article INTEGRATED TEACHING OF NATURAL SCIENCES IN THE CZECH REPUBLIC: SWOT
ANALYSIS
Barbora Patoková, Petra Michalcová, Kateřina Jančaříková, Jiří Patoka
information
year: 2024
issue: 3
fulltext: PDF
online publishing date: 3/2/2025
DOI: 10.14712/25337556.2024.3.2
ISSN (Online): 2533-7556
Toto dílo podléhá licenci Creative Commons Uveďte původ 4.0 Mezinárodní License.
abstract
Integrated teaching is a widely discussed method of educating pupils and students at all levels of education, including elementary schools. It is a way of connecting the subjects into larger units and explaining to pupils the context and related patterns, and has a “synergistic effect”. Here we present the results of a questionnaire survey and SWOT analysis of integrated science teaching in the Czech Republic. The majority of teachers have a positive attitude toward integrated teaching, but the obstacle to it is the higher time investment regarding lesson preparation caused by the insufficient amount of available materials. Also, some teachers are still confused about the correct definition of integrated teaching. The often-mentioned assumption, that older teachers avoid integrated teaching, has been refuted in this study. Recommendations are to raise awareness and to develop materials to facilitate the practical implementation of integration in the curriculum by teachers. Factors with the potential to promote integrated teaching were identified (awareness raising, materials to facilitate teachers' practical implementation of integration in the curriculum, linking teachers with external experts and scientific societies, and above all accreditation of courses dealing with integrated teaching in the higher education of future teachers). The outputs of the SWOT analysis should be adopted in the further linking of integrated teaching to the school curriculum.
keywords
integrated curriculum, readiness, elementary school, science, evaluation
fulltext (PDF )
References
Achor, E. E., & Orji, A. (2009). Level of students' motivation in classroom interactions in integrated science. Journal of Research in Curriculum and Teaching, 4(1), 294-303.
Amini, R., & Helsa, Y. (2018). Integrated model in science for elementary school. Journal of Physics: Conference Series, 1088(1), 012057. https://doi.org/10.1088/1742-6596/1088/1/012057
Amini, R., & Lena, M. S. (2019). The effectiveness of integrated learning model to improve the students competence at elementary school. Unnes Science Education Journal, 8(1), 64-68.
Barcelona, K. (2014). 21st century curriculum change initiative: A focus on STEM education as an integrated approach to teaching and learning. American Journal of Educational Research, 2(10), 862-875. https://doi.org/10.12691/education-2-10-4
Bardoe, D., Hayford, D., Bio, R. B., & Gyabeng, J. (2023). Challenges to the implementation of STEM education in the Bono East Region of Ghana. Heliyon, 9(10), e20416. https://doi.org/10.1016/j.heliyon.2023.e20416
Blankman, R. (2021). No subject is an island: Why and how to implement an integrated curriculum. Houghton Mifflin Harcourt: Blog [online; cit. 2024-06-24]. Dostupný z: https://www.hmhco.com/blog/benefits-of-an-integrated-curriculum-for-k-12-instruction
Blum, A. (1973). Towards a rationale for integrated science teaching. In: Richmond, P. E. (Ed.), New trends in integrated science teaching. Paris: UNESCO, 2, 29-51.
Corlu, M. S., Capraro, R. M., & Çorlu, M. A. (2015). Investigating the mental readiness of pre-service teachers for integrated teaching. International Online Journal of Educational Sciences, 7(1), 17-28. https://doi.org/10.15345/iojes.2015.01.002
Cvjetićanin, S., & Anđić, B. (2017). Teacher's opinion about the implementation of inclusive education in teaching integrated natural sciences. Teme: Casopis za Društvene Nauke, 41(4), 999-1016. https://doi.org/10.22190/TEME1704999C
Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers and Education, 59(2), 423-435. https://doi.org/10.1016/j.compedu.2012.02.001
Grasseová, M., Dubec, R., & Řehák, D. (2012). Analýza podniku v rukou manažera: 33 nejpoužívanějších metod strategického řízení (2. vyd.). Brno: BizBooks.
