Biology contents in curricula of compulsory education in Serbia, Finland and England
At this moment in time, which is marked by extremely negative human influences on the environment, and when a sustainable development of nature is needed, school has a significant role in developing students’ knowledge, skills and attitudes towards natural sciences. In European countries,...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
University of Belgrade, University of Novi Sad
2014-01-01
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| Series: | Archives of Biological Sciences |
| Subjects: | |
| Online Access: | http://www.doiserbia.nb.rs/img/doi/0354-4664/2014/0354-46641402859O.pdf |
| Summary: | At this moment in time, which is marked by extremely negative human
influences on the environment, and when a sustainable development of nature
is needed, school has a significant role in developing students’ knowledge,
skills and attitudes towards natural sciences. In European countries,
students gain biological knowledge during primary school either through
integrated or specific subjects. This paper contains the results of a
comparative analysis of the biological content in teaching programs and
curricula in three European countries - Serbia, Finland and England. In
Serbia, biological contents are included in two integrated subjects (The
World Around Us and Nature and Society) during the first cycle of compulsory
education, while during the second cycle they are included in a separate
subject - biology - and are linearly arranged. Throughout compulsory
education in Finland and England, biological contents are concentrically
arranged and are realized through the students’ research work in their
surroundings in several school subjects. |
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| ISSN: | 0354-4664 1821-4339 |