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Uluslararas 5. Balkan Eitim ve Bilim Kongresi / The 5th International Balkan Education and Science Congress / 1-3 EKM 2009 / OCTOBER 01-03, 2009
Edirne-TÜRKYE / Edirne-TURKEY
i
ULUSLARARASI 5. BALKAN EM VE BM KONGRES
“GÜNÜMÜZDE BALKANLARDA EM”
KONGRE BLDLER
The 5th INTERNATIONAL BALKAN EDUCATION AND SCIENCE CONGRESS
“EDUCATION IN THE BALKANS TODAY”
CONGRESS PAPERS
1-3 Ekim 2009, Edirne/ TÜRKYE
October 01-03, 2009, Edirne / TURKEY
Yayna Hazrlayanlar/ Editors
Yrd. Doç. Dr. Hikmet ASUTAY (Assist. Prof.)
Dr. Eylem (BUDAK) BAYIR
Edirne- 2009
Trakya Üniversitesi Rektörlüü Yaynlar No: 101
Uluslararas 5. Balkan Eitim ve Bilim Kongresi / The 5th International Balkan Education and Science Congress / 1-3 EKM 2009 / OCTOBER 01-03, 2009
Edirne-TÜRKYE / Edirne-TURKEY
ii
Uluslar Aras 5. Balkan Eitim Ve Bilim Kongresi “Günümüzde Balkanlarda
itim” Kongre Bildirileri, 1-3 Ekim 2009, Edirne/ Türkiye
The 5th International Balkan Education And Science Congress “Education In The
Balkans Today” Congress Papers, October 01-03, 2009, Edirne / Turkey
© Trakya Üniversitesi Rektörlüü
©Trakya University Rectorship
http://www.trakya.edu.tr
http://egitimfak.trakya.edu.tr
Her hakk saklr. / All Rights Reserved.
Grafik Tasarm: : afak ÖNER
Bask- Cilt / Print-Binding : Uzunköprü Gazetecilik & Matbaack
: Limited irketi
: Uzunköprü – Edirne / uzunkoprugazetesi@msn.com
Yayn Kurulu / Editorial Board:
Yrd. Doç. Dr. Hikmet ASUTAY (Assist. Prof. Dr.)
Yrd. Doç. Dr. Birol YT (Assist. Prof. Dr.)
Dr. Eylem (BUDAK) BAYIR
Ar. Gör. Esin AKYAY (Res. Assist.)
Ar. Gör. Sinem DORUER (Res. Assist.)
Ar. Gör. Meltem ACAR (Res. Assist.)
Yük. Lis. Ör. afak ÖNER (MA Student)
Redaksiyon / Redaction:
Yrd. Doç. Dr. Hikmet ASUTAY (Assist. Prof. Dr.)
Yrd. Doç. Dr. Birol YT (Assist. Prof. Dr.)
Dr. Eylem (BUDAK) BAYIR
370
Uluslararas Balkan Eitim ve Bilim Kongresi (5. : 2009 : Edirne) :
Günümüzde Balkanlarda Eitim : 1-3 Ekim 2009 : Kongre Bildirileri =
International Balkan Education and Science Congress (5. : 2009 : Edirne) : Education
in Balkans Today : October 01-03, 2009 : Congress Papers /Yayna hazrlayanlar
: Hikmet Asutay, Eylem (Budak) Bayr.- Edirne:Trakya Üniversitesi, 2009.
1. C: XXI, 624 s.; 29 cm, 2. C. XXII, 720 s. 29 cm 3.C. XVII, 60 s.
29 cm.__
(Trakya Üniversitesi yaynlar; 101)
ISBN 978—975-374-107-1 (tk.)
ISBN 978—975-374-108-8 (1.c.)
ISBN 978—975-374-109-5 (2.c.)
ISBN 978—975-374-110-1 (3.c.)
1. Eitim _Kongreler 3. Eitim ve Bilim 4. Dil Eitimi
Uluslararas 5. Balkan Eitim ve Bilim Kongresi / The 5th International Balkan Education and Science Congress / 1-3 EKM 2009 / OCTOBER 01-03, 2009
Edirne-TÜRKYE / Edirne-TURKEY
iii
Yrd. Doç. Dr. Hikmet ASUTAY (Assist. Prof.)