Gravett, S., Henning, E., & Eiselen, R. (2011). New teachers look back on their university education: Prepared for teaching, but not for life in the classroom. Education as Change, 15, S123-S142. https://doi.org/10.1080/16823206.2011.643636
Gresnigt, R., Taconis, R., van Keulen, H., Gravemeijer, K., & Baartman, L. (2014). Promoting science and technology in primary education: a review of integrated curricula. Studies in Science Education, 50(1), 47-84. https://doi.org/10.1080/03057267.2013.877694
Haggis, S., & Adey, P. (1979). A review of integrated science education worldwide. Studies in Science Education, 6, 69-89. https://doi.org/10.1080/03057267908559869
Hájková, V. (2005). Integrativní pedagogika. Praha: Institut pedagogicko-psychologického poradenství České republiky.
Harish, H. G. J., Krishnakumar, R., & Raja, B. W. D. (2012). Cross-curricular connections: An innovative model for curriculum transaction. I-manager's Journal on School Educational Technology, 7(3), 1-9. https://doi.org/10.26634/jsch.7.3.1668
Hejnová, E. (2013). Integrovaná výuka přírodovědných předmětů na základních školách v českých zemích – minulost a současnost. Scientia in Educatione, 2(2), 77-90. https://doi.org/10.14712/18047106.24
Hesová, A. (2011). Integrace ve výuce. Metodický portál: články [online; cit. 2024-06-24]. Dostupný z: https://clanky.rvp.cz/clanek/12039/INTEGRACE-VE-VYUCE.html
Hindarto, N. (2015). Readiness of elementary school teachers in implementing characters integrated learning in the science subject. Jurnal Pendidikan Fisika Indonesia, 11(1), 36-41.
Jančaříková, K., Novotná, J., & Říhová, D. (2020). Žába za nic nemůže. Praha: Ministerstvo životního prostředí ČR.
Jurgena, I., Cēdere, D., & Keviša, I. (2018). The prospects of transdisciplinary approach to promote learners' cognitive interest in natural science for sustainable development. Journal of Teacher Education for Sustainability, 20(1), 5-19. https://doi.org/10.2478/jtes-2018-0001
Kalimova, A., Zhekibayeva, B. A., Karimova, R., Khamzina, S., Fomina, T., & Aigul, U. (2022). A study of pre-service teachers' readiness for integrated learning in primary school. Cypriot Journal of Educational Sciences, 17(5), 1567-1575. https://doi.org/10.18844/cjes.v17i5.7333
Koldová, H., Rokos, L., & Hašková, T. (2022). O příkladu zavádění integrované výuky. Pedagogika, 72(2), 235-254. https://doi.org/10.14712/23362189.2021.2062
Lang, M., & Olson, J. (2000). Integrated science teaching as a challenge for teachers to develop new conceptual structures. Research in Science Education, 30, 213-224. https://doi.org/10.1007/BF02461629
Lederman, N. G., & Niess, M. L. (1997). Integrated, interdisciplinary, or thematic instruction? Is this a question or is it questionable semantics? School Science and Mathematics, 97(2), 57. https://doi.org/10.1111/j.1949-8594.1997.tb17342.x
Leigh, D. (2009). SWOT analysis. Handbook of Improving Performance in the Workplace, 1‐3, 115-140. https://doi.org/10.1002/9780470592663.ch24
Linn, M. C., Gerard, L., Matuk, C., & McElhaney, K. W. (2016). Science education: From separation to integration. Review of Research in Education, 40(1), 529-587. https://doi.org/10.3102/0091732X16680788
Lipson, M. Y., Valencia, S. W., Wixson, K. K., & Peters, C. W. (1993). Integration and thematic teaching: Integration to improve teaching and learning. Language Arts, 70(4), 252-263. https://doi.org/10.58680/la199324697
Luft, J. A., & Hewson, P. W. (2014). Research on teacher professional development programs in science, In: Abell, S. K., & Lederman, N. (Eds.), Handbook of Research in Science Education, NY, Routledge, 889-909.
