V. Županec, T. Lazarević, T. Pribićević

University of Novi Sad, Department of Biology and Ecology, Faculty of Sciences (SERBIA)
The main goals of modern education are to develop students' ability to apply knowledge in everyday life and the realization that school does not provide knowledge for life, but only a good basis for further education. The modernization of the teaching process with the use of modern teaching technologies, i.e. the presence of interactive methods in teaching, which includes the experimental teaching method, can significantly contribute to their realization. According to many didactics, its adequate representation would greatly increase the quality and efficiency of the teaching process, especially in the teaching of natural sciences, because experiments and exercises allow students to understand the interdependence and connection of phenomena, relationships and processes in nature, to accept them as a basis for formation their own and general norms of behavior towards it, enable students to approach the phenomena around them in a research way, as well as to constantly re-examine them and come to new conclusions. By applying the experimental method, students are trained in systematic observation, information gathering, finding and testing hypotheses, understanding and designing experiments, and research. This method gives quality to teaching work at all times, encourages productive and creative thinking, because it enables students’ self-education and independent work.

Insufficient representation of the experimental method in teaching biology teachers in the Republic of Serbia justify with the poor equipment of schools, excessive curricula, lack of manuals for the application of the experimental method in teaching biology, but also their lack of training for the application of this teaching method in teaching biology. In order to overcome these limitations that exist among biology teachers, this paper presents the possible realization of content from the subject of Plant Physiology provided by the Biology curriculum for the third grade of high school using the experimental method. The created didactic material can be an incentive for teachers to change their teaching practice in the direction of greater representation of the experimental method in biology classes in high schools and other secondary vocational schools. With greater availability of such good practice materials, teachers would be more willing to apply them, and thus more efficient in achieving educational goals.