1. komponenta

Lecture type	Total
Lectures	15
Seminar	15

* Load is given in academic hour (1 academic hour = 45 minutes)

COURSE OBJECTIVES:
The objectives of the course Connecting biological knowledge are to: (i) educate students to choose learning strategies and techniques that will support the construction of concepts and develop the ability to apply acquired knowledge and skills on examples from everyday life; (ii) educate students to apply appropriate learning strategies and techniques that will encourage the construction and connecting the basic biological concepts.

COURSE CONTENT:
Classes will be held condensed in a block, with links to seminar assignments and lectures where knowledge will be systematized after the discussion.

LECTURES
The lectures will be based on the principle of the flipped classroom, with commentary and deepening of knowledge in the discussion after solving the seminar tasks, which will be the basis of learning aimed at understanding biology and teaching based on the connecting biological knowledge:
1) Experience as the basis of learning;
2) Differences between terms and concepts;
3) Conceptual understanding;
4) Building concepts during learning;
5) Connecting concepts;
6) Help in understanding biology by using the tools for easier learning and memorizing;
7) Analysis and peer assessment of learning presentations.

SEMINARS
The seminars that will be held within the course will be based on solving tasks, with the feedback that will serve the students for deepening their understanding:
1) Analysis of the understanding possibility during growing up;
2) From term to concept;
3) Comparison of biological content and biological concepts;
4) Meaningfulness of learning;
5) Learning context;
6) Self-evaluation with insight into understanding;
7) Pecha kucha - presentations of knowledge integration of selected biological concepts.

1. Conceptual Change in Biology, A. C. Love, Conceptual Change in Biology (Springer, Netherlands, 2016.), A. C. Love, Springer, Netherlands, 2016.
2. Integrating Concepts in Biology (1st ed.), A. M. Campbell, L. J. Heyer, C. J. Paradise, Integrating Concepts in Biology (1st ed., Trunity, Davie, 2014.), A. M. Campbell, L. J. Heyer, C. J. Paradise, Trunity, Davie, 2014.
3. Mapping biology knowledge (Vol. 11), K. Fisher, J. H. Wandersee, D. E. Moody, Mapping biology knowledge (Vol. 11, Springer Dordrecht, 2001.), K. Fisher, J. H. Wandersee, D. E. Moody, Springer Dordrecht, 2001.
4. Make it stick: the science of successful learning, P. C. Brown, H. L. Roediger III, M. A. McDaniel, Make it stick: the science of successful learning (The Belknap Press of Harvard University Press, Cambridge, Massachusetts, 2014.), P. C. Brown, H. L. Roediger III, M. A. McDaniel, The Belknap Press of Harvard University Press, Cambridge, Massachusetts, 2014.
5. Konceptualni pristup poučavanju uz definiranje makrokonceptnog okvira za biologiju, Ž. Lukša, I. Radanović, D. Garašić, Konceptualni pristup poučavanju uz definiranje makrokonceptnog okvira za biologiju (Život i škola LIX, 30: 156-171, 2013.), Ž. Lukša, I. Radanović, D. Garašić, Život i škola LIX, 30, 2013.
6. Članci o konceptualnom pristupu učenju biologije, stilovima učenja, tipovima inteligencije, sobnosti, tehnikama i alatima za olakšano učenje, Članci o konceptualnom pristupu učenju biologije, stilovima učenja, tipovima inteligencije, sobnosti, tehnikama i alatima za olakšano učenje., I. Radanović et al..

Izborni kolegiji NASTAVA - Regular study - Biology and Chemistry Education