|
Author(s):
Editorial Board.
Page No : 55-56
|
COVER
Abstract
Cover page, Vol. 15, No. 2, 2018, GU/NSE
|
Author(s):
Editorial Board.
Page No : 57-57
|
CONTENTS
Abstract
Contents, Vol. 15, No. 2, 2018, GU/NSE
|
Author(s):
Eleonora Melnik.
Page No : 58-60
|
WELCOME TO THE CONVERSATION
Abstract
Scientific interests of the author of this article are natural science and humanitarian knowledge integration referring to systematic attitude toward younger students’ education in the environment sphere. Therefore, a prepared methodological book “Integrated education in a primary school: theory and practice” was a part of the author’s research. The author pays attention to the younger students’ preparation level. A rather wide ICT usage is accentuated in the education process. On the other hand, the students’ achievement level in the senior forms tends to decrease. Therefore, it is important to ascertain, why such tendency is observed, what reasons determine that.
Thus, it is interesting to find out, what main teaching methods teachers use in the education process in different countries. For example, what are the ways of realisation of interdisciplinary and internal relations; is their integration carried out as a process; Does knowledge continuity/succession exist teaching students in various secondary school levels and much more?
|
Author(s):
Solange Locatelli, Paulo Henrique Soares Gomes, Agnaldo Arroio.
Page No : 61-71
|
CONNECTIONS INVOLVING THE USE OF CHEMICAL LANGUAGE AND UNDERSTANDING OF REDUCTION-OXIDATION REACTION
Abstract
Understanding submicroscopic level, which requires in-depth chemistry knowledge, is difficult for students. The sample of the research consisted of 32 students, who performed a teaching-learning sequence of two electrochemical reactions. Eight of them were videotaped and their speech was transcribed and analyzed. The results indicated that students who used more chemical terms improved their understanding of the submicroscopic level. Talking more, in this case, showed no relation to learning directed to an instrumental understanding (focus on how). The use of more chemical terms enabled them to grasp a relational understanding (focus on why) and the predictive ability of new chemical phenomena.
|
Author(s):
Laima Railienė.
Page No : 72-80
|
INDIVIDUALISED AND DIFFERENTIATED TASK USE IN THE GEOGRAPHY LESSON: A FEW TASK APPLICATION METHODOLOGY ASPECTS
Abstract
In Lithuanian general education schools, the main attention has to be drawn to a student in the students’ teaching/learning process, to his personality development. The student himself has to be an active teaching/learning process participant but not a passive listener in the lesson. Not only subject or general competencies, positive emotions are acquired when students actively take part in the lesson, do a particular task but also students are made to involve critical thinking into their activity.
Not so few other general education subjects taught at school are integrated into geography subject teaching/learning programme. Learning geography, students very often have to use their history, biology, chemistry, physics, natural science and other subject knowledge. Every student’s individual abilities are also of quite a big importance learning geography. Seeking for the students to easier acquire the provided knowledge, learn to learn independently during geography lessons, be able to apply this knowledge in practice, it is important to concentrate students’ attention and activity, to encourage their creativity. It is very important for the students to learn to work individually and in a group. The most important thing is not only to acquire knowledge and general competencies but also learn to learn!
Geography subject teaching is inseparable from information and communication technologies (ICT), which diversify geography teaching a lot. Using them, one can assign for the students to do practical tasks, their knowledge from geography subject can be checked. Also, it is very important that the use of ICT in the lesson allows students to acquire more self-confidence, because very often students carry out such tasks independently.
Independent work task assignment in the lesson is very useful for those, who have less abilities. They need more time for carrying out the tasks. The tasks carried out independently during geography lessons, allow students to acquire geography knowledge and general competencies under favourable conditions, at a favourable pace of learning.
Considering that not equal ability students take part in the lesson, it is important to model the lesson so, that all students successfully realise themselves in it, acquire the maximum knowledge and abilities. For that, it is necessary to individualise and differentiate the tasks for the students. The tasks have to be selected both for higher and lower ability students.
Teaching geography, a few student individualisation and differentiation application methods are possible. It depends on whether a new teaching topic is given in the lesson, whether it is a revision, knowledge generalisation lesson. Individualised and differentiated tasks can be applied during the whole geography lesson. Students can be given individualised and differentiated tasks, doing concrete tasks, for example, during students’ independent work task.
It is important to share the experience about the application of individualised and differentiated independent students’ work methods and tasks in the geography lesson, to reveal the importance of this method, seeking students’ geography subject and general competencies, taking into account students’ individual possibilities. In the article, geography lesson of this kind is given in the 6th form on the topic “Weather description”.
|
Author(s):
Vincentas Lamanauskas.
Page No : 81-88
|
24th NATIONAL SCIENTIFIC PRACTICAL CONFERENCE “NATURAL SCIENCE EDUCATION IN A COMPREHENSIVE SCHOOL – 2018”: CONFERENCE REVIEW
Abstract
Having already become traditional, scientific practical conference “Natural science education in a comprehensive school – 2018” took place in Šilutė, a beautiful Pajūris lowland city.
On the first conference day, plenary reports and two section work took place. It was discussed about the exceptional geological exhibit importance to non-formal natural science education and about Lithuanian and Latvian student attitude to natural science disciplines and mathematics. Traditionally, methodological natural science education questions were discussed. One plenary report was made remotely. Dr. Solange W. Locatelli from Brazilian Federal ABC university shared her personal experience applying metacognitive strategies in chemistry teaching.
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: http://oaji.net/journal-archive-stats.html?number=1984&year=2018&issue=12477
On the initiative of Šilutė district municipality, a cognitive conference participants’ boat trip down the Nemunas river to Kuršių lagoon was organised. Conference participants had a unique possibility to get acquainted with the lagoon district, to see off the Sun, and also to taste traditional lagoon fish soup.
On the second conference day, the reports were also presented. It was discussed about teaching based on researching. The main report idea was educational activity object selection and pedagogical scenarios preparation. Pilot empirical research results were presented. Natural science education organisation and improvement in a primary school was discussed. The carried-out research allows stating, that primary school teacher professional preparation in a natural education sphere remains actual. Practical work organisation is considered the most appropriate activity. The teachers try the least to satisfy / to take into consideration individual students’ differences. Though teachers are inclined to demonstrate various experiments, research activity is not dominating.
Natural science education “journey” continues. 25-th conference will take place on 26-27 April 2019 in Kupiškis Povilas Matulionis progymnasium. So, from Pajūris lowland we travel to Kupiškis, which is in the outskirts of eastern middle Lithuania lowland and in which the Kupa river flows through the centre of the city.
|
Author(s):
Editorial Board.
Page No : 89-90
|
END
Abstract
End page, Vol. 15, No. 2, 2018, GU/NSE
