GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION最新文献

{"title":"USING FINE ART TO TEACH PROGRAMMING","authors":"Katja Gajšek","doi":"10.48127/gu-nse/22.19.07","DOIUrl":"https://doi.org/10.48127/gu-nse/22.19.07","url":null,"abstract":"When people enter the gallery of contemporary art, they are met with interactive projections which fill up the room, react to the observer and take them on new adventures. Programmers, animators, architects, musicians, draftsmen, graphic artists, and engineers participate in this kind of works of art as co-creators of the work. The classic notion that an artist is someone who can draw or paint beautiful is misguided in modern art. Today the so-called artists are people who use all their knowledge and skills at their disposal to convey their message or view of the world.\u0000Art has always reflected the time in which it was created. So how do we include content in art lessons that require students to develop competencies they will need in the 21st century?\u0000Animated film as a style of artistic expression is not exactly modern but is something new in the curriculum of fine arts. I tried different techniques and procedures to teach students the concepts of creating animations. From drawn animation, stop-motion animation to computer animation. The latter has many production methods and procedures, but I think combining animation and programming the students can achieve many goals and competencies necessary for their future lives or careers. The student has to understand how the animation is created, and plan how to implement the programming code to display their wishes. Programming develops logical thinking, which allows children to break down complex problems into smaller and more manageable ones which are easier to solve.\u0000My goal for the students is they learn to use construction knowledge, collaboration, communication, and ICT in art classes and additionally learn how to program.\u0000Keywords: computer animation, interactive projections, visual art, Scratch","PeriodicalId":222493,"journal":{"name":"GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132963227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"UPGRADING SCIENCE WITH ENGLISH AND ICT","authors":"Suzana Kotnjek","doi":"10.48127/gu-nse/22.19.22","DOIUrl":"https://doi.org/10.48127/gu-nse/22.19.22","url":null,"abstract":"The 21st century brought many changes to the Slovenian school system. The idea of teaching using more modern, active methods and forms of learning and teaching where the student follows the idea \"What I hear, I forget. What I see, I remember. What I do, I understand!\" was necessary. Information and communication technology development enabled all participants in learning and teaching to look outside the box and beyond the horizon. It enabled students to be more involved in the pedagogical process and encouraged their activity. The Covid-19 pandemic literally overnight changed the learning and teaching process. The students were confused and scared, and the teachers faced the professional challenge and the desire to motivate their students and reach their educational goals. Using online applications (Liveworksheets, Edpuzzle, WordItOut, Wordwall), developing reading comprehension, formative assessment, flipped learning, making videos, and multilingual teaching in combination with classic methods is a successful example of a months-long cross-curricular integration of science and English. The evaluation of the work and the students' reflection showed how vital good lesson planning is, as well as the fluidity and almost imperceptible intertwining of the two subject areas (Chemistry-English and Biology-English). Immediate feedback helped to reach the learning goals faster and better. Multilingualism is an essential step toward the school of the future. The quality of the acquired knowledge and skills was visible in the final report - the student's grades. \u0000Keywords: cross-curricular integration, ICT, online applications, science teaching","PeriodicalId":222493,"journal":{"name":"GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129735307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"27th NATIONAL SCIENTIFIC PRACTICAL CONFERENCE “NATURAL SCIENCE EDUCATION IN A COMPREHENSIVE SCHOOL – 2021”: CONFERENCE REVIEW","authors":"Vincentas Lamanauskas","doi":"10.48127/gu-nse/21.18.105","DOIUrl":"https://doi.org/10.48127/gu-nse/21.18.105","url":null,"abstract":"The scientific-practical conference “Natural Science Education in a Comprehensive School - 2021”, which has already become a tradition, was held in an unusual way, remotely (online). This format of the conference was determined by the ongoing Covid-19 pandemic, so the conference could not take place in the usual format for the second time. This time, the plenary session of the conference was truly international and extremely interesting. In total, four key reports were presented in plenary. \u0000It is fair to say that the plenary has 'united' different continents: Africa (presenter: Dr Angela James from South Africa), Latin America (Dr Solange Locatelli from Brazil), Europe (Dr Mihail Calalb from Moldova and Dr Malgorzata Nodzynska from Poland). It is also interesting that the plenary reports covered all three essential areas of science education - chemistry, physics, biology.