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

{"title":"„A FOREST SCHOOL“ PROJECT AT VILNIUS BALSIAI PROGYMNASIUM IN GRADES 1-4","authors":"Gintarė Jurgaitienė, Silvija Kazakevičienė","doi":"10.48127/gu/16.22.40","DOIUrl":"https://doi.org/10.48127/gu/16.22.40","url":null,"abstract":"In November, 2014 Deputy Head Teacher for Primary Education Gintarė Jurgaitienė visited Newcastle upon Tyne, where she observed Erasmus + KA1 project activities at various schools. Now she is successfully putting the British school experience in outdoor learning and forest schools into practise at Vilnius Balsiai Progymnasium.\u0000The 2015-2016 school year project „A Forest School“ at Vilnius Balsiai Progymnasium is being carried out by four pilot classes. Once a week integrated outdoor lessons in accordance with integrated learning themes and by a separately arranged timetable are organised for the students in grades 1-4.\u0000Project \"A Forest School\" objectives:\u0000\u0000 to provide all students with the opportunity to explore and analyse the living and non-living natural phenomena in natural conditions and to integrate this gained experience into other subjects learning;\u0000 to enrich students' artistic and linguistic expression; \u0000 to create the conditions where students could observe and explore in nature; \u0000 to strengthen the immune system and to enjoy the fresh air.\u0000\u0000The project „A Forest School“ at Vilnius Balsiai Progymnasium - is a great idea to conduct integrated lessons in the outdoor environments. This project encourages the students' willingness to travel, to know, to discover, to develop their practical activity skills. By carrying out different activities students have the opportunity to develop their current experience and acquire new experiences. Such activities are interesting and attractive to students and stimulate them to look for innovations, to explore, to know, to discover, to make decisions, to experiment, to observe, to communicate and cooperate with each other, to narrate, to talk, to solve problems, students gain new experiences and take responsibility for natural objects in their immediate environment. \u0000Key words: best practices, innovative education, integrated lessons, outdoor learning.","PeriodicalId":339631,"journal":{"name":"Natural Science Education in a Comprehensive School (NSECS)","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123945485","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":"NATURALISTIC ABILITIES DEVELOPMENT LEARNING IN THE NATURE PRIMARY PUPILS FROM III TO IV FORMS","authors":"Benita Jaruševičiūtė","doi":"10.48127/gu/16.22.31","DOIUrl":"https://doi.org/10.48127/gu/16.22.31","url":null,"abstract":"The research analyses the naturalistic abilities development in nature of primary pupils from third to fourth forms. This topic is very actual, because the nature pedagogy is becoming more popular nowadays. The problem appears because teachers are used to organise activities in the classrooms not in the open air. So, the main purpose of this work is teaching primary pupils in the natural environment to explore their natural abilities acquired during the learning in nature, using all senses, knowledge and experience.\u0000 In this work are analysing the results of pupils who participated in practical training. The research includes 128 pupils, 52 pupils from third form and 76 pupils from fourth form (55 girls and 76 boys). The participants of the research are from separate schools of Žvėrynas district.\u0000 The results have shown that pupils can use the information which they have got from other subjects and can use it practically, but it’s more difficult to use suitable phrases.\u0000To sum up, it is necessary to give more tasks to do, not indoors, but in the nature. Only then the results of pupils would become markedly better.\u0000Key words: learning in the nature, naturalistic development, nature exploring, training process.","PeriodicalId":339631,"journal":{"name":"Natural Science Education in a Comprehensive School (NSECS)","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127189987","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 IN PRIMARY CLASSES THROUGH PROJECT ACTIVITIES","authors":"Violeta Lukočienė","doi":"10.48127/gu/16.22.70","DOIUrl":"https://doi.org/10.48127/gu/16.22.70","url":null,"abstract":"In today’s society pupil’s ability to apply knowledge in practice and to acquire knowledge from practice is very important. Therefore, it is essential that in education process pupils would be active participants of creation of the education process, i.e. would solve important problems, would search the answers to the questions of their concern. Project activities are one of the most effective methods combining experience and practice. Project activities as practical-empirical activities are widely applied in the education process of Šilutė Martynas Jankus basic school. One of the most popular project activities implemented in the natural science sphere – activities related to the Earth Day. Every year one week is dedicated to natural science project activities, selecting a particular topic each year. This year the selected topic – flowers. Since the variety of flowers are very wide, primary school pupils of different age groups have been investigating, exploring various flowers. The first year pupils investigated houseplants, the second year pupils – flower garden flowers, the third year – meadow flowers, the fourth year – forest flowers. All project activities implemented by primary school pupils covered 3 activity spheres: analytical sphere (pupils collected information, observed, questioned), creative sphere (created tasks, made various things of secondary materials), and practical-empirical sphere (planted, grew and tasted). \u0000Key words: Earth Day, practical-empirical education, project activities, primary school pupils.","PeriodicalId":339631,"journal":{"name":"Natural Science Education in a Comprehensive School (NSECS)","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122229725","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 UNDERSTANDING AND MATHEMATICAL ABILITIES EDUCATION USING THE PROJECT MaT2SMC DIDACTIC MATERIAL","authors":"Vincentas Lamanauskas, Violeta Slekiene, Loreta