Turinys / Contents

COVER

Abstract

Cover page, Vol. 10, No. 2, GU/NSE, 2013

CONTENTS

Abstract

Contents, Vol. 10, No. 2, GU/NSE, 2013

HOW TO MAKE NATURAL SCIENCES BECOME THE SCIENCES OF PRIORITY

Abstract

In many countries the interest to natural sciences among youth declines at the same time the interest to human sciences and management of human activity increases. Educational environment reflects those transformative mechanisms which influence the real sphere of human activity. Education being a socially significant institution should respond to human needs “here and now”, keep and develop fundamental knowledge using innovative means of education. Knowledge of some areas of physics, chemistry and biology remain conservative. New industries require professionals who can integrate different knowledge. This knowledge is acquired in the process of school education and the best time is primary school period. Forms of extracurricular work: traditional clubs, inter-class associations, interest cen-ters and so on. Teachers give less preference to research of natural objects and phenomena and more preference to use of video information. This includes different presentations development of which is encouraged and widely used in primary school. New technologies should be implemented in school education but we shouldn’t substitute live communication with nature by texts and pictures from the Internet. Observation of nature being a method of classical biology is still of great value because it allows a child to identify and explore the environment and become a discoverer of the world.

MASTERING PECULIARITIES OF STUDENTS’ KNOWLEDGE IN OPTICS: AN ANALYSIS OF SOLUTIONS OF PHYSICS PROBLEMS IN GRADE 10

Abstract

Following the renewed general programs of Lithuanian secondary education i.e., by adjusting the content and teaching/learning goals of each subject, not only knowledge, but also their applications, real problems solving and reasoning have emphasized in the teaching process. Therefore, not only the conveyance of subject matter knowledge, but also teaching students to think and understand is particularly important. In order to assess the student's level of uptake of knowledge and its application, it is necessary to identify the process of thinking and understanding of subject matter, to capture errors and incorrect thinking. When the causes of errors are known, it is possible to define what knowledge or skills are missing. This article deals with the typical errors that have made when solving problems from the light phenomena. These are subject errors caused by a lack of knowledge or wrong under-standing of material, errors caused by gaps of application abilities and inattention errors. Mastering peculiarities of students' knowledge of light phenomena was studied by analysis of problems solutions. For this purpose, the 1747 problems solving of students' of young physi-cists school “Foton” of Siauliai University were analyzed. The quantitative and qualitative analysis of problems solutions showed that the prob-lems of light phenomena for students of young physicists school “Foton” were moderately difficult (0.65). It can be argued that students are well mastered this physics course and are able to apply their knowledge in specific situations. The study revealed a typical subject, skills and inattention errors that were done not only in the "Photon" problems solving, but also dur-ing the lesson or the control work, doing homework, participation in the Olympiad and so on. There are some tips on how to avoid those mistakes.

METACOGNITION AND CHEMICAL EDUCATION: AN EXPERIENCE IN TEACHING GEOMETRICAL ISOMERISM

Abstract

The purpose of the work presented is to analyze a way to introduce the concept of geometrical isomerism within a metacognitive perspective. This research was conducted with six students from high school, whose task was to build and distinguish geometric isomers with models made of plastic balls. The results indicate that this type of activity was favorable for expression of metacognition and metavisualization and, to some extent; this may have helped the students to identify the cis and trans isomers, allowing the construction of the initial concept of geometrical isomerism. Furthermore, there was the identification of other factors that affected the development of the task, in particular, the visual skills that seem very important for the student to become metavisual.

EXPERIMENTAL VERIFICATION OF TEACHING TOPIC „THE RAINBOW FORMATION“ IN SUBJECT PHYSICS AT HIGH SCHOOLS IN CITY HRADEC KRALOVE

Abstract

The authors from Faculty of Science University of Hradec Králové prepared worksheets for teaching topic “The rainbow formation” in subject physics at high school through laboratory work, which combines classical experiment and computer model. Classical experiment can be done with tools commonly available in the school science lab. A computer model based on geometric and physical analysis of the problem is to create a table and graph through spreadsheet software. Carefully prepared worksheet was provided to several teachers at different types of high schools in Hradec Kralove and the surrounding area. Addressed teachers used the methodology and worksheets for certain groups of students. Efficiency of the method was tested by pre-test and post-test and evaluated with method of normalized gain. Each of the teachers gave both tests to experimental and control group. The results confirm the hypothesis that high school students who have completed experimental teaching of the topic of “The rainbow formation” understand optical phenomena better than students who did not pass this teaching.

GEOGRAPHY TEACHING STRATEGY. THE ASPECTS OF USING IN A LESSON

Abstract

There are various teaching styles and methods that are used in the teaching process at school. They help students to achieve personal progress in learning. But it is very important to find such teaching strategy which could give the most effective results. Geography is the most integrated subject at school. It involves nature and human. It emphasizes man‘s activity in sociocultural environment. While developing students‘ geo-graphical competence it is important to seek for the wider geographical teaching i. e. to ac-quire more theoretical knowledge, to develop practical skills and human features. Thus, it is important to develop geography and common competences. Learning is an active creative process, so a student is simulated to know things, processes, phenomenon, to develop skills. It is important to teach a student to plan his (her) activity.

LEARNING REGIONS IN SLOVENIA FOR THE UNDERSTANDING OF SUSTAINABLE DEVELOPMENT

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Learning Regions in Slovenia are in place for understanding sustainable development at local and regional level. In recent years, municipalities and various organizations have established over Slovenia at the different settings that need to connect to a joint bid. The school is growing experiential education and increase the usefulness of the knowledge in practice. New challenges in education are emphasized by the European Commission, which encourages Member States to responsibly carry out the educational process. The emphasis is on broad capabilities that open the door to different activities. More attention should be paid to the intergenerational cooperation, where in addition to the practice education and responsibility is also imparted.

END

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End page, Vol. 10, No. 2, GU/NSE, 2013