Teaching jestastvenica in primary schools in Serbia: From 1844 until the end of the XIX century

Abstract

This paper deals with the development of teaching jestastvenica through the analysis of curricula in primary schools in Serbia, in the period from 1844, when the first science content appeared in primary school curriculum, until the end of the XIX century. The analysis and critical review were based on the following sources: laws, curricula, guidelines for teaching jestastvenica, jestastvenica textbooks, and reports from school supervisors. Attempts have been made to examine the development of teaching jestastvenica and explain the changes that this development induced on teaching this subject. Our study showed the constant presence of jestastvenica in curricula under different names and with changes in the annual and weekly number of teaching hours that did not follow the increase in the volume of teaching material. Also, the analysis demonstrated that the program of jestastvenica changed with the increase in the volume of teaching materials, introduction of new topics, structuring of content and methodological structuring. The study of jestastvenica curricula represents only one segment of the research of the history of this teaching, with the aim of a comprehensive and critical appraisal of its significance and contribution to the development of teaching practices and education in Serbia in the XIX century.