EKOLOŠKI SADRŽAJI U NASTAVI SVETA OKO NAS KROZ STEAM PROJEKTNO UČENJE

This paper explores the fundamental theoretical assumptions for innovating and enhancing the quality of the implementation of ecological contents in the teaching of Science through the application of STEAM project-based learning. Drawing on John Dewey’s learning theory, social constructivism, and Daniel Goleman’s concept of ecological intelligence, the theoretical frameworks that support the significance of developing ecological awareness and intelligence among students are highlighted, thereby creating a foundation for introducing new learning models in the teaching of Science. Based on the results of previous research conducted by other authors, the potentials of STEAM project-based learning in the implementation of ecological contents are identified. These are viewed, on one hand, through benefits such as the integration of various disciplines, the development of ecological awareness, creative problem-solving, collaborative skills, and the promotion of sustainable behavior, and on the other hand, through limitations such as a lack of time and resources and the complexity of ecological problems. An analysis of the current Curriculum for the Teaching and Learning of Science for the first grade has established that there are explicitly and implicitly integrated ecological contents. Concrete proposals for possible activities for the realization and connection of the mentioned contents through STEAM project-based learning are provided, which can serve as a resource for teachers in the process of implementing ecological contents through innovative models of teaching.