Kontekstuālā pieeja dabaszinību kompetences pilnveidei izglītībā
Jonāne Lolita
Kontekstuālā pieeja dabaszinību kompetences pilnveidei izglītībā
Jonāne Lolita
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Izglitibas ilgtspejigai attistibai konceptualas nostadnes rada nepieciesamibu mainit akcentu dabaszinibu izglitibas merki, uzdevumos un satura izvele. Pretstata parraidosajai pieejai, kas vel joprojam domine skolu prakse, darba analizeta kontekstuala pieeja, fokusejot uzmanibu uz to, lai skolotajs apzinatos dabaszinibu izglitibas strategisko merki un kontekstu, un, atbilstosi tam, planotu un organizetu macibu vidi merktiecigam un konstruktivam skolena izglitojosi audzinosam procesam. Si merka istenosanai uz autores empirisko un teoretisko petijumu un praktiska darba pieredzes bazes izstradats, teoretiski pamatots un aprobets inovativs metodisks modelis - didaktiskais fraktalis. Tas interprete svarigako izglitibas kategoriju - izglitibas konteksta, izglitojama, skolotaja un izglitibas satura - sistemisko redzejumu un veido metodologisku pamatu dabaszinibu macibu satura atlasei un macibu procesa organizesanai, lai istenotu dabaszinibu izglitibas merki - uz ilgtspejigu darbibu orientetas kompetences attistibu.
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