DETERMINING THE IMPORTANCE OF INTERDISCIPLINARY CONNECTIONS IN THE FORMATION OF META-SUBJECT SKILLS OF PRIMARY SCHOOL STUDENTS
Keywords:
Interdisciplinary connections, metasubject, metasubject teaching, metasubject skills, integration, primary school students.Abstract
The article examines the pedagogical potential of interdisciplinary connections in the formation of metasubject competencies among primary school students from both theoretical and practical perspectives. The aim of the study is to determine the significance of developing metasubject competencies through interdisciplinary integration at the primary education level and to substantiate its effectiveness in the educational process. The research clarifies the conceptual content of the notions “metasubject”, “metasubject competence”, “interdisciplinary connection” and “integration” and systematizes their interrelationships. Theoretical analysis demonstrates that metasubject competence is characterized by the ability to apply knowledge in various contexts, think critically and creatively, engage in reflection, and establish logical connections between different subject areas. The empirical section presents the results of an author-designed survey conducted among primary school students. The findings indicate that learning tasks based on interdisciplinary connections enhance students’ cognitive interest, strengthen learning motivation, and contribute to the integrated acquisition of knowledge.
The research findings substantiate the necessity of considering interdisciplinary integration in the context of primary education content modernization not merely as a didactic approach, but at the level of a methodological principle for organizing the educational process. This, in turn, implies the need to adopt an
integrative approach in curriculum design, to develop learning tasks oriented toward meta-subject outcomes, and to prioritize the development of interdisciplinary planning and reflective analysis skills within teachers’ professional training.
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