Model for integration eco–chemical educational content into the curriculum of chemistry and vocational subjects in secondary vocational education

Abstract

<p>Imajući u vidu nizak nivo&nbsp; ekolo&scaron;ke&nbsp; svesti&nbsp;stanovni&scaron;tva, za predmet istraživanja&nbsp;eksplicitno &nbsp;je određeno proučavanje mogućnosti&nbsp;za pro&scaron;irivanje&nbsp; kurikuluma srednjo&scaron;kolskog&nbsp;obrazovanja&nbsp; ekohemijskim nastavnim&nbsp;sadržajima,&nbsp; kao i izrada modela za njihovu&nbsp;integraciju u nove kurikulume, u okviru reforme&nbsp;srednjo&scaron;kolskog obrazovanja koja je&nbsp; u toku u&nbsp;Republici Srbiji.&nbsp; Ekolo&scaron;ki i ekohemijski&nbsp;sadržaji u nastavnim planovima i programima u&nbsp;srednjem stručnom obrazovanju u Srbiji, prema&nbsp;važećim nastavnim planovima i programima,&nbsp;ograničeni su, i to u veoma uskom obimu, na&nbsp;nastavu op&scaron;tih predmeta (pre svega hemije i&nbsp;biologije) u &scaron;kolama u kojima ovi predmeti&nbsp;postoje u kurikulumu, kao i na predmet&nbsp;Ekologija&nbsp; u pojedinim profilima srednjeg&nbsp;stručnog obrazovanja. To znači da u mnogim&nbsp;srednjim stručnim &scaron;kolama učenici nemaju&nbsp;dodir sa ekolo&scaron;kim nastavnim sadržajima koji&nbsp;su neophodni svakom čoveku kako bi razvio&nbsp;ekolo&scaron;ku svest i svojim pona&scaron;anjem i stavovima&nbsp;o za&scaron;titi životne sredine omogućio održivi&nbsp;razvoj planete svojim aktivnostima u odabranoj&nbsp;profesiji, ali i u svakodnevnom životu.&nbsp;Imperativ uvođenja ekolo&scaron;kog principa u&nbsp;nastavu, u svim segmentima i na svim nivoima obrazovanja, nameće potrebu za pro&scaron;irivanjem kurikuluma hemije i stručnih predmeta svih profila u srednjem stručnom obrazovanju, u skladu sa potrebama buduće profesije učenika.</p>

<p>Given the low&nbsp; level of environmental&nbsp;awareness,&nbsp; the subject matter&nbsp; is explicitly&nbsp;determined by&nbsp; studying the possibility&nbsp; of&nbsp;expanding the&nbsp; curriculum&nbsp; of secondary&nbsp;education&nbsp; teaching&nbsp; eco-chemical&nbsp; facilities, and&nbsp;develop a model&nbsp; for their integration&nbsp; in the&nbsp; new&nbsp;curriculum,&nbsp; within the framework of&nbsp; the reform&nbsp;of secondary education&nbsp; which is&nbsp; in progress&nbsp; in&nbsp;the Republic of&nbsp; Serbia. Ecologically and&nbsp; eco-chemical&nbsp; facilities&nbsp; in&nbsp; the curricula&nbsp; of&nbsp; vocational&nbsp;education&nbsp; in Serbia,&nbsp; according to the current&nbsp;curricula, are limited,&nbsp; and&nbsp; that&nbsp; in a very&nbsp; narrow&nbsp;scope,&nbsp; the teaching of&nbsp; general subjects&nbsp;(primarily&nbsp; chemistry&nbsp; and biology)&nbsp; in schools&nbsp;where&nbsp; these subjects&nbsp; exist&nbsp; in the curriculum,&nbsp; as&nbsp;well as&nbsp; the&nbsp; subject of&nbsp; ecology&nbsp; in different&nbsp;profiles of secondary&nbsp; vocational education. This&nbsp;means&nbsp; that in many vocational schools students&nbsp;do not have&nbsp; contact&nbsp; with environmental&nbsp;educational&nbsp; facilities that&nbsp; are&nbsp; necessary for&nbsp;every&nbsp; man&nbsp; to develop&nbsp; environmental awareness&nbsp;and&nbsp; their behavior and&nbsp; attitudes towards&nbsp;environmental protection&nbsp; enable sustainable&nbsp;development of the &nbsp;planet with their activities in&nbsp;the&nbsp; chosen profession,&nbsp; but&nbsp; also in everyday life.&nbsp;Imperative&nbsp; to introduce&nbsp; ecological&nbsp; principles in teaching,&nbsp; in all areas&nbsp; and at all&nbsp; levels of education,&nbsp; the need&nbsp; arises&nbsp; to expand&nbsp; the curriculum&nbsp; of chemistry and vocational courses of all kinds&nbsp; of&nbsp; secondary vocational education, in&nbsp; accordance with &nbsp;the needs of&nbsp; future&nbsp; students of the profession.</p>