Dr. Eylem (BUDAK) BAYIR
Yrd. Doç. Dr. Hikmet ASUTAY (Assist. Prof.)
Yrd. Doç. Dr. Birol YT (Assist. Prof.)
Dr. Eylem (BUDAK) BAYIR
Ar. Gör. Esin AKYAY (Res. Assist.)
Ar. Gör. Sinem DORUER (Res. Assist.)
Ar. Gör. Meltem ACAR (Res. Assist.)
Yüksek Lisans Örencisi afak ÖNER / MA Student
Kongre kitabnda yer alan yazlarn her türlü sorumluluu yazarlarna aittir.
Scientific and legal responsibility of the papers published in the congress book belongs to the authors.
Copyright © Kongre kitabnda yer alan tüm çalmalarn, grafiklerin, resimlerin vd telif haklar Uluslararas Kongre
Düzenleme Kurulu adna Kongre Bakanna aittir.Kaynak belirtme koulu ile alnt yaplabilir.
Kapak Tasar:afak ÖNER
EDTÖR / EDITOR
YAYIN KURULU / EDITORIAL BOARD
Uluslararas 5. Balkan Eitim ve Bilim Kongresi / The 5th International Balkan Education and Science Congress / 1-3 EKM 2009 / OCTOBER 01-03, 2009
Edirne-TÜRKYE / Edirne-TURKEY
iv
KONGRE ORGANZASYON KOMTES
CONGRESS ORGANIZATION BOARD
Kongre Bakan/Congress Chief:
Prof. Dr. Enver DURAN
Rektör / Rector
Kongre Düzenleme Kurulu Bakanlar / Congress Organization Board Chairmen:
Prof. Dr. Hilmi BAR
Trakya Üni. Eitim Fakültesi Dekan / Trakya Uni. Dean of the Faculty of Education
Doç. Dr. Hristo Makakov / Assoc. Prof. Dr. Hristo MAKAKOV
Trakia Üni. Eitim Fak. Dekan Stara Zagora / Trakia Uni. Dean of the Faculty of Education Stara Zagora
Prof. Dr. Vlado TIMOVSKI
Ss. Cyril and Methodius Üni. Skopje / Üsküp Eitim Fakültesi Dekan / Ss. Cyril and Methodius Uni. Skopje Dean of the
Faculty of Education
Kongre Koordinatörleri / Congress Coordinators
Yrd. Doç. Dr. Hikmet ASUTAY / Assist. Prof. Dr. Hikmet ASUTAY
Ar. Gör. Tonguç BAARAN / Res. Assist. Tonguç BAARAN
Kongre Düzenleme Kurulu / Congress Organization Board:
Türkiye / Turkey
Yrd. Doç. Dr. Hikmet ASUTAY / Assist. Prof. Dr. Hikmet ASUTAY
Yrd. Doç. Dr. Birol YT / Assist. Prof. Dr. Birol YT
Dr. Eylem (BUDAK) BAYIR
Yrd. Doç. Dr. Sabri Can SANNAV / Assist. Prof. Dr. Sabri Can SANNAV
Ar. Gör. Tonguç BAARAN / Res. Assist. Tonguç BAARAN
Bulgaristan / Bulgaria
Doç. Dr. Hristo MAKAKOV / Assoc. Prof. Dr. Hristo MAKAKOV
Doç. Dr. Gancho GANCHEV / Assoc. Prof. Dr. Gancho GANCHEV
Doç. Dr. Zhaneta STOIKOVA / Assoc. Prof. Dr. Zhaneta STOIKOVA
Üsküp/Makedonya
Skopje/Macedonia
Prof. Dr. Vlado TIMOVSKI
Dr. Tatjana KOTEVA-MOJSOSKA
Dr. Aziz SHEHU
Dr. Ilir SPAHU
Ljupco SOKOLOV, MSci
Dr. Aida ISLAM
Anita STERJOSKA (Koordinatör/Coordinator)
Kongre Yürütme Kurulu / Congress Executive Board:
Yrd. Doç. Dr. smail KILIÇ / Assist. Prof. Dr. smail KILIÇ
Dr. Eylem (BUDAK) BAYIR
Ar. Gör. Esin AKYAY / Res. Assist. Esin AKYAY
Ar. Gör. Sinem DORUER / Res. Assist. Sinem DORUER
Ar. Gör. Meltem ACAR / Res. Assist. Meltem ACAR
Ar. Gör. Erdem DEMRÖZ / Res. Assist. Erdem DEMRÖZ
Ar. Gör. Murat ÇELTEK / Res. Assist. Murat ÇELTEK
Ar. Gör. Ali BATTAL / Res. Assist. Ali BATTAL
Okutman Asl ÖZEN /Instructor Asl ÖZEN
