<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Katarzyna Potyrala</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE IMPACT OF MEDIA CULTURE ON THE BIOLOGY EDUCATION OF ‘INSTANT GENERATION’</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">biology education</style></keyword><keyword><style  face="normal" font="default" size="100%">media culture</style></keyword><keyword><style  face="normal" font="default" size="100%">‘instant generation’</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=939902</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">28</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">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’s students are no longer the people our educational system was designed to teach (Prensky, 2001). The ‘instant culture’, which main message is ‘carpe diem’, 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 ‘instant generation’. 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 ‘instant generation’.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">96-105</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Katarzyna Potyrala</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">STRATEGIES OF DIALOGUE IN MEDIA-AIDED BIOLOGY EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">biology education</style></keyword><keyword><style  face="normal" font="default" size="100%">methods of learning</style></keyword><keyword><style  face="normal" font="default" size="100%">strategies of dialogue</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392409025.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">11</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">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' 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' 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'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. 
</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">151-158</style></section></record></records></xml>