Teachers' and Students' Attitudes towards an Integrative Curriculum
DOI:
https://doi.org/10.55707/ds-po.v38i1.1Keywords:
modern school, integrative curriculum, cross-curricular team teaching, cooperative learning, project-based learning, added valueAbstract
A modern school enables high-quality, integrated and useful knowledge; develops critical and creative thinking; educates autonomous individuals, capable of performing teamwork activities. It is based on an integrative curriculum, which is implemented through team and cross-curricular teaching, and through project-based, problem-based, research-based and other forms of learning. The article presents a case study which was carried out with the aim of exploring teachers' and students' attitudes towards an integrative curriculum in a chosen secondary school. The research took the form of a project day, which cross-curricularly linked disciplines and subject areas with the aim of solidifying and integrating knowledge, and developing relationships and skills. Findings suggest that the integrative curriculum significantly contributes to the active role of the student, to the strengthening of skills, attitudes and feelings of belonging, with teachers and students taking on different roles as they would otherwise. The importance of cooperative and creative learning is underlined. Despite the many contributions of the integrative curriculum being highlighted, individual teachers still express doubts and disagreements, or complain that they are stressed out and are therefore not ready to introduce this novelty into the classroom.
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