Disciplinarni ili integrisani kurikulum - tri razlike

Abstract

Rad se bavi razlikama između disciplinarnog i integrisanog kurikuluma koje se odnose na shvatanje znanja, učenja i očekivanja od škole/dečjeg vrtića. Shvatanje znanja u disciplinarnom i integrisanom kurikulumu analizirano je preispitivanjem razlika između znanja kao akumulacije onoga što pojedinac zna i znanja kaouzajamne personalne i društvene promene. Shvatanje učenja je analizirano kroz razlike između procesa učenja kao reprodukcije i kao transformacije. Različita očekivanja od škole/dečjeg vrtića u kojima se ostvaruju disciplinarni ili integrisani kurikulum sagledana su u odnosu na neke promene njihove kulture. Člankom smo nastojali da damo doprinos razmatranjima kurikuluma kojima se u razvijanju i evaluaciji kurikuluma ukazuje na važnost poznavanja karakteristika pristupa iz kojeg on nastaje.

The paper considers differences between disciplinary and integrated curricula, related to the understanding of knowledge, learning and expectations of the school/kindergarten. The concepts of knowledge in the disciplinary and integrated curricula were analyzed by examining the differences between knowledge seen as the accumulation of what a person knows and the knowledge as interpersonal and social changes. The concepts of learning were analyzed through the differences between the process of learning by reproduction or as transformations. Different expectations of the school/kindergarten in which a disciplinary or integrated curriculum is used were analyzed by the perceived changes of their culture. The aim of the article was to make a contribution to the considerations of the curricula by stressing that it is important to be aware of the characteristics of the approach from which the development and evaluation of a curriculum arises.