\u0000The topics of the reports were various, mainly in various fields of science and technology education. It is important that the participants were active, there were intense discussions and sharing of experiences. All participants acknowledged that education in a pandemic environment is significantly restricted. This applies in particular to various non-formal education activities, or activities that take place outside the regular classroom (e.g. various project activities). \u0000Presentations were also made on the second day of the conference. Dr. Rita Makarskaitė-Petkevičienė (Vilnius University) moderated four presentations. Traditionally, on the second day of the conference, practical seminars were organized for all conference participants. A similar goal was set at this conference - to make all reports useful for all professionals at all levels of education. \u0000Most conference reports were presented in the form of articles and published in the conference proceedings. One can find full texts in the database at: https://oaji.net/journal-archive-stats.html?number=1984&year=2021&issue=18298 It is tentatively scheduled that the 28th Conference will take place on April 29-30, 2022, also remotely. \u0000Keywords: online platform, national conference, science education, science and technological education movement.","PeriodicalId":222493,"journal":{"name":"GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125713728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"APPLYING LEARNING ANALYTICS IN MATHEMATICS AND SCIENCE EDUCATION LESSONS: EXPERIENCES OF TEACHERS IN BASIC EDUCATION","authors":"G. Šmitienė, R. Girdzijauskienė, J. Melnikova, Aida Norvilienė, Gita Šakytė-Statnickė","doi":"10.48127/gu-nse/21.18.75","DOIUrl":"https://doi.org/10.48127/gu-nse/21.18.75","url":null,"abstract":"Learning analytics is identified as one of the essential preconditions for ensuring the quality of learning for each student and is associated with the wider possibilities of organizing individualized learning. One of the priorities of Lithuanian education is the individualization and personalization of science and mathematics teaching, which is related to one of the priorities of Lithuanian education, that is recognizing the need to develop students' mathematics, science, and technology competencies as well as to foster a culture of innovation in schools. The importance of integrated teaching (learning) for the sustainable development of a student's science and mathematics competence is recognized. However, problems arise in addressing the issues of integrated science and mathematics organization in the classroom, in finding the most appropriate didactic solutions at the level of a student and a classroom. The benefits of learning analytics in modern education are not in doubt, but in educational practice the approach to it is ambiguous: the search for learning analytics tools, the system of its use, the definitions of benefits for the learner. It is acknowledged that in the discourse of the use of learning analytics in science education, there is little research, examples of pedagogical practice that contain analysis of the possibilities of digital platforms with artificial intelligence and learning analytics tools, and the analysis of teachers' experiences. In the conducted qualitative study (focus group discussion) with mathematics and science teachers, who have accumulated experience in working with digital platforms and applying artificial intelligence-based learning analytics, the possibilities of using learning analytics in the lesson have been disclosed. Focus groups participants are teachers who in 2021. September - December participated in a project with the aim to test learning analytics tools in science education and math lessons. The results of the study revealed that teachers do not question the benefits of integrating digital platforms with artificial intelligence-based learning analytics in identifying student (classroom) learning gaps, learning characteristics, and making evidence-based decisions about learning differentiation and individualization. The results of the focus group discussion with science education and mathematics teachers regarding the use of digital teaching and learning platforms integrating learning analytics in lessons revealed that the priority of learning analytics in lessons is to identify and capture gaps in students' learning achievements and knowledge in a timely manner.