Abstract:

Problem-based learning provides students with the opportunity to be much more active in class by solving specifically formulated problem situations and to acquire knowledge through practical and applicable activities and experiences. In this paper, the emphasis is placed on emphasizing the quality of problem-based learning in primary adult education and encouraging teachers to use such a model of teaching. Also, from the perspective of the theoretical and experiential framework, the paper discusses the organization of functional primary adult education (FPAE) in the Republic of Serbia and the possibilities of applying problem based learning in FPAE. The presented conceptual framework enables the interpretation of what is already known about problem-based learning, and at the same time new assumptions are offered and new directions of research are suggested. Within the paper, a detailed presentation of the scenario for the realization of a biology lesson according to the model of problem based learning is given. Taking into account all the values of problem based learning, it can be assumed that its greater use would contribute to more efficient achievement of the desired goals in functional primary adult education. However, despite that, this model of teaching is still poorly represented in schools in the Republic of Serbia, primarily due to the need for greater involvement of teachers during the preparation of classes and the lack of didactic and methodological materials for the application of problem-based learning.

Keywords:

Biology teaching, problem-based learning, problem-based learning activities, adult education.