Page 101 - Volk, Marina, Štemberger, Tina, Sila, Anita, Kovač, Nives. Ur. 2021. Medpredmetno povezovanje: pot do uresničevanja vzgojno-izobraževalnih ciljev. Koper: Založba Univerze na Primorskem
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Transdisciplinarne teme namesto predmetov
Inquiry Learning in a Web-Based Environment.« Journal of Computer Assi-
sted Learning 22 (1): 47–62.
Piaget, J. 1955. The Child’s Construction of Reality. London: Routledge and Kegan
Paul.
Piaget, J., in B. Inhelder. 1958. The Growth of Logical Thinking from Childhood to
Adolescence. New York: Basic Books.
Roth, W. M., in A. Jornet. 2013. »Toward a Theory of Experience.« Science Educa-
tion 98 (1): 106–126.
Schwab, J. J. 1960. »Inquiry, the Science Teacher, and the Educator.« The School
Review 68 (2): 176–195.
Stanić, T., in S. Avsec. 2014. »Poizvedovalno učenje robotike z reševanjem teh-
ničnih in tehnoloških problemov.« V Zbornik triindvajsete mednarodne Ele-
ktrotehniške in računalniške konference ERK 2014, ur. B. Zajc in A. Trost, 177–
180. Ljubljana: Slovenska sekcija IEEE.
Twigg, V. V. 2010. »Teachers’ Practices, Values and Beliefs for Successful Inquiry-
Based Teaching in the International Baccalaureate Primary Years Pro-
gramme.« Journal of Research in International Education 9 (1): 40–65.
Yoon, H., Y. J. Joung in M. Kim. 2012. »The Challenges of Science Inquiry Tea-
ching for Pre-Service Teachers in Elementary Classrooms: Difficulties on
and Under the Scene.« Research in Science & Technological Education 42 (3):
589–608.
Transdisciplinary Themes Instead of Subjects: The Case of an IB Primary
Years Programme School in Slovenia
The aim of this paper is to present the case study of a school that implemented
the Intenational Baccalaureate Primary Years Programme, suitable for children
between 3 and 12 years of age. The IB PYP follows the principles of inquiry-
based learning, where learning is organized into transdisciplinary content
themes rather than by subject. Each content theme connects several sub-
jects, and the children thus develop a holistic approach towards knowledge
aquisition rathen than aquiring partial knowledge related to individual sub-
jects. The very concept of IB PYP learning, which is based predominantly on a
constructivist perspective, promotes the child’s holistic view of the world, and
enhances his/her ability to relate and connect phenomena and knowledge in
various fields. The analysis of the case study reveals an interesting model that
can be – due to its breath and adaptability – easily transposed to most systems
of schooling and provides a valid alternative to interdisciplinary teaching.
Keywords: enquiry-based learning, inquiry learning, IB PYP school, transdisci-
plinary themes, interdisciplinary teaching
99
Inquiry Learning in a Web-Based Environment.« Journal of Computer Assi-
sted Learning 22 (1): 47–62.
Piaget, J. 1955. The Child’s Construction of Reality. London: Routledge and Kegan
Paul.
Piaget, J., in B. Inhelder. 1958. The Growth of Logical Thinking from Childhood to
Adolescence. New York: Basic Books.
Roth, W. M., in A. Jornet. 2013. »Toward a Theory of Experience.« Science Educa-
tion 98 (1): 106–126.
Schwab, J. J. 1960. »Inquiry, the Science Teacher, and the Educator.« The School
Review 68 (2): 176–195.
Stanić, T., in S. Avsec. 2014. »Poizvedovalno učenje robotike z reševanjem teh-
ničnih in tehnoloških problemov.« V Zbornik triindvajsete mednarodne Ele-
ktrotehniške in računalniške konference ERK 2014, ur. B. Zajc in A. Trost, 177–
180. Ljubljana: Slovenska sekcija IEEE.
Twigg, V. V. 2010. »Teachers’ Practices, Values and Beliefs for Successful Inquiry-
Based Teaching in the International Baccalaureate Primary Years Pro-
gramme.« Journal of Research in International Education 9 (1): 40–65.
Yoon, H., Y. J. Joung in M. Kim. 2012. »The Challenges of Science Inquiry Tea-
ching for Pre-Service Teachers in Elementary Classrooms: Difficulties on
and Under the Scene.« Research in Science & Technological Education 42 (3):
589–608.
Transdisciplinary Themes Instead of Subjects: The Case of an IB Primary
Years Programme School in Slovenia
The aim of this paper is to present the case study of a school that implemented
the Intenational Baccalaureate Primary Years Programme, suitable for children
between 3 and 12 years of age. The IB PYP follows the principles of inquiry-
based learning, where learning is organized into transdisciplinary content
themes rather than by subject. Each content theme connects several sub-
jects, and the children thus develop a holistic approach towards knowledge
aquisition rathen than aquiring partial knowledge related to individual sub-
jects. The very concept of IB PYP learning, which is based predominantly on a
constructivist perspective, promotes the child’s holistic view of the world, and
enhances his/her ability to relate and connect phenomena and knowledge in
various fields. The analysis of the case study reveals an interesting model that
can be – due to its breath and adaptability – easily transposed to most systems
of schooling and provides a valid alternative to interdisciplinary teaching.
Keywords: enquiry-based learning, inquiry learning, IB PYP school, transdisci-
plinary themes, interdisciplinary teaching
99
