Page 287 - Volk, Marina, Štemberger, Tina, Sila, Anita, Kovač, Nives. Ur. 2021. Medpredmetno povezovanje: pot do uresničevanja vzgojno-izobraževalnih ciljev. Koper: Založba Univerze na Primorskem
P. 287
Mathematical Laws of Nature: The Factor of Cross-Curricular Connections in Teaching
at the correct distance from each other, that is, why each new, upper leaf on
the tree is placed so as not to cast a shadow on the older and lower leaves.
Examples of the Fibonacci spiral in animals are the twisted proboscis of an
elephant, the tail of a chameleon, the tentacles of an octopus, etc. It is im-
portant to insist that students independently observe the golden Fibonacci
spiral on various examples and, based on what they have learned, come up
with the answer themselves, for example, why a centipede, a sleeping cat, a
snake preparing to attack or a human embryo twist in the form of a spiral.
In that way, functional knowledge from biology, mathematics and physics is
connected (Miličić et al. 2014).
Discussion
The interdisciplinary approach to teaching includes connecting the contents
of different subjects (disciplines) into unique wholes. The goal of such plan-
ning is the integration of teaching, development of critical thinking, creativ-
ity, communication and cooperation among students and teachers. As we
have already mentioned, the sequence of numbers known as the Fibonacci
sequence can be recognized in various creations of nature. This sequence can
be most easily presented in biology through the growth of organisms, as well
as on the example of adding a certain number of individuals in a certain pop-
ulation to the existing ones. The topic of the golden ratio and Fibonacci num-
bers is very suitable as a method for achieving cross-curricularity in teaching.
Interdisciplinary teaching opens the possibility to expand teachers’ compe-
tencies and contributes to the exchange of ideas and experiences (Miličić et
al. 2014).
The problem of insufficient use and ignorance of the content of other sub-
jects must be overcome. By solving it, students will be able to master the edu-
cational material, and teachers will be released from work that someone has
already done. By functionally connecting the materials of different subjects,
which are similar or complementary, teachers will not look like machines that
infuse knowledge into students, but will be aware of the conditions and the
role they perform – they are in school because of students, not vice versa. It
will be easier for students to fulfill their overall knowledge and realize that the
subjects they study are not unnecessary and unrelated, but that they make
education quality and meaningful by complementing (Hurić 2014).
Although there has been a lot of insistence lately on this way of working
in schools, teachers still show a certain amount of reservations about how
to implement this type of teaching in practice with the existing organization
and class load (Miličić et al. 2014).
285
at the correct distance from each other, that is, why each new, upper leaf on
the tree is placed so as not to cast a shadow on the older and lower leaves.
Examples of the Fibonacci spiral in animals are the twisted proboscis of an
elephant, the tail of a chameleon, the tentacles of an octopus, etc. It is im-
portant to insist that students independently observe the golden Fibonacci
spiral on various examples and, based on what they have learned, come up
with the answer themselves, for example, why a centipede, a sleeping cat, a
snake preparing to attack or a human embryo twist in the form of a spiral.
In that way, functional knowledge from biology, mathematics and physics is
connected (Miličić et al. 2014).
Discussion
The interdisciplinary approach to teaching includes connecting the contents
of different subjects (disciplines) into unique wholes. The goal of such plan-
ning is the integration of teaching, development of critical thinking, creativ-
ity, communication and cooperation among students and teachers. As we
have already mentioned, the sequence of numbers known as the Fibonacci
sequence can be recognized in various creations of nature. This sequence can
be most easily presented in biology through the growth of organisms, as well
as on the example of adding a certain number of individuals in a certain pop-
ulation to the existing ones. The topic of the golden ratio and Fibonacci num-
bers is very suitable as a method for achieving cross-curricularity in teaching.
Interdisciplinary teaching opens the possibility to expand teachers’ compe-
tencies and contributes to the exchange of ideas and experiences (Miličić et
al. 2014).
The problem of insufficient use and ignorance of the content of other sub-
jects must be overcome. By solving it, students will be able to master the edu-
cational material, and teachers will be released from work that someone has
already done. By functionally connecting the materials of different subjects,
which are similar or complementary, teachers will not look like machines that
infuse knowledge into students, but will be aware of the conditions and the
role they perform – they are in school because of students, not vice versa. It
will be easier for students to fulfill their overall knowledge and realize that the
subjects they study are not unnecessary and unrelated, but that they make
education quality and meaningful by complementing (Hurić 2014).
Although there has been a lot of insistence lately on this way of working
in schools, teachers still show a certain amount of reservations about how
to implement this type of teaching in practice with the existing organization
and class load (Miličić et al. 2014).
285
