Turinys / Contents

COVER

Abstract

Cover page, Vol. 15, No. 1, 2018, GU/NSE

CONTENTS

Abstract

Contents, Vol. 15, No. 1, 2018, GU/NSE

SAY STEAM YES: WHY IT IS NECESSARY TO DEVELOP AND IMPROVE SCIENCE EDUCATION

Abstract

STEAM activities, STEAM formal and non-formal education, STEAM programs, STEAM schools, STEAM field, STEAM open access centers and others are often used terms in the society and in the education society in particular. STEAM education is an interdisciplinary approach to learning where rigorous academic concepts are coupled with real world lessons as students apply science, technology, engineering, and mathematics in contexts that make connections between school, community, work, and the global enterprise enabling the development of STEAM literacy and with it the ability to compete in the new economy. STEAM education emphasizes art and technical creativity as interdisciplinary access, combining it with a rational combination with the peculiarities of individual subjects. Most countries declare STEAM education as a priority of their national education system. All countries link STEAM education reform with primary and secondary schools. Taking into account today's trends and future insights, education and training play a very important role. After all, it is important that Lithuania took a challenge - by 2025 teacher is a prestigious profession. The country lacks a new generation of teachers, teachers with a different approach to teaching and learning. In the near future there should be new specialties that will expand and change the field of the teacher's work, adapting it to contemporary realities. In the future, education will become more personalized; students will be offered personalized training programs. Much attention will be paid to increasing the efficiency of mental activity: there will be programs for improving memory, reading speed, increasing concentration, etc. Integrated access to STEAM subjects creates the conditions for the formation of such a human thinking, that allows a complex understanding of the world, making responsible decisions, and foreseeing further paths. Everyone agrees that integrated access brings benefits to all stakeholders.

THE CONTENT AND PROCESS OF NATURAL SCIENCES EDUCATION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

Abstract

The transformation of the classical school into a humanistic one, which started in the last decade of the 20th century, has accelerated a lot in the present century. How did the content and the process of natural sciences education change for students with special educational needs (SEN)? The research reviews documents, research literature and textbooks for students with SEN; it deals with the issues of organizing the process and content of their education and self-education. Adapted natural science textbooks for primary and high school are suitable for students with learning difficulties, disorders or mild learning difficulties. Textbooks for students with SEN partly satisfy the needs of these students. However, it would be useful to write natural science textbooks of a lower degree of difficulty for the students whose SEN are big or very big due to the moderate learning difficulties. Research carried out in the process of natural sciences (self-) education enables to make images directly, while students understand and start using the concepts in various contexts through action during the experiment, through observation and performing practical tasks.

INTEGRATED ACCESS TO ANALYSIS OF LIGHT AND COLOR PERCEPTION IN THE CONTEXT OF GENERAL SCIENCE EDUCATION

Abstract

One of the most important goals of natural science education is the formation of holistic understanding of nature phenomena. This is guaranteed by an integrated science education access. It is important to keep in mind that all natural sciences share similar methodological principles, common concepts, the need to solve practical problems, etc. The formation of a holistic understanding of the natural sciences requires the application of the principles of systematization of knowledge and the realization of interdisciplinary relations. This article presents an integrated access to the analysis of light and color perception in the context of general education of natural sciences. The implementation of interdisciplinary physics, biology, healthy lifestyle and computer technology relations is is being discussed by analyzing the phenomenon of light and color perception. The graph-tree method is used to reveal an integrated access of light and color perception. For this purpose, the structure of content in the basic and secondary education general programs is analyzed, the content itself is discussed, the interdependence of the structural components of the content, contact points are determined. In this way, the links between the content of different subjects are revealed, cross-curricular relationships are observed, the required knowledge of different subjects is described, the main components of the process are highlighted and aspects of the process development are foreseen. The graph-tree of light and color perception is created. To sum up, the importance of color perception is emphasized. The possibility to test your color vision on the web is introduced. A series of color blindness tests available online are presented. These tests allow checking your personal type of color vision deficiency and the severity of it. Testing color vision and discussing their results is suggested by collaborating with IT and science teachers.

THE IMPORTANCE OF EXCLUSIVE GEOLOGICAL EXHIBITS FOR UNCONVENTIONAL NATURAL SCIENCE EDUCATION

Abstract

Vilnius University Geology museum resources are perfectly fit for: education, geoscientific knowledge propagation, informal natural science education (Rudnickaitė, 2007; 2012; ect.). An idea to popularize and spread natural science, had been realized by a three month display of an unique exhibit. Thanks to JSC „PALEO GROUP“ (director Michail Ivanov) Anjou mammoth „Gosha“ becomes a hero of this exibition. Woolly mammoth Mammuthus primigenius Skeleton length-5 m, height-3.1 m, weight 595 kg. Tusks length-4 m, weight of each -65 kg, diameter -16 cm Expedition of Yuzefovich V. F. and Yuri Chumakin in August 2003 had discovered the skeleton of a mammoth in the exposed by a landslide coastal slope of the river Dragotsennaya in the estuarine portion of it, the arrow of Anjou (Kotelniy island, SAKHA Republic), at the confluence of the river into the sea. Of all known finds of mammoth skeletons, this finding can be considered the most Northern location. In fresh coastal sediments, with a capacity of 30-40 m, at a depth of 6 m from the surface, edges of the left side of the chest, the humerus and most of the left tusk were exposed in frozen rocks. During the field season the excavation of thawed soil managed to extract the bones of the skeleton of the mammoth and its tusks. The completeness of the skeleton is 80%. Major long bones of the extremities indicate individual is tall, not less than 4-4,5 m at the withers. The ribs of the mammoth skeleton are perfectly preserved. On the right side of the skeleton, on the last rib there is clearly visible pathological formation of bone callus in areas of fracture. Consequently, it can also confirm that a large male mother had repeatedly participated in tournament battles with rivals. Morphology of teeth crowns is typical for woolly mammoth Mammuthus primigenius. Such a unique geologic (peleontologic) find beeing the first of its kind on display in Lithuania, aquired a lot of attention from the media and in social networks. Purpose of the exhibition to attract as many visitors, to popularize geology and other natural sciences was achieved. Acknowlegment: Many thanks go to JSC „PALEO GROUP“ and its Director Michail Ivanov.

“BOX” ACTIVITIES ABOUT TEACHING THE NATURE OF SCIENCE FOR 7th GRADE MIDDLE SCHOOL STUDENTS

Abstract

Teaching with the nature of science activities is essential in a science course considering the characteristics of the nature of science. The aim of this research was to design alternative activities that can guide teachers to teach the nature of science in a better way, and 7th grade middle school students to develop their views on the nature of science. In this research, four different activities of “The mystery candle in the box”, “Following the trail”, “The mystery in the box”, and “Colorful lights” were developed at the middle school level. The developed activities were evaluated by 2 field experts, and necessary arrangements were made according to their statements. Criteria for choosing activities are that whether they are appropriate for the middle school level and for teachers use comfortably, for a use in the duration of the course and for the science curriculum. With the developed activities, middle school students were asked to focus on the difference between observation and inference, the role of scientists' imagination and creativity in the creation of scientific knowledge, and tentativeness of scientific knowledge.

END

Abstract

End page, Vol. 15, No. 1, 2018, GU/NSE