Ostvarivanje međupredmetne teme Održivi razvoj u nastavi Prirode i društva

master's thesis

• Title (english): Realization of the interdisciplinary topic Sustainable development in the teaching of Science and social studies
• Author: Monika Iveković
• Mentor: Zdenko Braičić (mentor)
• Committee member: Zdenko Braičić (predsjednik povjerenstva)
• Committee member: Marina Đuranović (član povjerenstva)
• Committee member: Irena Klasnić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2022-09-19, Croatia
• Scientific / art field, discipline and subdiscipline: NATURAL SCIENCES; Interdisciplinary Natural Sciences; Teaching Methods in the Natural Sciences

Abstract

Pojam održivog razvoja, kojega danas poznajemo, pojavio se u drugoj polovici 20. stoljeća kada ga je prvi put odredila norveška predsjednica Harlem Brundtland. Taj su pojam usvojile skoro sve internacionalne agencije, institucije i civilne udruge te zbog toga pojam održivi razvoj postaje neizostavan dio međunarodne ekološke politike. Nakon toga, održane su razne konferencije kako bi se postavili temelji ekološke politike. Prvi temelji položeni su 1992. godine na Konferenciji za okoliš i razvoj Ujedinjenih naroda u Rio de Janeiru gdje je nastao dokument Agenda 21. Tim je dokumentom propisana strategija za globalno provođenje održivog razvoja. Održivi razvoj definiran je kao razvitak koji ispunjava potrebe današnjice, a istovremeno ne narušava sposobnost daljnjih naraštaja da ispune svoje potrebe. Sastoji se od triju odrednica: društvo, gospodarstvo i okoliš. Ovaj rad se bavi ostvarivanjem međupredmetne teme Održivi razvoj u udžbenicima Prirode i društva. U tu su svrhu analizirani Kurikulum međupredmetne teme Održivi razvoj i udžbenici Prirode i društva od 1. do 4. razreda (Istražujemo naš svijet i Pogled u svijet). Kurikulum za međupredmetnu temu Održivi razvoj sastoji se od tri domene: Povezanost, Djelovanje i Dobrobit. Prema rezultatima analize, Povezanost je najzastupljenija domena u oba udžbenika Prirode i društva u sva četiri razreda osnovne škola. Također, pokazalo se da su ishodi međupredmetne teme odr. A.1.2. u prvom odgojno-obrazovnom ciklusu i odr. A.2.2. u drugom odgojno-obrazovnom ciklusu najzastupljeniji ishodi u analiziranim udžbenicima. Daljnjom analizom udžbenika utvrdilo se koliko je sadržaja o održivom razvoju zastupljeno u određenom razredu i udžbeniku. Analiza je pokazala kako je u oba udžbenika najviše sadržaja vezano uz zajednicu (društvo), a najmanje za očuvanje okoliša.

Abstract (english)

The concept of sustainable development, as we know it today, appeared in the second half of the 20th century when it was first defined by Norwegian President Harlem Brundtland. This concept has been adopted by almost all international agencies, institutions and civil associations, and because of this, the concept of sustainable development is becoming an indispensable part of international environmental policy. After that, various conferences were held to lay the foundations of environmental policy. The first foundations were laid in 1992 at the United Nations Conference on Environment and Development in Rio de Janeiro, where the Agenda 21 document was created. This document prescribes a strategy for the global implementation of sustainable development. Sustainable development is defined as development that meets the needs of today, and at the same time does not impair the ability of future generations to meet their needs. It consists of three determinants: society, economy and environment. This paper deals with the implementation of the inter-subject theme Sustainable Development in Science and Social Studies textbooks. For this purpose, the Curriculum of the cross-curricular theme Sustainable Development and the Science and Social Studies textbooks from 1st to 4th grade (Exploring our world and View of the world) were analyzed. The curriculum for the cross-curricular theme Sustainable Development consists of three domains: Connection, Action and Well-Being. According to the results of the analysis, Connection is the most represented domain in both Science and Social Studies textbooks in all four grades of primary schools. Also, it turned out that the results of the inter-subject topic of A.1.2. in the first educational cycle and others. A.2.2. in the second educational cycle, the most represented outcomes in the analyzed textbooks. Further analysis of the textbooks determined how much content on sustainable development is represented in a certain class and textbook. The analysis showed that in both textbooks, the most content is related to the community (society), and the least is to the preservation of the environment.

• Keywords: održivi razvoj; Priroda i društvo; kurikulum; udžbenici
• Keywords (english): sustainable development; Science and Social Studies; curriculum; textbooks
• Language: croatian
• URN:NBN: urn:nbn:hr:147:885426
• 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: 2022-12-10 09:29:56