EDUCATIONAL EFFECTS OF INTEGRATIVE TEACHING IN ELEMENTARY SCHOOL
Notice bibliographique
Résumé
The aim of the paper is to present positive educational educational effects that appear in the teaching process when applying an integrative teaching model. Summing up and looking at the positive effects of integrative teaching came from a number of studies and results that researchers have made in their studies. Different experiences of both foreign and our researchers are presented in this paper. Studies on the positive educational effects of integrative teaching were studied very well by American author H. H. Jacobs; Canadian Association of Deans in Education in the Study Exploring the Impact of an Integrated Curriculum on Classroom Practice. What works? Research in Practice; Sevkusic, S., Sefer, J. in the study Action research on the new approach to continue the knowledge of society in the fourth grade of the primary school; Ј. Т. Klein (2006) у својој студији A Platform for a Shared Discourse of Interdisciplinary Education, etc. The impact of integrative teaching on student motivation is discussed in a study by Guthrie, Wigfield and Von Secker. The above research clearly shows that integrative teaching really improves students' achievements by encouraging higher levels of thinking.In the study Elementary Teachers Integrate Music Activities into Regular Mathematics Lessons: Effects on Students'Mathematical Abilities (2013), Ellis and Fouts (2001) explained that integrative teaching does not only improve students' processes of higher order thinking but also contributes to increasing motivation for learning, provides students with the opportunity to gain knowledge from multiple perspectives.Some researchers have shown on concrete examples that very positive effects are achieved by the integration of music and mathematics, claiming that this is an ideal discipline for unification, and in the study of the Research Curriculum Integration, the Arts and Diverse Learning Environments (2006), the view is that in Canadian basic and secondary schools are already a standard practice of using art as an integral tool for the production and assessment of knowledge.The researchers went one step further, stating that an integrative approach for students has a special significance in later levels of education when they become critical, develop the ability to find relevant learning information, compare and contrast different methods and approaches, clarify differences and similarities related to a certain task, to create an integrative framework and holistically understand the subject, question or problem.Except that the application of an interdisciplinary approach in teaching can be very motivating and motivating to influence students, researchers emphasize that it also has positive effects on teachers. When teachers '/ teachers' teams work together, when developing effective teaching units, they often have a stronger sense of collegiality and enthusiasm, which fosters the collegiality of the school community as a whole. And finally, the positive effects of integrative teaching besides pupils and teachers can be experienced by parents, which implies the superiority of this teaching model in terms of positive aspects of the application.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,001 | 0,000 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,006 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».