Komplementarność wiedzy wyjaśniającej i interpretacyjnej w kształceniu polonistycznym

Abstract

The paper attempts to analyse the existence of fundamental terms of natural science in the native language teaching, and outlines the methods used within that scope. The author presents varying viewpoints on the modern science by using the examples from W. Blake’s and J.W. Goethe’s works. The author analyses the reasons behind the separation of the humanistic and natural sciences in the educational programmes by advancing a hypothesis based on the history of the development of the cultural and natural sciences as well as the modern influences. The paper presents the methodology of the research which was conducted on the pupils of the upper secondary schools and aimed at pointing out the relevance of the natural science in the native language teaching. The research is based on the David Kolb’s experiential learning theory of receiving and processing information in learning. The qualitative analysis of the research results is based on W. Szymborska’s poem ‘Motion’, and the quantitative results of the research indicate: – The level of analysis and interpretation of a literary text depending on the way of receiving information – The interdependence between the level of text interpretation and the cause-effect thinking The research results show insufficient correlation between the humanities and natural sciences in school education.