APA 6th Edition Krumes Šimunović, I. & Blekić, I. (2013). PREDNOSTI KORELACIJSKO-INTEGRACIJSKOGA SUSTAVA U PRISTUPU KNJIŽEVNOM DJELU. Život i škola, LIX (29), 168-187. Retrieved from https://hrcak.srce.hr/121403
MLA 8th Edition Krumes Šimunović, Irena and Ivana Blekić. "PREDNOSTI KORELACIJSKO-INTEGRACIJSKOGA SUSTAVA U PRISTUPU KNJIŽEVNOM DJELU." Život i škola, vol. LIX, no. 29, 2013, pp. 168-187. https://hrcak.srce.hr/121403. Accessed 24 Jun. 2021.
Chicago 17th Edition Krumes Šimunović, Irena and Ivana Blekić. "PREDNOSTI KORELACIJSKO-INTEGRACIJSKOGA SUSTAVA U PRISTUPU KNJIŽEVNOM DJELU." Život i škola LIX, no. 29 (2013): 168-187. https://hrcak.srce.hr/121403
Harvard Krumes Šimunović, I., and Blekić, I. (2013). 'PREDNOSTI KORELACIJSKO-INTEGRACIJSKOGA SUSTAVA U PRISTUPU KNJIŽEVNOM DJELU', Život i škola, LIX(29), pp. 168-187. Available at: https://hrcak.srce.hr/121403 (Accessed 24 June 2021)
Vancouver Krumes Šimunović I, Blekić I. PREDNOSTI KORELACIJSKO-INTEGRACIJSKOGA SUSTAVA U PRISTUPU KNJIŽEVNOM DJELU. Život i škola [Internet]. 2013 [cited 2021 June 24];LIX(29):168-187. Available from: https://hrcak.srce.hr/121403
IEEE I. Krumes Šimunović and I. Blekić, "PREDNOSTI KORELACIJSKO-INTEGRACIJSKOGA SUSTAVA U PRISTUPU KNJIŽEVNOM DJELU", Život i škola, vol.LIX, no. 29, pp. 168-187, 2013. [Online]. Available: https://hrcak.srce.hr/121403. [Accessed: 24 June 2021]
Abstracts The existing school subjects system which is at the base of the current educational process does not reflect the need of contemporary society for interdisciplinary approach, integrating of different scientific disciplines and stepping out of the traditional perception of each subject being distinct and not allowing for correlation between subjects. With that in mind, the need arises for the integration of different areas of knowledge that the student requires in order to be able to obtain a holistic view of the world. The methodology of teaching literature maps several systems of which the dominant are the problem-creation and interpretation-analysis approach where teaching process is based on the interpretation of the literary work.
In this paper we try to explore whether another approach - the one more suitable for the needs of contemporary society - can be applied in the lower classes of elementary school when interpreting a literary work. The correlation and integration system in teaching requires organising lessons in a different way. The basis of this system is the theory of correlation between subjects where there is a connection and merging of the content. Furthermore. aims and activities of different subjects make a whole.
The experiment conducted included the comparison of two groups of third grade students who attend the same elementary school. The aim of the experiment was to prove that the correlation and integration system is more efficient, that students show more interest in literature, are more active and learn faster. In one class (3A), which represented the control group, interpretation-analysis system in teaching literature was applied, whereas in the experimental group (3B) the content was adapted for the correlation and integration system.
The quantitative analysis of the information obtained in each group (by testing pupils after the lesson) has shown that pupils from the experimental group have a slightly higher level of knowledge in terms of reproduction and application of the content. In addition, the pupils were more satisfied with the lesson and participated in class more actively than the pupils from the control group.
The research proves that literary content in Croatian language classes can be learned with equal success if the system of correlation and integration is applied. Furthermore, the positive effect in terms of reception of the literary work as well as active participation of pupils create the opportunity for greater classroom dynamics and making the Croatian language classes more versatile and as such not only it represents a challenge for the teacher but is also enjoyable for the pupils.