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Magistrska naloga z naslovom Zgodovinske vsebine v učbenikih za predmet domovinska in državljanska kultura ter etika (v nadaljevanju DKE) pojasnjuje, kakšna je povezanost zgodovinskih vsebin in vsebin pri predmetu domovinska in državljanska kultura ter etika in kako se to odraža v učbenikih, učnih načrtih in pri izvedbi učnih ur. Naloga vključuje analizo učnega načrta za DKE, ki kaže na številne navezave na predmet zgodovina. V skladu z učnim načrtom so večinoma napisani tudi potrjeni učbeniki za DKE za 7. in 8. razred, ki smo jih analizirali in pri tem ugotovili, da vsebujejo navezave na zgodovinske vsebine, ki jih učenci spoznavajo v osnovni šoli. Z namenom dokazati, da se lahko izvede učna ura pri DKE v 7. in 8. razredu s poudarkom na zgodovini za vsak vsebinski sklop in z vsemi učnimi metodami in učnimi sredstvi, smo v 7. razredu izvedli učno uro z naslovom Nastanek Republike Slovenije, v 8. razredu pa učno uro z naslovom Kaj je demokracija. Dokazali smo visoko stopnjo medpredmetnega povezovanja in navezovanja med predmetoma na ravni vsebine, učnih metod in učnih sredstev. Rezultati ankete, ki je bila izvedena med učenci, in intervjujev, ki so bili opravljeni z učitelji, ki poučujejo DKE, kažejo, da je učbenik še vedno zelo pomembno učno sredstvo in je pri pouku koristen, saj omogoča ponovno branje obravnavane teme. Z magistrsko nalogo želimo spodbuditi učitelje k iskanju medpredmetnih povezav in k njihovemu vključevanju v pouk zgodovine in DKE. Master's thesis entitled History in Patriotic and Civic Culture and Ethics Textbooks (hereafter PCE) textbooks explains the connection among history related contents and those addressed within the subject patriotic and civic culture and ethics. Furthermore, it shows how these connections are reflected in textbooks, curricula and during lessons. The thesis includes the analysis of PCE curriculum, which shows many correlations with the school subject history. Confirmed PCE textbooks for 7th and 8th grade are also written in accordance with school curriculum and the research has shown that those analysed textbooks contain correlations with history related content, taught at primary school. To prove that it is possible to prepare and conduct a PCE lesson in 7th and 8th grade with the emphasis on history for each content section, we prepared a 7th grade lesson entitled The origin of the Republic of Slovenia and an 8th grade lesson entitled What is democracy. We have proven a high level of cross-curricular links and correlations between the two subjects as far as contents, teaching methods and teaching materials are concerned. Based on the results of a survey concluded among the students and interviews with PCE teachers we can conclude that textbook is still a very important teaching aid and it is useful during lessons as it enables re-reading the addressed topics. The aim of this thesis is to encourage teachers to search for cross-curricular links and include them in the History and PCE lessons.

Namen magistrske naloge z naslovom Zgodovinske vsebine pri predmetu družboslovje v srednjem poklicnem izobraževanju je predstaviti predmet družboslovje kot samostojen splošnoizobraževalni predmet v srednjem poklicnem izobraževanju, pod okriljem katerega so združene vsebine iz različnih družboslovnih predmetnih področij ter izpostaviti pomembnost zgodovinskih vsebin in izbire raznolikih sodobnih učnih strategij, ki omogočajo problemsko zasnovan pouk, katerega bistveni značilnosti sta komunikacija in sodelovanje, učitelj pa je pri tem postavljen v novo vlogo povezovalca. V srednjem poklicnem izobraževanju so v sklopu predmeta družboslovje združene vsebine treh predmetnih področij, to so geografija, zgodovina in sociologija. Magistrska naloga izpostavi, da so vsebine v katalogu znanja za družboslovje z vseh treh predmetnih področij dokaj enakomerno zastopane ter v nadaljevanju podrobno predstavi zgodovinske vsebine, ki se pri predmetu družboslovje obravnavajo, to je od konca 18. stoletja oziroma od prve industrijske revolucije do danes. Predstavljeni so tudi načini preverjanja in ocenjevanja znanja, sodobne učne metode, ki so primerne za uporabo pri predmetu družboslovje ter v skladu s tem sta podana konkretna primera učnih ur, primera dobrih praks za zgodovinske vsebine. Anketni odgovori dijakov pokažejo, da so zgodovinske vsebine pri predmetu družboslovje pri dijakih srednjega poklicnega izobraževanja dobro sprejete ter da so sodobne učne metode z uporabo spletnih orodij zaželene in potrebne pri poučevanju sodobnih generacij. Učitelj, načrtovalec učnih dejavnosti, je predstavljen v aktivni vlogi kot mentor in povezovalec, ki sodeluje z aktivnimi znanja željnimi dijaki z veliko motivacije za srednješolsko delo. The purpose of the master thesis titled Historical topics in social sciences in secondary vocational education is to introduce the subject of social sciences as an individual general education subject, which covers the topics of different subjects in the area of social sciences in secondary vocational education, and to present the importance of historical topics and the choice of various modern learning strategies, which enable problem‒based lessons. The distinctive features of such lessons are communication and cooperation, whereas the teacher takes over a new role of a guide. In secondary vocational education the subject of social sciences includes the topics from three subject fields: geography, history, and sociology. This master thesis exposes that different topics from all three subject fields are rather equally distributed in the social sciences knowledge catalogue. In detail it also presents the historical topics discussed in the subject of social sciences ‒ reaching from the end of the 18th century or from the first Industrial Revolution to the present days. The master thesis presents ways of testing and assessing knowledge, along with the modern teaching methods appropriate for the subject of social sciences. In line with this, two good practice examples of lessons discussing historical topics are described. The survey taken among the students reveals that historical topics discussed in social sciences in secondary vocational education are well-accepted and that modern teaching methods using online tools are welcome and necessary in teaching contemporary generations. A teacher is presented in an active role as someone who plans the teaching and learning activities, a mentor and a guide, who works with active, curious students with a lot of motivation for secondary school work.