Abstract:

The crisis in education is part of crisis of science and this is one of the dimensions of contemporary culture. The media culture addressed to a large audience through technical means of communication is more and more important. Today’s students are no longer the people our educational system was designed to teach (Prensky, 2001). The ‘instant culture’, which main message is ‘carpe diem’, speedy communication and sexualization of life, shapes the identity of young people and their lifestyle (Melosik, 2010). The article undertakes theoretical and practical analysis of the trends in biological education, what is presented in the following conceptual framework: /1/ from cognition to metacognition, /2/ from individual experience to community, /3/ from knowledge to attitudes, /4/ from diagnosis to prevention, /5/ from subject skills to life skills. Experimental tests and analyses were designed to verify the research hypothesis assuming that media culture has the influence on biology education of ‘instant generation’. The alternative ways of teaching, including negotiation of shape the reality with students of high school are possible during biology lessons. The conclusions can be the basis of new educational models of ‘instant generation’.

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