Okutman Alper ASLAN / Instructor Alper ASLAN
Yüksek Lisans Örencisi afak ÖNER / MA Student afak ÖNER
Uluslararas 5. Balkan Eitim ve Bilim Kongresi / The 5th International Balkan Education and Science Congress / 1-3 EKM 2009 / OCTOBER 01-03, 2009
Edirne-TÜRKYE / Edirne-TURKEY
v
DAVETL KONUMACILAR / GUEST SPEAKERS:
Prof. Dr. sa EME
Maltepe Üniversitesi/Maltepe University
Cees VISSER
Rotterdam Hogeschool
“Eitimde Yenilikler”
M KURULU/ SCIENTIFIC BOARD:
Prof.Dr. Abdülvahit ÇAKIR (Gazi Üniversitesi)
Prof.Dr. Ali Osman ÖZCAN (Trakya Üniversitesi)
Prof.Dr. Ali Osman ÖZTÜRK (Çanakkale Onsekizmart Üniversitesi)
Prof.Dr. Ali UÇAN (Emekli)
Prof. Atilla SALAM (Trakya Üniversitesi)
Prof.Dr. Aytekin MAN (Sakarya Üniversitesi)
Prof.Dr. Birsen TAN TÜTÜN stanbul Aydn Üniversitesi)
Prof.Dr. Buket AKKOYUNLU (Hacettepe Üniversitesi)
Prof.Dr. Bünyamin ÖZGÜLTEKN(Trakya Üniversitesi)
Prof.Dr. Cemil ÖZTÜRK (Marmara Üniversitesi)
Prof.Dr. Dinçay KÖKSAL (Çanakkale Onsekizmart Üniversitesi)
Prof.Dr. Ferhan ODABAI(Anadolu Üniversitesi)
Prof.Dr. Hafize KESER (Ankara Üniversitesi)
Prof.Dr. Hülya Z BÖLÜKOLU (Gazi Üniversitesi)
Prof.Dr. Ilker ALP (Trakya Üniversitesi)
Prof.Dr. Kasm KARAKÜTÜK (Ankara Üniversitesi)
Prof.Dr. M. Cihat CAN (Gazi Üniversitesi)
Prof.Dr. Mahmut KARAKUstanbul Üniversitesi/)
Prof.Dr. Mehmet Durdu KARSLI (Çanakkale Onsekizmart Üniversitesi)
Prof.Dr. Mustafa SAFRAN (Gazi Üniversitesi)
Prof.Dr. Nezahat GÜÇLÜ (Gazi Üniversitesi)
Prof.Dr. Nilüfer KURUYAZICI stanbul Üniversitesi)
Prof.Dr. Nilüfer TAPAN stanbul Üniversitesi)
Prof.Dr. Nuri KÖSTÜKLÜ (Selçuk Üniversitesi)
Prof.Dr. Özcan DEMREL (Hacettepe Üniversitesi)
Prof.Dr. Recep DUYMAZ (Trakya Üniversitesi)
Prof.Dr. Servet ÖZDEMR(Gazi Üniversitesi)
Prof.Dr. . ule ERÇETN(Hacettepe Üniversitesi)
Prof.Dr. Temel ÇALIK (Gazi Üniversitesi)
Prof.Dr. Turgay KURULTAY stanbul Üniversitesi)
Prof.Dr. Tülin POLAT stanbul Üniversitesi)
Prof. Vahdettin SEVNÇ (Sakarya Universitesi)
Prof.Dr. Yüksel KAVAK (Hacettepe Üniversitesi)
Prof.Dr. Zuhal CAFOLU (Gazi Üniversitesi)
Doç. Dr. Atilla CAVKAYTAR (Anadolu Üniversitesi)
Doç. Dr. Gancho GANCHEV (Trakia Üniversitesi)
Doç.Dr. Hüseyin UZUNBOYLU (Yakn Dou Üniversitesi)
Doç. Dr. Hristo MAKAKOV (Trakia Üniversitesi)
Doç. Dr. Hristo SALDZHIEV (Trakia Üniversitesi)
Doç. Dr. brahim Halil DKEN (Anadolu Üniversitesi)
Doç. smail ATE(Hacettepe Üniversitesi)
Doç. Dr.Kemalettin KUZUCU (Trakya Üniversitesi)
Doç. Dr. Petar PETROV (Trakia Üniversitesi)
Doç.Dr. Servet KARABA(Gazi Üniversitesi)
Doç. Dr. Yeim ÖZLÜ FAZLIOLU (Trakya Üniversitesi)
Doç. Dr. Zhaneta STOYKOVA (Trakia Üniversitesi)
brahim DEMR
Özer DEPREN
Serpil KILIÇ
RENCN ALE YAPISININ VE SAHP OLDUU MKÂNLARIN
MATEMATKTE BAARILI OLMASINDA ETKLER
Sayfa 268
lhan ATKEVALUATION OF THE DISTANCE EDUCATION STUDIES IN THE
TURKISH AIR FORCE Sayfa 272
lhan ATKUZAKTAN EMDE MALYET ÇÖZÜMLEMES: HAVA KUVVETLER
KOMUTANLII UZAKTAN EM MERKEZ UYGULAMALARI ÖRNE
