SURVEY ABOUT INCLUSION OF SOCIAL TOPICS TO PUPILS OF 4TH AND 5TH GRADES OF ELEMENTARY SCHOOL

Almina ALAGIC1*, Dajana MATOVIC2
1M.Sc., Ph.D student, General Library of Tešanj, Bosnia and Herzegovina, almina_tesanj@hotmail.com
2M.Sc., Teacher Education Faculty in Belgrad, Serbia, matovicdajana85@gmail.com
*Corresponding Author

Abstract

The political-administrative structure of Bosnia and Herzegovina is unique and extremely complex. Its administrative architecture has defined different teaching plans and programs at different level of state organization. This brings us to the fact that there are large numbers of textbooks that teach classes from different thematic areas.
The textbook is still the most frequently and most widely used teaching tool for pupils to acquire knowledge and skills. As a compulsory source of knowledge in teaching and schooling, the textbook represents a fundamental point of encounter between the teacher's professional competence and student expectations and the privileged channel through which teaching communication is realized. Items like content, structure, graphic and visual artwork of the textbooks have undergone a considerable qualitative developmental path, and it is becoming increasingly difficult to choose a suitable textbook that would be culturally and scientifically valuable, methodically well-structured and adapted to the pupils' interests and abilities and the context in which they live. The subject of research of this paper is to consider the characteristics of the constructivist approach to the textbooks “My Environment” in the 4th grade and "Society" in the 5th grade of the elementary school with a focus on social content. Also, in this paper we will try to highlight all the elements that favour the pupils in order to be able to effectively use the textbook and self-directed learning. The focus analysis of the textbooks, in addition to the mentioned segments, will also focus on the didactic-methodical foundations of individual forms of teaching that are integrated within the same framework, and encourage pupils to stand alone research work and self-directed learning.
This paper will analyse the possibility of creating textbooks and written materials that would support the self-directed learning of pupils as well as the development of social and civic competencies. Through the outline of the results and findings of the action-based survey, there are guidelines for further improvement of the subject area.

Keywords: Survey, Inclusion, Social Topics, Pupils, Elementary School.



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CITATION: Abstracts & Proceedings of ADVED 2017 - 3rd International Conference on Advances in Education and Social Sciences, 9-11 October 2017- Istanbul, Turkey

ISBN: 978-605-82433-0-9