Natural Science Education in a Comprehensive School (NSECS)最新文献

{"title":"EDUCATION ABOUT USE OF NATURAL RESOURCES: EDUCATIONAL INTERGRATED ACTIVITIES OF ENGLISH, WORLD AROUND US AND ICT SUBJECTS IN PRIMARY SCHOOL","authors":"R. Naujokienė","doi":"10.48127/gu/21.27.43","DOIUrl":"https://doi.org/10.48127/gu/21.27.43","url":null,"abstract":"Progress of educational intergrated activities at a primary school is dependent on the level of students‘ involvement in teaching-learning process. Abstract ideas and topics might be complicated to grasp and comprehend at such young age. Therefore, intergration of subjects such as English, World Around Us lessons and ICT ensures the learning is less difficult and more approachable. Learning a foreign language at as much as possible natural environment filled with natural sources, incorporating assisstance of new technologies makes the process of teaching-learning very attractive and enables students not only to enrich knowledge, but also improve social and foreign language communication skills. Beeing in nature students feel at ease, stay curious, positive and active moreso they learn to value natural resources. Learning in groups encourages confidence, empathy and helps gaining crucial multilingual and social competence for further life.\u0000Keywords: education, natural sources, multilingual/social competence","PeriodicalId":339631,"journal":{"name":"Natural Science Education in a Comprehensive School (NSECS)","volume":"198 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127313191","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":"INTEGRATED SCIENCE EDUCATION IN PRIMARY SCHOOL","authors":"Jovita Ponomariovienė","doi":"10.48127/gu/21.27.51","DOIUrl":"https://doi.org/10.48127/gu/21.27.51","url":null,"abstract":"Nowadays teachers always seek for new ways and methods to raise a creative, motivated individual, who is always willing to learn new things. That brings teachers to an ongoing issue – lack of student motivation. Traditional teaching methods became ineffective with the new generation. To them, all the lessons look the same, boring, and plain, and that’s why teachers have to find new methods, activities, tools to motivate the students to be active, to indulge in the activities and keep their focus throughout all of the lesson. One of the ways to motivate the students is integrated education.\u0000The main axis of integration could be science education. A variety of school subjects can be integrated with science education, such as Lithuanian language, mathematics, English, etc. This analysis provides some examples of how, by integrating the Lithuanian language and science lessons, students could be taught to write descriptions, to spell prefixes and proper nouns, and verbal tenses. The integration of mathematics and science could serve to teach students the units of measurement and basics of statistics through research, experiments, and measuring activities. Integration of English provides students with an opportunity to learn the scientific concepts not only in Lithuanian, but also in English. In science education lessons, teachers strive to provide students with the basics of competencies, knowledge, and skills needed to get to know themselves and the world around them. By working with the content of several school subjects at the same time, students acquire a holistic approach, while lesson topics are explored in greater depth. \u0000Keywords: motivation, integrated education, science education, lessons.","PeriodicalId":339631,"journal":{"name":"Natural Science Education in a Comprehensive School (NSECS)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114450441","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":"GAMTAMOKSLINIS UGDYMAS PRADINĖJE MOKYKLOJE: PROCESAS IR JO GERINIMAS","authors":"Vincentas Lamanauskas, Dalia Augienė","doi":"10.48127/gu/21.27.24","DOIUrl":"https://doi.org/10.48127/gu/21.27.24","url":null,"abstract":"Despite the fact that science education (SE) in primary school is integrated, it must be of high quality. In other words, primary school students should be able to perform simple observations and tests, formulate conclusions, use the simplest devices and instruments, and so on.\u0000The same universal questions remain, such as What do young people need to know and understand? why is it important? What are the most effective ways of teaching science at different levels of the school system? What knowledge and skills do teachers need? In Lithuanian primary school (1-4 grades), science education is mainly implemented through World Cognition lessons and includes two goals that are very important for the student's socialization and education: to help the child get to know nature and its processes and to ensure appropriate (positive) student socialization.