New lessons in the field of biological sciences are growing at an exponential rate. Teachers need to follow new discoveries and the development of the profession, and by teaching students to promote the joy of science, for which interest is falling. Most teachers still use the traditional way of teaching, but in modern teaching methods emphasis is placed on promoting student activity and autonomy. In practical work, students use various tools, data collection techniques, and thus develop their skills and interest in science.
The study will examine the intended learning tools, the forms and methods of teaching teachers in pedagogical practice, and we will analyze how teachers plan to implement a lesson on the topic of the cellular structure of organisms and whether there are differences in the implementation of the lesson with regard to the working life of teaching and the direction education.
The study involved 206 science and biology teachers from different regions of Slovenia. The acquired learning aids, which were in the planning and preparation phase, were analyzed on the topic "cellular structure of organisms".
The research found that science and biology teachers, for the most part, anticipate the learning objective of organisms being made of cells, as also noted in the science curriculum and the biology curriculum. The most common form of work is working in pairs. Methods of explaining, observing, working with materials, interpreting and demonstrating prevail. When teaching, they most often envisage the use of laboratory supplies and microscopy. Most teachers envisage teaching theory at the beginning of the lesson and then microscoping. There are no differences in teaching time, depending on the teaching time. Also, the direction of education does not affect the implementation of the lesson.
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