Modern Science Teaching and Learning
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Author:
Zyśk, Bartłomiej
xmlui.dri2xhtml.METS-1.0.item-editor:
Zyśk, Bartłomiej
Publisher:
Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
xmlui.dri2xhtml.METS-1.0.item-isbn: 978-83-8084-752-1
xmlui.dri2xhtml.METS-1.0.item-iso: en
Date: 2021
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In the modern teaching and learning process one should aim to apply the process of scientific cognition in school
education, where students stop “role-playing” scientists and genuinely become them. Thanks to such an approach,
students learn critical and creative thinking, as well as independent hypotheses formation. They also apply
research methods, those close to scientists, and cultivate their science skills. The main teaching method for
biology students should be ‘scietific inquiry’- a process requiring problem diagnosis, critical analysis of
observation and experiment assumptions, finding alternative solutions, research planning, hypotheses testing,
information research, model constructing, peer discussion and the ability to form coherent arguments.
At present, science and the teaching and learning process encounter many problems, especially those in the
cognitive and pragmatic sphere, relating to the knowledge of facts and processes, as well as the understanding of
scientific concepts.
This paper consists of a variety of possible teaching solutions mainly based on own experience and on conducted
studies. The authors of articles are most often science teacher at various levels of education and from different
countries. Articles presented in this paper show how knowledge and skills used in everyday life may be applied in
the classroom. The diversity of topics discussed by the authors show how one can convey information in an
interesting way, both for the student and teacher. We hope that these lesson examples will inspire teachers who
have problems with mobilization and concentration of students in the classroom and will help interest students in
the topic being covered.
This year as well as the last, have brought additional difficulties for teachers and students, due to the
Coronavirus. Articles presented in this paper show how to overcome obstacles in such unfavorable conditions. It is
advised to try more mobilizing teaching methods when introducing new and often more difficult topics and to execute
the curriculum in an interesting manner.