Advantages and Problems of Integrated Teaching: The Role of Neurodidactics in Partnership Pedagogies
DOI:
https://doi.org/10.18662/brain/14.4/529Keywords:
Internalization of knowledge, principles, forms, models of integrated learning, cooperation in integrated learning, neurodidacticsAbstract
The article is pertinent as the approach to education in school is presently undergoing a troublesome period. Secondary education goals are evolving, with more and more new curricula and teaching approaches being developed, and activity-based education provisions being established and implemented. The quality of one’s knowledge is determined by how one can use one’s abilities and skills. Observed tendencies are closely connected with the creation and implementation of modern pedagogical technologies in the educational process. Non-traditional ways and forms of organizing education, including integrative ones, are beginning to be used in education. They encourage students to apprehend the world more promptly and shape an activity-based approach to learning. The objectives of integrated teaching are to generate the perfect environment for the expansion of students’ thought processes throughout the teaching of different topics; to confront any disparities in the learning process; and to boost and develop students’ eagerness for the referred to subjects. The article defines the purpose of integrated learning; outlines the conditions for effective integrated learning; investigates the principles on which integrated learning, its forms and models are based: the advantages and problem points of integrated learning are identified; the concept of cooperation in integrated learning is given; the role of neurodidactics in integrated learning is defined.
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