| Abstract | Mnogo se toga mijenja pod utjecajem tehnologije i vremena pa tako i sustav obrazovanja. Ono što je nekad određivalo uspješnog učitelja, danas nikako ne može zadovoljiti novi nacionalni obrazovni standard i kurikul. Obrazovanje 21. stoljeća nameće upotrebu novih tehnologijskih dostignuća i cjeloživotno učenje. Bez toga nema ni uspješnog učitelja ni uspješnog sustava obrazovanja. Sve zemlje i suvremeni narodi obilježeni su i prepoznaju se po svojoj kulturnoj baštini koja zahvaća najdublju čovjekovu prošlost, ali i kulturološke tragove današnje populacije. Arheološka baština osjetljiv je i neobnovljiv kulturni resurs te je ona temeljni zapis prošlih ljudskih aktivnosti. Čine ju prirodni i fizički resursi koji pridonose razumijevanju povijesti, društva, naroda i zemlje na temelju sljedećih komponenata: arheoloških, arhitektonskih, kulturnih, povijesnih, tehnoloških i znanstvenih, koje uključuju povijesna nalazišta, građevine i arheološka nalazišta. Velika važnost baštine naglašena je u nizu konvencija, među ostalim i u Dokumentu o autentičnosti iz Nare (ICOMOS 1994) koji navodi da bi zaštitu i poticanje kulturne i baštinske raznolikosti u našem svijetu trebalo promicati kao osnovni element ljudskog razvoja. UNESCO u svojem poslanju izdvaja sredstva za programe zaštite baštine, a zemlje članice dužne su kreirati programe i uvrstiti ih u svoje zakone. Nužna pretpostavka tome svakako je edukacija djece od najranije dobi kako bi se kod njih osnažila motivacija i svijest o potrebi očuvanja baštine. Proučavanje baštine sastavni je dio proučavanja povijesti i arheologije. Iako su ovim znanostima ciljevi isti: otkriti, spoznati i razumjeti prošlost čovječanstva, različiti su im izvori proučavanja i metode s pomoću kojih se dolazi do tih spoznaja. Arheologija, međutim, nije sastavni dio školskih programa, o njoj se ponešto poučava samo u sklopu predmeta Povijesti i Likovne kulture. Koliko takvo poučavanje može razviti svijest o važnosti arheološke baštine za suvremenog čovjeka? I kako u okvirima navedenih predmeta razviti zanimanje učenika za arheološku baštinu užega zavičaja, vlastite države, ali i za europsku i svjetsku baštinu? Da bi se odgovorilo na ta pitanja, u ovom će se radu analizirati dvije metode poučavanja u sklopu nastave povijesti, ali u prvome redu usmjerene na arheološku baštinu, tj. materijalne izvore prošlosti te učinak tih različitih metoda poučavanja na percepciju arheološke baštine učenika petih i šestih razreda OŠ Pušća i PŠ Dubravica. Tradicionalnim načinom poučavanja, naime, svim se učenicima nameće isti dominantni frontalni način rada, bez uvažavanja njihovih osobnosti, kompetencija, stavova i načina razmišljanja. Na početku školske godine, nakon uvodnih lekcija „Što je povijest“ i „Povijesno računanje vremena“, učenici se upoznaju s novim pojmom – prapovijest. Djeca su tad premalena da bi uopće mogla percipirati pojam prapovijesti te ga smjestiti u prostornu i vremensku kategoriju. Kao najdulje razdoblje u ljudskoj povijesti, bez pisanih izvora, ono je, nažalost, nedovoljno istaknuto u nastavnom planu i programu Povijesti petih razreda osnovnih škola te obuhvaća samo šest nastavnih sati. Kako bi se takav način poučavanja promijenio, odnosno poboljšao, s učenicima je započet suvremeniji pristup nastavi, posebice prema arheologiji koja je nepravedno zapostavljena, a čija otkrića ne objašnjavaju samo arheološke nego i povijesne pretpostavke. U ovom se istraživanju radilo prema načelu aktivne nastave − projektne nastave, inovativnog pristupa austrijskog autora Larchera koji prakticira veliku zastupljenost djece u radu. Takav koncept u kombinaciji s terenskom nastavom daje visoke rezultate uspješnosti u poučavanju djece te u njihovu vlastitom izražavanju kreativnosti i originalnosti. Smatrali smo, stoga, da bismo projektnom nastavom mogli približiti arheološku baštinu djeci. Projektnim modelom u nastavi definirali smo pojam prapovijesti, opisali izgled prvih ljudi, imenovali prve kulture i civilizacije, istaknuli svjetski poznat lokalitet Sv. Križ Brdovečki, pobliže upoznali grčko i rimsko graditeljstvo te njihov razvoj na hrvatskom povijesnom prostoru. Projektni model nastavio se i u šestom razredu osnovne škole gdje smo detaljnije obradili temu „Hrvatska u ranom srednjem vijeku“, s naglaskom na hrvatskom pleteru i glagoljici, a od posebnosti istaknuli smo crkvicu Sv. Križa i Rudine. U zavičajnom dijelu istaknut je Sv. Juraj, jedini svetac koji povezuje tri najveće svjetske religije, a zaštitnik je našeg kraja. Nastava je tako koncipirana da će učenici naučene vještine i znanja moći primijeniti u svakodnevnom životu što u konačnici može pridonijeti kvalitetnijem životu i radu cijele zajednice. Istraživanje će ponuditi širok spektar aktivnosti za koje očekujemo da će znatno utjecati na razvoj pozitivne percepcije arheološke baštine kod djece. Spoznaje i iskustva ovoga višegodišnjeg istraživačkog projekta mogu pomoći učenicima, a i učiteljima, u kreiranju nastavnih procesa, osobito kurikula povijesti gdje je arheologija nepravedno zapostavljena. Ova humanistička znanost svojim dosadašnjim spoznajama kao i istraživačkim mogućnostima koje otvaraju novi tehnološki alati može se ubrojiti u prioritetne znanstvene, nacionalne, a time i društvene strategije razvoja države. Multidisciplinarno istraživanje kao što je ovo može