Abstract:

Innovative models of teaching arise as a result of the need to overcome the weaknesses of traditional teaching that was rooted by J. A. Comenius almost three centuries ago. Regardless of the forms of teaching, methods, teaching aids, the relationship between students and teachers that are present in innovative models, they all have the common feature of creating a stimulating learning environment in which students are independent and active agents in acquiring knowledge, and receive timely feedback on own progress during learning. Innovative models in teaching include: programmed learning, project based learning, problem based learning, exemplar learning, flipped learning, distance learning, integrative learning, modular learning.

Major changes in science, technology and society are changing various segments of teaching, as well as the organization of teaching, which should be a function of its greater efficiency in terms of student performance, motivation and engagement in learning. The changing approach to teaching, and therefore the applicability of innovations in teaching, is greatly influenced by the interests and attitudes of teachers. The greater interest of teachers and positive attitudes towards the application of innovative teaching approaches are a condition for these teaching models to find wider application in schools in the Republic of Serbia.

This paper analyzes the views of primary school biology teachers on the application and values of certain innovative models in the implementation of biological content in order to improve the quality of biology teaching. The research included 140 primary school teachers from various parts of Serbia. The obtained results show that biology teachers are more familiar with some innovative models (problem-based, programmed and project-based learning), and use them more in teaching, compared to other models that are less familiar to them. Their experiences with the use of certain innovative teaching models are positive, because they contribute to greater student interest in learning biology, student independence and receiving timely feedback that encourages students to further work and progress. The teachers point out that the preparation for the application of innovative teaching models is more demanding than the preparation for leading a traditional class, but it does not represent an additional effort for them.

By opening up new insights about the importance of applying innovative work models, teachers are additionally motivated to work and discover new opportunities for the realization of the teaching process. Teachers should be empowered and encouraged to apply innovative approaches in teaching through various types of education and seminars. Therefore, support at all levels is necessary, in order to provide teachers with all the necessary resources for work and a stimulating environment for learning and applying new models of teaching.

Keywords:

Teachers' attitudes, innovative models of teaching, Biology education, primary school.