Page 26 - Volk, Marina, Štemberger, Tina, Sila, Anita, Kovač, Nives. Ur. 2021. Medpredmetno povezovanje: pot do uresničevanja vzgojno-izobraževalnih ciljev. Koper: Založba Univerze na Primorskem
P. 26
a Štemberger
Rupnik Vec, T., in B. Slivar. 2019. Raziskava o obremenjenosti učenk in učencev.
Ljubljana: Zavod za šolstvo.
Rutar Ilc, Z. 2010. »Medpredmetne in kurikularne povezave v kontekstu učno-
ciljnega in procesnega načrtovanja in izvajanja pouka.« V Medpredmetne
in kurikularne povezave: priročnik za učitelje, ur. Z. Rutar Ilc in K. Pavlinič
Škerjanc, 71–113. Ljubljana: Zavod za šolstvo.
Sagadin, J. 1989. »Metodologija akcijskih pedagoških raziskav.« Sodobna peda-
gogika 40 (9–10): 383–391.
Sardoč, M., B. Domanjko, A. Gril in A. Savarin. 2004. »Medpredmetno povezo-
vanje vzgojno-izobraževalnega procesa v 9-letni osnovni šoli: zaključno
poročilo.« Pedagoški inštitut, Ljubljana.
Schon, D. A. 1983. The Reflective Practitioner: How Professionals Think in Action.
New York: Basic Books.
Stringer, E. 2008. Action Research in Education. Upper Addle River, NJ: Pearson.
Velikonja, M. 2000. »Akcijsko raziskovanje kot pot h kakovosti.« Andragoška
spoznanja 6 (4): 105–110.
Vogrinc, J., M. Valenčič Zuljan in J. Krek. 2007. »Akcijsko raziskovanje kot del
procesov zagotavljanja kakovosti dela v vzgojno-izobraževalni instituciji.«
Sodobna pedagogika 58 (5): 48–67.
Volk, M. 2019. Medpredmetne povezave z matematiko na razredni stopnji. Koper:
Založba Univerze na Primorskem.
The Role of Action Research in Cross-Curricular Instruction
The paper is based on the thesis that cross-curricular integration instruction is
one of the central orientations of educational development and it needs to be
systematically planned and implemented. The introduction of such a method
also requires careful observation and identification of the effects, i.e., the eval-
uation and reflection of the work done. The changes should be introduced
on a small-scale and cyclically through the active participation of teachers, i.e.
teamwork, which is also envisaged throughout the cross-curricular process. All
these elements can be realized through action research; the main features, lev-
els and types of these are presented in the paper. The paper concludes with an
attempt to demonstrate the introduction of cross – curricular instruction wit
action research, in particular through the prism of introducing the cross – cur-
ricular instruction that arise from the needs of educational practice, i.e., the
needs of students and teachers and not from the dictates of external stake-
holders.
Keywords: cross-curricular instruction, action research, cooperation, reflection,
developmental team
24
Rupnik Vec, T., in B. Slivar. 2019. Raziskava o obremenjenosti učenk in učencev.
Ljubljana: Zavod za šolstvo.
Rutar Ilc, Z. 2010. »Medpredmetne in kurikularne povezave v kontekstu učno-
ciljnega in procesnega načrtovanja in izvajanja pouka.« V Medpredmetne
in kurikularne povezave: priročnik za učitelje, ur. Z. Rutar Ilc in K. Pavlinič
Škerjanc, 71–113. Ljubljana: Zavod za šolstvo.
Sagadin, J. 1989. »Metodologija akcijskih pedagoških raziskav.« Sodobna peda-
gogika 40 (9–10): 383–391.
Sardoč, M., B. Domanjko, A. Gril in A. Savarin. 2004. »Medpredmetno povezo-
vanje vzgojno-izobraževalnega procesa v 9-letni osnovni šoli: zaključno
poročilo.« Pedagoški inštitut, Ljubljana.
Schon, D. A. 1983. The Reflective Practitioner: How Professionals Think in Action.
New York: Basic Books.
Stringer, E. 2008. Action Research in Education. Upper Addle River, NJ: Pearson.
Velikonja, M. 2000. »Akcijsko raziskovanje kot pot h kakovosti.« Andragoška
spoznanja 6 (4): 105–110.
Vogrinc, J., M. Valenčič Zuljan in J. Krek. 2007. »Akcijsko raziskovanje kot del
procesov zagotavljanja kakovosti dela v vzgojno-izobraževalni instituciji.«
Sodobna pedagogika 58 (5): 48–67.
Volk, M. 2019. Medpredmetne povezave z matematiko na razredni stopnji. Koper:
Založba Univerze na Primorskem.
The Role of Action Research in Cross-Curricular Instruction
The paper is based on the thesis that cross-curricular integration instruction is
one of the central orientations of educational development and it needs to be
systematically planned and implemented. The introduction of such a method
also requires careful observation and identification of the effects, i.e., the eval-
uation and reflection of the work done. The changes should be introduced
on a small-scale and cyclically through the active participation of teachers, i.e.
teamwork, which is also envisaged throughout the cross-curricular process. All
these elements can be realized through action research; the main features, lev-
els and types of these are presented in the paper. The paper concludes with an
attempt to demonstrate the introduction of cross – curricular instruction wit
action research, in particular through the prism of introducing the cross – cur-
ricular instruction that arise from the needs of educational practice, i.e., the
needs of students and teachers and not from the dictates of external stake-
holders.
Keywords: cross-curricular instruction, action research, cooperation, reflection,
developmental team
24
