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

{"title":"NONTRADITIONAL ENVIRONMENT RECOGNITION DAY","authors":"Asta Startienė","doi":"10.48127/gu/14.20.137","DOIUrl":"https://doi.org/10.48127/gu/14.20.137","url":null,"abstract":"A few years ago we started organizing nontraditional environment recognition days – Forest festivals and now it is held every year. These days are organized for all primary school students. About 100 pupils attend this festival. Program of the primary school defines that students have to familiarize with the closest environment. Students from primary school are very curious. They are eager to try, to experience everything. Therefore, ‘’Forest ‘’ festivals are organized using the principle of thematic stations. The amount of stations depends on the number of classes (teams). Students can practise different activities in a particular station. Recognition of trees, herbs, nature sights, games, mushroom picking and various other thematic stations are organized. \u0000Elder children prepare the stations. Thus, students from primary school familiarize with the closest environment. \u0000Key words: nontraditional lessons, environmental surroundings, primary classes.","PeriodicalId":339631,"journal":{"name":"Natural Science Education in a Comprehensive School (NSECS)","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121262138","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 PROJECT ‘TO COGNITION OF LITERATURE AND GEOGRAPHY WITH ASTRID LINDGREN’","authors":"Viktorija Naujokienė, L. Railienė","doi":"10.48127/gu/14.20.125","DOIUrl":"https://doi.org/10.48127/gu/14.20.125","url":null,"abstract":"It’s not so common to find cases in educational process that students’ parents are active participants. Parents’ participation in school’s community life always affects not only students but teachers, too. Such project where students, parents and teachers took part is described in this article. \u0000The dream to visit Sweden turned into all year project with several aims and subjects integration: Lithuanian, geography and class teacher activity. These subjects’ teachers’ 5th form (later 6th form) students and their parents took part in this project which lasted the whole year. All the project stages are presented in the article.\u0000Key words: integrated project, subject and common competences, aspect of literature, aspect of geography.","PeriodicalId":339631,"journal":{"name":"Natural Science Education in a Comprehensive School (NSECS)","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126772175","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":"EUROPEAN SCIENCE SCENARIOS AND SCHOOL INNOVATION MATURITY MODEL","authors":"E. Kurilovas, Virginija Birenienė","doi":"10.48127/gu/14.20.76","DOIUrl":"https://doi.org/10.48127/gu/14.20.76","url":null,"abstract":"In the paper, European school innovation maturity model and CCL project‘s Science learning scenarios implemented in Lithuanian schools are presented. The paper aims to analyse how these scenarios meet the levels of European school innovation maturity model, and thus to identify school‘s current position on the innovation maturity model. This analysis allows schools to formulate their future educational policy seeking higher innovation maturity level.\u0000Key words: school innovation maturity model, Science learning scenarios, information and communication technologies, personalisation.","PeriodicalId":339631,"journal":{"name":"Natural Science Education in a Comprehensive School (NSECS)","volume":"os-45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127782784","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":"REALIZATION OF ENVIRONMENTAL IDEAS IN THE ENVIRONMENT OF THE KINDERGARTEN","authors":"Rima Atraškevičienė, Sigita Saviščevienė","doi":"10.48127/gu/14.20.13","DOIUrl":"https://doi.org/10.48127/gu/14.20.13","url":null,"abstract":"Ecological path, which is called ,,The green path”, was established in 1997 in the territory of Šiauliai nursery-kindergarten ,,Žiogelis” after the evaluation of the surrounding environment of the institution and in pursuant of implementation of tasks of ecological – environmental education, paying attention to the policy of the institution (environmental and healthy lifestyle), possibilities of self-expression of the children.\u0000 The purpose of ,,The green path” is to form ecological - environmental attitude of the children, stimulate their self-expression in the nearest environment, and strengthen their health using the game-like - complex - practical principles of education. \u0000 Tiny feet of the children guide through the ten stops of ,,The green path”. Each stop has its individual educational effect where the special tasks are being implemented.