Muhtadi, D., Kartasasmita, B. G., & Prahmana, R. C. I. (2017). The integration of technology in teaching mathematics. Journal of Physics: Conference Series, 943(1), 012020. https://doi.org/10.1088/1742-6596/943/1/012020
Murzabaev, K., Barpybaev, T., Toktomambetova, Z., & Kaldybaev, S. (2022). Some ways of integrated teaching of mathematics and natural sciences. Journal of Higher Education Theory and Practice, 22(6), 148-155. https://doi.org/10.33423/jhetp.v22i6.5237
Mustafa, N., Ismail, Z., Tasir, Z., Said, M. N. H. M., & Said, N. H. M. M. (2017). Teacher readiness towards integrating stem education into teaching and learning. European Proceedings of Social and Behavioural Sciences, 40, 333-345. https://doi.org/10.15405/epsbs.2018.05.27
Patoková, B., Patoka, J., Jančaříková, K., Kopecký, O., Novák, K., & Kalous, L. (2023). Biologické invaze v environmentální výuce pro první stupeň základních škol. Praha: Česká zemědělská univerzita v Praze.
Persaud, A. (2017). Integrated planning for education and development. European Journal of Education, 52(4), 448-459. https://doi.org/10.1111/ejed.12233
Podroužek, L. (2002). Integrovaná výuka na základní škole v teorii a praxi. Plzeň: Fraus.
Průcha, J., Walterová, E., & Mareš, J. (1995). Pedagogický slovník. Praha: Portál.
Průcha, J., Walterová, E., & Mareš, J. (2001). Pedagogický slovník (3. vyd.). Praha: Portál.
Roehrig, G. H., Dare, E. A., Ellis, J. A., & Ring-Whalen, E. (2021). Beyond the basics: A detailed conceptual framework of integrated STEM. Disciplinary and Interdisciplinary Science Education Research, 3, 11. https://doi.org/10.1186/s43031-021-00041-y
Ryu, M., Mentzer, N., & Knobloch, N. (2019). Preservice teachers' experiences of STEM integration: Challenges and implications for integrated STEM teacher preparation. International Journal of Technology and Design Education, 29, 493-512. https://doi.org/10.1007/s10798-018-9440-9
Sharma, U., & Desai, I. (2002). Measuring concerns about integrated education. Asia-Pacific Journal on Disability, 5(1), 2-14.
Šimik, O. (2015). Člověk a jeho svět: úvod do studia. Ostrava: Ostravská univerzita v Ostravě.
Tamassia, L., & Frans, R. (2014). Does integrated science education improve scientific literacy? The Proceedings of the 23th Annual Conference of the European Teacher Education Network, 132.
Vácha, Z., & Rokos, L. (2017). Integrated science and biology education as viewed by Czech university students and their attitude to inquiry-based scientific education. The New Educational Review, 47, 241-252. https://doi.org/10.15804/tner.2017.47.1.19
Vu, T. T. H. (2021). Integrated teaching competency framework for general education program: Suggestions and recommendations for natural science teachers. VNU Journal of Science: Education Research, 37(4), 71-80.
Wang, H. H., Moore, T. J., Roehrig, G. H., & Park, M. S. (2011). STEM integration: Teacher perceptions and practice. Journal of Pre-College Engineering Education Research, 1(2), 2.
Widoyoko, E. P. (2012). Mendesain model pembelajaran inovatif-progresif. Jakarta: Kencana Prenada Media Group.
Yager, R. E., & Lutz, M. V. (1994). Integrated science: The importance of "how" versus "what". School Science and Mathematics, 94(7), 338-346. https://doi.org/10.1111/j.1949-8594.1994.tb15690.x