APA 6th Edition Kostović Vranješ, V. (2010). Internet i suvremena nastava biologije i prirodoslovlja. Školski vjesnik, 59 (4.), 543-554. Preuzeto s https://hrcak.srce.hr/82412
MLA 8th Edition Kostović Vranješ, Vesna. "Internet i suvremena nastava biologije i prirodoslovlja." Školski vjesnik, vol. 59, br. 4., 2010, str. 543-554. https://hrcak.srce.hr/82412. Citirano 25.10.2021.
Chicago 17th Edition Kostović Vranješ, Vesna. "Internet i suvremena nastava biologije i prirodoslovlja." Školski vjesnik 59, br. 4. (2010): 543-554. https://hrcak.srce.hr/82412
Harvard Kostović Vranješ, V. (2010). 'Internet i suvremena nastava biologije i prirodoslovlja', Školski vjesnik, 59(4.), str. 543-554. Preuzeto s: https://hrcak.srce.hr/82412 (Datum pristupa: 25.10.2021.)
Vancouver Kostović Vranješ V. Internet i suvremena nastava biologije i prirodoslovlja. Školski vjesnik [Internet]. 2010 [pristupljeno 25.10.2021.];59(4.):543-554. Dostupno na: https://hrcak.srce.hr/82412
IEEE V. Kostović Vranješ, "Internet i suvremena nastava biologije i prirodoslovlja", Školski vjesnik, vol.59, br. 4., str. 543-554, 2010. [Online]. Dostupno na: https://hrcak.srce.hr/82412. [Citirano: 25.10.2021.]
Sažetak It is due to a quick and simple access to an unlimited quantity of information, possibilities of using the existing educational programmes and adapting their contents to the requirements of teaching, that the Internet improves the learning process at primary, secondary and university levels, thereby providing a basis for a completely novel approach to learning. It further opens doors to new knowledge, media and technologies. Within this context our aim has been to establish to what extent 1st and 3rd year students (teacher training college and those attending two-course study programmes of biology, chemistry and marine ecology respectively) used the Internet through their secondary education, as well as how much they are still using it, particularly in mastering the teaching contents related to biology and natural sciences. By means of a questionnaire entitled “Teaching of Biology and Additional Sources of Knowledge”on a sample of 181 examinees it has been found that the Internet is very rarely used as an additional source of information. Our findings regarding relations and differences with independent variables may be taken as a consequence of personal interests and preferences, as well as competences of individual students, rather than a result of consistent and systematic use of the Internet in our educational institutions.