APPLICATION OF THE PROJECT METHOD IN REMOTE BIOLOGY LESSONS

Abstract

The project approach was applied in remote biology lessons in the seventh grades. Each student chose the topic of their science work, set a goal, formulated a hypothesis, and decided on the ways to do the work. Students were required to submit intermediate results and a description of the entire work within the agreed time. Students received two points. One was for writing assignments and the other was for classroom presentation. In summary, we can confirm that the project approach in science education can take into account the different learning abilities and interests of students, as each student can individually choose the topic of the work and the way of doing it. So teaching is replaced by learning. In this method, the theory is applied in practice and vice versa - theoretical generalizations are made from practical results. All the listed arguments increase students' motivation to learn and develop students' creativity. By working on the project method and doing the work that suits him or her best, the student can reveal himself or herself in the best way. This choice increases the intrinsic motivation of the learner and fosters personal responsibility. The project simulates real life in the school and the student learns to achieve the set goal within a strict time frame. Thus, it can be stated that according to the achieved results, the project method corresponds to the challenges of modern school for science education, as students are taught to think critically, their creativity is developed and various problem-solving methods are applied. Keywords: project method, remote lessons, science work