Methods of teaching social studies and humanities

Pre-requisites: no specific requirements

Course objectives: Development of competencies of teachers for planning, organizing and realization of teaching of socio-humanistic subjects, as well as for monitoring and evaluating the effects of teaching and learning.

Course description: The specifics of socio-humanistic school subjects and their contribution to the learning and development of students. Goals and tasks of teaching social-humanistic subjects. Ethical principles of teaching practice in the field of socio-humanistic sciences Curricula and programs of social-humanistic subjects. Characteristics of programming and preparation for teaching social-human subjects - macroprogramming and microprogramming (global and operational work plans, written preparation for the time). Specificity of teaching principles, objects and means, teaching forms and methods in socio-humanistic subjects. Didactic and methodical requirements for the selection and application of teaching facilities and teaching technology in the realization of socio-humanistic program contents. Multimedia and the importance of using ICT. Evidence procedures (concept, function, systems). Evaluation and tests of knowledge from socio-humanistic subjects. Extracurricular activities (homework, sections, competitions ...). Introduction of methodical innovations in the teaching process.

Learning Outcomes: Students are able to: - independently plan the teaching of social-humanistic subjects in accordance with the curriculum, educational standards and achievements / competencies of the education profile, as well as in accordance with the knowledge and abilities of the students

Literature/Reading:

• Ćimić, M. Metodika nastave sociologije (skripta)
• Gvozdenović S. (2006): Metodika nastave sociologije, Zavod za udžbenike i nastavna sredstva, Univerzitet Crne Gore, Podgorica.
• Gvozdenović Slavka (1998): „Inovacije u nastavi filozofije i sociologije“, Luča, br. 1-2/1998, Nikšić
• Plut, D. i sar. (2001). Kultura kritičkog mišljenja. Beograd: Institut za psihologiju, Grupa MOST, bazični priručnik
• Ivić, I., Pešikan, A. I Antić, S: Aktivno učenje 2.
• Rajović, V., Radulović, L. (200): Ideje za novi pristup obrazovanju nastavnika, Nastava i vaspitanje, 4, str. 626-636
• Perović, M. (1995): Metodika nastave istorije, Beograd
• Deletić, Z. (2005): Ogledi iz metodike nastave istorije, Užice