Sayfa 278
Iliana PETKOVA PROFESSIONAL ADAPTATION OF YOUNG TEACHERS Sayfa 284
smail KILIÇ
Tuba ÜNAL
S.Sanem POLAT
SINIF ÖRETMENLERN FEN VE TEKNOLOJ DERS ÖRETNDEK
ÖZ YETERLK NANÇLARININ ARTTIRILABLMESNE N
GÖRÜLERN NCELENMESSayfa 287
Ivan Stefanov
LAZAROV METHODOLOGY FOR SAFETY RISK ASSESSMENT AT THE PRACTICAL
TRAINING Sayfa 292
Ivan Stefanov
LAZAROV MOULDING OF THE PRACTICAL TRAINING AT ASSESSMENT OF RISK
FOR THE SAFETY Sayfa 295
Ivanka SHLVACHEVA
Margarita
PEHLIVANOVA
Zlatoeli DUCHEVA
IMPORTANCE AND MEANING OF THE DRIVING INSTRUCTORS’
PROFESSIONAL QUALIFICATION IMPROVEMENT
Sayfa 289
Jasminka KOCOSKA THE TEACHER’S ROLE IN THE DEMOCRATIZATION OF THE
EDUCATIONAL PROCESS Sayfa 302
Jove Dimitrija
TALEVSK Milena
Pejinovska
Vecko STOJEVSKI
IMPORTANCE OF THE GEOGRAPHIC CONCEPTS IN THE CURRICULUM
DESIGN IN THE SUBJECTS INTRODUCING OF ENVIRONMENT, NATURE
AND SOCIETY TEACHING IN PRIMARY SCHOOL Sayfa 304
Kasm KARAKÜTÜK
Tuncer BÜLBÜL TÜRKYE’DE ÖRETM ÜYES YETRME
Sayfa 308
Kazm YILDIRIM
Cevat EKER 2547 SAYILI YÜKSEKÖRETM KANUNUNUN AKADEMK
ÜNVANLARLA LG PROBLEML MADDELER, AKSAYAN
YÖNLER VE BAZI ÖNERLER Sayfa 314
Kürad YILMAZ
Turgut KARAKÖSE
Yahya ALTINKURT
LKÖRETM OKULLARINDA ÖRGÜTSEL GÜVEN LE ÖRGÜTSEL
ADALET ARASINDAK
Sayfa 319
Lazarina BOGOEVA CREATION OF INITIAL ASTRONOMICAL INSIGHTS OF CHILDREN AT
PRE-SCHOOL AGE AND UNDER THE 6th GRADE AS A PREMISE FOR
SURMOUNTING THE PROBLEMS IN THE HIGH SCHOOL COURSE OF
EDUCATION Sayfa 323
Levent ÇELK
Ayegül GÜNDÜZ
Nezahat Hamiden
KARACA Lütfullah
KARACA
SINIF ÖRETMENL VE OKUL ÖNCES ÖRETMENL BÖLÜMÜ
RETMEN ADAYLARININ ELEREL DÜÜNME EMLER
Sayfa 327
Ljuljazim ADEMI THE LANGUAGE STANDARD IN THE SCHOOL TEXTS AND THE
SCHOOLS IN THE REPUBLIC OF MACEDONIA Sayfa 331
Makbule SOYER LESEL ÖZELLKLERNE GÖRE ERGENLERDE BENLK ALGISI VE
LE LEVLER ALGISI Sayfa 334
Makbule SOYER ÜNVERSTE G SINAVINA HAZIRLANAN LSE SON SINIF
RENCLERN KAYGI DÜZEYLERNE GÖRE STRESLE BAAÇIKMA
MLERSayfa 337
Marija Slavova
TENEVA
THE SELF-EVALUATION SKILLS OF STUDENTS AT THE PRIMARY
SCHOOL
Sayfa 340
Master Joana BAZAITI MOTIVATION, AN INTEGRAL AND INFLUENTIAL FACTOR OF
EDUCATION Sayfa 343
Mehmet KARA BOSNA-HERSEK’TEK EM VE ÖRETMLE LG TESPT VE
DEERLENDRMELER Sayfa 345
Meliha ÇETN
Ömer TIP
MUHASEBE E VE ÖRENCLERN MUHASEBE PROGRAMINDAN
BEKLENTLERSayfa 350
Uluslararas 5. Balkan Eitim ve Bilim Kongresi / The 5th International Balkan Education and Science Congress / 1-3 EKM 2009 / OCTOBER 01-03, 2009
Edirne-TÜRKYE / Edirne-TURKEY
304
IMPORTANCE OF THE GEOGRAPHIC CONCEPTS IN THE CURRICULUM DESIGN IN THE SUBJECTS
INTRODUCING OF ENVIRONMENT, NATURE AND SOCIETY TEACHING IN PRIMARY SCHOOL
Jove DIMITRIJA TALEVSKI1, Milena PEJINOVSKA2, Vecko STOJEVSKI3
INTRODUCTION
The syntagma curriculum and program in our educational public is very well known, at least in its traditional meaning.
However, lately and in our conditions with similar or same meaning, the term curriculum is more often used. That is a
