STRATEGIES OF DIALOGUE IN MEDIA-AIDED BIOLOGY EDUCATION

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.