42 GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION. ISSN 1648-939X ENERGY DRINKS AND HEART RATE Andreja Špernjak Faculty of Natural Science and Mathematics, University of Maribor, Slovenia 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. Key words: biology laboratory work, competences, teaching to everyday life. Introduction The goals for science education include the development of student scientifc lit- eracy, where this encompasses providing students with opportunities to develop the knowl- edge and skills they need to take an active role as citizens in decisions to do with science- related matters (Fensham 2008; Harlen 2010). The premise is that all students, as citizens, need science related knowledge and skills so they can participate in public debates and science-related decision-making processes. The question is how to get such knowledge and skills. The constructivist theory of knowledge states that knowledge cannot be transferred from one person to another; it must be actively constructed by learner through interaction with the environment (Bodner, 1986). Beside appropriate environment for better learning students need motivation and emotion. Motivation and emotion are essential to education because – together – they ensure that students acquire knowledge, skills and attitudes in a meaningful way. If all classroom activities were interesting in fun, students would engage in them naturally. In this case, teachers need to be aware of how to adapt the curriculum and their teaching so that students fnd the classroom activities more interesting, purpose- ful and enjoyable, and feel more competent to do those (Boekaerts, 2013). School activi- ties should be interesting and fun and related to everyday life that can be used in practice. Sperling and Bencze (2010) note that the knowledge and experience that students gain at school is of minimal value if it does not carry forward, both beyond the classroom and beyond the schooling years. Example of biological laboratory work related to everyday life is the exercise Ef- fect of Energy Drinks on Heart Rate. How to include motivation, emotion, developing competences (knowledge, skills and attitudes), interesting and fun related to everyday life is shown in the Figure 1.