consequence of, foremost, the multitude of ideas in our education, literature and didactic innovations from the western
countries4. The word curriculum is from Latin origin and has different meanings: circling, flow, a match. In its paper "What
is a curriculum?" Shirec cites 16 definitions about the term curriculum from different authors, and between them, the next5:
"The curriculum, as it is known, is based on a "didactic cycle," which integrates" the clarity (of definition) of the
purposes, the detailed process (content + techniques/ sources, means…+…/+ system of activities on teaching and tutoring,
directing and regulating the process), evaluating of the achievements" (Jelavic, F. 1995, p.11)
"The English word curriculum comes from the Latin and means "guidance" (to be more exact, "process") but,
"through the teaching, " and not "through life"… In its "guidance through teaching" it comes across what is imposed with the
"program". That is why it wouldn’t be nice to be translated exclusively as "plan of the teaching" nor exclusively as "program
of the teaching", as some European languages do that. Besides, it doesn’t mean only teaching-tutoring, that is "learning" and
"studying" or "plan and program for teaching" and "plan and program for studying", but also "education" (that is, "plan and
program for the education"), so then, all that is connected with that.
In our conditions, when it comes to plan and program, it is usually meant of the acquired documents, that is, on what is
planned, with published documents. With law, The Ministry of Education and Science is responsible for setting a frame for
the entire curriculum. This thing is further on delegated by the Biro for Educational development. Yet, we should emphasize
that one thing is a curriculum, and completely another is realized in the practice. On the contrary on the official program,
what is realized in the practice is called real, complemented program for teaching or on the other educational work.
1. The significance of teaching about nature and society
1. 1 Meaning, theme and basic characteristics of teaching of Nature and Society, Nature,
Society
Social studies are the integrated study of the social sciences and humanities to promote civic competence. Within the
school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology,
archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well
as appropriate content from the humanities, mathematics, and natural sciences. The primary purpose of social studies is to
help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally
diverse, democratic society in an interdependent world. Two main characteristics, however, distinguish social studies as a
field of study: it is designed to promote civic competence; and it is integrative, incorporating many fields of endeavor.
