Research on the use of microscope in biology teaching

Anonimno anketno istraživanje provedeno na 73 osnovne škole i 30 srednjih škola, pretežito gimnazijskog usmjerenja, pokazalo je da je 94% škola u Splitsko-dalmatinskoj županiji opremljeno bar jednim mikroskopom. Najzastupljeniji mikroskopi u nastavnoj praksi prema izjavama ispitanika jesu monokularni optički mikroskopi (80%), zatim binokularni optički mikroskopi (16%), digitalni mikroskopi (3%) i stereomikroskopi (1%). Učenicima se demonstriraju prvenstveno animalna tkiva i prerezi kroz biljne organe. Kod provođenja praktičnih radova najčešći mikropreparati su biljne, praživotinjske i spolne stanice. Niti jedan nastavnik nije se izjasnio da izbjegava koristiti mikroskop, 61% ispitanika koristi se njime samo ponekad, dok 39% ispitanika često primjenjuje mikroskop u nastavi. Prosječna ocjena, kojom su ispitanici ocijenili svoje zadovoljstvo mikroskopiranjem u nastavne svrhe iznosi 3,73. Kao glavne razloge nekorištenja mikroskopa, ispitanici navode nedostatak mikroskopa (53%) i zahtjevan program predmeta biologije odnosno prirode (30%), te predlažu prvenstveno reformiranje nastavnog programa, kojega smatraju preopširnim i vremenski zahtjevnim.Anonymous survey conducted on 73 primary schools and 30 secondary schools revealed that 94% of the schools, belonging to Split-Dalmatia County, is equipped with at least one microscope. The most common proved to be monocular microscopes (80%), followed by binocular microscopes (16%), digital microscopes (3%) and stereomicroscopes (1%). Top used slides include both animal and plant tissues for presenting purpose, while plant cells, protozoan and gametes are used for the purpose of practical classroom activities. According to statements, none of the examined teachers refuses to use microscope, 61% of them use it by occasion, while 39% use it for teaching on a regular basis. Teachers evaluated their satisfaction of the microscope classroom use with the average score of 3.73, given the scale 1 – 5. Lack of microscopes (53%) and demanding curriculum (30%) are noted to be the main reasons for discontinuous microscope use. In order to improve this vital aspect of biology education, national educational reform is needed, as the National curriculum proved to be too lengthy and time-consuming