Ragulienė","doi":"10.48127/gu/16.22.59","DOIUrl":"https://doi.org/10.48127/gu/16.22.59","url":null,"abstract":"Natural science and mathematics are closely related. Natural sciences investigate natural phenomena, which are described by mathematical equations and relationships, mathematical models of natural phenomena are created. The same concepts, logical thinking tools, analysis, experimentation, etc., are used both in mathematics and natural sciences. However, very often the students see mathematics and natural sciences as completely different subjects, and very often it is impossible the lessons learnt of one subject to apply to another. Therefore, it is necessary to interrelate the knowledge of these subjects so that the pupils can form knowledge systems, they can understand that what they learn at school is the whole, not a collection of separate, single, unrelated facts. The pupils should also understand not only what unites, but also what separates natural sciences and mathematics: natural science research object is material world, whereas mathematics investigates abstract laws, irrespective of whether they have the meaning in the material world. The teachers often work individually, there is little of integrated activity. A little wider and deeper cooperation is noticed in natural science teachers’ group. \u0000 One of the project MaT2SMC tasks is to prepare didactic material, adjusted to cooperative teaching (Math&SE). Therefore, the international natural science and mathematics scientist team prepared teaching/learning material, which is useful both for mathematics and natural science teachers. The material is prepared, seeking to increase the competencies of both subjects at the same time, giving a possibility for interdisciplinary teaching and cooperation between natural science and mathematics teachers, which appears from common lesson planning and teaching teamwork. This material was approved in various countries and analysed by two project experts.\u0000 The material was piloted in seminars, in which mathematics and natural science pedagogues, students – future teachers and pupils participated. The feedback showed, that the given approach to mathematics and natural science education is a successful way for the creation of positive atmosphere during the teaching process. Teachers and pupils are naturally involved into the investigated problem, they become more open for communication.\u0000Key words: integrated activity, interdisciplinary teaching, knowledge systems, science education.","PeriodicalId":339631,"journal":{"name":"Natural Science Education in a Comprehensive School (NSECS)","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130436053","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":"AN INTEGRATED LESSON OF SURROUNDING WORLD LEARNING “A TOY FOR CHILDREN: AN ANIMAL, MATERIAL AND A PHENOMENON IN ONE”","authors":"Rita Makarskaitė-Petkevičienė","doi":"10.48127/gu/16.22.75","DOIUrl":"https://doi.org/10.48127/gu/16.22.75","url":null,"abstract":"The analysis focuses on sharing experience about a lesson of surrounding world learning, which was prepared and delivered to 4th formers. An idea for the lesson was born having found a plastic toy-fish in the toys’ shop. Moreover, an accordingly polished element of this fish refracts light. This is a lesson of natural sciences, where one object will be analysed connecting knowledge of biology, chemistry and physics. \u0000The lesson has clear structural parts: evocation, realization of meaning and reflection. During the lesson schoolchildren were active participants in the process of education. Firstly, they shared their knowledge and experience about fish. Having listened to the teacher’s explanation and story, children reflected on the new content. Later they investigated oil, the raw material this plastic toy is made of, as well as qualities of plastic as material. Finally, they got acquainted with refraction of light. The learners were asked to record the possessed and newly acquired information in the activity sheets as well as to reflect on it. \u0000The generalised data from the learners’ activity sheets after the lesson allow to approach this lesson not only from teaching but also from learning positions.\u0000Key words: activity sheets, integrated lesson, natural science lesson, primary school.","PeriodicalId":339631,"journal":{"name":"Natural Science Education in a Comprehensive School (NSECS)","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133423017","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 IMPORTANCE OF CREATIVE TASKS IN PHYSICS LESSONS","authors":"Tamāra Brice, Inga Brice","doi":"10.17770/SIE2015VOL2.460","DOIUrl":"https://doi.org/10.17770/SIE2015VOL2.460","url":null,"abstract":"Everyone possesses curiosity and the desire to satisfy it. Each of us can become a scientist. Not only children, artists, musicians and writers are creative, but also scientists, businessmen etc. thinking creatively. Therefore, students should be more involved in the learning process, allowed to ask, to express their views and to think and act creatively. Pupils can learn by both reading and listening to what the other people say, as well as they can also learn by exploring - performing an experiment. This paper tries to understand what is creativity, and whether creative tasks are needed during physics lessons. This work explores what other authors have discussed about creativity as well as seek what is creativity and shares personal experience in the selection and implementation of a variety of creative tasks in school in physics lessons.","PeriodicalId":339631,"journal":{"name":"Natural Science Education in a Comprehensive School (NSECS)","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114892157","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":"COMMUNION BETWEEN NATURE AND CHILD: PSYCHOLOGICAL ASPECTS","authors":"Ramunė Vėželytė","doi":"10.48127/gu/15.21.80","DOIUrl":"https://doi.org/10.48127/gu/15.21.80","url":null,"abstract":"Intentionally acquired knowledge and perception, experience and actions taken to understand the phenomena and processes of nature and its laws help the child to understand the most important changes of the world as well as the harmony of the human being and nature itself. \u0000 Education in the ecology and preservation of the environment depends on the common actions, goals and values of the community the child lives in.