Students’ readiness to implement an integrated discovery study model for early school age pupils
2015
Petere, A., Riga Teacher Training and Educational Management Academy (Latvia)
A successful advance in education to a great extent depends on the experience obtained in primary school.The proficiency of both a teacher and a future teacher will determine if a pupil will learn with pleasure, develop life activity skills, or lose the natural inquisitiveness. The study process in primary school should be based on the cooperation between teachers and pupils, the development of critical and creative thinking. The findings of research work have proved that an integrated study model in primary school allows to implement the mentioned conditions. Based on all that, the aim of the article is to analyse students’ skills, theoretical knowledge about an integrated discovery study model, implement it in educational work with pupils, create theoretically grounded integrated study content and select pedagogical means for its implementation. The research base comprises 96 4th year students who are acquiring the qualification of a primary school teacher. The research was performed over the period from October 2011 to December 2013. The methodology of discovery learning is based on constructivism theory, emphasizing that a child builds knowledge individually and forms understanding about processes in nature. The readiness of future teachers to implement an integrated discovery study model for early school age pupils is basically sufficient in order to work independently. At the same time a problem is posed for students that at schools there is only a partial support and desire to change something in the organisation and planning of the traditional study process. In the further research work it would be useful to identify students’ specific skills to be developed in this model.
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