\u0000Although teachers tend to demonstrate a variety of experiments, student research activities are not predominant. A similar situation is observed with regard to the use of technology in the educational process. The readiness of teachers to organize and implement science education in primary school is quite uneven/diverse. \u0000Thus, the main aim of this study was to analyse the position of primary school teachers on the issue of science education, i.e., to determine which ways of improving science education one sees, and which methods of activity in the process of science education are most appropriate, how student research activities are carried out in the SE process. \u0000A quantitative study using a survey strategy was conducted. In-service primary school teachers from various Lithuanian primary schools participated in the study. A total of 115 teachers from more than 30 Lithuanian schools participated. \u0000Teachers use a variety of methods in their science education. The most frequently used are the involvement of students in practical work (activities), demonstration of experiments, attempts to link science content with the daily life of students, to organize group work of students. Class discussions are much less often encouraged, and students are allowed to carry out independent research (experiments). The aim is rarely to incorporate technology, to encourage (facilitate) research, to meet (take into account) the individual differences of students.\u0000 In the process of primary science education, the most common research with students is related to a healthy lifestyle, environmental protection, and ecology. Less often, students do research on vegetation (flora), fauna (fauna), physical phenomena. Very rarely students do research on agriculture / the effects of chemicals on plants and animals. Students rarely explore soil, minerals, and rocks.\u0000 Teachers argue that science education in primary school could be improved with more resources / equipment, etc., by including more practical work (activities) in an effort to bring science content closer to students' daily lives, with more student-centred lessons, better ac","PeriodicalId":339631,"journal":{"name":"Natural Science Education in a Comprehensive School (NSECS)","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125421888","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":"APPLICATION OF THE PROJECT METHOD IN REMOTE BIOLOGY LESSONS","authors":"Virginija Kriaučiūnaitė","doi":"10.48127/gu/21.27.15","DOIUrl":"https://doi.org/10.48127/gu/21.27.15","url":null,"abstract":"The project approach was applied in remote biology lessons in the seventh grades. Each student chose the topic of their science work, set a goal, formulated a hypothesis, and decided on the ways to do the work. Students were required to submit intermediate results and a description of the entire work within the agreed time. Students received two points. One was for writing assignments and the other was for classroom presentation.\u0000In summary, we can confirm that the project approach in science education can take into account the different learning abilities and interests of students, as each student can individually choose the topic of the work and the way of doing it. So teaching is replaced by learning. In this method, the theory is applied in practice and vice versa - theoretical generalizations are made from practical results. All the listed arguments increase students' motivation to learn and develop students' creativity. By working on the project method and doing the work that suits him or her best, the student can reveal himself or herself in the best way. This choice increases the intrinsic motivation of the learner and fosters personal responsibility. The project simulates real life in the school and the student learns to achieve the set goal within a strict time frame. Thus, it can be stated that according to the achieved results, the project method corresponds to the challenges of modern school for science education, as students are taught to think critically, their creativity is developed and various problem-solving methods are applied.\u0000Keywords: project method, remote lessons, science work","PeriodicalId":339631,"journal":{"name":"Natural Science Education in a Comprehensive School (NSECS)","volume":"119 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114638160","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":"A COLLECTION OF USEFUL MINERALS FOR NATURAL SCIENCE EDUCATION AT SCHOOL: TO A DIVISION FOR TEACHERS","authors":"E. Rudnickaitė","doi":"10.48127/gu/19.25.81","DOIUrl":"https://doi.org/10.48127/gu/19.25.81","url":null,"abstract":"Thanks to the project \"Providing Schools with Natural and Technological Sciences\", for the implementation of which funds from the European Union Structural Funds and the state budget of the Republic of Lithuania were allocated, in 2018 685 schools received collections of useful minerals. The collection contains 14 useful minerals: sand, quartzose sand (silica sand), sand-gravel raw material, clay, sapropelithe (sapropelic coal), limestone, chalk marl (marlstone), dolomite, peat, earth oil (oil, petroleum, naphta), amber, flint (chert), gypsum, granite. \u0000The purpose of this article is to show:\u0000How the whole collection can be used in natural science lessons;\u0000As examples of individual useful minerals;\u0000How to use it to integrate into biology, natural and human, chemistry, physics, technology, mathematics, knowledge of the world, IT and other subjects.\u0000Available options for lessons are offered for each useful mineral.