Cooperation of the Pre-Service Chemistry and Geography Teachers on an Interdisciplinary Lesson Planning

Abstract

The aim of this research was to examine the effects of a new platform for raising the pre-service chemistry and geography teachers' awareness of cooperation possibilities associated with the planning relevant interdisciplinary lesson. The research featured the participation of 16 students of the Faculty of Chemistry and 28 students of the Faculty of Geography of Belgrade University. Two workshops were conducted within the research. During the first workshop the participants worked in small groups on the tasks which served to strengthen their awareness on the relevant science education. The second workshop comprised the jointly planning the interdisciplinary lessons in groups with members of the pre-service teachers of both subjects. The participants' lesson plans contain goals that can be classified as those relevant for the individual and those relevant for society. Half of the lesson plans contained formulations of goals that can be assessed as relevant for certain professions. The activities planned for the attainment of the stated goals support an interdisciplinary approach, encompass the concepts envisaged by the chemistry and geography curricula, and the activities specific to these two subjects.

Involvement of Parents in School Obligations of Children of Younger School Age

“…Parents support this assessment with arguments stating that the range of everyday obligations does not allow them to fully and devotedly dedicate themselves to learning and full involvement in school obligations. Therefore, it is important that teachers apply to teaching approaches that will more clearly present the studied theoretical concepts (Jovanović et al, 2017;Knežević et al, 2020;Radulovic & Stojanovic, 2019;) and connect information into one coherent image (Trivić et al, 2019).…”

Scientific concepts related to physics from the perspective of students of biology

“…Therefore, during explaining a phenomenon or concluding about hierarchical or causal relations, words-concepts are used in the function of formal abstraction, i.e., spatial verbalization of what is already given as such in representations or perceptions or its practical experience [13]. When the complexity of the development of the concept is viewed through the prism of natural sciences, then the researchers are interested in presenting the studied phenomena related to certain concepts in the most transparent possible way, using various teaching approaches [14][15][16][17]. The need to achieve greater scientific literacy is highlighted in 21st-century skills [6].…”