APA 6th Edition Šarić, L. & Varga, M. (2016). INTEGRIRANA PROJEKTNA TERENSKA NASTAVA NA OBRONCIMA MEDVEDNICE. Educatio biologiae, (2.), 132-137. Retrieved from https://hrcak.srce.hr/171181
MLA 8th Edition Šarić, Lana and Marijan Varga. "INTEGRIRANA PROJEKTNA TERENSKA NASTAVA NA OBRONCIMA MEDVEDNICE." Educatio biologiae, vol. , no. 2., 2016, pp. 132-137. https://hrcak.srce.hr/171181. Accessed 27 Nov. 2020.
Chicago 17th Edition Šarić, Lana and Marijan Varga. "INTEGRIRANA PROJEKTNA TERENSKA NASTAVA NA OBRONCIMA MEDVEDNICE." Educatio biologiae , no. 2. (2016): 132-137. https://hrcak.srce.hr/171181
Harvard Šarić, L., and Varga, M. (2016). 'INTEGRIRANA PROJEKTNA TERENSKA NASTAVA NA OBRONCIMA MEDVEDNICE', Educatio biologiae, (2.), pp. 132-137. Available at: https://hrcak.srce.hr/171181 (Accessed 27 November 2020)
Vancouver Šarić L, Varga M. INTEGRIRANA PROJEKTNA TERENSKA NASTAVA NA OBRONCIMA MEDVEDNICE. Educatio biologiae [Internet]. 2016 [cited 2020 November 27];(2.):132-137. Available from: https://hrcak.srce.hr/171181
IEEE L. Šarić and M. Varga, "INTEGRIRANA PROJEKTNA TERENSKA NASTAVA NA OBRONCIMA MEDVEDNICE", Educatio biologiae, vol., no. 2., pp. 132-137, 2016. [Online]. Available: https://hrcak.srce.hr/171181. [Accessed: 27 November 2020]
Abstracts Field classes as a form of teaching process are an educationally effective and interesting practice. The curricula content presented as a primary knowledge source become visible and tangible, and in turn more interesting, which makes them easily memorable. The natural resources of Medvednica Hill offer a variety of possibilities for discovering and understanding the world we live in. The objective of the project is to motivate students and to make them aware of the importance of conservation of natural heritage. The project started in May of 2014 and it is envisioned as a several-year long productive project through which students discover the changes in the aquatic world that have occurred due to natural and man-caused effects. Students are the main contributors in the activities and the stress is on practical work, i.e. determining various properties and parameters of creek water methods tailored to the students’ age in the cognitive and psychomotor sense. All the work stages are implemented by means of group work on semi-structured tasks comprising a chemical and physical analysis of the creek water. The project field classes, as a complex practical, cognitive and direct knowledge acquisition process, arouse the intellectual curiosity in students, which in turn influences not only the quality of inter-coeval (scientific) communication, but also enhances relationships and camaraderie among the students themselves.