Current national curricula around the world, including Slovenia, strongly promote more progressive and innovative learning approaches which teachers are supposed to incorporate in their teaching process as much as possible. One of these approaches is also cross-curricular integration which contributes to a more complex and long-lasting knowledge. Furthermore, teachers should include the methods that encourage students’ autonomy and their self-initiative, while strengthening their self-criticism and self-evaluation skills. Such approach is, for example, the student’s portfolio learning approach. In this thesis, the connection of both approaches is dealt with, the cross-curricular integration and the student’s portfolio approach.
The overall aim of the thesis is to research the ways of use of the student’s portfolio as a learning approach in Geography and English in grammar school. For this purpose, a sample portfolio was prepared in which both school subjects were integrated. Afterwards, this portfolio was used for conducting interviews with teachers, where the emphasis was on their opinions about the use and usefulness of the student’s portfolio in Geography and English lessons.
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