pridonijeti motiviranosti i osposobljavanju djece rane dobi da se aktivno uključe u rad zajednice na očuvanju i afirmaciji hrvatske arheološke baštine te na taj način participiraju u očuvanju europske i svjetske baštine. U konceptualizaciji ovoga metodološki i izvedbeno veoma zahtjevnog istraživanja, kao i u interpretaciji njegovih rezultata korišteni su pristupi, metode i alati dosad poznati u domaćoj i stranoj literaturi – povijesne, arheologijske, pedagogijske i psihologijske provenijencije. Nepostojanje sličnih radova u domaćoj znanstvenoj produkciji bilo je istraživački izazov, ali je uloženi napor, posebice učiteljice-istraživačice, kao i učenika, sudionika u tome, ukazao na poželjne, suradničke oblike rada kvalitetne škole. Također, pri prezentaciji projektnog izvedbenog gradiva, obradi i interpretaciji rezultata upotrijebljena su suvremena tehnološka pomagala i statistički obrasci. Dobiveni rezultati u stavovima prema arheološkoj baštini među populacijama izloženima različitim nastavnim programima pokazali su naime da učenici obuhvaćeni obogaćenim programom imaju statistički značajno pozitivnije stavove (t = 2,47; p < 0,05) prema arheološkoj baštini od onih koji su pohađali standardni oblik nastave. Može se dodati da je veličina učinka tretmana, odnosno razlika između dviju grupa razmjerno naglašena i iznosi otprilike pola standardne devijacije ili, mjereno koeficijentom korelacije, 0,26. Obogaćeni je program, osim veće promjene u stavovima, doveo i do boljeg usvajanja znanja o arheološkoj baštini. Učenici obuhvaćeni obogaćenim programom na testu su pokazali veću razinu znanja u odnosu na one koji su pohađali tradicionalni program (t = 2,12; p < 0,05). Obogaćeni program proizveo je ne samo statistički značajan nego i supstancijalni učinak koji, mjeren koeficijentom korelacije, iznosi 0,35. |
| Abstract (english) | As many things change under the influence of technology and time, so does the educational system. What may once have determined a successful teacher can in no way satisfy the success of the new national educational standard and curriculum today. 21st century education imposes the use of new technological advances and a very large share of lifelong learning without which there is no successful teacher or successful education system. All countries and all modern nations are marked and recognized by their cultural heritage, which grasps the deepest parts of mankind past, but also the cultural traces of today's population. Archaeological heritage is a sensitive and non-renewable cultural resource. Archaeological heritage is a fundamental record of past human activities. It consists of natural and physical resources that contribute to the understanding of history, society, people and country based on the following components: archaeological, architectural, cultural, historical, technological and scientific, which include historical sites, buildings and archaeological sites. The great importance of heritage is emphasized in a number of conventions among them also the NARA Document on Authenticity (ICOMOS 1994) which states that the protection and promotion of cultural and heritage diversity in our world should be promoted as a basic element of human development. In its mission, UNESCO allocates funds for heritage protection programs. Member States are obliged to create programs and incorporate them into their laws. A necessary aspect for this is certainly the education of children from an early age in order to be empowered in heritage preservation. The study of heritage is an integral part of the study of history and archaeology. Although these branches of science have the same goals, which are to discover, comprehend and understand the past of mankind, they have different sources of study and methods through which to arrive at these insights. Archaeology, however, is not an integral part of school curricula, it is taught somewhat only within the framework of history and art. How much awareness of the importance of archaeological heritage for modern man can that type of teaching develop? And how to develop students' interest in the archaeological heritage of their homeland, their own country, but also in the European and world heritage? To answer these questions, this paper will analyze two teaching methods of history teaching, but primarily oriented to archaeological heritage, i.e. material sources of the past, and the effect of these different teaching methods on the perception of archaeological heritage of fifth and sixth grade students of OŠ Pušća and OŠ Dubravica. The traditional way of teaching imposes the same dominant frontal way of working on all students, without respecting their personalities, competencies, attitudes and ways of thinking. At the beginning of the school year after the introductory lessons − What is history and Historical calculation of time, children are introduced to a new concept − prehistory. Unfortunately, the children are too small to be able to perceive the huge notion of prehistory at all, to place it in one spatial and time category. As the longest period in human history without written sources, it is unfortunately insufficiently highlighted in the curriculum of the fifth grade of primary school history and occupies only six teaching hours. In order to change or improve this way of teaching, a