FIELDWORK AND CROSS-CURRICULAR TEACHING IN GEOGRAPHY

Sa？etak Today’s teaching plans and programmes encourage integration and implementation of fieldwork in geography classes that enable development of the participants’ competencies, and deepening of their knowledge. The fieldwork in geography class includes many different forms and methods of schoolwork. The most important are the orientation in a landscape, gathering information, the physical and social features of the landscape, mapping, different physical parameters determination and other methods as well as constructive analyses and synthesis of the chosen parameters. We cannot forget that this kind of schoolwork is connected with the interdisciplinary work, which is cross-curricular integration. Cross-curricular integration of the geography with other school subjects at national university has opened new challenges and expectations for participants and teachers as well. School and personal experiences show that the flow of this kind of schoolwork represents more colourful and lively teaching. At the same time, it will make the cruelty and traditional forms and methods of teaching and learning less obvious, and it will deepen and connect the knowledge that is already obtained as well as expand horizons of the individuals. Knowledge and experiences, gathered in cross-curricular integration, are a good signin order to show a performance of more complex teaching methods and programmes that motivate many teachers, especially participants. This article highlights the example of fieldwork with a connection of other subjects in the 9th grade and shows a good example of how this kind of cooperation between teachers and participants is a challenge to carry it out and as challenge for the future