Izvleček
Povezovanje družboslovja in naravoslovja v učnih predmetih spoznavanje okolja (SPO), družba (DRU) ter naravoslovje in tehnika (NIT) je obravnavano z vidika ukrepov, ki jih določajo Smernice vzgoje in izobraževanja za trajnostni razvoj od predšolske vzgoje do douniverzitetnega izobraževanja (2007). Upoštevani sta zlasti prvi dve načeli, ki poudarjata medpredmetno povezovanje in celostno, sistemsko, kritično mišljenje. Analiza učnih načrtov je pokazala, da so v njih na vsebinski ravni vključena vsa prednostna področja, na deklarativni ravni tudi učni pristopi. Na osnovi poznavanja pouka pa ugotavljamo, da je v praksi ustreznih učnih pristopov malo. Zato sta v prispevku predstavljena dva primera učnih pristopov medpredmetnega povezovanja s poudarkom na vzgoji in izobraževanju za trajnostni razvoj (VITR). V prvem je poudarek na razvijanju celostnega, sistemskega mišljenja na temo tovarne. Drugi primer, izdelovanje vrečke z dišečo kopalno soljo, pa temelji na osnovnih premisah naravoslovnega pouka: delo s konkretnimi predmeti, pridobivanje novega znanja z uporabo produktivnih vprašanj, razvijanje procesnega znanja – naravoslovnih postopkov (sposobnosti in spretnosti), delo zunaj učilnice in konstruktivistični način poučevanja/učenja ter upoštevanju načel VITR.
Abstract
Where the Social and the Natural Sciences Meet
The connections between the Social and Natural Sciences in the subjects Learning about the Environment, Society and Natural Sciences and Technology are approached in terms of the measures defined by the Guidelines for Sustainable Development Education from Preschool to University (2007). The primary focus is on the first two principles emphasising crosscurricular connections and integrated, systematic and critical thinking. A curriculum analysis showed that the curricula include, relative to content, all priority areas and, at a declarative level, learning approaches. Based on our teaching experiences, however, we find that only a small number of appropriate learning approaches are actually implemented in practice, and, for this reason, give two examples of learning approaches relying on crosscurricular connections with an emphasis on education for sustainable development (ESD). The first focuses on developing an integrated, systematic thinking using the example of a factory, while the other, Making scented bag salts, includes the basic premises of a Natural Sciences class: working with tangible objects, acquiring new knowledge by asking productive questions, developing a knowledge of scientific processes (skills and abilities), working outside the classroom and applying a constructive teaching/learning approach based on ESD principles.