Improvement of Learning Motivation and Negotiation of Learning Disorders of Students Using Integrative Teaching Methodology
Integrative teaching methodology is based on
connecting and summarizing knowledge from different subjects in
order to create better understanding of different disciplines and
improvement of competences in general. Integrative teaching
methodology was implemented and realised during one academic
year in 17 Latvian schools according with specially worked out
programme by specialists of different fields for adaptation in social
environment of children and young people with learning, cognitive
functions and motor disorders. Implemented integrative teaching
methodology consisted from three subsections which were
specialised for adaptation in social environment, improvement of
cognitive functions and improvement and harmonization of
personality. The results of investigation showed that the use of
integrative teaching methodology is an effective way for
improvement of learning motivation and negotiation of learning
disorders of different age schoolchildren.
[1] A. Šmite, "Integrētas mācības". Skolotājs, No 4 (52), 2005, pp. 18-26.
[2] Z. Anspoka, Integrēts latviešu valodas mācību saturs un tā metodika
s─ükumskol─ü, Promotion work, Riga: Latvian University, 1999.
[3] K. Becker, P. Kyungsuk, "Effects of integrative approaches among
science, technology, engineering, and mathematics (STEM) subjects on
students- learning: A preliminary meta-analysis". Journal of STEM
Education: Innovations & Research; Jul-Sep, vol. 12 , issue 5/6, 2011,
pp. 23-37.
[4] J. Brown, R. Brown, and C. Merill, "Science Technology Educators-
Enacted Curriculum: Areas of Possible Collaboration for an Integrative
STEM Approach in Public Schools," Technology & Engineering
Teacher, Dec, vol. 71, issue 4, 2011, pp. 30-34.
[5] L. Tiļugs, Integr─ôt─üs m─üc─½bas - teorija un prakse. Starptautisk─üs
zin─ütnisk─üs konferences materi─üli. Riga: RPIVA, 2008, pp. 356-364.
[6] G. Demidova, Mācīšanās traucējumu noteikšana un palīdzības
iesp─ôjas.Methodological material. Riga: RD IJSD, 2008.
[7] S. Tūbele, Disleksija vai lasīšanas traucējumi. Riga: RaKa, 2008.
[8] B.J. Sadock, V.A. Sadock, Synopsis of psychiatry. Tenth edition.
Philadelphia: Lippincott Williams & Wilkins. Philadelphia, 2007.
[9] B.J. Sadock, V.A. Sadock, Concise textbook of child and adolescent
psychiatry. Pfiladelphia: Lippincott Williams & Wilkins, 2009.
[10] D. Sample, R. Smyth, Oxford handbook of psychiatry. Oxford: Oxford
university press, 2005.
[11] B. Butterworth, S. Varma and D. Laurillard, "Dyscalculia: from brain to
education,:" Science (New York), May 27, vol. 332, (6033), 2011, pp.
1049-1053.
[12] B. Ryburn, V. Anderson, and R. Wales, (2009). "Asperger syndrome:
how does it relate to non-verbal learning disability?," Journal of
Neoropsychology, Mar, vol. 3, (Pt. 1), 2009, pp. 107-123.
[13] S. Perkins, S. Graham-Berman, "Violence exposure and the development
of school-related functioning: Mental health, neurocognition, and
learning," Aggression & Violent Behavior, Jan, vol. 17, Issue 1, 2012,
pp. 89-98.
[14] V. Čepele, Nepietiekoši mācību sasniegumi pamatskolā. Rēzekne, 2008.
[15] D. Augškalne, Z. Biseniece Z., B. Černovska, A. Dudkina et al,
Integrat─½va m─üc─½bu metodika adapt─ücijai soci─ülaj─ü vid─ô kognit─½vo un
kust─½bu funkciju uzlabo┼íanai. I daļa, II daļa, III daļa. Riga: RA
Izdevniec─½ba, 2012.
[1] A. Šmite, "Integrētas mācības". Skolotājs, No 4 (52), 2005, pp. 18-26.
