Integrated ScIence teachIng by applyIng dIdactIc dIfferentIatIon: Some actual cIrcumStanceS
Journal Title: Problems of Education in the 21st Century - Year 2009, Vol 13, Issue 6
Abstract
The discussion about integration cannot dispense with antithesis (differentiation) which is also of high importance. The default of it is a fairly serious lack of comprehensive school. Both processes have to follow each other as this is the most plausible way of human understanding and knowledge improvement (Vaitkevičius, 1979). A public knowledge is always wider than personal information. Ipso facto human cognition and public experience are not differentiated. Teaching constricted by undivided educational drafts and curricula frequently ignored personal schoolchildren’s qualities. Pupils unable to satisfactorily adopt teaching material are overloaded while others state that such load is insufficient. This is why a general background of a number of learners recedes and the motivation of all pupils decreases. Research indicates that genetically all people differ. Genetic inequality most frequently determines the child’s abilities. Natural differences are highlighted by a different situation of upbringing and an environment.� Teaching material is imparted insomuch that all learners should be offered suitable opportunities to develop skills during the class. The objective can be reached by maximum solidification of the child’s self-sufficiency and his/her personal free choice to learn what, how and how much s/he wants. Raising distinctive claims to all pupils, information should be given expediently and definitely. All schoolchildren should achieve at least minimum level (should get satisfactory evaluation) and all willing, engaged and skilful pupils could reach much more. The system of evaluation is not important (a five point, ten point etc. system). One purpose is clear – it also should be differentiated. Hence, it is clear that integrated teaching seeks the highest level of knowledge and differentiated teaching points out to every schoolchild. It is obvious, that the main aim of differentiated teaching is to create grounds for the childs structural type of thinking, to form possibilities for a learner to master knowledge according to the degree of abilities (individualized teaching) while teaching separate subjects (subject teaching). The application of differentiated teaching seeks to develop powers of learners. Differentiation can be comprehended and defined in the following two ways: first, as a result of spliting a particular whole into segments, levels etc. or, second, as the formation of new qualitative connections between the separate components of the system due to processes of integration. In the latter case the system acquires a new quality – it becomes more complex. Finally, I want to underline that differentiated teaching (or personalized, individual etc. teaching and learning) is a key component of future teaching/learning process.
Authors and Affiliations
Vincentas Lamanauskas
Keywords
Related Articles
- EP ID EP34661
- DOI -
- Views 307
- Downloads 0
FEMALE FACULTY MEMBERS IN THE FIELD OF ELECTRICAL AND COMPUTER ENGINEERING: THE CASE OF GREEK UNIVERSITIES
Issues concerning the presence and professional development of women in the academic world have occupied the social sciences since the 1980s. The purpose of this study is to trace the presence and prospects for profess...
TEACHERS’ KNOWLEDGE ABOUT HIGHER-ORDER THINKING SKILLS AND ITS LEARNING STRATEGY
Higher order thinking skill (HOTS) is one of the students’ abilities that should be developed through teaching and learning. Teachers’ knowledge about HOTS and its teaching and learning tactics is a key to successful e...
CULTURAL CAPITAL AND THE RICHES OF MANNA: INTEGRATION OF IMMIGRANT SCIENTISTS IN ISRAELI ACADEMIA
The article deals with transnationalism – the flow of cultural capital across borders. Around 16,000 scientists entered Israel during the 1990s. Some of them joined the academic staff. This case study is the frst to com...
PARTICIPATORY DECISION MAKING IN SECONDARY SCHOOLS: CASE OF STUDENTS’ INVOLVEMENT IN MWALA DIVISION, KENYA
The study was an investigation of the participation in decision making by secondary schools students in Mwala division, Mwala district. The purpose was to identify the key decision makers in Secondary schools and the e...
THE CHALLENGES OF ADULT EDUCATION POLICY IMPLEMENTATION IN MOZAMBIQUE
The current socio-economic development in Mozambique is characterized by growing social inequalities, in particular concerning the imbalanced access to education and the increased poverty of women and the unemployed. A...