FACTORS HINDERING TEACHERS FROM INTEGRATING NATURAL SCIENCES AND MATHEMATICS INTO HOME ECONOMICS COURSES
Journal: Journal of Baltic Science Education (Vol.11, No. 3)Publication Date: 2012-09-15
Authors : Gregor Torkar; Verena Koch;
Page : 216-223
Keywords : education; home economics; integration; mathematics; natural sciences; teacher;
Abstract
The purpose of this study was to examine the integration of natural sciences and mathematics into home economics teaching, particularly any factors hindering integration. Altogether 88 Slovenian home economics teachers were questioned. The results show that biology, consumer and health education were integrated into home economics courses more often than other subjects. Slovenian home economics teachers' integration of other school subjects or topics depends mainly on their work experience and combination of subjects during their undergraduate studies. Another indicator, a negative one, was that our teachers didn't know some relevant science and mathematics subject curricula and they are not enough competent in these sciences. This should be the first step in the future development of home economics teacher education.
Other Latest Articles
- ELEMENTARY SCHOOL PUPILS’ SELF EFFICACY TOWARDS SCIENCE AND TECHNOLOGY LESSON
- DEVELOPMENT OF SCIENTIFIC RESEARCH ACTIVITY AS THE BASIC COMPONENT OF SCIENCE EDUCATION
- SCIENCE TEACHERS’ ATTITUDES TOWARDS CONSTRUCTIVIST ENVIRONMENT: A BULGARIAN CASE
- ADAPTATION INTO TURKISH OF THE PLANT ATTITUDE QUESTIONNAIRE
- COMPARISON BETWEEN A REAL FIELD TRIP AND A VIRTUAL FIELD TRIP IN A NATURE PRESERVE: KNOWLEDGE GAINED IN BIOLOGY AND ECOLOGY
Last modified: 2017-12-29 04:51:21