FIELDWORK AND CROSS-CURRICULAR TEACHING IN GEOGRAPHY

Današnji nastavni planovi i programi iz geografije potiču integraciju i implementaciju terenskog rada u nastavi geografije, čime se omogućuje (daljnji) razvoj kompetencija polaznika te stjecanje i produbljivanje znanja. Terenski rad u nastavi geografije uključuje različite oblike i metode rada. Najvažniji su orijentacija u krajoliku, prikupljanje podataka, promatranje fizičkih i društvenih značajki krajolika, mapiranje, određivanje različitih fizikalnih parametara i druge metode te konstruktivna analiza i sinteza odabranih procesa. Ovakav je rad povezan s interdisciplinarnim radom, a to je međupredmetna integracija. Multidisciplinarno povezivanje geografije s drugim predmetima na pučkom učilištu je otvorilo nove izazove i očekivanja za sudionike kao i za nastavnike. Školska i osobna praksa pokazuju da protok takvih pristupa nastavi predstavlja živopisniju nastavu, a istovremeno takav pristup uklonit će krutost tradicionalnih oblika i metoda učenja te poučavanja, produbiti i povezivati stečeno znanje i proširiti horizonte pojedinaca. Znanje i iskustvo, stečeno kod međupredmetnog povezivanja su zasigurno dobar znak za provedbu složenijih metoda nastavnog sata i programa koji motiviraju mnoge nastavnike, a posebno odrasle sudionike. U članku se prikazuje primjer terenskog rada u 9. razredu obvezne škole za odrasle u vezi s drugim predmetima, objašnjava kako je ovakva suradnja između nastavnika i sudionika izazov za budućnost te predstavlja izazov za provedbu ovakvog tipa nastave.Today’s teaching plans and programmes encourage integration and implementation of fieldwork in geography classes that enable development of the participants’ competencies, and deepening of their knowledge. The fieldwork in geography class includes many different forms and methods of schoolwork. The most important are the orientation in a landscape, gathering information, the physical and social features of the landscape, mapping, different physical parameters determination and other methods as well as constructive analyses and synthesis of the chosen parameters. We cannot forget that this kind of schoolwork is connected with the interdisciplinary work, which is cross-curricular integration. Cross-curricular integration of the geography with other school subjects at national university has opened new challenges and expectations for participants and teachers as well. School and personal experiences show that the flow of this kind of schoolwork represents more colourful and lively teaching. At the same time, it will make the cruelty and traditional forms and methods of teaching and learning less obvious, and it will deepen and connect the knowledge that is already obtained as well as expand horizons of the individuals. Knowledge and experiences, gathered in cross-curricular integration, are a good signin order to show a performance of more complex teaching methods and programmes that motivate many teachers, especially participants. This article highlights the example of fieldwork with a connection of other subjects in the 9th grade and shows a good example of how this kind of cooperation between teachers and participants is a challenge to carry it out and as challenge for the future