\u0000 Methodical references are prepared for each stop of ,,The green path”. An objective material is collected; various practical exercises are prepared for both individual and collective activities of the children. Folk material, poems, stories, songs and various games are provided. \u0000 Educational - cognitive activity in , The green path” is carried on not only in the groups through the organization of educational activities, but also through the organization of various excursions, trips to the nature (according to the age), historical and other places. It gives knowledge; expands the view of the children, forms manners of proper behaviour in the nature. \u0000 Successful organization and development of ecological - environmental education and health strengthening is determined by favourable means and conditions, which directly stimulate activity of a child in the nature, in the surrounding environment (observe, explore, experiment, clean, cherish, create, rest, move, protect the nature) initiates environmental knowledge and skills; educates work skills; forms cultural - hygienic skills; educates social skills. Due to the consideration of the pedagogues about the age, needs and experience of the children; creative and purposeful help, the creative skills, abilities, provision of the children are developed. ,,The green path” allows to implement environmental and health strengthening projects, organize various events. \u0000Key words: education, child, practical activity outdoors, nontraditional spaces.","PeriodicalId":339631,"journal":{"name":"Natural Science Education in a Comprehensive School (NSECS)","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116908337","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 AND MATHEMATICS TEACHERS COLLABORATION: PROJECT „MaT²SMc“","authors":"Vincentas Lamanauskas, Violeta Slekiene, Loreta Ragulienė","doi":"10.48127/gu/14.20.88","DOIUrl":"https://doi.org/10.48127/gu/14.20.88","url":null,"abstract":"The project MaT²SMc is implemented in the frame of EU Lifelong Learning Programme. The main idea of the project is to find a way to increase students' motivation to learn in the key subjects mathematics and science. From one side, mathematics teachers should understand that there is a meaningful and realistic context to use mathematics. From the other side, science teachers should understand that the mathematics competences required for more effective science teaching and learning. In such a context the collaboration of science and mathematics teachers is very relevant. Currently it is obvious that mathematics and natural science teachers‘ collaboration on integration purposes at school is limited by some factors. Collaboration of mathematics and natural science teachers should be expanded, for this purpose, it is necessary to create all necessary conditions and didactic providing (support). \u0000 Partners of the project are: Palacky university, Faculty of Science (Czechia); University of Nicosia (Cyprus), University of Vienna, Faculty of Mathematics (Austria), University of Šiauliai, Natural Science Education Research Centre (Lithuania), University of Sunderland, Faculty of Education & Society (UK), Constantine the Philosopher University in Nitra, Faculty of Natural Science (Slovakia), University of Palermo, Faculty of Educational Studies (Italy). \u0000During the project implementation it is expected to develop didactic materials in a real European context. There is a dire need to strengthen the learning of basic skills in mathematics and science by fostering and promoting collaboration among the teachers. There are at least three main activities: common lesson planning, collaborative projects and team-teaching. \u0000Dissemination of project results will be very important for the partners. In all participating countries the knowledge and skills learned under the project will be distributed to all the target groups, for example, universities, students and teachers, schools. \u0000All partners believe that the outputs of the project will be useful in all science teacher training institutions in EU countries. \u0000Key words: international project, mathematics and science teachers, natural science education, teacher training.","PeriodicalId":339631,"journal":{"name":"Natural Science Education in a Comprehensive School (NSECS)","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129007623","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":"PRE-SCHOOLERS’ ECO-EDUCATION THROUGH COGNITIVE-ARTISTIC ACTIVITIES","authors":"Rūta Jacevičienė, Nijolė Zlatkauskienė, Irena Trusevič","doi":"10.48127/gu/14.20.41","DOIUrl":"https://doi.org/10.48127/gu/14.20.41","url":null,"abstract":"Working with pre-school age children we are trying to get them interested in the new topics, engage them in the wider range of activities. All knowledge about the world begins with the child's closest environment and his sensation of the relationship between him and his living and non-living nature. Children associate their new experience with the existing cognition and knowledge about the world. \u0000 We understand this, so we strive to help children through a comprehensive approach to the surrounding environment, to organize activities so that pupils can learn, experience and discover that the world is not a set of isolated facts but a coherent whole. Our (teachers) role is to help children to observe an ordinary things and events. We are trying to