Abstract:

The research of learning environment when teaching natural science subjects belongs to socially significant issues. Learning environment is a phenomenon that is recognized both by pupils and teachers via continuous experience and evaluation of the teaching process. It is observed in all school subjects. It might also express the relation of pupils to natural science subjects, or their interest or lack of interest in these subjects. It is crucial to know how students feel about the natural science subjects teaching, what they experience and how they evaluate the subjects. The aim of the paper is to characterize the learning environment of natural science subjects (biology, chemistry and physics) in selected primary and secondary schools in the Slovak Republic. A partial aim is to compare learning environment of teaching of these subjects from several points of view: the type of school (primary or secondary schools), the gender issues (boys and girls), and the teaching process dimensions. At the same time, the teaching process dimensions are described; they are perceived, experienced and evaluated by pupils in the best and worst manner.

Keywords:

Learning environment, natural science subjects, learning environment when teaching natural science subjects.