HARNESSING TRANSDISCIPLINARITY AT THE PRIMARY EDUCATION LEVEL

Proceedings of 2nd International Scientific Conference Teaching, Learning and Teacher Education (TLTE 2025) (pp. 33-47)

АУТОР(И) / AUTHOR(S): Natalia Popa

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DOI: https://doi.org/10.46793/2TLTE.031P

САЖЕТАК / ABSTRACT:

This study outlines the theoretical and methodological landmarks of transdisciplinarity within the context of implementing the educational process at the primary education level. It argues that optimizing the instructional-educational process, through the lens of transdisciplinarity, requires the adoption of flexible teaching strategies that facilitate the curricular integration of school subjects. This approach stimulates the development of higher-order cognitive skills, enabling students to identify relationships between the components of a system, synthesize information, and integrate it into complex cognitive structures, thus contributing to the formation of advanced hierarchical mental representations. Transdisciplinarity promotes integrative thinking and emphasizes the importance of the dynamic interaction between the student and the source of knowledge, stimulating metacognitive processes similar to critical and creative thinking. The study highlights the necessity of pedagogical individualization and differentiation in organizing the educational process at the primary education level, also presenting an analysis of relevant normative documents. Transdisciplinary competences specific to school subjects are identified, and transdisciplinary teaching activities applicable at the primary education level are proposed, promoting a personalized approach to the learning process

КЉУЧНЕ РЕЧИ / KEYWORDS:

transdisciplinarity, primary level of education, transdisciplinary activities, specific competence, individualization, differentiation

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