Volume/Issue :

Article type :

Case study

Page No :

42-47

Abstract :

In education is very important, how to represent the biological problem to be more educational and how teach in classroom for everyday life. For the case study was used biology laboratory exercise Effect of Energy Drinks on Heart Rate. Out of the students’ discussion, we can conclude that the topic of the impact of energy drinks on the functioning of the heart was taken more seriously and that before the consumption of different energy substances they or at least some of them would recall the results of the performed exercise. Students were motivated in interested in this laboratory exercise because it was connected with everyday life.

Keywords :

biology laboratory work, competences, teaching to everyday life

References :

Barron, B., & Darling-Mammond, L. (2013). Prospects and challenges for inquiry-based approaches to learning. In: Dumont, H., Istance, D. and Benavides, F. (Eds.), The nature of learning. Using research to inspire practice. Centre for Educational Research and Innovation.
Boekaerts, M. (2013). The crucial role of motivation and emotion in classroom learning. In: Dumont, H., Istance, D. & Benavides, F. (Eds.), The nature of learning. Using research to inspire practice. Centre for Educational Research and Innovation.

Bodner, G. M. (1986). Constructivism - a theory of knowledge. Journal of Chemical Education, 63, 873 – 878.
Fensham, P. (2008). Science education policy-making: eleven emerging issues. Scientific and Cultural Organization: United Nations Educational.
Harlen, W. (Ed.). (2010). Principles and big ideas of science education. Hatfield: ASE.
Lunetta, V. N., Hofstein, A., & Clough, M. (2007). Learning and teaching in the school science laboratory: An analysis of research, theory, and practice. In: N. Lederman, & S. Abel (Eds.), Handbook of research on science education. Mahwah, NJ: Lawrence Erlbaum. 2007.
Sperling, E., & Bencze, J. L. (2010). “More than particle theory”: Citizenship through school science. Canadian Journal of Science, Mathematics, and Technology Education, 10 (3), 255–266.
Šorgo, A. (2006). Dichotomous identification keys: A ladder to higher order knowledge about human body. Science Activities, 43, 17–20.
Špernjak, A. (2011). Computer-supported laboratory as an effective educational tool. In: Čičin-Šain, M. (Eds.). MIPRO 2011: 34th International Convention, May 23 - 27, 2011, Opatija, Croatia: Proceedings = 34. International Conference, May 23 - 27, 2011, Vol. (4), Computers in education. Rijeka: MIPRO, 138-141.
Špernjak, A., & Šorgo, A. (2009). Comparison of attitudinal differences with three different styles of biological laboratory exercises among elementary school students (Primerjava priljubljenosti treh različnih načinov izvedbe bioloških laboratorijskih vaj med osnovnošolci). Didactica Slovenica – Pedagoška obzorja, 24 (3-4), 68-86.

Cite as :

Špernjak, A. (2014). Energy drinks and heart rate. Gamtamokslinis ugdymas / Natural Science Education, 11(2), 42-47. https://doi.org/10.48127/gu-nse/14.11.42a