Judėjimo reiškinio nagrinėjimo tarpdalykinės prielaidos pagrindinės mokyklos gamtamoksliniuose vadovėliuose ir edukacinėje praktikoje

LTStraipsnyje nagrinėjamas pagrindinės mokyklos gamtamokslinių vadovėlių turinys integracinių ryšių požiūriu. Taikant kokybinį turinio (conteni) analizės metodą, atskleistos integravimo reiškinio galimybės nagrinėjant judėjimo temą per fizikos, biologijos, chemijos pamokas. Be to, straipsnyje apžvelgiamos integravimo reiškinio ir paralelinės integracijos derinimo galimybės, atlikta judėjimo reiškinio integralaus nagrinėjimo per fizikos ir biologijos pamokas atvejo analizė. [Iš leidinio]Reikšminiai žodžiai: Tarpdalykinė integracija; Paralelinė integracija; Grafas-medis; Interdisciplinary integration; Parallel integration; Tree-graph.

ENThe principle of teaching is an important component of the didactics providing a trend and methodological base for educational activity. The new paradigms of education do not deny the classical principles of teaching, but highlight the new features of these principles. In case classical interdisciplinary integration is based on constructivistic educational paradigm, the importance of student experience in a specific subjects come out as this experience being applied in some new context creates preconditions to understand the relationships of analysed things. Interdisciplinary integration is important in all the levels o f cognition: egosystem, metacognitive cognition, application o f knowledge, analysis and understanding. The tree-graph method can be applied for interdisciplinary integration of natural sciences. The structural schemes of the contents of the subsubjects that reveal the structure of analysed contents are constructed using the tree-graph method. The tree-graph method can be most successfully applied using interdisciplinary integration for a particular phenomenon (object, process, etc.). A broad concept o f natural sciences is set as the root of the tree-graph and the relationships between narrow concepts are expressed b y edges of it. The concept of motion is a universal concept analysed in various aspects in different natural science textbooks. The analysis of this concept is abstract in physics textbooks. A n abstraction of the moving object facilitates the understanding of the motion phenomenon as well as the understanding of the numerical characteristics of this phenomenon. On the other hand, the abstract concept creates a distance between the analysed phenomenon and the particular context, natural surrounding environment, especially animate nature.The motion in animate nature is analysed in biology textbooks, but o n the other hand biology textbooks does not deal with abstract movement characteristics: speed, acceleration, etc. The designing of the tree-graph according to the motion concept in physics and biology textbooks highlights the integral format of this concept allowing to append the abstract concept of motion (revealed in physics textbooks) with the examples of motion in animate nature (revealed in biology textbooks). In order to apply the tree-graph methodined ucational practice, one needs to get acknowledged with the contents of other disciplinary subjects: comprehensive programs, textbooks. The appropriate topics, concepts can be determined based on the contents of textbooks. The tree-graph designing is an individual creative process, so the final result is unique one and depends on the teacher's (student's) ability to see interdisciplinary relationships. A qualitative case study analysis shows that trees-graphs are not of ten used in educational practice, but the teachers positively evaluate this approach. The case study shows that in case the tree-graph approach is applied in individual educational practice, the students better notice the interdisciplinary relationships between contents of different subjects. Besides, the application o f this method determines higher students' ability to project interdisciplinary situations and create interdisciplinary tasks themselves. [From the publication]