This paper is a position of contextual and holistic approach, and on the principles of constructivist theory examines the role of natural resources in the teaching and learning process. In the center of interest by the possibility of establishing a partnership relationship with nature in the process of teaching and learning, where nature appears as an asset, source and target classes. The aim is to get through the display and analysis of theoretical approaches to nature as a context for learning and teaching perceive from the perspective of affirmation contextual, holistic, active, investigative approach to teaching. This will promote new teaching strategies in order to change the classical approach to teaching and learning process and open up new opportunities to increase the share of after-school space in order to create teaching situations. Results of the analysis of theoretical starting points in particular knowledge of the value of contextual and holistic learning, achieving partnership with nature, in favor of modern theories in which it promotes active student positions close to reality in the process of construction of knowledge systems. [Projekat Ministarstva nauke Republike Srbije, br. 179060: Models of assessment and strategies of upgrading the quality of education in Serbia and br. 179074: Tradition, modernization and national identity in Serbia and the Balkans in the process of European integrations]
Pr o me ne u dru štvu, kao ve o ma slo že nom si ste mu, od ra ža va ju senasvepod si ste me,uklju ču ju ćiisi stemvas pi ta njaiobra zo va nja.Slo že nostikom plek snostdru štve nihpr o me nado vo dido
Оригинални научни рад Укљученост родитеља у рад предшколских установа 2Резиме: Укључивање родитеља у живот и рад предшколских установа је питање које постаје посебно актуелно током реформисања система предшколског васпитања и образовања. Са доношењем нових Основа програма предшколског васпитања и образовања "Године узлета" (2018) ово питање добија на значају, јер се родитељи посматрају као кључни партнери у остваривању циљева институционалног предшколског васпитања. Сходно томе, јавља се потреба за темељнијим проучавањем ове тематике и испитивањем свих релевантних чинилаца који детерминишу активно позиционирање родитеља у процесу васпитања и образовања деце раног узраста. У том контексту, веома је важно утврдити самопроцене родитеља о укључености у процес васпитања и образовања у предшколској установи.Циљ овог рада је испитивање ставова родитеља о укључености у рад предшколске установе. Рад представља део обимнијег истраживања које се односи на област сарадње родитеља са установама за предшколско васпитање и образовање. У овом раду су приказани резултати супскале којом се испитују ставови родитеља о укључености у рад предшколских установа. Истраживањем су обухваћена 763 родитеља чија деца похађају државне предшколске установе на територији Србије. Резултати добијени истраживањем показују да родитељи сматрају да су укључени у рад предшколских установа и да себе сматрају ин-12
This paper shows the importance of Serbian Orthodox confessional primary schools to maintain continuity in the process of upbringing and education of the Serbs in Romania, as well as their outstanding role in preserving traditions, national and cultural identintety. The central questions of work related to the operation and organization of the Serbian Orthodox confessional elementary schools, primarily with the pedagogical aspect, in terms of their curricula, textbooks, teaching organizations, as well as control of work and school financing. Serbian Orthodox confessional school during the entire period of its existence, accompanied by numerous problems and difficulties. The establishment and development of school followed by poor material conditions for educational work, a lack of qualified personnel, war (no) opportunities and poverty of the majority Serbian population, which is in a complex constellation of post-war socio-political circumstances, led to the abolition of these schools. Although they worked in very difficult conditions, as the only schools where the teaching is performed in the native language, they have drawn a significant mark on the part of achieving continuity in education, preservation of culture and tradition of the Serbian population in Romania
This work contemplates on the possibility of the development of the ecological paradigm through the process of learning in authentic natural environments. The support to the development of the ecological paradigm is given by the current reformatory processes in schools that increasingly promote the openness of schools and the transfer of the stuffy process into informal environments, natural and social surroundings. Natural surroundings are filled with new challenges and comprise a challenging environment for students where they can explore, experiment, realize the relationships between objects and occurrences in nature. Authentic natural surroundings are a new kind of lecturing situation where they are given a chance for situational, cooperative and studying through experience. Being in touch with nature has effect on the cognitive, affective and psychomotoric development of the students, also on the building of a new kind of attitude towards nature based on the interconnection and mutual condicionality. [Projekat Ministarstva nauke Republike Srbije, br. 179060: Modeli procenjivanja i strategije unapređivanja kvaliteta obrazovanja u Srbiji i br. 179074: Tradicija, modernizacija i nacionalni identitet u Srbiji i na Balkanu u procesu evropskih integracija
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