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Author(s):
Editorial Board.
Page No : 1-2
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COVER
Abstract
Cover page, Vol. 14, No. 1, 2017, GU/NSE
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Author(s):
Editorial Board.
Page No : 3-3
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CONTENTS
Abstract
Contents, Vol. 14, No. 1, 2017, GU/NSE
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Author(s):
Vincentas Lamanauskas.
Page No : 4-7
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NATURAL SCIENCE AND TECHNOLOGY EDUCATION ACTUALITY RETROSPECTIVE
Abstract
Natural science and technology education (NSTE) is reasonably considered one of the most important components of general education. What is more, natural science and technology education of young generation is an important guarantor of all society welfare. The importance of natural science and technology education is undoubted. Over the last two or three decades, attention to natural science and technology education in various countries has been increasing. On the one hand, science and technology development has encouraged this, on the other hand, the declining young generation interest in natural science and technologies has been observed. Besides, various scientific research have been conducted in this sphere, plenty of various projects have been implemented, modern ICT have been developed, etc. However, very often the expected effect, first of all, in a qualitative sense is hardly imaginative. An exhaustive scientific-didactic revision is necessary, a certain inspection, which would allow to reflect on both the achievements, and current problems or the emerging new challenges.
Over the first half of 2017, various scientific events related to NSTE problems have taken place at both national and international level. This shows that the interest in NSTE actualities is not declining. In a rapidly changing social-economic-technological context, natural science technology education of a young generation remains the priority task of education system. Our society is facing more and more complex problems that remain to be solved for future generations. All this requires qualitatively new NSTE, new natural science and technological education approaches (e.g., interdisciplinary/integrated teaching (learning), natural science competence development in green learning areas, education organisation outside the classroom or school, self-learning and other non-formal natural science education forms and so on.).
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Author(s):
Lutfi Incikabi, Hatice Sancar Tokmak.
Page No : 8-24
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EFFECTS OF PLAY-GENERATED CURRICULUM VERSUS CURRICULUM-GENERATED PLAY INSTRUCTION ON EARLY CHILDHOOD PRE-SERVICE TEACHERS’ MATHEMATICS TEACHING EFFICACY
Abstract
This research aimed to examine changes in mathematics teaching efficacy beliefs among early childhood pre-service teachers who utilized play-generated curriculum instruction and the ones who utilized curriculum-generated play instruction. Among the participants (N=72) were second-year college students from Early Childhood Education. This research was an experimental research utilizing the static-group pretest-posttest design supported with qualitative data. The results of the research demonstrated that both curriculum-generated play and play-generated curriculum instruction led to a statistically significant improvement in the pre-service teachers’ mathematics teaching efficacy beliefs. The qualitative data showed that both groups of pre-service teachers learned linking play with instruction through teaching experiences, and gained knowledge about instruction design, pedagogy, and a variety of plays for educating young children. Moreover, both groups of pre-service teachers stated that their opinions regarding play activities changed in that they started to see incorporating playful activities as a useful and joyful teaching method.
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Author(s):
Eisvydė Jurkevičiūtė, Rita Makarskaitė-Petkevičienė.
Page No : 25-36
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SOIL SUBJECT EXPRESSION IN LITHUANIAN AND FOREIGN PRIMARY SCHOOL: EDUCATION CONTENT AND GOOD EXPERIENCE ASPECT
Abstract
Soil is the major support system of human life and welfare, a non-renewable nature source. This is a medium for plenty of microorganisms, animals and plants. Soil, like air, water, is very sensitive to environment pollution. The Organisation of United Nations announced 2015 – the International Year of Soils, because there is a fear, that society knows and understands a little about it. In Lithuanian primary education general programmes, air and water are given much more attention than soil. Even the concept of the latter is not mentioned in the programme.
The aim of the research: to analyse soil subject expression in Lithuanian and foreign primary school. The main research questions are: 1) How is soil subject realised in Lithuanian primary education social and natural science education programme and foreign country (Great Britain, Australia, Trinidad and Tobago) analogical programmes?; 2) What similarities and differences are noticed in the 1st to 4th form natural science textbooks, regarding soil subject expression question?; 3) What is international practice of making children acquainted with the soil as an important part of every ecosystem, a medium for living organisms already at an early age?
Foreign countries (USA, Canada, Great Britain, Australia, Turkey) have accumulated a lot of experience, how at an early age to make children acquainted with the soil, how to make them interested in this secret object, what and how to teach. This can also be useful for Lithuania thinking over education content, renewing educational programmes, implementing Good school concept and propagating education “without boundaries”.
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Author(s):
Iwona Maciejowska, Ewa Odrowąż.
Page No : 37-54
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EDUCATION OF FUTURE TEACHERS: THEORY AND PRACTICE
Abstract
Preparing the students for the teaching profession requires a combination of theory and practice. It thus seems advisable to present examples of good practice during classes conducted at universities, but also to prepare students for the clash with the school reality, explain the discrepancies. Authors stated a question: To what extent school reality is compatible with the theory presented during the pre-service teacher training? The answers to the research questions were sought by analysing university students’ reports from their teaching practice and narrative interviews conducted during the first class after the end of the practice. 77 teaching practice reports were analysed, and they concerned the practice performed in lower and upper secondary schools located in Krakow and southern Poland. The preliminary analysis of students’ reports and interviews with university students indicated that the greatest discrepancies between what pre-service students read in textbooks on teaching chemistry or what they came across while doing school practice. Out of the lesson elements examined, recapitulation is the most neglected one. In all the cases examined, homework was assigned very often, almost after each lesson. No examples of homework serving the purpose of investigating the knowledge related to the new lesson, i.e. the so-called flipped learning, have been observed.
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Author(s):
Angela James, Vincentas Lamanauskas.
Page No : 55-61
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ENVIRONMENTAL SUSTAINABLE ACTION AND COMMUNITY DEVELOPMENT: A REVIEW OF A CONFERENCE
Abstract
Rapid economic growth and globalisation have positive and also negative impacts on environmental aspects and people’s lives. And, people live in conditions of extreme change. This raises new requirements for living for every individual. In the current era of globalization it is necessary to stop the destructive processes of globalization, to create a different vision of globalization based on the principles of sustainable development, taking into account not only economic indicators but also social and ecological coherence. Sustainable development is a complex process that aims to ensure the well-being for present and future generations. However, the emerging economic and environmental challenges make this process more difficult.
Sustainable development issues still lack a deeper focus from the scientific community. On the other hand, it is important that these issues be addressed on a practical level in different communities. It is obvious that community development and sustainable development are two interrelated phenomena. The role of the education system in this area is unquestionable.
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Author(s):
Editorial Board.
Page No : 63-64
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END
Abstract
End page, Vol. 14, No. 1, 2017, GU/NSE
