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Abstract

GAMTAMOKSLINIS UGDYMAS, ISSN 1648-939X /Print/, ISSN 2669-1140 /Online/ 2022, Vol. 19, No. 2 *** NATURAL SCIENCE EDUCATION, ISSN 1648-939X /Print/, ISSN 2669-1140 /Online/ 2022, Vol. 19, No. 2

CONTENTS

Abstract

GAMTAMOKSLINIS UGDYMAS, ISSN 1648-939X /Print/, ISSN 2669-1140 /Online/ 2022, Vol. 19, No. 2 *** NATURAL SCIENCE EDUCATION, ISSN 1648-939X /Print/, ISSN 2669-1140 /Online/ 2022, Vol. 19, No. 2

THE NEW EDUCATIONAL PROGRAMS: SOME SIGNIFICANT ASPECTS

Abstract

Every system or field of activity faces challenges of one kind or another from time to time. For example, something becomes morally outdated, no longer corresponds to the actualities of the time, as a result of which even minor transformations occur. They also take place in the education system, because emerging new educational environments and tools, changing educational contexts, and global current affairs give signs that the existing educational content "needs repair". The new programs provide not only compulsory (70%), but optional learning content (30%). It may be difficult to distinguish between mandatory and optional content in the educational process, as the latter will organically complement, expand or deepen the mandatory content. The use of optional learning content allows teachers and school communities to plan it in their own way. It brings a kind of freedom, but also a sense of responsibility. Also, it opens up great opportunities for collaboration between teachers (primarily science subjects).

NON-FORMAL SCIENCE EDUCATION IN CRACOW: BENEFICIARIES

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Non-formal science education is a significant part (component) of general education which includes different educational activities carried on outside the framework of the formal system, to provide selected types of learning to particular sub-groups of the population. The study describes the use of informal education opportunities by the inhabitants of Krakow in Poland. Various possibilities offered by living in an old, historic academic city are described. The level of knowledge of these attractions by the inhabitants and the level of their use were examined. It was examined whether the use of informal education by the inhabitants of Krakow depends on their age, level, and type of education.

ENGLISH AS THE LANGUAGE OF SCIENCE

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The development of teaching is as much a living and dynamic process as the development of science and technology. Distance teaching brought new possibilities, new challenges, and the search for new approaches to create an authentic, meaningful, and active learning environment. This paper presents several months of cross-curricular integration of science with English and the use of various online tools to support learning and knowledge acquisition. Cross-curricular integration is not only used as a meeting point of different subjects in one or two lessons but is a multi-month cooperation process in multifaceted learning that complements, upgrades, and enriches knowledge in different subject areas. At the same time, it seeks an appropriate balance between language acquisition and science content. In addition to connecting different subjects and their learning materials, this way of teaching encourages students to learn collaboratively, interact with each other and think critically. It requires students to work at higher taxonomic levels, as they have to understand, evaluate, and analyse the acquired knowledge. Students move from memorizing data to drawing conclusions and creating their own activities. The foreign language is not the goal of learning but a tool with which students discover new content and acquire new knowledge while expanding their vocabulary, enriching and developing language skills, and acquiring professional terminology in a foreign language. This approach encourages students to use resources in different languages and thus develop multilingualism. Additionally, the use of online tools reflects real-life situations and is appropriate preparation for the future.

WITH GAMIFICATION TO COLLABORATIVE LEARNING IN CHEMISTRY LESSONS

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Gamification with the use of ICT and with the support of the teacher represents an intense, effective, and creative way of learning. By using it in lessons, it is possible to develop collaborative learning, activate student's prior knowledge and contribute to a better understanding and permanence of knowledge. Cooperative learning gives students the opportunity to explore the learning content more deeply during class and evolve critical thinking, while at the same time having a positive effect on the class climate and the building of close mutual relationships. With both didactic approaches it is possible to create new opportunities for learning, e.g., when the students themselves come up with new problems out of the discussed topic. The aim of the article is to examine how students accept the use of didactic method of gamification in the form of online applications Quizlet live and Socrative space race. In the centre of attention is the impact which gamification and the use of online applications have on students' motivation to learn, and how they simultaneously with collaborative learning contribute to better students’ results, understanding, and permanence of knowledge. Hypotheses on positive impact of gamification and collaborative learning on students' motivation for learning, understanding and students' academic achievements were confirmed by the research.

