Historical and geographic contents in science teaching

Tema ovog diplomskog rada su geografski i povijesni pojmovi u nastavi prirode i društva. Priroda i društvo kao obavezan predmet tijekom prve četiri godine osnovne škole učenicima pruža mnoštvo različitih sadržaja te povezuje različite discipline u jednu cjelinu. Među pojmovima kojima se bavi, u prirodi i društvo najviše se ističu oni prirodoslovnog, geografskog te povijesnog sadržaja. Cilj ovog rada bio je utvrditi zastupljenost geografskih i povijesnih pojmova u Nastavnom planu i programu prirode i društva, ispitati poznavanje geografskih i povijesnih pojmova kod budućih učitelja (studenata Fakulteta za odgojne i obrazovne znanosti u Puli), usporediti znanje i poznavanje povijesnih i geografskih pojmova kod studenata od prve do pete godine Učiteljskog studija te usporediti poznavanje, analiziranje i sistematiziranje povijesnih i geografskih pojmova kod studenata Učiteljskog studija u Puli (usporediti različite razine znanja). Zastupljenost geografskih i povijesnih pojmova u Nastavnom planu i programu mijenja se kroz razrede. Poznavanje geografskih i povijesnih pojmova najveće je kod studenata četvrte godine. Najmanje poznavanje geografskih pojmova je kod studenata treće, a povijesnih kod studenata druge godine. Poznavanje geografskih i povijesnih pojmova kod studenata se ne razlikuje u razinama postavljenih zadataka, niti postoji razlika u poznavanju pojedinih pojmova između studenata na pojedinoj godini studiranja.The topic of this thesis is geographical and historical terms in teaching of Nature and Society. Nature and Society as an obligatory subject during the first four years of elementary school offers plenty of different contents and connects different disciplines into one. Among the terms with which it deals, the most marked are those with natural, geographical and historical content. The aim of this study was to determine representation of geographical and historical terms in Curriculum of Nature and Society, to examine the knowledge of geographical and historical terms among the future teachers (students of Faculty of Educational Sciences), to compare the knowledge of historical and geographical terms among the students from the first to the fifth year of Teacher Study and to compare the knowledge, analysis and systematization of historical and geographical terms among the Teacher Study students in Pula ( to compare the different stages of knowledge). The representation of geographical and historical in Curriculum of Nature and Society changes from the first to the fourth class. The fourth year students show the biggest knowledge of geographical and historical terms. The third year students show the lowest level of the knowledge about geographical terms and the second year students show the lowest level of the knowledge of historical terms. The knowledge of historical and geographical terms does not differ in the stages of knowledge. There is no difference in the knowledge of historical or geographical terms on the specific year of studying