\u0000 Preschooler’s involvement into life of nature influences his/her individual changes, shapes world view, settles the way of thinking and shows the path of true life.\u0000Key words: knowledge about nature, communion between human being and nature, changes of individual.","PeriodicalId":339631,"journal":{"name":"Natural Science Education in a Comprehensive School (NSECS)","volume":"178 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122591200","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 ORGANISING EDUCATIONAL ASPECTS OF PROJECTS FOR PRE-SCHOOL CHILDRENS “EKOtrain“","authors":"Goda Stonkuvienė","doi":"10.48127/gu/15.21.71","DOIUrl":"https://doi.org/10.48127/gu/15.21.71","url":null,"abstract":"The method of the project, like most of activities integrational method is described emphasizing educated competencies, excluding many needed meaningful assumptions to educate personal skills, personal features, stimulating its active position in the aspect of the analysed problem. Nature protection, ecological environmental education field, which is related to real knowing nature environmental, to protect and take care with related activities, seeking to cherish for children moral values and habits of behavior in interaction with nature and it is very favorable educational projects to aim it already in pre-school education process.\u0000 In the article is described the expierence of project „EKOtrain“, emphasizing its idea and organizing educational aspects in pre-school groups for children, also it is given detail EKOtrain route, by which children traveled and solved important ecological environmental problems. At the stations of childrens activities included environmental fields as: saving of electricity energy, water saving, recycling, ecology in the mode of life. Participation in the project had impact for developing various competencies because there was raised problematical questions, stimulating them to talk, tell, communicate between them, observe, examine, experiment, to take desicions. While children were traveling by EKOtrain,they experienced a lot of fun and happy moments. Project also encouraged the society of institution to join this project. EKOtrain idea is developing and realising in the other age group activities. In this project actively participated and parents, micro districts parish where was the exhibition of childrens works, which were made during project.\u0000Key words: the method of project, projectal activity environmental educations (saving of electricity energy; water saving; recycling; ecology in the mode of life) field.","PeriodicalId":339631,"journal":{"name":"Natural Science Education in a Comprehensive School (NSECS)","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127567001","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":"INTEGRATION OF NATURAL SCIENCE LESSONS AND EDUCATIONAL TRIPS","authors":"Dainius Statkevičius","doi":"10.48127/gu/15.21.68","DOIUrl":"https://doi.org/10.48127/gu/15.21.68","url":null,"abstract":"Natural Sciences subjects have recently been promoted to be organized in informal environments. It is advisable to integrate Natural Sciences lessons with educational trips which can be arranged individually by teachers or with the help of travel agencies. In the sightseeing tours several subjects can be integrated: Biology, History, Geography, foreign languages, Arts. However, it has and negative aspects: 1. Students have to pay for trips; 2. Because of the lack of experience teachers often choose prepared travel agency’s programs which will not always meet the needs of students. Also, it is important, that programs should not be overloaded with sightseeing objects and irrelevant information. It is suitable to offer for students up to 3 different sightseeing objects. Moreover, irrelevant facts, data, etc. should be avoided during the excursions. Students better acquire non-traditional information, for example, various legends. If teacher organizes educational trips by themselves, the estimate of the trips should be prepared and submitted to students in advance. The estimates should include these expenses: bus rent, fuel cost, parking and road taxes, hotel price, a guide’s assistance. Additional charged objects should not be included in the total price. Before going on a trip it is necessary to: 1. Obtain parents (guardian) agreement in writing; 2. Familiarize all students with the requirements of safe behaviour; 3. Receive the order for the trip signed by the head of the educational institution. Also, it is very important: groups of students must be accompanied by a teacher, who has a tour leader or a guide license issued by the Department Tourism.\u0000Key words: educational trips, students, integration of school subjects.","PeriodicalId":339631,"journal":{"name":"Natural Science Education in a Comprehensive School (NSECS)","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115709306","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":"ON THE PERIODIZATION OF HISTORY OF THE CHEMISTRY TEACHING METHODOLOGY IN RUSSIA","authors":"Sergey Teleshov, Elena V. Teleshova","doi":"10.48127/gu/15.21.84","DOIUrl":"https://doi.org/10.48127/gu/15.21.84","url":null,"abstract":"Each teacher shall have the right to know the history of the courses of science and methodology of their own subject. It is important to know their development in the past and present. This is necessary even pragmatically - not to reinvent those methods that have already been opened by their predecessors. Indifference, neglect and authoritative shout - this is the atmosphere into which was immersed Russian teacher for decades, since the inception of the school. Little has changed in this century. Nevertheless, let’s try to rise above human passions and follow the path that in large part was done by us together. This experience is our common heritage. Get from it the maximum benefit. The proposed material is enclosed in a condensed form the path of the Russian methods of teaching chemistry since 1746 by 2015 with all the UPS and downs.","PeriodicalId":339631,"journal":{"name":"Natural Science Education in a Comprehensive School (NSECS)","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117325780","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}