DESIGNING AND IMPLEMENTING A SCIENCE TECHNOLOGY ENGINEERING ARTS AND MATHEMATICS PROGRAMME FOR PRIMARY SCHOOL TEACHERS

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Globally, the transition from Science, Technology, Engineering and Mathematics (STEM) to Science, Technology, Engineering, Arts and Mathematics (STEAM) is being viewed as a change in education. A discussion on the issues linked to STEM and STEAM education, including the professional development of teachers and a model for a STEAM Programme, called Journeying into Steam focussing on Teacher Professional development and the school-based implementation is presented. A range of partners/organisations who worked with teachers in teacher projects/fieldtrips/teaching were engaged in designing and implementing the programme to primary school teachers. The programme has three phases: teacher fieldwork; school-based and student and community focused Service-Learning.

28th NATIONAL SCIENTIFIC PRACTICAL CONFERENCE “NATURAL SCIENCE EDUCATION IN A COMPREHENSIVE SCHOOL – 2022”: CONFERENCE REVIEW

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In 2022, the national scientific-practical conference “Natural science education in a comprehensive school – 2022” was held remotely (online). Such conference format was determined by the ongoing Covid-19 pandemic; therefore, the conference for the third time already, could not take place in its usual format. It is obvious that the plenary session “united” different continents – Africa (speaker Dr. Angela James from Republic of South Africa), Latin America (Dr. Solange Locatelli from Brazil), Europe (Dr. Martin Bilek from Czech Republic, Dr. Malgorzata Nodzynska-Moron from Poland, and Dr. Rita Birzina from Latvia). All plenary reports in their own way were interesting and relevant. Prof. M. Nodzynska-Moron’s report was dedicated to non-formal natural science education realities. Various practical examples were presented, non-formal natural science education experiences were analysed. Prof. M. Bilek analysed chemistry didactics issues in his report. A special attention was paid to virtual chemistry experiments, as well as to experiments using computer tools. Prof. A. James discussed the implementation of STEM programme while working with primary school teachers. Preparation and practical implementation aspects of such programme were analysed, concrete educational experiences were presented. In the first section, the reports were mainly devoted to the problems of pre-school, primary and general natural science education. A total of 9 reports were presented. In the second section, issues of natural science and technological education in gymnasium and in higher education institutions were discussed. A total of 10 reports were presented. It is interesting that in the second section, three reports of foreign researchers were presented. The topics of the research were diverse, basically various areas of natural science and technological education were discussed. It is important that the participants were active, intense discussions and sharing of experiences took place. The results of the ongoing international project “Bridge2Teach” were presented at the conference. More information about this project can be found on the project website (https://www.bridge2teach-project.eu). Various natural science education topics were presented in other reports. On the second day of the conference, a seminar was held for natural science teachers “Integrated science education in Lithuania: achievements and future perspectives” (The project is funded by the Lithuanian Science Council No. P-REP-21-8). Insights, recommendations, and conclusions of the research. Most conference reports were presented in the form of articles and published in the conference proceedings. One can find full texts in the database at: https://oaji.net/journal-archive-stats.html?number=1984&year=2022&issue=19320

END

Abstract

GAMTAMOKSLINIS UGDYMAS, ISSN 1648-939X /Print/, ISSN 2669-1140 /Online/ 2022, Vol. 19, No. 2 *** NATURAL SCIENCE EDUCATION, ISSN 1648-939X /Print/, ISSN 2669-1140 /Online/ 2022, Vol. 19, No. 2