Page 124 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
P. 124
ja Plazar
Winterbottom, Mark. 2017. »Teaching and Learning Biology.« V Science Educa-
tion: New Directions in Mathematics and Science Education, ur. Keith S. Taber
in Ben Akpan, 343–353. Rotterdam: Sense.
Yadav, Bhishm Vrat. 2017. »ICT in Quality Science Teaching-Learning.« Interna-
tional Journal of Applied Research 3 (3): 107–109.
Effectiveness of Different Teaching Approaches
to Understand and Remember Biological Concepts
The aim of the present study was to determine, which teaching approaches
during the course of natural sciences were the most effective in terms of under-
standing and remembering biological concepts. The study included 104 stu-
dents of the Faculty of Education of the University of Primorska, during their
2nd, 3rd and 4th years of study. The tested teaching approaches were: (1) lectur-
ing, (2) PowerPoint Presentations, (3) presentations through short movies and
animations, (4) displaying photographs and diagrams, and (5) hands-on prac-
tical course and field work, where the students, under the supervision of the
lecturer, handled and observed living organisms. Questionnaires conducted
after the courses, showed that the most effective method of learning biolog-
ical principles and concepts was not the use of information communication
technology, but inquiry-based learning. However, in the case of more difficult
concepts, the most effective educational method was the traditional way of
transferring knowledge: lecturing.
Keywords: teaching biological sciences, didactical methods, ICT, inquiry-based
learning, lecturing
124
Winterbottom, Mark. 2017. »Teaching and Learning Biology.« V Science Educa-
tion: New Directions in Mathematics and Science Education, ur. Keith S. Taber
in Ben Akpan, 343–353. Rotterdam: Sense.
Yadav, Bhishm Vrat. 2017. »ICT in Quality Science Teaching-Learning.« Interna-
tional Journal of Applied Research 3 (3): 107–109.
Effectiveness of Different Teaching Approaches
to Understand and Remember Biological Concepts
The aim of the present study was to determine, which teaching approaches
during the course of natural sciences were the most effective in terms of under-
standing and remembering biological concepts. The study included 104 stu-
dents of the Faculty of Education of the University of Primorska, during their
2nd, 3rd and 4th years of study. The tested teaching approaches were: (1) lectur-
ing, (2) PowerPoint Presentations, (3) presentations through short movies and
animations, (4) displaying photographs and diagrams, and (5) hands-on prac-
tical course and field work, where the students, under the supervision of the
lecturer, handled and observed living organisms. Questionnaires conducted
after the courses, showed that the most effective method of learning biolog-
ical principles and concepts was not the use of information communication
technology, but inquiry-based learning. However, in the case of more difficult
concepts, the most effective educational method was the traditional way of
transferring knowledge: lecturing.
Keywords: teaching biological sciences, didactical methods, ICT, inquiry-based
learning, lecturing
124
