@article {121,
	title = {TEACHING TO LEARN SCHOOL {\textendash} CHALLENGES FOR BIOLOGY EDUCATION IN KNOWLEDGE-BASED SOCIETY},
	journal = {Problems of Education in the 21st Century },
	volume = {6},
	year = {2008},
	month = {May/2008},
	type = {Original article},
	chapter = {159-168},
	abstract = {School is usually perceived as an institution transferring knowledge, fulfilling educational tasks and realising educational objectives. The slogan {\textquoteleft}the learning organisation{\textquoteright} fashionable and popular since the nineties of the 20th century, is a notion which in reference to school is partly metaphorical and functioning without clear structure and organisational plan. Excess of information connected with new achievements in the field of biology science leads to the awareness of existence of knowledge whose resources are unavailable in the course of school education. Overloading of science and biology curricula, few hours allocated for working on them and perceiving only simple cause and effect relations accompanying the didactic processes by the majority of teachers increase the distance between the student and the concept of metacognition necessary for the possibility of permanent education. The concepts of school evolution towards {\textquoteleft}the learning organisation{\textquoteright} or rather {\textquoteleft}teaching to learn organisation{\textquoteright} have been presented in the article. Research issues have been focused arround the influence of selected strategies and teaching models on improving metacognitive skills in students in the course of science and biology education. While verifying the research hypothesis assuming the effectiveness of applied procedures and educational models in improving students{\textquoteright} {\textquoteleft}knowledge about knowledge{\textquoteright} level, among others ICT tools were used. Experimental research results are students{\textquoteright} achievements measured with tests in control and experimental classes. 120 students of scecondary school level participated in the research. The analysis of the number of solutions in test and the results of pedagogical observation allow a statement that the applied experimental factors significantly affected the increase in students{\textquoteright} skills and can create new types of learning opportunities in science and biology education. Conclusions drawn from research results and literature allowed the elaboration of didactic solutions proposals supporting the mission of {\textquoteleft}learning school{\textquoteright} and the new role of knowledge-based society teacher. },
	keywords = {ICT tools, learning organization, metacognition},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=860160},
	author = {Katarzyna Potyrala}
}
