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Vrijeme u kojem živimo i radimo traži od pojedinca različite kompetencije koje će mu omogućiti kvalitetnije djelovanje u svim aspektima života. Jedna je od tih kompetencija i kritičko mišljenje koje uključuje niz različitih vještina, poput rješavanja problema, donošenja odluka, argumentiranog zaključivanja i vrednovanja na temelju kriterija. Budući da se kritičko mišljenje često smatra jednom od ključnih kompetencija za život i rad u 21. stoljeću, ne čudi činjenica da se važnost razvijanja kritičkog mišljenja naglašava kada je u pitanju odgojno-obrazovno djelovanje. Iako se kod nas vrlo malo pisalo o kritičkom mišljenju u okviru odgojno-obrazovnog procesa, važnost razvoja kritičkog mišljenja u procesu poučavanja i učenja naglašava se u kurikularnim dokumentima. S obzirom na to, cilj ovoga rada je utvrditi, na temelju analize ishoda učenja, koje se vještine kritičkoga mišljenja i u kojoj mjeri potiču međupredmetnim temama. Dobiveni rezultati pokazat će ostvaruju li međupremetne teme jednu od svojih uloga, a to je prihvaćanje i uvažavanje važnosti razvoja kompetencije kritičkog mišljenja u procesu poučavanja i učenja., The time we live and work in requires different competencies that will enable an individual to act better in all aspects of life. One of these competencies is critical thinking, which includes a number of different skills such as problem solving, decision making, reasoning and evaluation based on criteria. Since critical thinking is often considered to be one of the key competencies for living and working in the 21st century, it is not surprising that the importance of developing critical thinking is emphasized when it comes to education. Although very little has been written about critical thinking in Croatia and within the educational process, the importance of developing critical thinking through the process of teaching and learning is emphasized by curricular documents. Thus, the aim of this paper is, based on the analysis of learning outcomes, detecting whether and to what extent cross-curricular subjects encourage the development of critical thinking. The results obtained will, in one hand, indicate the recognition of the importance of developing the competence of critical thinking in the process of education and, in the other, give some insight into the question of cross-curricular subjects successfully accomplishing their purpose which is, among other things, to encourage the development of competencies for the 21st century. Given the complexity of this topic, further research is mandatory in pursuit of conclusion whether and to what extent cross-curricular topics contribute to the development of critical thinking.

La codificación y tabulación de preguntas de respuestas múltiples es bien simple y conocida, pero no por ello está exenta de errores y laboriosas tareas de introducción de datos y análisis de los mismos. En este artículo se expone como facilitar la codificación y la tabulación de este tipo de variables, suponiendo un ahorro drástico del tiempo necesario para su tabulación y una reducción considerable de los errores de datos que se pueden producir al introducirlos en el ordenador. Asimismo, se obtiene una variable "viva" que se puede analizar y obtener información adicional.Además se indica como obtener mayor información del estudio conjunto de más de dos variables dicotómicas, a partir de la definición de una nueva variable conjunta en la matriz de datos.Todo ello se aplica a datos de una investigación sobre las transversales en educación primaria. The process of coding and tabulating multiple-choice questions is simple and well known, yet not free from errors and time-consuming data entry and analysis. This article explains how to code and tabulate variables, which will save time and dramatically decrease the number of errors derived from entering data into a computer. An "active" variable is calculated which may be further analyzed. This article also explains how to obtain more information when analyzing more than two dichotomous variables from the creation of a new joint variable in the data matrix. These processes were applied to data of a research study on cross-curricular subjects in primary education.

For the fifth year running, personal and social education (PSE) has been a part of primary school curriculum in the Czech Republic. This study examines how this cross-curricular subject is dealt with in six different primary schools. The theoretical part describes the history of PSE, its objectives, methods of implementation, principles, its position in primary school curriculum and its relationship to other cross-curricular subjects. The research part contains a study of the school curriculum of six primary schools from the point-of-view of PSE, an analysis of questionaires for observer of educational units working with PSE objectives and an analysis of self-examining questionaires for the teachers of these units.