The need of a subject through which children, since early age, are becoming acquainted with the environment that
surrounds them, the world of nature, animals and flora and fauna, the modifications of the relieve, getting to know the
human, his anatomy and his social behavior towards the environment, natural and social, brought even in the fifty years of
the last century, with the trying to reform in the primary education, to introduce the teaching of Introduction to nature and
society (first, second and third grade) and Introduction to nature and Introduction to society (fourth grade), as a separate
teaching curriculum as a part in the teaching curriculum and the program in the elementary education.
The teaching of Introducing of Environment, Nature, Society, is defined as a planned and systematic pedagogical-
educational process based on previously given programs and scope of duties which are put into practice through science-
based curriculum, and that have the purpose to get the students acquainted with the natural phenomena, processes and
objects, their mutual conditionality and connection, just as getting acquainted with the social conditions for people’s life and
work.According to K. Sekulovski, the curriculum of Introduction of Environment and Society “introduces children since
their earliest educational stage into the world of things and phenomena in their closest environment"6 just as their much wider
environment. Teaching of Introduction of Environment, Nature, Society should develop the ability to understand the
environmental place of things and the organization in the surrounding world, and the spatial distribution of the phenomena
and the relations in the surroundings, making able the development of the personality of the students according to their
individual abilities.
2. The basics of the nature science- the geography in the teaching of Introduction to Society, Introduction of
Environment, Nature, Society
The theme of the teaching of Introduction to Society, Nature and Society, Nature, Society, are the numerous
phenomena, processes and the laws that take place in the natural environment and in the society. As a part of these teaching
1jovetalevski@yahoo.com, Faculty of Education – Bitola, www.pfbt.uklo.edu.mk, Tel.: +389 47 253-652, Fax: +389 47 203-385, Vasko Karangelevski bb,
7000 Bitola, Republic of Macedonia
2milena_pejcinovska@yahoo.com, Faculty of Education – Bitola, www.pfbt.uklo.edu.mk, Tel.: +389 47 253-652, Fax: +389 47 203-385, Vasko Karangelevski
bb, 7000 Bitola, Republic of Macedonia
3veckostojcevski@yahoo.com, Faculty of Education – Bitola, www.pfbt.uklo.edu.mk, Tel.: +389 47 253-652, Fax: +389 47 203-385, Vasko Karangelevski bb,
7000 Bitola, Republic of Macedonia
4 Popovski, K.. 2000. Programiranje na vospitno – obrazovniot process. Skopje: Pedagoski zavod na Makedonija, p.18.
5 Popovski, K.. 2000. Programiranje na vospitno – obrazovniot process,.Skopje: Pe dagoski zavod na Makedonija, p.19.
6 Sekulovski K. (1974). Metodika na nastavat a po zapoz navanje na prirodata i opshtestvoto. Skopje: Prosvetno Del o, p.13.
Uluslararas 5. Balkan Eitim ve Bilim Kongresi / The 5th International Balkan Education and Science Congress / 1-3 EKM 2009 / OCTOBER 01-03, 2009
Edirne-TÜRKYE / Edirne-TURKEY
305
programs, we can find many teaching contents from the field of various natural and society disciplines just as from
geography, biology, physics, chemistry, anatomy, history, sociology, political economy, etc. The curriculum of the
Introduction to Society, Introduction to Environment, Nature, Society, is based on the science knowledge and facts that are
pedagogically-psychologically elaborated, and even beside their originality and wholes, it represents an area in which we can
find the very beginnings of the nature sciences and the society sciences, and of the geography as well.
In some European countries, as well as Great Britain, the geography is included in the curriculum of the early
foundational stage as a separate subject since 1996, in order for till 2000 to become obligation subject for the students from
the ages of 3-14. The curriculum of the basic period which includes the key age 1 (children from the age of 5-7) and the key
stage 2 (children form the age of 7-11)1, includes the following obligation subjects: art and design, design and technology,
English language, geography, history, informational and communicational technology, mathematics, music science,
gymnastics and science.2
Unlikely to this practice in Great Britain, in our country, the geographical acknowledgements, together with the
acknowledgements from the other scientifically dtermined disciplines, are from the framework of the Introduction to Society,
Introduction to Environment, Nature, Society, which take account for matters concerning nature, the phenomena and the
changes in the same and the work and the relationships between people as in the closest, so in the much more wider society
environment. I further disregard myself from analyzing the eventual needs of implementing the subject geography into the
school practice form early age, and my attention will be focused on finding a better methodological approach for teaching the
geographical contents into the curriculum of Introduction to Society, Introduction to Environment, Nature, Society, which in
themselves include geographical terms, in order to improve the process of forming them.
