Abstrakt
The paper presents data of comparative analysis that show the percentage of teachers who actually applied project-based learning for teaching evolutionary biology at lower and upper secondary education. The results have been compared with answers of teachers from England and Scotland.
A total of 350 Czech teachers and 122 British teachers participated in the study. The results show that in the context of evolutionary biology project-based learning is applied significantly more often in the British schools than in the Czech ones.
Teaching the evolution is generally problematic and complex issue. Project-based learning can help pupils to understand and interface many scientific principles and knowledges.
Therefore the paper represents also a concrete design of project-based learning which can be applied for teaching evolutionary biology. The proposed project is inspired by the content of the British teaching materials.
It allows to apply a theoretical as well as an experimental component of teaching.