Page 276 - 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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ja Kožuh in Tomaž Grušovnik
Mathematic, Financial Literacy and Collaborative Problem Solving. Pariz:
OECD Publishing.
Petek, D. 2005. »Didaktični pristopi pri uvajanju začetnega naravoslovja.« Ma-
gistrsko delo, Univerza v Ljubljani.
Petek, D., in A. Glažar. 2015. »Raziskovalno učenje za kakovostno znanje nara-
voslovja v šolskem obdobju.« V Aktivnosti učencev v učnem procesu, ur. D.
Hozjan, 403–417. Koper: Annales.
Rajšp, M., N. Pintarič in S. Fošnarič. 2013. »Načrtovanje in izvajanje obravnave
življenjskih prostorov v naravi.« Revija za elementarno izobraževanje 6 (4):
87–103.
Raper, G., in J. Stringer. 1991. Encouraging Primary Science. London: Cassel.
Rutherford, F. J., in A. Ahlgren. 1991. Science for All Americans: Education for a
Changing Future. Oxford: Oxford University Press.
Saran, R., in B. Neisser, ur. 2004. Enquiring Mind: Socratic Dialogue in Education.
Stoke-on-Trenth: Trentham Books.
Strmčnik, F. 2003. »Didaktične paradigme, koncepti in strategije.« Sodobna pe-
dagogika 54 (4): 80–93.
Šimenc, M. 2016. Nove prakse filozofije. Ljubljana: Pedagoška fakulteta.
Šket, L. 2007. »Filozofija s četrtošolci.« FNM: filozofska revija za učitelje filozofije,
dijake in študente 14 (1–2): 77–80.
Štraus, M. 2006. »Pomen in vloga mednarodnih primerjav znanja v vzgoji in
izobraževanju.« Šolsko polje 17 (1–2): 7–26.
UNESCO. 2012. International Standard Classification of Education, ISCED 2011.
Montreal: UNESCO-IUS.
Vigotski, L. S. 2010. Mišljenje in govor. Ljubljana: Pedagoška fakulteta.
Zahrastnik, K. 1999. »Filozofiranje s tretješolci (primer ure).« FNM: filozofska re-
vija za učitelje filozofije, dijake in študente 6 (3–4): 52–57.
Cross-Curricular Integration of Earyl Science Education
and Philosophy for Children
Research findings in the field of a science skills assessment of Slovenian stu-
dents attending primary education show that students perform the worst in
communicating, reasoning, analysing, and data interpretation. Projects that
have been implemented in recent years and are aimed at introducing experi-
mental, research, and project-oriented lessons have failed to bridge this gap.
For this reason, we adopted a cross-curricular approach, which includes inte-
gration with subjects which, in a similar way to the subject of early science
education, develop skills which are seen to be the most problematic for our
students. In addition to the established cross-curricular approach, which in-
cludes integration with mathematics, integration with the compulsory addi-
tional subject of philosophy was also introduced. The focal point is a genuine
in-class conversation, which is an essential element of philosophy for children
274
Mathematic, Financial Literacy and Collaborative Problem Solving. Pariz:
OECD Publishing.
Petek, D. 2005. »Didaktični pristopi pri uvajanju začetnega naravoslovja.« Ma-
gistrsko delo, Univerza v Ljubljani.
Petek, D., in A. Glažar. 2015. »Raziskovalno učenje za kakovostno znanje nara-
voslovja v šolskem obdobju.« V Aktivnosti učencev v učnem procesu, ur. D.
Hozjan, 403–417. Koper: Annales.
Rajšp, M., N. Pintarič in S. Fošnarič. 2013. »Načrtovanje in izvajanje obravnave
življenjskih prostorov v naravi.« Revija za elementarno izobraževanje 6 (4):
87–103.
Raper, G., in J. Stringer. 1991. Encouraging Primary Science. London: Cassel.
Rutherford, F. J., in A. Ahlgren. 1991. Science for All Americans: Education for a
Changing Future. Oxford: Oxford University Press.
Saran, R., in B. Neisser, ur. 2004. Enquiring Mind: Socratic Dialogue in Education.
Stoke-on-Trenth: Trentham Books.
Strmčnik, F. 2003. »Didaktične paradigme, koncepti in strategije.« Sodobna pe-
dagogika 54 (4): 80–93.
Šimenc, M. 2016. Nove prakse filozofije. Ljubljana: Pedagoška fakulteta.
Šket, L. 2007. »Filozofija s četrtošolci.« FNM: filozofska revija za učitelje filozofije,
dijake in študente 14 (1–2): 77–80.
Štraus, M. 2006. »Pomen in vloga mednarodnih primerjav znanja v vzgoji in
izobraževanju.« Šolsko polje 17 (1–2): 7–26.
UNESCO. 2012. International Standard Classification of Education, ISCED 2011.
Montreal: UNESCO-IUS.
Vigotski, L. S. 2010. Mišljenje in govor. Ljubljana: Pedagoška fakulteta.
Zahrastnik, K. 1999. »Filozofiranje s tretješolci (primer ure).« FNM: filozofska re-
vija za učitelje filozofije, dijake in študente 6 (3–4): 52–57.
Cross-Curricular Integration of Earyl Science Education
and Philosophy for Children
Research findings in the field of a science skills assessment of Slovenian stu-
dents attending primary education show that students perform the worst in
communicating, reasoning, analysing, and data interpretation. Projects that
have been implemented in recent years and are aimed at introducing experi-
mental, research, and project-oriented lessons have failed to bridge this gap.
For this reason, we adopted a cross-curricular approach, which includes inte-
gration with subjects which, in a similar way to the subject of early science
education, develop skills which are seen to be the most problematic for our
students. In addition to the established cross-curricular approach, which in-
cludes integration with mathematics, integration with the compulsory addi-
tional subject of philosophy was also introduced. The focal point is a genuine
in-class conversation, which is an essential element of philosophy for children
274
