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JOURNAL OF INTERDISCIPLINARY RESEARCH
the individual develops his knowledge on the basis of
independent action in collaboration with other subjects in a
particular society. Postmodern understanding of reality also
considers feelings and intuition as important characteristics of
the individual, with which the individual acquires real
knowledge / knowledge about the real world (Gojkov, 2006).
Emphasis is placed on the autonomy of the individual and on his
critical thinking in order to know and be able to survive in
everyday life. Brain is not only able to know, but it is objectified
(it is the object of discourses) in science and philosophy, it
becomes the highest instance in solving all problems of social
and individual life of an individual in a socio-cultural context.
The paradigm of self-regulation of learning is to achieve such a
status when the individual knows and is able to control himself,
takes responsibility for his own development, becomes a self-
regulatory individual. In the current discourse, self-regulation of
learning represents the interaction of personal, behavioral and
environmental triandic processes, it is mainly development
through social representations, and it is understood as the
disposition, quality (autonomy, competence and collaboration)
of an individual's personality, being relatively independent, free
to think, decide , to act and operate in the everyday socio-
cultural environment (Bandura, 1977; Paterson, 1996; Ryan a
Deci, 2017).
Humankind divided the actions and influence of the individual
according to the activities carried out by him and their results, as
well as generalizations in individual areas into various systems
that form one whole - culture. By its nature, the field of science
belongs primarily to the socio-cultural system of science and it
uses means of communication for its existence and development,
because people communicate about science and its achieved
results and use various means. Scientists who constantly know
the physical (environment surrounding us - nature, people,
things, objects, etc.) and physical reality (phenomena, processes,
etc.) provide newer, more elaborate theories and explain them.
They express these theories in their own created scientific
language (terminology) as well as in their own formal thought
system. Science can be defined as an organized systematic
(group and / or individual) initiative that integrates knowledge
about the world and converts this knowledge into verifiable laws
and principles, which can again lead to the emergence of new
theories. Getting to know the physical and natural environment
is part of one of the educational areas that create the school
curriculum for kindergartens and primary schools. This
educational area is called Human and Nature. The basic purpose
of education in this area is to present the knowledge and
interpretations of knowledge of the science so that learners
understand science and they are able to apply them in their daily
lives and further study
(Jančaříková, 2019).
From the point of view of the educational goals of science
education: to understand scientific and environmental texts;
present scientific or environmental problems and be able to solve
them; acquire vocabulary at a professional level; be able to
independently discuss scientific or environmental topics; to
develop thought procedures and ways of acting that apply
scientific thinking in the natural sciences, it is necessary to
develop students' pre-school and elementary pedagogy (future
teachers) self-awareness, self-knowledge, conscience, self-
criticism and will as a prerequisite for supporting self-regulation
of learning and teaching of others students.
Strategies and methods to support self-regulation of learning in
science education of children in kindergartens and primary
school pupils Jančaříková (2019) states the following:
•
Research teaching (method of learning by discovery).
•
Problem-based teaching (problem-solving method).
•
Project teaching (project method - project solution).
•
Experiential teaching (experiential learning method).
•
Cooperative and collaborative teaching (participation in the
learning process).
2 Methodology
Based on information available in professional literature and
websites of pedagogical faculties, as well as analysis of
information sheets of science-oriented subjects, we briefly
compared the degree of representation of science subjects in the
content of education study programs Preschool and Elementary
Pedagogy at three universities, where they primary focus on
preparation of students for profession of teachers of pre-primary
and primary education at PdF UK in Bratislava, PdF UMB in
Banská Bystrica and PdF KU in Ružomberok. The reason for the
research set follows from the project VEGA 1/0443/18 Analysis
of self-regulatory learning styles of students in the field of
Preschool and Elementary Pedagogy. Within the representation
and scope of science lessons in bachelor's and master's degree
education, there are significant differences in the training of
future teachers of kindergartens and primary schools in the field
of science education..
The bachelor's program at the Faculty of Education in Bratislava
also includes the compulsory elective subject Natural Science
Experiments (2C) and the compulsory elective subjects Natural
Practice (2C) and Environmental Education (2S) are represented
at the master's level. At the Faculty of Education in Banská
Bystrica, the subjects are characterized by the fact that they are
mostly integrated with technical education. It is not bad, because
these objects have many features in common. Within the
bachelor's degree, the compulsory elective subject Science
Teaching Activities (2S) is represented. Within the master's
study, it is a compulsory elective subject Elective Seminar for
Didactics of Science and Technology subjects (2S), as well as an
elective subject Science, Technology and Social Sciences
(excursion). At the Faculty of Education in Ružomberok, a
compulsory elective course is the Natural Science Interest
Activity (1P + 1S). The master's study includes a compulsory
optional subject of Natural Science Practicum (1S).
The results of the analysis of information sheets of science
subjects in the field of study Preschool and elementary pedagogy
at individual pedagogical faculties indicate that the specific goals
of science-oriented subjects are based on the partial goals of the
field of study. These goals set the requirements for the
knowledge and skills of the student, which should be acquired
after completing the subjects. In the information sheets of the
mentioned science subjects, in the bachelor's study program,
similarly to the master's study program, stated goals focused
mainly on the acquisition of professional subject skills (such as
theoretical preparation for teaching activities with a scientific
focus mainly in the field of living nature). Also, the goals were
focused on the acquisition of psychodidactic skills (eg
didactically correctly analyze the curriculum). To a lesser extent,
the objectives are aimed at developing the ability to plan and
organize a specific teaching project with science content. To a
very small extent, the goals are aimed at supporting the self-
regulation of learning and the development of students' self-
reflexive and diagnostic abilities. Exceptionally, there are goals
for the acquisition of pedagogical and psychodidactic skills, as
well as the ability to evaluate learners in the development of
science literacy in pre-primary and primary education.
From the above it can be observed as stated (Rochovská, 2012)
that the number of science-oriented subjects in the study
programs of the Department of Preschool and Elementary
Pedagogy at the pedagogical faculties in Bratislava, Banská
Bystrica and Ružomberok is different. Somewhere are two
subjects, somewhere are more science-oriented subjects. The
education of kindergarten and primary school teachers does not
have a uniform concept at individual pedagogical faculties,
therefore not only the number of science subjects is different, but
also their goals, content and means of teaching.
The aim of the research was to create a certain picture of how the
preparation is set, but also the motivation of students of the
programs of the Department of Preschool Elementary Pedagogy
for science subjects. We carried out the research at three
pedagogical faculties, namely in Bratislava, Banská Bystrica and
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