Prethodno priopćenje
https://doi.org/10.15516/cje.v27i2.6343
Frequency of Implementation of Contextual Teaching and Learning in Subject Teaching
Sonja Kovačević
orcid.org/0000-0001-6563-1231
; University of Split Faculty of Humanities and Social Sciences
Joško Barbir
orcid.org/0000-0002-7927-1860
; University of Split Faculty of Humanities and Social Sciences
Sažetak
This paper presents the results of a study on the frequency of implementation of contextual teaching and learning (CTL) from the perspective of primary school teachers examining three basic dimensions: Connection and Application, Research and Developmental Nature of Knowledge, and Independence and Involvement, which are essential characteristics of CTL. The obtained research results indicate that teachers relatively rarely implement CTL in teaching, especially in terms of Research and Developmental Nature of Knowledge and Independence and Involvement. Differences were also identified with respect to the socio-demographic variables examined.
Ključne riječi
active learning; authentic setting; constructivism; curricular approach
Hrčak ID:
344782
URI
Datum izdavanja:
27.6.2025.
Posjeta: 283 *