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Author(s):
Editorial Board.
Page No : 1-2
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COVER
Abstract
Cover page, Vol. 13, No. 1, 2016, GU/NSE
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Author(s):
Editorial Board.
Page No : 3-3
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CONTENTS
Abstract
Contents, Vol. 13, No. 1, 2016, GU/NSE
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Author(s):
Vincentas Lamanauskas.
Page No : 4-6
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NATURAL SCIENCE AND TECHNOLOGY EDUCATION: SAARMSTE CONFERENCE TOPICALITIES
Abstract
Science and technology education remains very important educational areas. In recent years, we can observe quite a big concern related to the science and technology education in Lithuania. High quality natural science and technological education of the younger generation is indisputably important both economically and socially. It is also clear that more and more emphasis on STEM education issues can be observed. 24th annual conference of the Southern African Association for research in mathematics, science and technology education (SAARMSTE) took place in 12-15 January 2016 in Pretoria, South Africa. The conference main topic was “Researching a sustainable environment and sustaining research in Mathematics, Science and Technology Education”.
During this conference an experience of the international MaT2SMc project was presented. The project idea, the essential developments and the results and benefits for the educational practice were discussed with colleagues, researchers from the countries in the South Africa region. In addition, the prepared book entitled “Materials for Teaching Together: Science and Mathematics Teachers collaborating for better results“ was presented.
Conference reports thematic overview is given here. It is obvious that the conference was considered relevant STEM education issues.
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Author(s):
Liudmila Korozhneva.
Page No : 7-14
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PROBLEM-BASED LEARNING IN THE STUDY OF NATURAL SCIENCES
Abstract
The study analyses the possibility of a problem-based learning in primary education in the area natural sciences. The purpose of primary education is developing of the pupil's personality. One of the most significant ways to achieve the goal of education is problem-based learning. The study reveals the history of the development of problem-based learning, the essence of problem-based learning, the basic concepts of the theory of problem-based learning, stages of implementation of problem-based learning.
Problem-based learning involves the organization of autonomous activity of primary school pupils in new problem solving. Problem-based learning as an educational technology is characterized by a system of interconnected stages. The article presents the results of the research identifying the level of development of pupils’ thinking and the quality of knowledge and skills. Moreover, the article describes the series of the lessons of the natural sciences, where problem-based learning is applied. The results of the local pedagogical experiment showed the possibility of a problem-based learning in the development of thinking of primary school pupils.
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Author(s):
Violeta Šlekienė, Loreta Ragulienė, Vincentas Lamanauskas.
Page No : 15-26
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REALISATION OF INTERDISCIPLINARY BIOLOGY, PHYSICS, CHEMISTRY AND MATHEMATICS RELATIONS BY EXPLORING OSMOSIS PHENOMENON
Abstract
In order to develop students' holistic concept of natural phenomena, the process of education must adopt a systematic approach to the integrity of the natural sciences. Such a systematic approach creates preconditions for understanding of educational content and training components in close interaction and for the consistent formation of a holistic understanding of the world. Interdisciplinary integration is realized through inquiry-based teaching/learning method. Scientific investigation is usually associated with knowledge of different subjects, so usage of interdisciplinary relations is indispensable for the full justification and explanation of the phenomenon or process. While analysing natural phenomena and regularities, it is important to find common points, using existing and new knowledge from physics, chemistry, biology, ecology and others. Only in this way will be developed a holistic conception of the world.
This article presents the interdisciplinary links by experimentally exploring the phenomenon of osmosis. Giving one research example, Natural science (Physics, Chemistry, Biology) and Maths subject relationship realisation didactic possibilities are revealed in the presented analysis. The research organization and methodology of its performance, the essence of the practical work, results and conclusions are discussed. The research is proposed to to carry out in a few different lessons (physics, chemistry, biology and mathematics), which enable a systematic and integrated way for students to convey the essence of the phenomenon. Osmosis research and analysis organization scheme is presented. Wide and deep osmosis process interdisciplinary links are distinguished. How osmosis phenomenon can properly understand and master by the stages in each subject lesson are shown in.
The research is carried out during implementation of the international project „Materials for Teaching Together: Science and Mathematics Teachers collaborating for better results“. Number of the contract: 539242-LLP-1-2013-1-AT-COMENIUS-CMP/.
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Author(s):
Laima Railienė.
Page No : 27-32
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WE ARE LEARNING GEOGRAPHY IN A DIFFERENT WAY. THE ASPECTS OF APPLICATION ACTIVE TEACHING (LEARNING) APPROACHES’ IN GEOGRAPHY LESSON
Abstract
In geography lesson, educational process is modeled depending on the particular educational (learning) content, available resources, students' age and ability. Thus, in geography lesson subject knowledge and general competencies are educated as well. In today's lesson, in order to gain geography knowledge, it is very important to adapt the educational (learning) content to each student, according to students’ needs to be active and learn to cooperate seeking for geography knowledge.
Nowadays, information and communicative technologies (ICT) are often an integral part of the teaching (learning) process.
The article reveals opportunities of active development (learning) methods usage in geography lesson promoting active students’ activities.
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Author(s):
Angela James.
Page No : 33-39
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COLLABORATING AND DISSEMINATING SCIENCE: SHARING IDEAS, PROJECTS AND LEARNINGS – PROF. (HP) DR. LAMANAUSKAS (A LITHUANIAN) IN SOUTH AFRICA
Abstract
In South Africa, Education policy documents abound with statements promoting scientific and technology literacy (DoE, 2002). In spite of this demand, a global trend is developing which reveals a sharp decline in students who are interested in the natural sciences (Areepattamannil, Freeman & Klinger, 2010). In an effort to increase students’ interest in Science, various mechanisms are employed both nationally and internationally. Also, the effective, contextually related implementation of Natural Sciences in the Foundation, Intermediate and Senior schooling phases is a problematic that is presently being researched, and programmes for the professional development of student teachers are being revised to respond to this issue. The re-curriculation of all programmes at UKZN, School of Education re-focuses our efforts in curriculum design on how to teach Natural Sciences in schools, in preparing learners for the 21st century. Our current countries’ responses to external testing TIMMS bears strong evidence for a need to intervene and explore avenues to effectively engaging Natural Sciences teachers and researchers in tertiary institutions on actions to be planned and implemented. In these initiatives an important aspect to consider is the role of teachers as they are regarded as the change agents in any education system. In exploring teacher intervention initiatives, Dr Angela James applied to the National Research Foundation for funding to invite Prof. (HP) Dr. Vincentas Lamanauskas, Director of the Scientia Socialis, Chairman of the Scientific Methodical Centre “Scientia Educologic, and Professor and Head researcher at Šiauliai University, Lithuania to South Africa.
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Author(s):
Editorial Board.
Page No : 41-42
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END
Abstract
End page, Vol. 13, No. 1, 2016, GU/NSE
