No abstract

The social context is one of the determining factors in the creation of educational policies and, in particular, the curriculum. The purpose of this paper is to consider adapting the mathematics curriculum to the current context of the pandemic. Starting from the historical development of the mathematics curriculum in Serbia and the assumption that the conditions in society conditioned the change of the curriculum, the characteristics of the process of planning, organizing and implementing mathematics teaching in a pandemic were ascertained and discussed by a hypothetical deductive method of editing and comparing experiences. The way in which the social context and social institutions influenced the differences between the planned and implemented mathematics curriculum is discussed. It was concluded that the curriculum was redirected towards a modernist approach based on information technologies.

Training students to independently explore and analyze natural and social phenomena and processes is one of the more important and demanding tasks of science and social studies teaching. In order to successfully accomplish this formulated task, it is necessary for students to acquire the appropriate level of procedural knowledge, i.e. to know how to plan and conduct a research. Starting from the fact that the project work in the current reform of education in Serbia has become a mandatory teaching activity, the paper presents the results of an experimental research aimed at determining the efficiency of the project-based learning model in science and social studies in the process of acquiring procedural knowledge of students. The research was carried out on a sample of 72 students of the experimental group (three classes where the contents of the science and social studies was delivered according to the project-based learning model) and 70 students of the control group (three classes where the same contents was delivered through the usual group tasks) of the fourth grade of primary

Појам дидактике различито је одређиван у периоду њеног интензивног развоја, а то је условило да се различито одређује и њен предмет. Из тог разлога, главна пажња у раду усмерена је на развој дидактичког схватања од првих почетака до савремених схватања о дидактици као научној дисциплини у систему педагошких наука, па су представљена и анализирана схватања аутора која најприкладније објашњавају та кретања. Рад је тематски подељен на неколико периода и области-развој дидактичке мисли и теорије до Ј. А. Коменског, значај Ј. А. Коменског и његових дела за даљи развој дидактике, основна обележја стваралаштва у домену дидактичке теорије и праксе после Ј. А. Коменског и савремена гледања на појам и предмет дидактике.