Vol 5, No 1, 2006 pp. 145-152
UDC 37.026
CHARACTERISTICS OF KNOWLEDGE
INTERCONNECTEDNESS IN TEACHING
Radovan Antonijević
Institute for Educational Research, Belgrade
aa_radovan@yahoo.com
The subject of the paper presents the basic characteristics, forms and
levels of knowledge interconnectedness in teaching, especially in
mathematics
and biology teaching. The analysis was realized by considering the
basic
theoretical views in this field, as well as by establishing features
and
levels of knowledge interconnectedness in the context of teaching
programs,
textbooks and teaching process, and students. Some theoretical
assumptions
are based on the analysis of theoretical views of the problem of
knowledge
interconnecting in teaching. It was established that traditional,
empirical
conception of the process of knowledge attainment, connecting knowledge
and knowledge systematization in teaching was mostly presented in
didactics
and methodologies of particular teaching subjects. Within the framework
of the theory of developmental teaching, established by Russian
psychologist
Davydov and the followers, there is concept of "knowledge systematism",
as one of the main concepts which belongs to the conception of teaching
activity.
Key words: teaching contents,
knowledge attainment process, knowledge interconnectedness, knowledge
system.
KARAKTERISTIKE POVEZANOSTI ZNANJA U
NASTAVI
Temu rada predstavlja utvrđivanje osnovnih karakteristika, oblika i
nivoa
povezanosti znanja u nastavi, posebno u nastavi matematike i biologije.
Analiza je sprovedena razmatranjem teorijskih stanovišta u ovoj
oblasti,
kao i utvrđivanjem svojstava i nivoa povezanosti znanja u oblasti
nastavnog
programa, udžbenika i nastavnog procesa, kao i svojstava povezanosti
znanja
kod učenika. Određeni teorijski stavovi zasnovani su na analizi
teorijskih
stanovišta o problemu povezanosti znanja u nastavi. Utvrđeno je da je u
udžbenicima didaktike i metodika posebnih nastavnih predmeta uglavnom
zastupljena
tradicionalna, empiristička koncepcija procesa saznavanja, povezivanja
i sistematizacije znanja u nastavi. U okviru teorije razvijajuće
nastave,
čiji rodonačelnik je ruski psiholog Davidov sa sledbenicima, javlja se
pojam "sistemnost znanja", kao jedan od ključnih pojmova koji pripada
koncepciji
nastavne delatnosti.
Ključne reči: sadržaj nastave,
proces saznavanja, povezanost znanja, sistem znanja