2.1 Geographical contents and terms in the curriculum of Introduction to Society, Introduction to Environment,
Nature, Society
Getting acquainted with the geographical contents that in themselves contain geographical terms is of high importance
for their later development and enlargement, and with that making sure that there is a continuous development of the thinking
process.
Through the curriculum of Introduction to Society, Introduction to Environment, Nature, Society, the students are
getting acquainted with the basic elements of the geographical science, and for which is very significant the geographical
contents to be very systematically and gradually developed and the geographically facts very lawfully formed which are to
be connected with the logical unity.
The curriculum that are defined as didactic-methodological adjusted educational values, through which the purposes
and the goals of the subject is reached3, are based on the life environments in which the children find themselves everyday.
Between them and the children, there is a very natural interaction. The constant contact of the child-student with the objects
and the phenomena in the surroundings will eventually bring us to the desired effects with organizing unintentional
observation, putting into practice the investigational steps and active experiential learning through the process of teaching.
According to Vilotijevic, the curriculum are there for the realization of the purposes of the teaching, and with that as a
fact, the choices of the same are of a great importance and are influenced by the social and individual needs, the scientific
achievements, the cognitive abilities of the student and the purpose of the education4. The purposes and the goals of the
education are realized through the curriculum and activities, with the focus that the contents are determined with the themes
of the curriculum, and the activities in great sense are conditioned by the creativity and the ability of the teacher. The
teaching activities are made up from the contents of the teaching work and their executors usually are the teacher and the
students.
M. Stevanovic referring to the "Encyclopedic pedagogical dictionary", emphasizes the following definition about the
teaching curriculum: "the teaching curriculum are comprised from a certain amount of knowledge about nature and society,
as well as a knowledge about the rules and the norms about the relationships inside the society, which the students, during the
lessons, must acquire them in order to form a real view about the world"5. In the teaching of Introduction to Society,
Introduction to Environment, Nature, Society, as is the case with all the other subjects, the cognitive contents are being
learned (knowledgements, skills, and habits), and some contents that should affect the affective and the psychomotorical
development of the emotional reactions. The contents in the curriculum are scientifically determined and generalized, to
which the human society has reached to in its own persistency do get to know the nature and the society.
Contents Terms
1. Orientation in time Day-Night
before noon- afternoon
morning-evening
days of the week
yesterday, tomorrow
2. The sides of the worlds and their determination
according to the Sun
naming the sides of the world (according to the
movement of the Sun and the shadow of the trees)
term for standing point for watching
3. The months of the year naming the months of the year
1 According to the National curriculum in Great Britain, the obligation elementary education is organized in four levels: ke y stage 1 (5-7 years), key stage 2 (7-11
years), key stage 3 (11-14 years), and key stage 4 (14-16 years).
2 National curriculum (1999). Subjects, key stages 1&2, retrieve d on july 17, 2008 from:
http://curriculum.qsa.org.uk/key-stages-1-and-2/subjets/index.aspx.
3 Ampov, B. ( 1986). Metodi ka vo nastavata po zapoznavanje na prirodata i po zapoznavanje na o pshtestvoto. Skopje: St udentski Zbor, p.43.
4 Vilotijevic, M. (1999). Didaktika - Organiz acija nastave. Beograd: Naucna knjiga, p.7
5 Stefanovic, M. (2001). Didaktika. Rijeka: Express digital tisak, p.96
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terms for year
term for leap year
term equinox.
4. Orientation in space:
- Orientation with the help of natural objects;
- Orientation with the help of a compass
- View and view’s line
Main sides of the world and secondary sides of the
world from first order
Stars (the Northern Star)
Compass
View and view’s line, Horizon
5. Minimal presentation, plan, draft, proportion
- A draft of the relieve of your natural environment
- What does the relieve consists of.
Draft, proportion, legend, geographical map
Cartographic signs and colors, relieve
Objects of the relieve
sides of the mountain, valley, bottom of the mountain,
river flow, the valleys of the rivers etc.