\u0000Keywords: museum of geology, Vilnius University, natural science education, geology, education, collection of useful minerals, division for teachers.","PeriodicalId":339631,"journal":{"name":"Natural Science Education in a Comprehensive School (NSECS)","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131406388","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 POTENTIAL USE OF THE ELECTRONIC TEXTBOOK WHEN TEACHING THE SUBJECT OF MAN AND NATURE IN 5TH GRADE","authors":"Jūratė Mikulevičiūtė","doi":"10.48127/gu/19.25.60","DOIUrl":"https://doi.org/10.48127/gu/19.25.60","url":null,"abstract":"The paper textbook or its set is one of the main tools for teaching and learning. As an alternative to paper textbooks, electronic textbooks for the subjects of Man and Nature, and Math for 5th grade came out in 2018. During the survey carried out by the TAMO group, the teachers of the Man and Nature subject have indicated that the main issue limiting the use of the electronic textbook is the school’s technological base. The textbook is expected to have the functionality, which would make the job of the teacher easier, complementing it with tools for teaching and the possibility for easier differentiation and customization. \u0000The electronic textbook of the Man and Nature subject was developed on the basis of general education program, recommendations of the international assessment of student achievement research and other documentation. The textbook is focused on active self-study, is adapted to students of different achievement levels, and promotes critical thinking, creativeness, data analysis and interpretation, research activity skills. The content of the textbook subject is divided into separate fragments, which the teacher can construct while creating his/her own subject according to the situation of a specific class. The teacher can take the advantage of the set of differentiated tasks, by appointing the set of tasks to satisfactory, general or higher level students or by adapting the set to a specific student. The teacher receives the information about the achievements of the students by using the result analysis tools and by analysing the student’s profile, where the learning progress can be seen. \u0000The most effective use of the textbook set can be reached if each student would have a personal computer or a laptop available or could learn using a mobile phone. However, the content of the textbook can be demonstrated with the help of a projector or an interactive board or a textbook and assign the tasks to be done at home using the “Flipped Classroom” method. This is done when the students analyse the content of the subject and carry out the tasks independently on their own devices, and then it is discussed and explained during the lesson. \u0000Keywords: textbook, electronic textbook, technological base, differentiation, customization.","PeriodicalId":339631,"journal":{"name":"Natural Science Education in a Comprehensive School (NSECS)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125591689","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 PROCESS IN PRIMARY SCHOOL: ORGANISATION AND IMPROVEMENT ASPECTS","authors":"Vincentas Lamanauskas","doi":"10.48127/gu/18.24.24","DOIUrl":"https://doi.org/10.48127/gu/18.24.24","url":null,"abstract":"Natural science education in primary school is not only important, but it is also problematic. The importance, first of all, lies in the fact, that natural science education is an inseparable part of general education. Natural science education involves various components - ecological, environmental, healthy lifestyle, harmonious development and other. Experimental- research activity is especially important. Effective all component integration into education process in primary classes remains problematic. This is actual not only in Lithuania.\u0000It is obvious, that in order to understand natural science education peculiarities working with the younger age children, exhaustive research are necessary and on their basis modelled, adjusted and developed natural science education in primary school. Only qualitative natural science education, acquired in primary school, can guarantee proper continuation of natural science education in basic and secondary school.\u0000Research aim is to analyse primary school teachers’ position on natural science education question, i.e., to ascertain how teachers value personal preparation according to major natural science education fields, what natural science education improvement ways they discern, and what activity ways in natural science education process they like best.