Facilitate the development of effective ways of building biological science concepts in students, by applying active and collaborative learning strategies appropriate to appropriate age groups and curricula. To develop young teachers who can guide and support students during experiential teaching while developing individual student abilities. To raise awareness of potential problems when working at school and to discuss ways to solve them. To educate teachers ready to engage in various forms of lifelong learning and their development as reflective practitioners to improve the teaching of biological content.
Interactive lectures include experiential learning with awareness of the teaching process and application of knowledge in students' work
1. student competencies in nature and biology classes (analysis of research on students' knowledge, interests and experience)
2. development of biological scientific literacy (encouraging scientific and critical thinking while solving problems)
3. project and student research in class (stages of research, observation with hypothesis setting, research draft)
4. preparation for classes following the cycle of classes with the formulation of goals and outcomes of classes and the creation of a curriculum map of outcomes
5. learning in class (strategies and techniques of active learning, collaborative and joint learning)
6. experiential learning, discovery learning and exploratory learning in class (adaptation to student needs)
7. help in understanding biology with the use of tools for easier learning and memory (graphic organizers, locus method - mental palace, associations, mnemonics, analogies)
8. adaptation of teaching to the psychophysical abilities and development of students (appreciation of learning styles and personalities when adapting teaching, inclusive learning, work with gifted students)
9. misunderstanding and barriers to learning biology (nature of biological knowledge, cognitive biology, cognitive model of learning, cognitive levels of student achievement)
10. conceptual model of teaching (biological conceptual framework, construction of concepts, conceptual change, constructivism in biology teaching)
11. analysis of students' misconceptions
12. interdisciplinary teaching (levels of knowledge integration)
13. qualitative assessment of the written test tasks
14. specifics of the school curriculum along with the planning of school projects
15. the work of the biology teacher at the school with the analysis of the experience of the practical application of theoretical settings.
Practical preparation for teaching while developing the necessary skills for teaching
1. simulation of a lesson with the observation of good characteristics and guidelines for correcting observed errors
2. sample lessons in primary and secondary schools with a review of the performance
3. preparing for classes with a selection of practical works and demonstration experiments
4 -8. demonstration exercise based on the demonstration of biological material and experiments with the teaching and learning of biological content according to topics within the curriculum of Nature and Biology in primary and secondary schools
9.-12. demonstration exercise based on practical work with biological teaching content according to topics within the curriculum of Nature and Biology in primary and secondary schools
13. preparation of written test task base cards for different cognitive levels of learning (reproduction, conceptual understanding and application, problem-solving)
14. simulation of oral knowledge testing
15th biological exhibition with the evaluation of the poster with the presentation of the conducted research.
It is related to the performance of students' tasks that will enable the application of acquired theoretical knowledge and the development of skills
1. preparation of field lessons with biological research, learning resources with characteristics
2. teacher's mentoring work with the student's research project (organization of the research project for students)
3. preparation of a task for exploratory learning in the school environment (organization and use of the schoolyard, garden, park and vivarium in classes)
4. preparation and simulation of learning with a problem task with a graphic display
5. preparing simulations of the performance of parts of the lesson with the application of active learning techniques within the framework of the EER and 5E models in teaching
6. preparation and simulation of the game for learning and teaching
7. experiential learning according to the learning cycle with the use of attention organizers in student presentations
8. preparation of teaching material for the structured guided discovery of students
9. mapping knowledge of biology
10. e-learning in school and independent learning with the preparation of e-learning materials
11. organization and simulation of workshops for learning and popularizing biology (open forms of teaching, creativity of students and teachers)
12. self-evaluation and evaluation of students and teachers with the application of criterion evaluation (creation of rubrics for determining learning achievements using evaluation elements and criteria, continuous monitoring and preparation of work reports and feedback to the student)
13. construction and analysis of the written knowledge test
14. systematization of methodological knowledge with the creation of a concept map as a guideline for a new biology teacher
15. self-evaluation with the preparation of a teaching map and a review of mastering subjects within the study and plans for personal and professional development.
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- Koba S., Tweed A.: Hard-to-teach biology concepts: a framework to deepen student understanding.
- Allen D., Tanner K.: Transformations. Approaches to College Science Teaching.
- Willis J.: Research-based strategies to ignite student learning: insights from a neurologist and classroom teacher.