studies classes. Examination has been conducted on 157 students of the Faculty of Teacher Education, University of Zagreb which are currently in their 4th and 5th year of studies (N=157). Data was acquired using survey method which was composed for the needs of this research. The results of this research have shown that the future teachers have a positive approach to teaching historical topics. Also, the research shows that the students self-assess their skills of teaching history topics on an average level. Most of the students have accomplished more than 60% of correct answers on questions about knowledge of historical topics in teaching Science and Social studies classes which also shows a partially satisfactory degree of knowledge. The research has shown conclusion that the teaching at university should be adjusted to acquiring permanent knowledge and needed skills for teaching history topics.

• Keywords: povijesne teme; Priroda i društvo; ishodi učenja; vremenska crta
• Keywords (english): historical contents; Science and Social studies classes; learning outcomes; timeline
• Language: croatian
• URN:NBN: urn:nbn:hr:147:397193
• Study programme: Title: Integrated Undergraduate and Graduate University Programme of Study of Primary Teacher Education and Integrated Undergraduate and Graduate University Programme of Study for Primary Teacher Education with English and German Language; Study programme type: university; Study level: integrated undergraduate and graduate; Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2022-07-15 09:07:16