Title
Integrativni pristup u nastavi srpskog jezika u mlađim razredima osnovne škole
Creator
Petrić, Milica, 1964-
CONOR:
26734695
Copyright date
2024
Object Links
Select license
Autorstvo-Nekomercijalno-Bez prerade 3.0 Srbija (CC BY-NC-ND 3.0)
License description
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Language
Serbian
Cobiss-ID
Theses Type
Doktorska disertacija
description
Datum odbrane: 14.07.2025.
Other responsibilities
Academic Expertise
Društveno-humanističke nauke
University
Univerzitet u Nišu
Faculty
Filozofski fakultet
Group
Departman za srpski jezik
Alternative title
The integrative approach in serbian language teaching the junior grades of primary school
Publisher
[M. R. Petrić]
Format
458 lista
description
Biografija: list 458.
Bibliografija: list. 250-276.
description
Classroom teaching methodology
Abstract (en)
This paper investigates the potential of an integrative approach in
teaching Serbian language to learners in lower grades of primary
school. The aim is to determine its impact on acquired knowledge
quality and retention.
The theoretical framework of this study explores the concepts of
teaching, integrative teaching, and the application of the integrative
approach in teaching Serbian. The conceptual definition segment
focuses on the concept and importance of teaching, its development,
and types of teaching. The origin and characteristics of integrative
teaching were investigated, pointing to its opportunities in teaching
the mother tongue, supported by specific examples. An analysis of
teaching programs for lower grades of primary school revealed
numerous integration opportunities for the Serbian language and other
subjects. To evaluate the effectiveness of the integrative approach, an
experimental study was conducted in two primary schools in
Obrenovac (Primary School "Jovan Jovanović Zmaj" and Primary
School "Posavski Partizani") involving 171 fourth-grade students
during the school year 2020/2021. Additionally, questionnaires were
administered to teachers and students to gather their perspectives on
the integrative approach.
The analysis of the teaching programs showed that there are many
opportunities to connect the Serbian language curriculum with other
subjects. The results of our experiment indicate that students who
learned Serbian using an integrated approach performed better in
terms of knowledge quality and retention than those who learned
using the traditional method. Additionally, both teachers and students
had positive opinions about the integrated approach, highlighting its
benefits, such as increased motivation, independence, and student
engagement.
Authors Key words
srpski jezik, metodika nastave srpskog jezika, integrativni
pristup, integrativna nastava, znanja, učenici, učitelj
Authors Key words
Serbian language, methodology of Serbian language teaching,
integrative approach, integrative teaching, knowledge, students,
teacher
Classification
371.3:811.163.41]:373.32(043.3)
Subject
S270
Type
Tekst
Abstract (en)
This paper investigates the potential of an integrative approach in
teaching Serbian language to learners in lower grades of primary
school. The aim is to determine its impact on acquired knowledge
quality and retention.
The theoretical framework of this study explores the concepts of
teaching, integrative teaching, and the application of the integrative
approach in teaching Serbian. The conceptual definition segment
focuses on the concept and importance of teaching, its development,
and types of teaching. The origin and characteristics of integrative
teaching were investigated, pointing to its opportunities in teaching
the mother tongue, supported by specific examples. An analysis of
teaching programs for lower grades of primary school revealed
numerous integration opportunities for the Serbian language and other
subjects. To evaluate the effectiveness of the integrative approach, an
experimental study was conducted in two primary schools in
Obrenovac (Primary School "Jovan Jovanović Zmaj" and Primary
School "Posavski Partizani") involving 171 fourth-grade students
during the school year 2020/2021. Additionally, questionnaires were
administered to teachers and students to gather their perspectives on
the integrative approach.
The analysis of the teaching programs showed that there are many
opportunities to connect the Serbian language curriculum with other
subjects. The results of our experiment indicate that students who
learned Serbian using an integrated approach performed better in
terms of knowledge quality and retention than those who learned
using the traditional method. Additionally, both teachers and students
had positive opinions about the integrated approach, highlighting its
benefits, such as increased motivation, independence, and student
engagement.
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