GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION最新文献

{"title":"WRITING CHEMICAL FORMULAS AND REACTION EQUATIONS: THE HISTORY AND PRACTICE OF BUILDING BLOCK METHOD","authors":"A. Sulcius, Sergey Teleshov","doi":"10.48127/gu-nse/19.16.54","DOIUrl":"https://doi.org/10.48127/gu-nse/19.16.54","url":null,"abstract":"One of the most difficult elements for students in chemistry is writing and balancing equations of chemical reactions. The aim of this research was to investigate the ability of the 8-9th grade students to write chemical formulas and equations of reactions. Verhovskij’s method, which involves using white and full-colour paper cards, was proposed as a chemistry teaching method for students. Some of the students suggested using non-paper-based cards, i.e. “domino sticks”. The obtained results proved that students who had participated in the building blocks activity showed significantly higher post-test scores than students who had not participated. The average grade of the students who used the cards for chemical formula formation and reaction equations increased respectively by 1.30 and 1.20. The average grade for writing and balancing of the reactions equations was lower because balancing requires strong knowledge in mathematics. The results have shown that the use of cards is a good method at an early stage of chemistry education. \u0000Keywords: general chemistry, hands-on learning, domino-stick, graphical formula, reaction equation.","PeriodicalId":222493,"journal":{"name":"GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124474714","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":"STEAM PRACTICES IN CHEMISTRY EDUCATION","authors":"Ümmüye Nur Tüzün, Gülseda Eyceyurt Türk","doi":"10.48127/gu-nse/19.16.32","DOIUrl":"https://doi.org/10.48127/gu-nse/19.16.32","url":null,"abstract":"STEM is the process of integrating science, technology, engineering and mathematics in education. STEAM differs from STEM by a letter of ‘A’ which means arts, on the basic logic of science and arts mustn’t be decomposed from each other. This research aimed to assist tenth-grade students in learning through their own constructed materials for bringing up them as well-qualified individuals by using chemistry, technology, engineering, popart and mathematics (STEAM) integration which would improve their creativity and critical-thinking too. 33 tenth-grade students from a high school in Turkey participated in this qualitative research in 2015-2016 academic year. Student constructed materials, and student process evaluation worksheets were used as data collecting tools. Content analysis was utilized for the gathered data. Content analysis was cross-checked for the reliability of the research too. The results showed that students’ creativity and critical-thinking skills were enhanced through such a STEAM process, and this process was also helped to educate well-qualified individuals in the abovementioned fields.\u0000Keywords: chemistry education, critical thinking, educating well-qualified individuals, STEAM.","PeriodicalId":222493,"journal":{"name":"GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129255135","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":"METACOGNITIVE STRATEGIES AND POSSIBILITIES FOR FUTURE RESEARCH","authors":"S. Locatelli","doi":"10.48127/gu-nse/19.16.04","DOIUrl":"https://doi.org/10.48127/gu-nse/19.16.04","url":null,"abstract":"Basically, metacognition is composed of two central aspects, “knowledge of cognition and regulation of cognition” (Schraw, 1998, p.113), being the last characteristic, fundamental in the teaching and learning of Sciences, since it is desirable that, from the previous knowledge of the students, the possibility of rethinking it, regulating it and, thus, approaching the scientific concepts. Usually, teachers use metacognitive principles in their classes, but they often do so in an unintentional way, which precisely distinguishes a common metacognitive strategy in which, intentionally, moments for reflection and reconstruction are offered to students.\u0000Regarding the regulatory aspect, the metacognitive strategies are promising in assisting learning in science. Schraw (1998) adds that the regulation provided by metacognitive activity may be a skill to be improved with these strategies in a conscious and intentional way by the student.","PeriodicalId":222493,"journal":{"name":"GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION","volume":"30 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131550053","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":"24th NATIONAL SCIENTIFIC PRACTICAL CONFERENCE “NATURAL SCIENCE EDUCATION IN A COMPREHENSIVE SCHOOL – 2018”: CONFERENCE REVIEW","authors":"Vincentas Lamanauskas","doi":"10.48127/gu-nse/18.15.81","DOIUrl":"https://doi.org/10.48127/gu-nse/18.15.81","url":null,"abstract":"Having already become traditional, scientific practical conference “Natural science education in a comprehensive school – 2018” took place in Šilutė, a beautiful Pajūris lowland city. \u0000On the first conference day, plenary reports and two section work took place. It was discussed about the exceptional geological exhibit importance to non-formal natural science education and about Lithuanian and Latvian student attitude to natural science disciplines and mathematics. Traditionally, methodological natural science education questions were discussed. One plenary report was made remotely. Dr. Solange W. Locatelli from Brazilian Federal ABC university shared her personal experience applying metacognitive strategies in chemistry teaching.\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: http://oaji.net/journal-archive-stats.html?number=1984&year=2018&issue=12477 \u0000 On the initiative of Šilutė district municipality, a cognitive conference participants’ boat trip down the Nemunas river to Kuršių lagoon was organised. Conference participants had a unique possibility to get acquainted with the lagoon district, to see off the Sun, and also to taste traditional lagoon fish soup.\u0000On the second conference day, the reports were also presented. It was discussed about teaching based on researching. The main report idea was educational activity object selection and pedagogical scenarios preparation. Pilot empirical research results were presented. Natural science education organisation and improvement in a primary school was discussed. The carried-out research allows stating, that primary school teacher professional preparation in a natural education sphere remains actual. Practical work organisation is considered the most appropriate activity. The teachers try the least to satisfy / to take into consideration individual students’ differences. Though teachers are inclined to demonstrate various experiments, research activity is not dominating.