Preliminary communication

TEACHING AND SOURCES OF KNOWLEDGE

Antun Arbunić ; Filozofski fakultet u Splitu1
Vesna Kostović - Vranješ ; Fakultet prirodoslovno-matematičkih znanosti u Splitu2

Abstract

Abrupt and rapid changes in contemporary society on a daily basis have resulted in alterations to the paradigm of organising the teaching process. The modern approach to teaching requires focus on the learner as the subject of the educational process, concentrating on a multiplicity of content choice, and on teaching learners the methods and strategies of independent knowledge acquisition as a necessary prerequisite for lifelong education.
In order to identify the sources of knowledge and the teaching methods in biology at secondary school, research was conducted on a sample of 181 respondents by first- and third-year students at the Department of Teachers’ Education (study group: teachers and biology-chemistry) and by students of biology and sea ecology at the University of Split. A questionnaire “Biology teaching and additional sources of knowledge” was used in the study. According to the research results and the data related to the current state of biology
teaching at secondary school, as perceived by the students, biology teaching is still organised traditionally – not only with regard to the applied methods and ways of learning and teaching, but also with regard to the sources of gaining knowledge. A solution to this situation is possible only in a different system of regular and lifelong teachers’ education, in altered conditions of teachers’ work, as well as in the requirements that have to be met.

Keywords

sources of knowledge; teaching methods; teaching; secondary school

Hrčak ID:

23547

URI

https://hrcak.srce.hr/23547

Publication date:

20.11.2007.

Article data in other languages: croatian

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