Methodological Foundations for Designing Interdisciplinary Integrative Tasks in Primary Education
DOI:
https://doi.org/10.51699/cajotas.v7i3.1721Keywords:
Primary Education, Interdisciplinary Approach, Integrative Task, Integrated Curriculum, Competency, Methodology, Assessment, Learning ProcessAbstract
This article examines the methodological foundations for designing integrative tasks based on an interdisciplinary approach in primary education. The essence of the study is that primary school pupils should not acquire knowledge as isolated fragments within separate subjects, but should learn to apply it in meaningful situations through observation, comparison, analysis, problem solving and creative activity. Integrative tasks make it possible to unite the content of language and reading literacy, mathematics, natural sciences, technology, fine arts and education around a single learning problem. As a result, the stages, principles, types and assessment indicators for developing integrative tasks for primary grades are clarified and presented in a logically structured methodological sequence.
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