[2] Z. Anspoka, Integrēts latviešu valodas mācību saturs un tā metodika
s─ükumskol─ü, Promotion work, Riga: Latvian University, 1999.
[3] K. Becker, P. Kyungsuk, "Effects of integrative approaches among
science, technology, engineering, and mathematics (STEM) subjects on
students- learning: A preliminary meta-analysis". Journal of STEM
Education: Innovations & Research; Jul-Sep, vol. 12 , issue 5/6, 2011,
pp. 23-37.
[4] J. Brown, R. Brown, and C. Merill, "Science Technology Educators-
Enacted Curriculum: Areas of Possible Collaboration for an Integrative
STEM Approach in Public Schools," Technology & Engineering
Teacher, Dec, vol. 71, issue 4, 2011, pp. 30-34.
[5] L. Tiļugs, Integr─ôt─üs m─üc─½bas - teorija un prakse. Starptautisk─üs
zin─ütnisk─üs konferences materi─üli. Riga: RPIVA, 2008, pp. 356-364.
[6] G. Demidova, Mācīšanās traucējumu noteikšana un palīdzības
iesp─ôjas.Methodological material. Riga: RD IJSD, 2008.
[7] S. Tūbele, Disleksija vai lasīšanas traucējumi. Riga: RaKa, 2008.
[8] B.J. Sadock, V.A. Sadock, Synopsis of psychiatry. Tenth edition.
Philadelphia: Lippincott Williams & Wilkins. Philadelphia, 2007.
[9] B.J. Sadock, V.A. Sadock, Concise textbook of child and adolescent
psychiatry. Pfiladelphia: Lippincott Williams & Wilkins, 2009.
[10] D. Sample, R. Smyth, Oxford handbook of psychiatry. Oxford: Oxford
university press, 2005.
[11] B. Butterworth, S. Varma and D. Laurillard, "Dyscalculia: from brain to
education,:" Science (New York), May 27, vol. 332, (6033), 2011, pp.
1049-1053.
[12] B. Ryburn, V. Anderson, and R. Wales, (2009). "Asperger syndrome:
how does it relate to non-verbal learning disability?," Journal of
Neoropsychology, Mar, vol. 3, (Pt. 1), 2009, pp. 107-123.
[13] S. Perkins, S. Graham-Berman, "Violence exposure and the development
of school-related functioning: Mental health, neurocognition, and
learning," Aggression & Violent Behavior, Jan, vol. 17, Issue 1, 2012,
pp. 89-98.
[14] V. Čepele, Nepietiekoši mācību sasniegumi pamatskolā. Rēzekne, 2008.
[15] D. Augškalne, Z. Biseniece Z., B. Černovska, A. Dudkina et al,
Integrat─½va m─üc─½bu metodika adapt─ücijai soci─ülaj─ü vid─ô kognit─½vo un
kust─½bu funkciju uzlabo┼íanai. I daļa, II daļa, III daļa. Riga: RA
Izdevniec─½ba, 2012.
@article{"International Journal of Business, Human and Social Sciences:53344", author = "Juris Porozovs and Daina Voita and Anda Kauliņa and Toms Voits and Evita Vaļēviča", title = "Improvement of Learning Motivation and Negotiation of Learning Disorders of Students Using Integrative Teaching Methodology", abstract = "Integrative teaching methodology is based on
connecting and summarizing knowledge from different subjects in
order to create better understanding of different disciplines and
improvement of competences in general. Integrative teaching
methodology was implemented and realised during one academic
year in 17 Latvian schools according with specially worked out
programme by specialists of different fields for adaptation in social
environment of children and young people with learning, cognitive
functions and motor disorders. Implemented integrative teaching
methodology consisted from three subsections which were
specialised for adaptation in social environment, improvement of
cognitive functions and improvement and harmonization of
personality. The results of investigation showed that the use of
integrative teaching methodology is an effective way for
improvement of learning motivation and negotiation of learning
disorders of different age schoolchildren.", keywords = "Adaptation in social environment, integrative teaching methodology, learning disorders, learning motivation.", volume = "7", number = "3", pages = "621-6", }