Επιδράσεις από την εφαρμογή της διαθεματικότητας σε μαθητές με δυσκολίες μάθησης.

Abstract

The curriculum reform is directly linked to changes in the content of school knowledge, teaching methods and educational practices. The effort to modernize Greek education during the period 2000-2006 was linked to the development of cross-thematic curriculum and the new Curriculums from the Pedagogical Institute.A central change of the Greek educational reform in the recent years has been the introduction of cross-thematic curriculum approach and students’ projects at the compulsory level of education. The present paper, is a quantitative study, aimed at assessing teachers’ attitudes regarding the aforementioned educational reforms, especially the cross-thematic curriculum approach and the use of students’ projects. To this end, an attitudes’ questionnaire was disseminated to a number of teachers.Our main question in this paper is about the effects of the new learning environment in the classroom and, in particular, on the degree of differentiation of the effects among students, especially on the students with learning disabilities. From the bibliographic review and the research findings, it follows that the application of the method brings learning benefits in both the cognitive and the social field, especially to these students. We conclude that the effectiveness of the project method, and in particular students with mild learning difficulties, enhances learning motivation and encourages their active participation. It is also noted that learning motivations were increased when activities are adapted to the cognitive level of the particular students.