Interdisciplinary connections are a didactic approach, where we use different methods and forms of work to connect learning content or themes and thus realize the set educational goals. Through the comprehensive connection of knowledge, interdisciplinary connections determine the common purpose of different subject areas. The aim of the didactic approach of interdisciplinary connections is to achieve a higher quality of educational goals and allow students to experience something different.
The teaching plan, textbooks and other material are very important for planning and work as such. Teachers use them to prepare and perform interdisciplinary connections for students as a comprehensive educational approach.
In the master’s thesis titled Interdisciplinary connections of Mathematics and Music in the first triad of elementary school, we defined mathematics and music as two subject areas. We decided to form the title with general terms, but in the master’s thesis, we focus on the subjects Mathematics and Musical arts.
In the master’s thesis, we researched the frequency and motivation for interdisciplinary connections between Mathematics and Musical arts in class teachers of the first educational triad of elementary schools across Slovenia. We studied, how teachers plan and organise classes of interdisciplinary connections of Mathematics and Musical arts and what kind of activities are most common within classes. Through the research, we wanted to find out, what kind of differences in views are present regarding interdisciplinary connections of Musical arts and Mathematics between shorter serving teachers of the first educational triad and those with more working experience. We also researched the differences regarding the frequency of interdisciplinary connections of Mathematics and Musical arts with regards to the statistical region of schools.
The findings of the research show that class teachers of the first educational triad of elementary schools across Slovenia are motivated to carry out interdisciplinary connections of Mathematics and Musical arts, but carry it out rarely (less than one a month) regardless of the length of their service and region of the school. Their own interest for interdisciplinary connections of Mathematics and Musical arts and the interests of children for this activity mostly motivate class teachers. There are differences between shorter serving teachers and those with more working experiences. Shorter serving teachers, who still do not have as much experience, need more time to plan lessons of interdisciplinary connections of Mathematics and Musical arts.
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