TEACHING AND SOURCES OF KNOWLEDGE

Nagle i brze promjene koje se svakodnevno zbivaju u suvremenom društvu utjecale su na potrebu promjene paradigme u organiziranju nastavnog procesa. Suvremena koncepcija obrazovanja zahtijeva usmjerenost na učenika kao subjekta odgojno-obrazovnog procesa, usmjerenost na višestrukost i viševrsnost izbora sadržaja te na poučavanje učenika metodama i strategijama samostalnog usvajanja znanja kao nužne pretpostavke cjeloživotnog obrazovanja. Kako bi se utvrdilo koje su izvore znanja te koje načine poučavanja i stjecanja znanja iz biologije studenti 1. i 3. godina učiteljskih studija (studijskih grupa: učitelji i biologija-kemija) te studenti biologije i ekologije mora Sveučilišta u Splitu imali u srednjoj školi, provedeno je istraživanje na uzorku od 181 ispitanika, upitnikom „Nastava biologije i dodatni izvori znanja„. Rezultati istraživanja, podaci o stanju nastave biologije u srednjim školama iz perspektive studenata, pokazali su da je srednjoškolska nastava biologije još uvijek tradicionalno organizirana – kako po metodama i načinima učenja i poučavanja tako i po izvorima na kojima učenici stječu znanja. Izlaz iz takve situacije moguć je jedino u drugačijem sustavu redovitog i cjeloživotnog obrazovanja nastavnika, u promijenjenim uvjetima njihova rada te zahtjevima koji se pred njih moraju postavljati.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