Thematic curriculum approach

dc.creator	Šefer Jasmina P.
dc.date	2003-01-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:22:03Z
dc.date.available	2015-08-12T11:22:03Z
dc.identifier	10.2298/ZIPI0335079S
dc.identifier	0579-6431
dc.identifier	1820-9270
dc.identifier	https://doaj.org/article/8d07a2b18aaf48708178d416abd16b92
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/29315
dc.description	Thematic curriculum combines disciplines and media. The process is problem-oriented and the scenario most often follows the logic of exploring or storytelling. Those two approaches to teaching are appropriate because they fit into interdisciplinary and creative open-ended problem solving through play, as insisted upon by thematic curriculum. The matrix, where seven types of abilities intersect with five types of problems according to their degree of openness, defines well the outcomes of teaching. However, it did not prove to be suitable for planning the majority of activities in thematic curriculum, for it follows with difficulty the process of exploring or storytelling i.e. it disrupts the subject matter coherence of thematic curriculum. Therefore, it is suggested that matrix should be used for disciplinary curriculum planning but for that of thematic curriculum only in exclusive cases. The matrix should be used primarily as a framework for evaluating the distribution of various types of abilities and problem situations in teaching. The logic of diverse approaches to teaching reflects itself in the manner of planning and organizing the teaching process. Conceptual, visual-graphic, structural and other aids employed during educational process planning should suit the nature of the approach chosen. On the basis of qualitative investigations of educational process, in the present paper considerations are given to various approaches to teaching development of various drafts for the planning of teaching, and recognition of the logic of storytelling and exploring in thematic curriculum.
dc.language	Serbian
dc.publisher	Institut za pedagoška istraživanja
dc.relation	http://www.doiserbia.nb.rs/img/doi/0579-6431/2003/0579-64310335079S.pdf
dc.relation	https://doaj.org/toc/0579-6431
dc.relation	https://doaj.org/toc/1820-9270
dc.source	Zbornik Instituta za Pedagoška Istraživanja, Vol 2003, Iss 35, Pp 79-93 (2003)
dc.subject	thematic curriculum
dc.subject	logic of storytelling
dc.subject	exploratory logic
dc.subject	logic of arranged systems and categories
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Thematic curriculum approach
dc.type	article