\u0000The analysis of a student (students) learning data that is provided by digital platforms, which integrate artificial intelligence and learning analytics, allows teachers to make the most appropriate decisions about the organization of teaching: to differentiate and individualize teaching, to consistently develop pupils' general competen","PeriodicalId":222493,"journal":{"name":"GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION","volume":"1975 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129954067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"USING ALTERNATIVE STRATEGY FOR IMPLEMENTING SIMPLE INVESTIGATIVE ACTIVITIES TO LEARN CHEMISTRY IN THE CLASSROOM","authors":"S. Locatelli","doi":"10.48127/gu-nse/21.18.87","DOIUrl":"https://doi.org/10.48127/gu-nse/21.18.87","url":null,"abstract":"Considering the diversity of activities in the classroom is very important, with a view to providing opportunities for students to learn chemistry. In this sense, this article aims to bring some myths and concepts that underlie the inquiry-based learning (IBL), as well as to present an activity proposal to be used in the classroom, considering an opportunity to work the investigative aspect in science, with the use of simple and easily accessible materials. It is considered fruitful to bring these reflections into a context of teacher education, in which metacognitive thinking should be part of pedagogical practice for better learning in science and in general.\u0000Keywords: teacher training, chemistry education, inquiry-based learning","PeriodicalId":222493,"journal":{"name":"GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION","volume":"170 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123272236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE STORYTELLING: AN EFFECTIVE TOOL IN THE TEACHING OF HIGH-LEVEL CHEMISTRY","authors":"E. Vasilevskaya, N. Boboriko","doi":"10.48127/gu-nse/21.18.93","DOIUrl":"https://doi.org/10.48127/gu-nse/21.18.93","url":null,"abstract":"Storytelling is a teaching method that presents learning material through personally significant stories and associates with the personal experience of the teacher and student. This method trains the ability to work with information, teaches to analyze situations and evaluate alternatives, correlates the studied theoretical material with practice, develops the skill of solving practical problems.\u0000Types of pedagogical storytelling and building of the story were reviewed. Using storytelling in higher chemical education is discussed. It is shown that literature and science literature, publications in the media, art, history of chemistry, current stage of the scientific research, and real production experience can be used as information sources for creating educational stories in chemical education. Examples of the use of storytelling in the preparation of students at the Faculty of Chemistry of the Belarusian State University are given. \u0000Keywords: storytelling, chemistry education, history of chemistry, chemistry laboratory practice","PeriodicalId":222493,"journal":{"name":"GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION","volume":"359 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134457904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"NATURAL SCIENCE EDUCATION AT SCHOOL: JOY OR CONCERN","authors":"Rita Makarskaitė-Petkevičienė","doi":"10.48127/gu-nse/21.18.70","DOIUrl":"https://doi.org/10.48127/gu-nse/21.18.70","url":null,"abstract":"The introductory article of this issue deals with natural science education changes at school in recent years. For the science education to be successful, teacher qualification or student’s motivation are not enough, a good material base (laboratory, research equipment, tools and materials), and outdoor educational environments are needed. After implementing several projects in the country, the situation in schools has improved, but not enough. Much is expected from the activities of the STEAM centre network, which started on October 27, 2021. Of course, the change for the better is pleasing, however, there are also sad things. The small proportion of high school graduates who take exams in science (about 20% in biology, 5% – in chemistry, 9% – in physics), shows that there is an underlying problem – many find natural sciences a hard nut to crack. Studies in natural sciences should be dominated by research, experiment, observation – that is, a research activity component. And if this segment is ignored, it is difficult for many students to find connections between objects, phenomena, processes. Another problem is – the lack of nature teachers. What is more, life is full of challenges: climate change, pandemics, and so on. A certain level of scientific literacy is needed to comprehend the abundance of true and false news. It is important to bring the student closer to nature. But a teacher of any subject can help in that child’s path. After all, in the environment, in nature, there are many contexts suitable for learning other subjects as well. Especially as today’s global problems have outgrown the boundaries of natural sciences. Social and human sciences, and the arts must also be in closer relationship.