Kutatási készségek fejlesztése a probléma-alapú tanulás módszerével biológiaórán
Improving the inquiry skills is one of the most important purpose of biology education, and the problem-based learning (PBL) seems to be a possible method for that. PBL is an active learning-teaching method. In the center of the learning process there is a realistic complex problem, which is being s...
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| Dokumentumtípus: | Könyv része |
| Megjelent: |
2021
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| Sorozat: | Móra Akadémia
9 Móra Akadémia : szakkollégiumi tanulmánykötet 9. 9 |
| Kulcsszavak: | Képességfejlesztés, Biológia tanítása |
| Tárgyszavak: | |
| Online Access: | http://acta.bibl.u-szeged.hu/74130 |
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| 490 | 0 | |a Móra Akadémia : szakkollégiumi tanulmánykötet 9. |v 9 | |
| 520 | 3 | |a Improving the inquiry skills is one of the most important purpose of biology education, and the problem-based learning (PBL) seems to be a possible method for that. PBL is an active learning-teaching method. In the center of the learning process there is a realistic complex problem, which is being solved by small groups of students in teamwork. During the PBL process the teacher is a facilitator assisting students in their work. In contrast with the traditional teachercentered education, PBL is a learner-centered method; the learning happens through active student participation. It is also a task for the students to obtain the necessary information to solve the problem either by searching on the internet or by looking through the information sheets prepared by the teacher. It is important that the aim of the method is not to practice what students have already learned, but to acquire the required knowledge by solving the actual problem. In spite of its countless advantages, PBL is not widespread in the Hungarian public education. Its application is hindered by the lack of tasks and examples for the method, from which teachers could take inspiration. In our work, we have developed PBL tasks in the field of biology, and in this study we demonstrate one of them in details. These biology PBL tasks can serve as a model for developing new tasks for different biology topics or even for other subjects. | |
| 650 | 4 | |a Társadalomtudományok | |
| 650 | 4 | |a Oktatástudomány | |
| 695 | |a Képességfejlesztés, Biológia tanítása | ||
| 700 | 0 | 1 | |a Nagy Lászlóné |e aut |
| 710 | |a Móra Kárpát-medencei Interdiszciplináris Szakkollégiumi Konferencia (3.) (2019) (Szeged) | ||
| 856 | 4 | 0 | |u http://acta.bibl.u-szeged.hu/74130/1/moraakademia_009_130-142.pdf |z Dokumentum-elérés |