Page 252 - Šolsko polje, XXXI, 2020, 3-4: Convention on the Rights of the Child: Educational Opportunities and Social Justice, eds. Zdenko Kodelja and Urška Štremfel
P. 252
šolsko polje, letnik xxxi, številka 3–4
Ključne besede: učenje s preiskovanjem / učenje z raziskovanjem (IBL),
problemsko naravnano učenje / problemsko zasnovano učenje (PBL), ma-
tematika, naravoslovje, študija literature
COMPARISON OF TWO INTERDISCIPLINARY STUDENT-
CENTRED LEARNING APPROACHES FOR INCORPORATION
IN THE FIELD OF MATHEMATICS
In this article, we compare two approaches to learning: inquiry-based
learning (IBL) introduced recently in Slovenian mathematics education
and problem-based learning (PBL) that has not often been used in this
educational field. Common characteristics of both interdisciplinary ap-
proaches are emphasised and the main differences of both active and stu-
dent-centred approaches are analysed. The problem triggers new statisti-
cal contents that need to be learned by students in ‘gymnasium’. We offer
criticism of the non-unique translations of the two approaches in the
Slovenian education sphere. A specific study of the scientific literature al-
lows conclusions on which approach is more appropriate for mathematics
in comparison to the field of science, how often these two learning fields
are interdisciplinary connected and which trends emerge shown in 5-year
periods. A comparison of the IBL and PBL approaches reveals differenc-
es in the educational level of inclusion, the interdisciplinary integration
of fields, the research method most often used and the study participants.
We list some disadvantages of this research and hope to encourage other
researchers and teachers to work further in this field. Qualitative analysis
of the IBL and PBL approaches revealed shortcomings in the recent inclu-
sion of such an approach in the field of mathematics and also gives guide-
lines for successful interdisciplinary mathematics teaching.
Keywords: inquiry-based learning (IBL), problem-based learning (PBL),
mathematics, science, literature review
250
Ključne besede: učenje s preiskovanjem / učenje z raziskovanjem (IBL),
problemsko naravnano učenje / problemsko zasnovano učenje (PBL), ma-
tematika, naravoslovje, študija literature
COMPARISON OF TWO INTERDISCIPLINARY STUDENT-
CENTRED LEARNING APPROACHES FOR INCORPORATION
IN THE FIELD OF MATHEMATICS
In this article, we compare two approaches to learning: inquiry-based
learning (IBL) introduced recently in Slovenian mathematics education
and problem-based learning (PBL) that has not often been used in this
educational field. Common characteristics of both interdisciplinary ap-
proaches are emphasised and the main differences of both active and stu-
dent-centred approaches are analysed. The problem triggers new statisti-
cal contents that need to be learned by students in ‘gymnasium’. We offer
criticism of the non-unique translations of the two approaches in the
Slovenian education sphere. A specific study of the scientific literature al-
lows conclusions on which approach is more appropriate for mathematics
in comparison to the field of science, how often these two learning fields
are interdisciplinary connected and which trends emerge shown in 5-year
periods. A comparison of the IBL and PBL approaches reveals differenc-
es in the educational level of inclusion, the interdisciplinary integration
of fields, the research method most often used and the study participants.
We list some disadvantages of this research and hope to encourage other
researchers and teachers to work further in this field. Qualitative analysis
of the IBL and PBL approaches revealed shortcomings in the recent inclu-
sion of such an approach in the field of mathematics and also gives guide-
lines for successful interdisciplinary mathematics teaching.
Keywords: inquiry-based learning (IBL), problem-based learning (PBL),
mathematics, science, literature review
250