\u0000Keywords: material base, science education, science teachers, STEM","PeriodicalId":222493,"journal":{"name":"GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126054160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"LEARNING SITUATIONS AND ICT SKILLS IN MATHEMATICS IN THE FIRST YEAR OF THE SECONDARY SCHOOL FOR ECONOMICS","authors":"D. Žižek","doi":"10.48127/gu-nse/21.18.55","DOIUrl":"https://doi.org/10.48127/gu-nse/21.18.55","url":null,"abstract":"This research presents one of many possibilities of how to check and repeat knowledge at the end of the school year and at the same time provide an answer to questions often asked by students who are disinterested in learning mathematics: \"Where will we need it?\" or \"Why do we learn this?\" To provide them with an answer and motivate them at the same time, this research focused on actively encouraging students to find the answers themselves and thus find the importance of learning mathematics. With a changed way of repeating and consolidating the material at the end of the school year, the aim of this research is to reduce the fear of mathematics and increase the motivation of students in the following year. Students, divided into groups, choose the topic or examples of the use of mathematical knowledge of the first year of secondary technical and professional education in everyday life, and thus shape the learning situation (LS). The goal of preparing the LS is for students to make sense of the subject matter with examples from everyday life. For the selected LS, they prepare a short story with tasks that they solve by calculation, prepare presentations and also, present the LS to the classmates.\u0000During the formation of the LS and the preparation of presentations, students are active (active learning methods: task search, knowledge of the subject matter, interviews, problem solving, use of mathematical applications, teamwork, problem solving…) and cooperate with each other. They are constantly developing more 21st century competencies (self-regulation, collaboration, problem solving) and digital competencies. With the formation of the LS, the world of mathematical knowledge gets a little closer to students, they lose their fear of mathematics and become more motivated.\u0000Keywords: learning situations, collaborative work, active learning methods, mathematics in everyday life, deviation from the established","PeriodicalId":222493,"journal":{"name":"GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124543262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ACHIEVING HIGHER LEVELS OF MATHEMATICAL LITERACY WITH INNOVATIVE TEACHING APPROACHES AND A CRITICAL USE OF DIGITAL TECHNOLOGY","authors":"Urška Krajnc","doi":"10.48127/gu-nse/21.18.13","DOIUrl":"https://doi.org/10.48127/gu-nse/21.18.13","url":null,"abstract":"An increasing number of students in primary school dislike maths, their motivation to solve problem tasks is declining, which results in poorer mathematical literacy. \u0000The above-mentioned issues can be solved only by applying innovative teaching approaches such as learning maths with the innovative learning environment MS Teams. Such learning is very interesting for students, knowledge testing is easier, and students get feedback immediately. Students are more motivated to learn math, which in turn means raising math literacy.\u0000Keywords: daily life problems, digital technology, innovative teaching approaches, mathematical literacy, MS Teams","PeriodicalId":222493,"journal":{"name":"GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132357794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"RESEARCHERS FROM THE FACULTY OF NATURAL SCIENCES AND EDUCATION FOR INNOVATIVE EDUCATION: INNOVATIVE PEDAGOGY 1:1","authors":"Dejan Zemljak, Urška Martinc, Andrej Flogie, Žiga Kobše, Helena Fošnjar, Maja Vičič Krabonja","doi":"10.48127/gu-nse/21.18.45","DOIUrl":"https://doi.org/10.48127/gu-nse/21.18.45","url":null,"abstract":"In 2017, the Faculty of Natural Sciences and Mathematics (FNM) of the University of Maribor entered the partnership of the project Innovative Learning Environments Supported by ICT - Innovative Pedagogy 1:1, led by the Institute Anton Martin Slomšek (ZAMS) and lasting from 2017 to 2022. Innovative Pedagogy 1:1 is a project focusing on the development of competences, which are “one of the fundamental prerequisites for lifelong learning and improved employability. One of the conditions for achieving this is the implementation of flexible forms of learning, which redefine the roles of all stakeholders involved: students, professionals and principals”. The basic focus is on developing digital competencies of students, pedagogical and non-pedagogical staff, and school principals. This research describes the ways in which the Faculty of Natural Sciences and Mathematics, as an academic institution training pre-service teachers of Engineering and Technology, has supported project activities, how it participated in some of the project’s key working bodies, and what its contribution is.\u0000Keywords: academic collaboration, community, innovative pedagogy, project work","PeriodicalId":222493,"journal":{"name":"GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129831802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}