\u0000The research is quantitative, pilot, of limited amount. The research was carried out between January and February 2018. Working primary school teachers from various Lithuanian primary schools participated in the research. Totally, there were 60 teachers (all women) from more than 25 schools. \u0000The carried-out research allows asserting, that primary school teachers’ professional preparation in natural science education sphere remains actual. Practical work organisation is considered the most appropriate activity. Individual students’ differences are tried to be satisfied and considered the least by the teachers. Though teachers tend to demonstrate various experiments (16.0%), research activity is not prevalent (2.3%). A similar situation is observed speaking about technology involvement in education process. Teacher preparation to organise and realise natural science education in primary school is basically valued positively, however, it is diverse. The best preparation is fixated in biology science spheres (e.g., “Green plants” /PI=0.83, SD=0.22/, “People and other animals” /PI=0.80, SD=0.21/, “Life (vital) processes” /PI=0.73, SD=0.21/ and other). The weakest preparation is fixated in physics science fields (e.g., “Electricity (electrical) phenomena” /PI=0.55, SD=0.26/, “Forces and movement” /PI=0.56, SD=0.25/, “Light and sound” /PI=0.57, SD=0.26/ and other). The preparation in chemistry science field is considered average e.g., “Substance changes” /PI=0.64, SD=0.24/, “Substance mixture separation” /PI=0.61, SD=0.23/ and other). Preparation in scientific research field is also valued as average (PI=0.63, SD=0.18) (PI – preparation index). \u0000Respondents co","PeriodicalId":339631,"journal":{"name":"Natural Science Education in a Comprehensive School (NSECS)","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127523901","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 TEACHING THROUGH „LEARNING THROUGH PLAY“ STRATEGY","authors":"Ramunė Vėželytė","doi":"10.48127/gu/17.23.92","DOIUrl":"https://doi.org/10.48127/gu/17.23.92","url":null,"abstract":"Through the use of creativity, original thinking, humour, and respect for the child, modern teachers motivate learners to seek knowledge, learn, and make sense of what is happening in nature.\u0000By way of playing in a dedicated natural environment, preschoolers learn to set personal goals, pose questions, explore, find creative and innovative ways of doing things, use information technology, reason about what they have learned, share knowledge with others, create, and plan a further course of action.\u0000Keywords: natural science, learning by playing, action strategy.","PeriodicalId":339631,"journal":{"name":"Natural Science Education in a Comprehensive School (NSECS)","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134500667","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 VISUALIZATION TECHNIQUES IN THE SCIENCE EDUCATION FOR PRE-SCHOOL AGE CHILDREN","authors":"Zinaida Žvinklienė","doi":"10.48127/gu/17.23.95","DOIUrl":"https://doi.org/10.48127/gu/17.23.95","url":null,"abstract":"With the rapid changes in the society and technologies, the attitude towards a child, his education and development at a pre-school education institution is changing as well. The children's brain structure is changed so much that they are able to adopt and perceive visual information faster and easier. While educating children we should take into account the special features of \"internet age\" children for to better adopt the curriculum to children's needs and learning style. Information technologies help to visualize the ideas and concepts that are difficult to understand, they also help to look with the naked eyes deeper into the invisible world. Therefore, it is important to engage children, teachers and parents with new technologies and their potentials in exploring the living and inanimate nature, to feel the joy of new discoveries.\u0000Systematic and targeted surveillance, explorations, experiments and their analysis provide a better quality to children's education and development. Children are becoming more initiative, creative, their vocabulary fills with new words, their speaking skills are trained better, as well as touch, sight, smell, logical thinking skills, they also learn to count, compare, analyse, to concentrate, to present their research versions, discuss, make conclusions independently and they learn to work in a team.\u0000Keywords: pre-school age, modern technologies, „Internet age” children, observation and exploration, electron microscope, imaging technique, teamwork, processing exploration results.","PeriodicalId":339631,"journal":{"name":"Natural Science Education in a Comprehensive School (NSECS)","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128894650","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":"RESEARCH ACTIVITIES IN NATURE LESSONS AT A PRIMARY SCHOOL","authors":"Violeta Lukočienė","doi":"10.48127/gu/17.23.29","DOIUrl":"https://doi.org/10.48127/gu/17.23.29","url":null,"abstract":"Getting involved in research activities in nature lessons, pupils investigate natural environment, are able to present detailed and logical information. While applying experiment, observation in teaching/learning process, all group members have the best opportunity to reveal themselves, their motivation to achieve better results increases, the sense of personal responsibility is being developed. Research activities in nature lessons help pupils to recognise and understand the closest social and natural environment, to find out how these environments influence people’s lifestyles. The pupils develop the wish to preserve and cherish living and inanimate nature, cultural values and natural heritage. \u0000Keywords: research activities, experiments, nature lessons.","PeriodicalId":339631,"journal":{"name":"Natural Science Education in a Comprehensive School (NSECS)","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125863836","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}