Page 280 - Volk, Marina, Štemberger, Tina, Sila, Anita, Kovač, Nives. Ur. 2021. Medpredmetno povezovanje: pot do uresničevanja vzgojno-izobraževalnih ciljev. Koper: Založba Univerze na Primorskem
P. 280
gica Milinković, Milenko Ćurčić, and Slađana Mitrović
dents in the simplest possible way, linking them to the real-life context, in
order to stimulate interest in all educational areas. This could be achieved by
linking related contents of different subjects, going beyond the classical les-
son system, which makes teaching more efficient, more rational and more
interesting (Hurić 2014; Budinski and Milinković 2018).
Cross-curricularity means interweaving knowledge of different disciplines,
with lessons from one science used to solve problems in another science,
which can certainly be transferred to the teaching process (Milinković 2014).
Thematically constructed cross-curricular models certainly produce signifi-
cant results in terms of learning success, but require more time and teacher
engagement. A simpler and certainly more effective way is to take advantage
of what nature has to offer, which it has arranged by ‘respecting’ the laws of
mathematics. This natural cross-curricular flow provides numerous benefits
in the realization in science teaching. Since mathematics is present in nature
and society to the greatest extent, the integration of this subject with the
subjects of other natural sciences is a necessity and an imperative. No one
could determine, in the absence of mathematics, which is at a greater loss
– mathematics itself or subjects such as physics, chemistry, biology, geogra-
phy, etc. (Hurić 2014).
With this in mind, through teaching sciences, the school is obliged to make
it more meaningful for young generations to manage among a multitude of
technical, social and natural events, and understand the laws and order in
these events. This is much easier to achieve by relating them.
Mathematical laws of nature are primarily the factor of cross-curricular
connections in teaching mathematics and biology. Bio-mathematical con-
tents mainly come down to examples that are motivational or illustrative for
some mathematical unit in mathematical subjects. The problem of Fibonacci
rabbits is used as a motivational example for linear differential equations and
analysis of their dynamics.
Mathematics has the role of a mathematical language in biological sub-
jects that describes biological laws and models the relations between mea-
surable sizes. For example, a mathematical model of population of insects
contains parameters that have a biological interpretation. Furthermore, from
the simplified empirically obtained assumptions, equations are set which, in
that example, similar to the Fibonacci problem of rabbits, are reduced to a lin-
ear differential equation of the second order with coefficients that are func-
tions of biological parameters. The final goal of such a set model is the de-
scription and prediction of the dynamics of population of insects in a func-
tion of biological parameters. The most interesting and methodically speak-
278
dents in the simplest possible way, linking them to the real-life context, in
order to stimulate interest in all educational areas. This could be achieved by
linking related contents of different subjects, going beyond the classical les-
son system, which makes teaching more efficient, more rational and more
interesting (Hurić 2014; Budinski and Milinković 2018).
Cross-curricularity means interweaving knowledge of different disciplines,
with lessons from one science used to solve problems in another science,
which can certainly be transferred to the teaching process (Milinković 2014).
Thematically constructed cross-curricular models certainly produce signifi-
cant results in terms of learning success, but require more time and teacher
engagement. A simpler and certainly more effective way is to take advantage
of what nature has to offer, which it has arranged by ‘respecting’ the laws of
mathematics. This natural cross-curricular flow provides numerous benefits
in the realization in science teaching. Since mathematics is present in nature
and society to the greatest extent, the integration of this subject with the
subjects of other natural sciences is a necessity and an imperative. No one
could determine, in the absence of mathematics, which is at a greater loss
– mathematics itself or subjects such as physics, chemistry, biology, geogra-
phy, etc. (Hurić 2014).
With this in mind, through teaching sciences, the school is obliged to make
it more meaningful for young generations to manage among a multitude of
technical, social and natural events, and understand the laws and order in
these events. This is much easier to achieve by relating them.
Mathematical laws of nature are primarily the factor of cross-curricular
connections in teaching mathematics and biology. Bio-mathematical con-
tents mainly come down to examples that are motivational or illustrative for
some mathematical unit in mathematical subjects. The problem of Fibonacci
rabbits is used as a motivational example for linear differential equations and
analysis of their dynamics.
Mathematics has the role of a mathematical language in biological sub-
jects that describes biological laws and models the relations between mea-
surable sizes. For example, a mathematical model of population of insects
contains parameters that have a biological interpretation. Furthermore, from
the simplified empirically obtained assumptions, equations are set which, in
that example, similar to the Fibonacci problem of rabbits, are reduced to a lin-
ear differential equation of the second order with coefficients that are func-
tions of biological parameters. The final goal of such a set model is the de-
scription and prediction of the dynamics of population of insects in a func-
tion of biological parameters. The most interesting and methodically speak-
278