convey all of this through drama, staging and motion. During the Feature-cognitive activities it’s easier and more interesting to present a variety of topics for children; this also helps children to remain more images. We have implemented a long-term environmental project in our institution, which aims to develop the child's experience, to awake the child's need to know the world around them. The method of project activities allows to reveal the child's ability to implement the ideas and gain new experiences. Children acquire the knowledge and experience of the environment by organizing creative activities during the shows, all of which reflects the learners' competencies. It has become a tradition to organize events designated to environmental children’s education. \u0000Key words: Eco-Education, ecology, pre-school age, education,creativity.","PeriodicalId":339631,"journal":{"name":"Natural Science Education in a Comprehensive School (NSECS)","volume":"212 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122671185","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 AS AN EDUCATING TOOL","authors":"Tamāra Brice","doi":"10.48127/gu/14.20.24","DOIUrl":"https://doi.org/10.48127/gu/14.20.24","url":null,"abstract":"Every human possesses his internal scientist which promotes to inquire about the world around us consisting of different objects and processes. The main goal of the scientific process is to acquire new knowledge. Unfortunately, it is impossible to obtain scientific abilities only from theory and observations and it is required to develop the skills of research by doing everything by oneself and trying and encountering problems and allowing mistakes. So, to develop these skills, alongside theoretical lectures and challenges a cycle of practical tasks should be introduced to students.","PeriodicalId":339631,"journal":{"name":"Natural Science Education in a Comprehensive School (NSECS)","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125337694","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":"POSSIBILITIES OF THE RATIONAL USE OF ICT FOR PHYSICS AND CHEMISTRY TEACHING","authors":"Natalija Eidintiene, Jelena Grigorianc, Vitalijus Jakobciukas, Tatjana Volkova","doi":"10.48127/gu/14.20.29","DOIUrl":"https://doi.org/10.48127/gu/14.20.29","url":null,"abstract":"The main aim of the modern teacher is formation of students’ stable interest to the offered subject. A teacher’s objective is to create and support motivation of learning. Different methods are used to solve this task. In this article the teachers share their experience on methods at Chemistry and Physics lessons using IT.\u0000Physics information kaleidoscope describes learning aids: making an experiment with the help of computer programs and laboratory equipment; a method of electronic reports, tables with calculations; various diagrams and graphs using skills of text and graph editing. A method of team work helps to make learning material more interesting. \u0000Chemistry information kaleidoscope presents a lesson description. While explanation of the lesson theme “Glass in Chemistry and Literature” the material is presented from an unusual point of view: There is a parallel between glass concept in Chemistry and Lithuanian literature with an example from the story by D.Urneviciute “Glass House”. To connect logically all lesson stages IT is used.\u0000We prepare students for further life and work. That is why it is very important to show them interpenetration and interconnection with different subjects and the use of various IT makes it possible to implement. \u0000Key words: chemistry and physics lessons, ICT, laboratory equipment, modern teacher, motivation of learning.","PeriodicalId":339631,"journal":{"name":"Natural Science Education in a Comprehensive School (NSECS)","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121832546","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 DISSEMINATION OF GOOD PRACTICE IN PRIMARY CLASSROOMS: FROM THEORY TO PRACTICE","authors":"Gintarė Jurgaitienė, Silvija Kazakevičienė","doi":"10.48127/gu/14.20.54","DOIUrl":"https://doi.org/10.48127/gu/14.20.54","url":null,"abstract":"Today‘s the worldwide educology emphasizes the new principal of the twentieth century methods – teacher-child interaction. The main attention is given to the students' activities and a variety of forms, teacher-student collaboration, creative interaction, orientation on the self-sufficient, responsible personality education and creativity. One of the most effective methods, practiced in primary classes, are didactic games.