Bibliographic Details
| Title: |
TEMATSKE RUTE U ZAVIČAJNOJ NASTAVI - ISTARSKI KNJIŽEVNI ITINERARI. |
| Alternate Title: |
THEMATIC ROUTES IN THE HOMELAND TEACHING: ISTRIAN LITERARY ITINERARIES. |
| Authors: |
UroŠević, NataŠa1 nurosev@unipu.hr, UroŠević-HuŠak, Jelena uhjelena@gmail.com |
| Source: |
Methodological Horizons / Metodički Obzori. Sep2012, Vol. 7 Issue 16, p125-139. 15p. |
| Subject Terms: |
*Activity programs in education, *Active learning, *Educational games, *Academic enrichment, *Project method in teaching |
| Abstract (English): |
The paper examines the innovative possibilities of application of thematic routes in the homeland teaching and presents the project of Istrian literary itineraries. Fundamental theoretical and methodological starting point is the concept of the homeland teaching of the Istrian educator, pedagogue and scholar Tone Peruško. Through research, exploration, preservation and affirmation of the local, regional and national values and characteristics, and the concepts of multicultural nd intercultural education, homeland teaching adequatly fits the education for the European Union. Possible models of using and designing of thematic routes in the homeland teaching are based on the actual experience from concrete teaching practice. The authors conclude that these alternative forms of fieldwork encourage creativity of students and facilitate the adoption of key concepts through teamwork and interactive project teaching, motivating all participants for the innovative reflection and projection of the past, present and future of their homeland. [ABSTRACT FROM AUTHOR] |
| Abstract (Croatian): |
U radu su istražene inovativne mogućnosti primjene tematskih ruta u zavičajnoj nastavi i predstavljen projekt istarskih književnih itinerara, a temeljno teorijsko-metodoloŠko polaziŠte je koncept zavičajne nastave istarskog pedagoga Tone PeruŠka. Istraživanjem se ukazuje da se zavičajna nastava, istraživanjem, upoznavanjem, očuvanjem i afirmacijom lokalnih, regionalnih i nacionalnih vrijednosti i osobitosti, kroz koncept multikulturalnog i interkulturalnog obrazovanja, adekvatno uklapa u odgoj i obrazovanje za Europsku uniju. Na temelju konkretnih iskustava iz nastavne prakse predstavljeni su mogući modeli promiŠljanja i osmiŠljavanja tematskih ruta u zavičajnoj nastavi. Autorice zaključuju da ovakvi alternativni oblici terenske nastave potiču kreativnost učenika i studenata, olakŠavaju usvajanje ključnih spoznaja kroz timski rad i interaktivnu projektnu nastavu, potičući sve sudionike na inovativno promiŠljanje proŠlosti, sadaŠnjosti i budućnosti svog zavičaja. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