more modern approach to teaching was started with students, especially towards archeology, which has been unfairly neglected and whose discoveries explain not only archaeological but also historical assumptions. In this paper, we worked according to the principle of active teaching − project teaching according to the innovative approach of the Austrian authors Larcher, which practices a large participation of children in the work. Such a concept in combination with field teaching gives high results of success in teaching children and in their own expression of creativity and originality. Through project classes, we familiarized the children with the archaeological heritage. With the project model in teaching, we defined the concept of prehistory, described the appearance of the first people, named the first cultures and civilizations, highlighted the world-famous site of St. Križ Brdovečki, gotten acquainted with Greek and Roman architecture and their development in the Croatian historical area. The project model continued in the sixth grade of primary school, where we dealt more thoroughly with Croatia in the early Middle Ages, especially the Croatian pleter and Glagolitic alphabet and we highlighted the church of Sv. Križa and Rudine. In the native part, Sv. Juraj, the only saint who successfully connects three religions and who is also the protector of our region. The class was designed so that they had applied the skills and knowledge which they acquired in everyday life, which had ultimately contributed to a better quality of life and work of the whole community. The paper offered a package of activities that will best influence the development of a positive perception of childrens archaeological heritage. The results of a multi-year project was able to help children and teachers to create teaching processes, i.e. a history curricul where archeology as such is unfairly neglected. Archeology is one of the national strategic priorities of the state and with this research children will be able to actively participate in the work of the community in the early years of preserving and affirming the archaeological heritage and thus participate in preserving European and world heritage. The obtained results justified the rejection of the hypothesis of the absence of differences in attitudes towards archaeological heritage among the populations exposed to different curricula. The purpose of the first part of questions was to test the knowledge the pupils posses about archaeological heritage. They learned about it in the 4th grade of middle school through the subject Priroda i društvo . While there, through the history of Croatian people, they learned about Croatian aristocrats, kings and the archaeological heritage of that period. After the separate programs of lecturing, one being the model of traditional lecturing while the other being the active style of teaching or project teaching, attitude towards and knowledge of archaelogical heritage will be confirmed. The initial ladder of attitude, consisting of 6 particles, showed the acceptable limit reliability measured by Cronbachs alpha number (0,64) , while the end ladder that was made of 21 particles contains very good reliability (0,87) . The test of knowledge in the fifth grade showed a high reliability (0,87) , while the test that covered the calculus of the 6th grade showed acceptable reliability (0,69) In order to check whether these groups are balanced, according to the attitudes towards archaeological heritage and motivation to handle the lectures from that area, a t-test was handed out with independent samples. At the end of the fifth grade in which the groups where exposed to enriched, or standard curriculum, the pupils knowledge and also their attitudes towards archeological heritage were tested. Namely, it was shown that students enrolled in the enriched program have statistically significantly more positive attitudes (t = 2.47; p <0.05) towards archaeological heritage than those who attended the standard form of teaching. It can be added that the magnitude of the treatment effect, i.e. the difference between the two groups, is relatively pronounced and amounts to approximately half of the standard deviation or measured by a correlation coefficient of 0.26. The enriched program, in addition to a major change in attitudes, has led to a better adoption of knowledge about the archaeological heritage. Students included in the enriched program showed a higher level of knowledge on the test compared to those who attended the traditional program (t = 2.12; p <0.05). The enriched program produced not only a statistically significant but also a substantial effect measured by a correlation coefficient of 0.35. During the attendance of sixth grade, the pupils were further involved in the curriculum they were originally placed. At the end of the curriculums they were examined and they filled the questionnaire about archeological heritage. The enriched curriculum during the school year contributed to more positive and affirmative attributes towards archeological heritage amidst 6th grade pupils (t=2,15;p<0,05). The observed difference refers to a noticeable amount of performance which surpasses the half of the standard deviation or measured with the factor of correlation amount to 0.26. |