\u0000It is important to provide a general understanding of natural sciences in the first years of the school. The provisions, that child forms during this period, determines his decision to study world and gain knowledge of the world later and it is difficult to change them. It is therefore important to build a positive approach to this subject in school. As it was already mentioned, the method of didactic games is one of the most suitable ways to promote a positive attitude towards the education of natural sciences. This method, applicable in a primary school, helps to develop skills of natural science and general knowledge. Didactic games can be applied both inside and outside the classroom. Most importantly, they have to be associated with the content of the lesson. Joining two forms of activities - the game and teaching, the teacher should keep students' independence, the basis of the game, the joy and satisfaction that it provides. At the same time planned knowledge must be gained, skills and abilities must be formed (Bennett, 1993). In order to achieve good results, it is essential to connect learning content with a game, because the game method is as important as a specific purpose of it. If teacher wants to use this method, he needs to project its purpose. By providing the objective, the teacher foresees how to make students interested in a game, how to involve them in it and so on. So the teacher‘s preparation and the ability to apply didactic games in the classroom is essentially important.\u0000The lessons of the world knowledge outside the classroom cannot be performed without observation and testing. Observation deepens the theory, develops the ability to apply them while interpreting natural processes and phenomena. Observation, testing and research, provides knowledge about the environment itself and helps students to get to know themselves better and develop a scientific mindset, skills. The ability to explain and argue encourages every person‘s critical thinking. Most of the students are especially motivated by presenting their own tests, demonstrations, conclusions and summary. Learning and playing outside the classroom, encourages children to acknowledge the nature‘s mystery, take care of it and love it. \u0000Let‘s do not forget that teacher can fix student‘s attention on many things and situations that he considers to be important, but he can discover nothing for a student - this can only be done by student himself.\u0000The authors of this paper have examined the impact of outside didactic games on pupils and provided several","PeriodicalId":339631,"journal":{"name":"Natural Science Education in a Comprehensive School (NSECS)","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124828929","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":"SPECIFICITY OF ENVIRONMENTAL EVENTS ORGANIZED BY PRESCHOOL INSTITUTIONS: THE ASPECT OF THE CONTENT","authors":"Goda Lukavičiūtė, V. Lukavičienė","doi":"10.48127/gu/14.20.96","DOIUrl":"https://doi.org/10.48127/gu/14.20.96","url":null,"abstract":"The ecological environmental education is one of educational area directly related with safe and clean environment ant to keep it safe. This is so important to humanity. This insists changes of humans thinking and lifestyle. Scientists and educator practices unanimously highlights that for the ecological environmental education has to be paid big attention in the family, espacially in the preschool institution, because the environmental education in the childhood creates the strong foundation for the moral values, practical skilss and forms environmental motives. Also it is very important that in the preshool institutionthis education area would be scheduled and to use for that various tools of education. One of those tools are environmental events, which content considering to the specifity of the environmental education hould be orientate to prior of environmental areas: the pollution and protection of the air: the pollution and protection of the water; the pollution and protection of the soil; Biot (plants and animals) protection; the problem of rubbishes and also the protection from the phisical pollution (e.g. noise).\u0000 The empirical research analysed teachers of the preschool institutions the organising of the environmental events experience showed that at the preshool education period teachers organises various environmental events. Today the most often event for the children are various environmental projects, which the most ar about the water, as the component of the environment, its pollution and the protection.Also quite many events ar for animals and plants, their protection and guardenship. Less then half respondents organised projects for the very important and so much emphasizing rubbish problem. Very popular for the preschool children and often are used in the environmental education are exhibitions. They ar very various: drawings, crafts, pictures, creatures. The most of respondents organised exhibitions of rubbishes and its clearing, sorting area, dedicated to the variaty of plants and animals, their guardenship and protection. The other events according to their organising ratio frequancy the priority thay distinguished: environmental competitions, action, excursions/trips, events and remnant.\u0000Key words: environmental education, environmental events, environmental content (areas).","PeriodicalId":339631,"journal":{"name":"Natural Science Education in a Comprehensive School (NSECS)","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128960659","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}