HOME
Full Articles List
Search by Author
Title: CONCEPT FOR IMPLEMENTING INTERDISCIPLINARY INTEGRATION IN THE TEACHING OF GEOGRAPHY AND HISTORY IN BULGARIAN SCHOOLS
BibTex 
Open this article in the author's DB |
|
CONCEPT FOR IMPLEMENTING INTERDISCIPLINARY INTEGRATION IN THE TEACHING OF GEOGRAPHY AND HISTORY IN BULGARIAN SCHOOLS
|
|
|
|
|
|
|
|
||
|
|
10.5593/sgem2025/5.1
|
|
|
|
1314-2704
|
|
|
|
||
|
|
English
|
|
|
|
25
|
|
|
|
5.1
|
|
|
|
• Prof. Dr. hab. oec. Baiba Rivza, LATVIA• Prof. DSc. Ildiko Tulbure, GERMANY• Prof. DSc. Oleksandr Trofymchuk, UKRAINE
|
|
|
|
||
|
|
The relevance of interdisciplinary integration and the application of an interdisciplinary approach in the contemporary educational context is driven by the need to develop and enhance key competencies among students. This necessity also stems from the fact that the formation of critical thinking and creative problem-solving skills is inherently linked to the establishment of causal relationships across different fields of knowledge. Knowledge and skills acquired in isolation within individual disciplines and subjects often do not meet the modern demands of a globalized society. In this regard, education that is based on interdisciplinary integration and addresses complex, real-world problems encourages the development of a holistic understanding of the world in students. The rationale for seeking interdisciplinary integration, particularly between geography and history, is both regulatory and content-based. The interdisciplinary approach has even been recognized as a “key tool for modernizing the national educational system.” In this context, the present study proposes a conceptual model for implementing interdisciplinary integration in the teaching of geography and history in Bulgaria. This model is constructed based on an empirical study conducted in a real educational setting, following a pre-developed methodological framework. The constructed concept is presented in three dimensions: normative, content-related, and technological. These three dimensions address three essential questions: why the subject matter will be taught (based on socially significant expected outcomes), what will be taught (in terms of educational content), and how it will be taught (within the context of a cognitive and activity-based learning construct). All three dimensions are central to the preparation of both teachers and students. The results of the study confirm the applicability of the model in the practice of secondary education in Bulgaria and provide a solid foundation for future research on the subject.
|
|
|
||
|
||
|
|
conference
|
|
|
|
||
|
|
||
|
|
Proceedings of 25th International Multidisciplinary Scientific GeoConference SGEM 2025, Volume 25, Issue 5.1
|
|
|
|
25th International Multidisciplinary Scientific GeoConference SGEM 2025, Volume 25, Issue 5.1, 29 June - 6 July, 2025
|
|
|
|
Proceedings Paper
|
|
|
|
STEF92 Technology
|
|
|
|
International Multidisciplinary Scientific GeoConference Surveying Geology and Mining Ecology Management, SGEM
|
|
|
|
SWS Scholarly Society; Acad Sci Czech Republ; Latvian Acad Sci; Polish Acad Sci; Russian Acad Sci; Serbian Acad Sci and Arts; Natl Acad Sci Ukraine; Natl Acad Sci Armenia; Sci Council Japan; European Acad Sci, Arts and Letters; Acad Fine Arts Zagreb Croatia; Croatian Acad Sci and Arts; Acad Sci Moldova; Montenegrin Acad Sci and Arts; Georgian Acad Sci; Acad Fine Arts and Design Bratislava; Russian Acad Arts; Turkish Acad Sci.
|
|
|
|
743-750
|
|
|
|
29 June - 6 July, 2025
|
|
|
|
website
|
|
|
|
|
|
|
|
10529
|
|
|
|
didactics of geography, interdisciplinary integration, cross-curricular links, geography and history education, teaching, learning
|
|
Download PDF