U širem kontekstu problem istraživanja je problemska nastava kao nastavnisistem koji nije u dovoljnoj meri zaživeo u nastavnoj praksi razredne nastave.Proučavan je sa stanovišta sadržajnih potencijala udžbenika o PiD i njihovogdoprinosa uspešnoj realizaciji problemske nastave, ali i percepcija učitelja opotencijalima primene problemske nastave, kako sa aspekta sadržajnih resursa, tako inastavne prakse.Na osnovu teorijske opservacije, pošlo se od opštih pretpostavki kojim seočekuje da rezultati istraživanja potvrde pozitivne sadržajne aspekte udžbenika oPiD u domenu problemskog učenja, afirmativno percipitranje sadržajnih resursa,potencijala problemske nastave o PiD i spremnosti učitelja za njenu implementacijuu praksi, što je uglavnom istraživanjem i potvrđeno.Operatovno istraživanje je sprovedeno 2022. god. na mešovitom uzorku koji sučinili udžbenici o PiD (N=12), izdavača Kllet, BIGZ i Logos i 417 učitelja sapodručja šest upravnih okruga. Na osnovu podataka prikupljenih evidencionomlistom i Upitnikom – PU-PNPD-MROŠ koji su obrađeni deskriptivnomstatistikom i t testom su potvrđene sve pretpostavke od kojih se pošlo uistraživanju. Pokazalo se da udžbenici sadrže elemenate koji se odnose naproblemsko učenje, problemska pitanja, naloge i zadatake, ali da ima prostora zanjihovo značajnije unapređenje; da učitelji adekvatno percipiraju problemsku nastavuo PiD, njene resurse i potencijale primene u prvom ciklusu obrazovanja; da pozitivnoprocenjuju zasnovanost sadržajnih resursa (udžbenika i priručnika) za planiranje irealizaciju problemske nastave, te da se smatraju osobljenim za njenu relizaciju, ali ida iskazuju potrebu za dodatnom podrškom u cilju daljeg usavršavanja u oblasti.Nezavisne varijable istraživanja nisu značajnije uticale na krajnje rezultate. In a broader context, the research problem concerns problem-based teaching as aninstructional system that has not been sufficiently implemented in classroom teachingpractice. The study examined this issue from the perspective of the content potential of Natureand Society textbooks and their contribution to the successful implementation of problembased teaching, as well as teachers’ perceptions of the potential for applying problem-basedteaching, both in terms of content resources and instructional practice.Based on theoretical considerations, the research started from general assumptions thatthe results would confirm positive content-related aspects of Nature and Society textbooks inthe domain of problem-based learning, an affirmative perception of content resources, thepotential of problem-based teaching in Nature and Society, and teachers’ readiness toimplement it in practice–assumptions that were largely confirmed by the findings.The empirical study was conducted in 2022 on a mixed sample consisting of Nature andSociety textbooks (N = 12) published by Klett, BIGZ, and Logos, and 417 classroom teachersfrom six administrative districts. Data were collected using a record sheet and the PU-PNPDMROŠ questionnaire and analyzed using descriptive statistics and the t-test, which confirmedall initial research assumptions. The results showed that the textbooks contain elementsrelated to problem-based learning, including problem questions, instructions, and tasks,although there is room for their further improvement. Teachers adequately perceive problembased teaching in Nature and Society, its resources, and its potential application in the firstcycle of education. They positively assess the adequacy of content resources (textbooks andteachers’ manuals) for planning and implementing problem-based teaching and considerthemselves competent to carry it out, while also expressing a need for additional support forfurther professional development in this area. The independent variables did not have asignificant impact on the final results. - https://phaidrakg.kg.ac.rs/o:1937 cobiss:200350729 thesis:8956 info:eu-repo/semantics/baccalaureateDissertation Vasilijević, Danijela, 1974- Milenović, Hadži Živorad, 1966- Bojović, Žana, 1966- Semiz, Marina Ž., 1986- srp Problemska nastava o prirodi i društvu u mlađim razredima osnovne škole između sadržajne osnove i nastavne prakse 242 lista 2130399 bytes 2026 Ignjatović, Aleksandar N., 1975- http://creativecommons.org/licenses/by-nd/3.0/at/legalcode