\u0000Natural science education “journey” continues. 25-th conference will take place on 26-27 April 2019 in Kupiškis Povilas Matulionis progymnasium. So, from Pajūris lowland we travel to Kupiškis, which is in the outskirts of eastern middle Lithuania lowland and in which the Kupa river flows through the centre of the city.\u0000Key words: 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":"2018-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134307881","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":"INDIVIDUALISED AND DIFFERENTIATED TASK USE IN THE GEOGRAPHY LESSON: A FEW TASK APPLICATION METHODOLOGY ASPECTS","authors":"L. Railienė","doi":"10.48127/gu-nse/18.15.72","DOIUrl":"https://doi.org/10.48127/gu-nse/18.15.72","url":null,"abstract":"In Lithuanian general education schools, the main attention has to be drawn to a student in the students’ teaching/learning process, to his personality development. The student himself has to be an active teaching/learning process participant but not a passive listener in the lesson. Not only subject or general competencies, positive emotions are acquired when students actively take part in the lesson, do a particular task but also students are made to involve critical thinking into their activity. \u0000 Not so few other general education subjects taught at school are integrated into geography subject teaching/learning programme. Learning geography, students very often have to use their history, biology, chemistry, physics, natural science and other subject knowledge. Every student’s individual abilities are also of quite a big importance learning geography. Seeking for the students to easier acquire the provided knowledge, learn to learn independently during geography lessons, be able to apply this knowledge in practice, it is important to concentrate students’ attention and activity, to encourage their creativity. It is very important for the students to learn to work individually and in a group. The most important thing is not only to acquire knowledge and general competencies but also learn to learn!\u0000 Geography subject teaching is inseparable from information and communication technologies (ICT), which diversify geography teaching a lot. Using them, one can assign for the students to do practical tasks, their knowledge from geography subject can be checked. Also, it is very important that the use of ICT in the lesson allows students to acquire more self-confidence, because very often students carry out such tasks independently.\u0000 Independent work task assignment in the lesson is very useful for those, who have less abilities. They need more time for carrying out the tasks. The tasks carried out independently during geography lessons, allow students to acquire geography knowledge and general competencies under favourable conditions, at a favourable pace of learning.\u0000Considering that not equal ability students take part in the lesson, it is important to model the lesson so, that all students successfully realise themselves in it, acquire the maximum knowledge and abilities. For that, it is necessary to individualise and differentiate the tasks for the students. The tasks have to be selected both for higher and lower ability students.\u0000 Teaching geography, a few student individualisation and differentiation application methods are possible. It depends on whether a new teaching topic is given in the lesson, whether it is a revision, knowledge generalisation lesson. Individualised and differentiated tasks can be applied during the whole geography lesson. Students can be given individualised and differentiated tasks, doing concrete tasks, for example, during students’ independent work task. \u0000It is important to share the experience about the application o","PeriodicalId":222493,"journal":{"name":"GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION","volume":"546 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130406802","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":"CONNECTIONS INVOLVING THE USE OF CHEMICAL LANGUAGE AND UNDERSTANDING OF REDUCTION-OXIDATION REACTION","authors":"S. Locatelli, Paulo Henrique Soares Gomes, Agnaldo Arroio","doi":"10.48127/gu-nse/18.15.61","DOIUrl":"https://doi.org/10.48127/gu-nse/18.15.61","url":null,"abstract":"Understanding submicroscopic level, which requires in-depth chemistry knowledge, is difficult for students. The sample of the research consisted of 32 students, who performed a teaching-learning sequence of two electrochemical reactions. Eight of them were videotaped and their speech was transcribed and analyzed. The results indicated that students who used more chemical terms improved their understanding of the submicroscopic level. Talking more, in this case, showed no relation to learning directed to an instrumental understanding (focus on how). The use of more chemical terms enabled them to grasp a relational understanding (focus on why) and the predictive ability of new chemical phenomena. \u0000Keywords: chemical education, chemical terms, electrochemistry, relational understanding, submicroscopic level.","PeriodicalId":222493,"journal":{"name":"GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123117161","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":"WELCOME TO THE CONVERSATION","authors":"E. Melnik","doi":"10.48127/gu-nse/18.15.58","DOIUrl":"https://doi.org/10.48127/gu-nse/18.15.58","url":null,"abstract":"Scientific interests of the author of this article are natural science and humanitarian knowledge integration referring to systematic attitude toward younger students’ education in the environment sphere. Therefore, a prepared methodological book “Integrated education in a primary school: theory and practice” was a part of the author’s research. The author pays attention to the younger students’ preparation level. A rather wide ICT usage is accentuated in the education process. On the other hand, the students’ achievement level in the senior forms tends to decrease. Therefore, it is important to ascertain, why such tendency is observed, what reasons determine that. \u0000Thus, it is interesting to find out, what main teaching methods teachers use in the education process in different countries. For example, what are the ways of realisation of interdisciplinary and internal relations; is their integration carried out as a process; Does knowledge continuity/succession exist teaching students in various secondary school levels and much more?\u0000Keywords: environment sphere, integrated education, scientific interest.","PeriodicalId":222493,"journal":{"name":"GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129871020","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}