Is the Integrative Teaching Approach Beneficial for Learning?

Milanković Jovanov, Jelena ^[1] ; Ivkov-Džigurski, Anđelija ^[1] ; Stanisavljević, Jelena ^[2] ; Ivanović Bibić, Ljubica ^[1] ; D. Petrović, Marko ^[3] ; Đukičin Vučković, Smiljana ^[1]
1. [1] University of Novi Sad
  
  University of Novi Sad
  
  RS.VO.6.3194359, Serbia
2. [2] University of Belgrade
  
  University of Belgrade
  
  Serbia
3. [3] Geographical Institute „Jovan Cvijić“, Serbian Academy of Sciences and Arts, Belgrade, Republic of Serbia; South Ural State University, Institute of Sports, Tourism and Service, Chelyabinsk, Russian Federation
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Localización: International Journal of Cognitive Research in Science, Engineering and Education: (IJCRSEE), ISSN 2334-847X, ISSN-e 2334-8496, Vol. 10, Nº. 2, 2022 (Ejemplar dedicado a: International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)), págs. 173-183
Idioma: inglés
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Resumen
- Environmental protection contents are characterized by a wide range of interdisciplinarity. They are realized separately within the teaching of biology and geography (5th–8th grade) in elementary school in Serbia. Numerous concepts and facts are similar, especially within the content Nature Protection. The application of an integrative teaching approach in the realization of environmental protection contents in elementary schools was investigated. Pedagogical experiment with parallel groups of elementary school students was conducted by applying integrative teaching approach in the experimental (E) and traditional approach in control (C) groups of students. The data were obtained through the pre-test and post-test. Integrative teaching approach has proven to be effective in the realization of the above-mentioned program contents.