DIDAKTIČKI ASPEKT REALIZACIJE OBRAZOVANJA ZA ODRŽIVI RAZVOJ U KURIKULUMIMA SAVREMENE ŠKOLE. (Bosnian)

DIDACTICAL ASPECTS OF REALIZATION OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN THE MODERN SCHOOL CURRICULA. (English)

SERBIA; MONTENEGRO; CROATIA

The focus of the paper is the content of education for sustainable development in the curricula in Serbia, Montenegro and Croatia. The paper is based on a comparative analysis of the following curricula: the curriculum of the elective program Education for Sustainable Development for Serbiangrammar schools, the curriculum for the interdisciplinary field of Education for Sustainable Development in Montenegro and the curriculum for the interdisciplinary theme Sustainable Development in Croatia. The analysis was conducted by comparing the following didactical aspects: teaching topics and contents, ways of realization, teacher's role, and ways of assessment presented in these curricula. The results showed that the scope of contents of education for sustainable development in Montenegro and Croatia is much wider than that in the elective program in Serbia, as they include all three dimensions of sustainable development: economic, social and environmental. The student is presented as an active subject in each of these curricula, as someone who finds solutions to various problems by experiencing real-life situations, and therefore aquiring skills necessary for living in a modern society, while the teacher's role is represented as supporting: the teacher is an assistant and a collaborator. The assessment of the students' achievements in interdisciplinary fields is oriented towards the evaluation of the students' reflections on the sustainable development problems, their abilities, and their relations with others, while the way of assessment in Serbia is not particularly emphasised. [ABSTRACT FROM AUTHOR]

U radu će biti predstavljen koncept održivog razvoja u kontekstu obrazovanja i dat prikaz obrazovanja za održivi razvoj u obrazovnim sistemima Srbije, Crne Gore i Hrvatske kroz komparativnu perspektivu izbornog programa Obrazovanje za održivi razvoj (Srbija), međupredmetne oblasti Obrazovanje za održivi razvoj (Crna Gora) i međupredmetne teme Održivi razvoj (Hrvatska). Kao kriterijumi komparativne analize korišćena su didaktička obeležja realizacije analiziranih programa: nastavne teme i sadržaji; načini realizacije s naglaskom na metode, tehnike i modele rada; uloga nastavnika i načini evaluacije učeničkih postignuća. Rezultati sprovedene analize ukazuju na značajne sličnosti ali i razlike u didaktičkim aspektima realizacije obrazovanja za održivi razvoj u Srbiji, Crnoj Gori i Hrvatskoj. Utvrđene sličnosti odnose se na način realizacije koji je usmeren na iskustveno učenje i aktivistički i stvaralački pristup učenika, kao i ulogu nastavnika koja je prevashodno moderatorska, instruktivna i pomagačka. Najizraženije razlike u didaktičkom aspektu obrazovanja za održivi razvoj analiziranih školskih sistema predstavljaju jednodimenzionalnost nastavnih sadržaja u sagledavanju ovog koncepta u Srbiji, koju takođe, u odnosu na susedne zemlje, karakteriše nedovoljna specifikacija načina ocenjivanja učenika u ovoj oblasti. [ABSTRACT FROM AUTHOR]

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