Problem approach in the research of geographic contents in geography teaching

Abstract

Problems’ teaching is the form of learning which doesn’t produce final products pupils have to adopt; it gives them tasks to be solved using known and fresh information. This form of learning requires large number of pupils’ actions. Primarily, there are perception activities, defining the problem precision in problem detection and finally, taking initiative for solving the problem. It is expected from teachers to create problem situations and to provoke pupils to solve them. There are many of problems’ situations in geography teaching. It comes from essential logical structure of contents of geographical teaching and unlimited options of observations, follow up and perception of geographical phenomena. Resolving problems in geography teaching has chain of didactical advantages. By this way, educational efficiency of the knowledge level can become higher, as well as facts learning efficiency and comprehension of geography terms and patterns.

Problemska nastava je oblik učenja koji ne daje gotove sadržaje koje učenici treba da usvoje već im nudi zadatke koji oni treba da reše na osnovu poznatih ili novih informacija. Ovaj oblik učenja zahteva veliki broj aktivnosti učenika. U prvom redu to su aktivnosti uočavanja, definisanja i preciziranja problema, a zatim i preuzimanje inicijative za rešavanje problema. Od savremenih nastavni-ka traži se da u nastavi stvaraju problemske situacije i da kod učenika izazivaju interes za rešavanje problema. Problemskih situacija u nastavi geografije ima dosta. One proizilaze iz same logičke strukture geografskih nastavnih sadržaja i neograničenih mogućnosti posmatranja praćenja i uočavanja geografskih fenomena. Rešavanje problema u nastavi geografije ima niz didaktičkih prednosti. Na ovaj način može se povećati obrazovni učinak u pogledu nivoa znanja, usvojenosti činjenica i shvatanja geografskih pojmova i zakonitosti.