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U Republici Hrvatskoj djeluju 923 osnovne škole od kojih su većina državne škole, a tek je manji broj privatnih škola koje provode alternativne, vjerske i programe odgoja i obrazovanja nacionalnih manjina. Privatne škole imaju potpunu autonomiju u svom radu i djelovanju iako se moraju pridržavati zakonskog okvira i nacionalnog kurikuluma. Waldorfska škola specifična je po pedagogiji koja se u njoj provodi, odnosu prema učeniku, provođenju nastave, praćenju i ocjenjivanju te pedagoškoj dokumentaciji. Cilj je ovoga diplomskoga rada bio usporediti sličnosti i razlike u planiranju, provođenju, praćenju i ocjenjivanju nastave Prirode i društva u državnim i waldorfskim školama. Tijekom sustavnog promatranja nastave Prirode i društva u ožujku i travnju 2022. u OŠ Vijenac i u Waldorfskoj školi Osijek vođen je dnevnik bilješki. Metodom analize sadržaja analizirani su dnevnik bilješki i predmetni kurikulumi Prirode i društva. Istraživanje je pokazalo da se struktura nastave, nastavni sadržaji, etape sata i ostali elementi nastave Prirode i društva izrazito razlikuju u državnim i waldorfskim školama, ali da obje škole ostvaruju sve odgojno-obrazovne ishode navedenog nastavnog predmeta. There are 923 primary schools in the Republic of Croatia; most of them are state schools, and only a small number of private schools that implement alternative, religious and minority education programs. Private schools have complete autonomy in their work and activities, although they must comply with the legal framework and the national curriculum. The Waldorf school is specific in terms of the pedagogy implemented in it, the attitude towards the student, the conduct of classes, monitoring and evaluation, and pedagogical documentation. The main goal of this paper was to compare the similarities and differences in planning, implementation, monitoring and evaluation of the teaching of Science and Society in state and Waldorf schools. During the systematic observation of the Science and Society classes in March and April 2022, a diary of notes was kept in Vijenac Primary School and Osijek Waldorf School. The diary of notes and subject curricula of Science and Society were analyzed using the method of content analysis. The research showed that the teaching structure, teaching content, lesson stages and other elements of Science and Society teaching differ significantly in state and Waldorf schools, but that both schools achieve educational outcomes of the subject. |
