https://doi.org/10.59132/geo/2017/2/39-44
Povzetek
Pri pouku geografije znotraj regionalne geografije sveta pri vsebinskem sklopu Afrika med drugim spoznavamo afriške bolezni, ki pri dijakih vzbudijo veliko zanimanja, še posebej, če so predstavljene kot del vsakdanjega življenja. Z namenom kompleksnejšega učenja in posredovanja praktičnega znanja dijakom smo se odločili tovrstno geografsko tematiko povezati z biologijo. Z jasno opredelitvijo urnih učnih ciljev ter podajanjem konkretnih navodil za njihovo pretvorbo v opisne kriterije sva s kolegico dijakom omogočili vpogled v smiselnost učenja tovrstne učne tematike in v njeno neposredno uporabnost v življenju. V ta namen sva uporabili elemente formativnega spremljanja znanja.
Abstract
African Diseases – Cross-curricular and Formative Approach
During Geography lessons, under the regional geography of the world, in the Africa thematic unit, we learn about African diseases, among other things, which secondary school students find very interesting, especially when presented as a part of everyday life. In order to enable more complex learning and the passing on of practical knowledge to secondary school students, this geographical topic was integrated with Biology. By clearly defining the learning objectives of each lesson and giving specific instruction for turning them into descriptive criteria, my colleague and I have enabled secondary school students to see the logic behind learning such a topic and its direct real-life application. Elements of formative knowledge assessment were used for this purpose.