@article {525, title = {THE IMPACT OF MEDIA CULTURE ON THE BIOLOGY EDUCATION OF {\textquoteleft}INSTANT GENERATION{\textquoteright}}, journal = {Problems of Education in the 21st Century}, volume = {28}, year = {2011}, month = {April/2011}, type = {Original article}, chapter = {96-105}, abstract = {The crisis in education is part of crisis of science and this is one of the dimensions of contemporary culture. The media culture addressed to a large audience through technical means of communication is more and more important. Today{\textquoteright}s students are no longer the people our educational system was designed to teach (Prensky, 2001). The {\textquoteleft}instant culture{\textquoteright}, which main message is {\textquoteleft}carpe diem{\textquoteright}, speedy communication and sexualization of life, shapes the identity of young people and their lifestyle (Melosik, 2010). The article undertakes theoretical and practical analysis of the trends in biological education, what is presented in the following conceptual framework: /1/ from cognition to metacognition, /2/ from individual experience to community, /3/ from knowledge to attitudes, /4/ from diagnosis to prevention, /5/ from subject skills to life skills. Experimental tests and analyses were designed to verify the research hypothesis assuming that media culture has the influence on biology education of {\textquoteleft}instant generation{\textquoteright}. The alternative ways of teaching, including negotiation of shape the reality with students of high school are possible during biology lessons. The conclusions can be the basis of new educational models of {\textquoteleft}instant generation{\textquoteright}.}, keywords = {biology education, media culture, {\textquoteleft}instant generation{\textquoteright}}, issn = {1822-7864}, url = {http://journals.indexcopernicus.com/abstract.php?icid=939902}, author = {Katarzyna Potyrala} } @article {325, title = {MEDIAL EDUCATION {\textendash}THE REASONS FOR COMPLEX COMPETENCE OF BIOLOGY AND ENVIRONMENTAL PROTECTION STUDENTS}, journal = {Problems of Education in the 21st Century}, volume = {17}, year = {2009}, month = {November/2009}, type = {Original Article}, chapter = {152-158}, abstract = {Media are the integral part of the contemporary reality, their role in social life and in education seems to be more and more important. Medial education is connected with the knowledge interdisciplinary in nature which is situated between science and everyday life. This kind of education is also a consequence of the development of new information and communication technology. The research issue has been focused on the influence of the various media on students{\textquoteright} competence connected with the communication and mediation of biological and environmental problems. The article takes into account the different opinions dedicated the role of media in biology and environmental education and defines the social and cultural reasons for complex competence students. 129 biology and environmental protection students participated in the practical part of the research (survey and cards of activity). The data were interpreted in view of the new concepts of social communication and mediation and point to the fact, that these students{\textquoteright} skills are essential for knowledge transformation and connection between science and society.}, keywords = {competence, education}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1399915114.pdf}, author = {Katarzyna Potyrala and Karolina Rysak and Wioletta Skrzypek} } @article {217, title = {STRATEGIES OF DIALOGUE IN MEDIA-AIDED BIOLOGY EDUCATION}, journal = {Problems of Education in the 21st Century }, volume = {11}, year = {2009}, month = {May/2009}, type = {Original article}, chapter = {151-158}, abstract = {Forming biological and environmental competences in students in the contemporary world of the media assumes application of specific strategies, and hence the methods and techniques of work with students. The theoretical part of research focused on the modules of the teaching strategies{\textquoteright} choice. The modules were connected with the patterns of situations for learning through communication, learning through experiencing and learning through action. In the practical part of research the application of the selected teaching strategies supporting multiple feedback during media-aided biology lessons was attempted. The research issue has been focused around the influence of the various media on students{\textquoteright} biological skills in the field of new sources of scientific information. The research results were used for preparation of theoretical basis for formulating the main assumptions for media in biology education and evaluation of dialogue{\textquoteright}s strategies in ethical aspect of teaching contents and objectives. 240 high school students of experimental and control classes participated in the research (lessons, survey, cards of activity). The data were interpreted in view of the new concepts of teaching and learning and point to the fact, that the development of media creates a possibility to shape views; however, it is dialogue, creative attitude and critical knowledge that are the basic conditions for the scientific approach to information. }, keywords = {biology education, methods of learning, strategies of dialogue}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392409025.pdf}, author = {Katarzyna Potyrala} } @article {162, title = {MEDIA AND CULTURE AS CIVILISATIONAL CHALLENGES FOR BIOLOGY AND ENVIRONMENTAL EDUCATION}, journal = {Problems of Education in the 21st Century }, volume = {8}, year = {2008}, month = {October/2008}, type = {Original article}, chapter = {97-104}, abstract = {Education should be viewed as supporting students in learning to use the tools for formation of meanings and constructing reality in order to better adapt to the real world. The article is devoted the changes in thinking of biology education according to civilization challenges: media and culture. The different theories which show for the reason for the crisis from one hand and speed development of civilization from another have been presented in the article. Research issues have been focused around the question: What educational strategies should one accept in the face of such state of thing? While verifying the research hypothesis assuming that biology teachers should initiate scientific dialogue and create a certain bridge between science and the society first in connection with social aspects of the new forms of communication among others ICT tools were used. The servey research among secondary school students, biology students and teachers was conducted. The results of pedagogical observation aiming mainly at the analysis of processes connected with mass media aided biology teaching and learning also play a very important role. Conclusions drawn from research results and literature allowed the elaboration priorities for biology education in the contemporary world of media.}, keywords = {biological education, social changes}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392284589.pdf}, author = {Katarzyna Potyrala} } @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} }