6. The geographical situation of Republic of Macedonia
in Europe and on the Balkan Peninsula
- Republic of Macedonia’s neighboring countries
- Skopje - the capital of the Republic of Macedonia
- State’s symbols of the Republic of Macedonia
- The population in the Republic of Macedonia
terms for developing of the abilities for orientation
in time and space, identification of the yearly
seasons and the changes that happen in the nature
Chart 1. Geographical terms and contents in the subjects Introduction to Society, Introduction to Environment, Nature,
Society teaching in primary school
The rightful formation of the scientific thoughts and terms in the teaching of Introduction to Society, Introduction to
Environment, Nature, Society, makes it easier for the crossing over to the learning of the specialized, natural and society
sciences in the coming years of the education.
The acquiring of the geographical terms is closely related with the latter development of the separate skills and
abilities, e.g. better acquired terms from the field of the characteristics of the environment and the orientation in it that are
acquired in the third grade, with the contents about reliev, geographical map and sketch, they should form a solid basis which
will be upgraded and will cause the children to develop certain abilities for better evaluation of the maps, through
determining the sides of the world based on certain objects on the field, will become able for orientation in their closer and
farther environment. Then, with the help of the map they will be able to determine the position of some countries in the
world.
Acquiring of the terms, mountain, lake, and river starts from the first grade, and continues to develop and adjust with
new terms whose regularly acquiring will lead to seeing the relations and connections between the lithosphere (inside and
outside forms of the relieve-terms the foot of the mountain and its sides and peaks, difference and naming a hill, little hill, a
highland, a valley), the atmosphere with the phenomena and the processes in it (making difference between the main climatic
modifications, like the temperature of the air, the air humidity, rain, winds, clouds, the circling of the air in the atmosphere),
the biosphere (plants and animals, terms for fruits, vegetables and corn plants, evergreen and deciduous tree, fields, pastures,
a term for soil etc., terms for the fauna- domestic and wild animals etc.) and the hydrosphere (surficial and subterranean
waters, classification of the lakes- natural and artificial, swampland and headwaters- headwaters, streams, rivers,
differentiating between the elements of the river like water mass, riverbed, riverside, river basin, river streams, left and right,
bufikarisation, and understanding the significance of the water about the living world and the need about its preservance and
not polluting it- in the fourth grade.)
Acquiring the geographical terms in the elementary school is of key importance about the whole knowledge, as for the
development of the thinking processes. The better the students know the terms, the more their views and beliefs are thorough.
CONCLUSION
Technological advances connect students at all levels to the world beyond their personal locations. The study of people,
places, and human-environment interactions assists learners as they create their spatial views and geographic perspectives of
the world. This area of study helps learners make informed and critical decisions about the relationship between human
beings and their environment.
In the early grades, young learners draw upon immediate personal experiences as a basis for exploring geographic
concepts and skills. They also express interest in things distant and unfamiliar and have concern for the use and abuse of the
physical environment. During the middle school years, students relate their personal experiences to happenings in other
environmental contexts. Geographic concepts become central to learners' comprehension of global connections as they
expand their knowledge of diverse cultures, both historical and contemporary. The importance of core geographic themes to
public policy is recognized and should be explored as students address issues of domestic and international significance.
REFERENCES
Ampov, B. (1986). Metodika vo nastavata po zapoznavanje na prirodata i po zapoznavanje na opshtestvoto. Skopje:
Studentski Zbor.
Harlen, W. – Qualter A. (2004). The teaching of science in primary school. London: David Fulton publishers.
Iliev, D. (2007). Didaktika. Bitola: Pedagoski fakultet.
Marsh, K. J. (1994). Kurikulum (temeljni pojmovi). Zagreb: Educa.
National programme for the development of education in the Republic of Macedonia 2005 - 2015 with
accompanying programme documents, taken on February 20, 2009 from http://www.npro.edu.mk/english/index-
en.htm.
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Popovski, K. (2000). Programiranje na vospitno – obrazovniot process. Skopje: Pedagoski zavod na Makedonija.
Pound, L. (2005). How children learn – From Montessori to Vygotsky. London: Step forward publishing.
Owen, D. – Ryan A. (2001). Teaching geography 3-11, Continuum, London and New York.
Sekulovski, K. (1974). Metodika na nastavata po zapoznavanje na prirodata i opshtestvoto. Skopje: Prosvetno Delo.
Stefanovic, M. (2001). Didaktika. Rijeka: Express digital tisak.
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