Metodički pristup određivanju sadržaja poučavanja i ishoda učenja
Teaching Methodology Approach to Determining Teaching Content and Learning Outcomes

Author(s): Martina Kolar Billege
Subject(s): Education, Pedagogy
Published by: Filozofski fakultet Univerziteta u Sarajevu
Keywords: learning outcomes; methodological transfer; teaching content; teaching methodology;
Summary/Abstract: The teaching methodology approach to selecting of teaching content and defining cognitive learning outcomes implies a scientific approach that takes into account the parent and fundamental educational disciplines in methodical transfer. Their relationship is determined by the dynamics of the methodological field, i.e., the theoretical space where those scientific disciplines intersect, giving rise to methodology. Additionally, it serves to explicate the interdisciplinary character of methodology. The parent science's algorithm and the attributes of pupils’ linguistic development influence the dynamics of the methodological domain (in the Croatian language). It is precisely the structure of the content (of the parent science) that is one of the fundamental determinants in achieving methodological transfer. The second factor refers to the comprehensive assessment of a pupil, i.e., his or her developmental attributes (cognitive, affective, and psychomotor). The interdisciplinary nature and consideration of the parent science in the process of transferring teaching content to the programme of a particular level of education are unmistakable indicators of a methodological approach. An important epistemological issue is the relationship between learning content, appropriate scientific knowledge, and learning outcomes, given that we do not incorporate original knowledge into the teaching process but rather introduce knowledge that has been selected and methodologically transferred. The value of scientific knowledge is a concern of general epistemology, whereas the epistemology of teaching methodology deliberates on adapted knowledge. From this vantage point, one can assess the appreciation of the scientific knowledge of teaching methodology in the contemporary educational setting based on the conducted scientific methodological research.

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