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Author(s):
Editorial Board.
Page No : 71-72
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COVER
Abstract
GAMTAMOKSLINIS UGDYMAS
2024, Vol. 21, No. 2
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NATURAL SCIENCE EDUCATION
2024, Vol. 21, No. 2
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Author(s):
Editorial Board.
Page No : 73-73
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CONTENTS
Abstract
GAMTAMOKSLINIS UGDYMAS
2024, Vol. 21, No. 2
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NATURAL SCIENCE EDUCATION
2024, Vol. 21, No. 2
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Author(s):
Vincentas Lamanauskas.
Page No : 74-78
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THE PROBLEMATICS OF NATURAL SCIENCE EDUCATION 1995 – 2024: AN OVERVIEW OF THE CONFERENCE PUBLICATIONS
Abstract
Science education (SE) in Lithuania is periodically reformed, however, this area remains problematic. As we have already mentioned, Lithuanian students’ scientific achievements are average or lower than the average of the EU, and the Organisation for Economic Cooperation and Development (OECD) countries. Students often lack not only theoretical knowledge but also the ability to apply it in real-world situations, solve problems, or conduct experiments. On the other hand, natural sciences are often considered complex and have little relevance to everyday life; therefore, students lack motivation to delve deeper into this field. And the teaching process sometimes does not sufficiently engage students – there is a lack of interesting and relevant examples, practical activities, or the application of innovative methods. It is also important to mention that schools in regions often face greater challenges than in cities: lower funding, poorer infrastructure and laboratory equipment, limited opportunities to participate in science competitions and projects. In recent years, great attention has been paid in Lithuania to the integration of STEM (natural science, technology, engineering, and mathematics) fields. Various initiatives, competitions, and trainings are organised, encouraging students to become interested in these fields. STEM centres have also been established in regions and schools.
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Author(s):
Aušrinė Raudoniūtė.
Page No : 79-90
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INFORMAL SCIENCE EDUCATION IN PRIMARY SCHOOL: THE CASE OF IMPLEMENTING PHYSARUM POLYCEPHALUM AS AN EDUCATIONAL INNOVATION
Abstract
In the context of STEAM education, it is challenging to find innovative methods that promote student engagement and develop practical skills. This study analyzed the use of the slime mold Physarum polycephalum in informal primary science education at a private school in Lithuania. The aim of the study was to examine the implementation process of this innovation, its key motivations, challenges, and impact on student learning. A semi-structured interview revealed that the uniqueness of P. polycephalum, its ease of cultivation, and interdisciplinary applicability stimulated students’ curiosity, creativity, and critical thinking. The activities enabled students to acquire laboratory skills, explore microbiology, and engage in experimental biology. Although the initiative faced challenges such as microbiological contamination control, proper preparation and ensuring suitable conditions helped to overcome these obstacles. The study results demonstrated that this educational practice could enrich STEAM education by involving students in active learning and enhancing their problem-solving abilities. Successful application of this method requires teacher preparation, information dissemination, and consistent methodological refinement. The use of Physarum polycephalum has the potential to become an innovative tool for fostering students’ interest in science and its practical applications.
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Author(s):
Viktorija Dambrauskaitė, Rita Gruodytė-Račienė.
Page No : 91-104
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KNOWLEDGE AND UNDERSTANDING DOMAIN OF PHYSICAL LITERACY OF PRIMARY SCHOOLCHILDREN IN RELATION TO PHYSICAL ACTIVITY
Abstract
Physical literacy (PL) comprises several different aspects – physical competency, motivation, self-confidence, knowledge, understanding, daily behaviour in choosing physically active and healthy lifestyle. Learning to move may be even considered as the main literacy that we as humans truly need to acquire (Ydo, 2021). The aim of this cross-sectional pilot study was to evaluate the physical literacy domain of knowledge and understanding of primary school children, and compare it in respect of their own and their parents’ physical activity. In total, 103 dyads of 3rd-4th grade students and their parents (or legal guardians) took part in an online survey which consisted of two parts: (1) chidren had to fill in the questionnaire of the Canadian Assessment of Physical Literacy (in loose translation to Lithuanian); (2) parents, in addition to demographic data, provided answers regarding their own and their child’s physical activity. For this purpose, the Netherlands physical activity questionnaire (NPAQ) was used. The knowledge and understanding of the majority of children were of achieving and excelling level. Girls had greater results in PL than boys. The more physically active, the greater PL in knowledge and understanding. Boys, but not girls, who are attending sports after school had higher level of PL than their physically passive counterparts. Children, whose parents exercise regularly more often had higher score in PL than those who do it rarely, although children of the latter had lower score in PL than those whose parents do not excersise regurlarly.
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Author(s):
Justė Latyševaitė, Eimantė Pšelenskytė.
Page No : 105-119
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LESSONS ON „WHAT MAKES INSECTS SPECIAL?“ DIDACTIC ASPECTS
Abstract
Science education is most successful when students are exposed to real objects of knowledge and exploration, and when their interest in them leads them to construct new experiences and knowledge. These aspects emerge particularly naturally in outdoor education. Nature is an inexhaustible set of learning objects and phenomena, and is therefore an excellent medium for understanding natural science concepts, discovering new things, sharing experiences and learning to solve problems. Thus, a lesson in nature provides more opportunities not only to acquire knowledge, but also to establish a connection between the child and nature, to develop attitudes of care and respect for nature. In a green environment, learners can use all their senses to explore objects in the natural environment, understand the processes taking place and interpret the results of observations.
The article, written by prospective primary school teachers, is based on the experience gained not only in the development of the scenario of the green lesson and the dialogue between the indoor and outdoor educational environments, but also in the analysis of the feedback provided by the second grade pupils for whom the green lesson was conducted.
Thus, the work presents the lesson "What is special about insects?" The work presents the lesson plan, details the activities, discusses the results of the students' activity sheets, analyses the strengths and limitations of the lesson, and shares the experiences of the future teachers.
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Author(s):
Katarzyna Tarasek, Maria Adamska, Katarzyna Dulęba, Karina Synowiec, Iwona Maciejowska.
Page No : 120-137
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SOLVING CHEMICAL PUZZLES: DETECTIVE MYSTERY AS A CONTEXT FOR TEAM-BASED LEARNING AND KNOWLEDGE INQUIRY
Abstract
Engaging students in the process of learning chemistry is a significant challenge, prompting the growing use of active learning methods such as Detective Mystery. This study describes the application of this method in secondary school chemistry education, emphasizing its potential to develop analytical skills, collaboration, and logical thinking. The study presents two new chemistry-based Detective Mysteries designed by students of the Faculty of Chemistry at Jagiellonian University as part of their pre-service teacher training. The method's application was analyzed through observations, worksheets, and participant discussions.
The research demonstrated that the method effectively engages students in learning, enhances their understanding of chemistry concepts, and fosters the development of social skills. The introduction of roles such as leader and secretary, along with worksheets, improved task organization and ensured equal participation. However, challenges were noted, including overcoming introversion, managing emotions, and coping with information overload.
The presented puzzle scenarios differed in their scope of knowledge and approach, highlighting the flexibility of this method in adapting to various educational objectives. The conclusions underscore the need for adequate teacher preparation for implementing this method and reflection on its educational potential. This work serves as a valuable inspiration for chemistry teachers seeking to adopt innovative teaching approaches in schools.
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Author(s):
Editorial Board.
Page No : 138-140
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END
Abstract
GAMTAMOKSLINIS UGDYMAS
2024, Vol. 21, No. 2
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NATURAL SCIENCE EDUCATION
2024, Vol. 21, No. 2
