Author(s):
Editorial Board.
Page No : 67-68
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COVER
Abstract
Cover page, Vol. 18, No. 2, 2021, GU/NSE
Author(s):
Editorial Board.
Page No : 69-69
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CONTENTS
Abstract
Contents, Vol. 18, No. 2, 2021, GU/NSE
Author(s):
Rita Makarskaitė-Petkevičienė.
Page No : 70-74
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NATURAL SCIENCE EDUCATION AT SCHOOL: JOY OR CONCERN
Abstract
The introductory article of this issue deals with natural science education changes at school in recent years. For the science education to be successful, teacher qualification or student’s motivation are not enough, a good material base (laboratory, research equipment, tools and materials), and outdoor educational environments are needed. After implementing several projects in the country, the situation in schools has improved, but not enough. Much is expected from the activities of the STEAM centre network, which started on October 27, 2021. Of course, the change for the better is pleasing, however, there are also sad things. The small proportion of high school graduates who take exams in science (about 20% in biology, 5% – in chemistry, 9% – in physics), shows that there is an underlying problem – many find natural sciences a hard nut to crack. Studies in natural sciences should be dominated by research, experiment, observation – that is, a research activity component. And if this segment is ignored, it is difficult for many students to find connections between objects, phenomena, processes. Another problem is – the lack of nature teachers. What is more, life is full of challenges: climate change, pandemics, and so on. A certain level of scientific literacy is needed to comprehend the abundance of true and false news. It is important to bring the student closer to nature. But a teacher of any subject can help in that child’s path. After all, in the environment, in nature, there are many contexts suitable for learning other subjects as well. Especially as today’s global problems have outgrown the boundaries of natural sciences. Social and human sciences, and the arts must also be in closer relationship.
Author(s):
Gražina Šmitienė, Rūta Girdzijauskienė, Julija Melnikova, Aida Norvilienė, Gita Šakytė-Statnickė.
Page No : 75-86
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APPLYING LEARNING ANALYTICS IN MATHEMATICS AND SCIENCE EDUCATION LESSONS: EXPERIENCES OF TEACHERS IN BASIC EDUCATION
Abstract
Learning analytics is identified as one of the essential preconditions for ensuring the quality of learning for each student and is associated with the wider possibilities of organizing individualized learning. One of the priorities of Lithuanian education is the individualization and personalization of science and mathematics teaching, which is related to one of the priorities of Lithuanian education, that is recognizing the need to develop students' mathematics, science, and technology competencies as well as to foster a culture of innovation in schools. The importance of integrated teaching (learning) for the sustainable development of a student's science and mathematics competence is recognized. However, problems arise in addressing the issues of integrated science and mathematics organization in the classroom, in finding the most appropriate didactic solutions at the level of a student and a classroom. The benefits of learning analytics in modern education are not in doubt, but in educational practice the approach to it is ambiguous: the search for learning analytics tools, the system of its use, the definitions of benefits for the learner. It is acknowledged that in the discourse of the use of learning analytics in science education, there is little research, examples of pedagogical practice that contain analysis of the possibilities of digital platforms with artificial intelligence and learning analytics tools, and the analysis of teachers' experiences. In the conducted qualitative study (focus group discussion) with mathematics and science teachers, who have accumulated experience in working with digital platforms and applying artificial intelligence-based learning analytics, the possibilities of using learning analytics in the lesson have been disclosed. Focus groups participants are teachers who in 2021. September - December participated in a project with the aim to test learning analytics tools in science education and math lessons. The results of the study revealed that teachers do not question the benefits of integrating digital platforms with artificial intelligence-based learning analytics in identifying student (classroom) learning gaps, learning characteristics, and making evidence-based decisions about learning differentiation and individualization. The results of the focus group discussion with science education and mathematics teachers regarding the use of digital teaching and learning platforms integrating learning analytics in lessons revealed that the priority of learning analytics in lessons is to identify and capture gaps in students' learning achievements and knowledge in a timely manner.
The analysis of a student (students) learning data that is provided by digital platforms, which integrate artificial intelligence and learning analytics, allows teachers to make the most appropriate decisions about the organization of teaching: to differentiate and individualize teaching, to consistently develop pupils' general competencies. The results of the discussion highlighted the benefits of learning analytics tools for the learner (students): learning analytics tools allow students to see personal progress; receive the tasks assigned to them individually; implement collaborative learning; engage (intellectually and emotionally) in learning activities; learn not only during lessons. An important criterion for the integration of mathematics and science lessons is the use of the learning analytics tools, the joint work of teachers in analyzing students' learning strengths and weaknesses, finding the best learning opportunities, and making similar or different lesson organization decisions. Participants of the study emphasized the importance of learning analytics data in planning and organizing integrated mathematics and science lessons, i.e. synergistic opportunities for learning analytics in the organization of integrated mathematics and science education. The results of the research do not allow making generalized conclusions that would be suitable for the whole Lithuania, however the results of the research revealed that the development of models for the application of learning analytics and the analysis of their effectiveness are important directions for further research.
Author(s):
Solange W. Locatelli.
Page No : 87-92
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USING ALTERNATIVE STRATEGY FOR IMPLEMENTING SIMPLE INVESTIGATIVE ACTIVITIES TO LEARN CHEMISTRY IN THE CLASSROOM
Abstract
Considering the diversity of activities in the classroom is very important, with a view to providing opportunities for students to learn chemistry. In this sense, this article aims to bring some myths and concepts that underlie the inquiry-based learning (IBL), as well as to present an activity proposal to be used in the classroom, considering an opportunity to work the investigative aspect in science, with the use of simple and easily accessible materials. It is considered fruitful to bring these reflections into a context of teacher education, in which metacognitive thinking should be part of pedagogical practice for better learning in science and in general.
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Acknowledgments to FAPESP for grant #2018/26142-0
Author(s):
Elena Vasilevskaya, Natalia Boboriko.
Page No : 93-104
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THE STORYTELLING: AN EFFECTIVE TOOL IN THE TEACHING OF HIGH-LEVEL CHEMISTRY
Abstract
Storytelling is a teaching method that presents learning material through personally significant stories and associates with the personal experience of the teacher and student. This method trains the ability to work with information, teaches to analyze situations and evaluate alternatives, correlates the studied theoretical material with practice, develops the skill of solving practical problems.
Types of pedagogical storytelling and building of the story were reviewed. Using storytelling in higher chemical education is discussed. It is shown that literature and science literature, publications in the media, art, history of chemistry, current stage of the scientific research, and real production experience can be used as information sources for creating educational stories in chemical education. Examples of the use of storytelling in the preparation of students at the Faculty of Chemistry of the Belarusian State University are given.
Author(s):
Vincentas Lamanauskas.
Page No : 105-111
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27th NATIONAL SCIENTIFIC PRACTICAL CONFERENCE “NATURAL SCIENCE EDUCATION IN A COMPREHENSIVE SCHOOL – 2021”: CONFERENCE REVIEW
Abstract
The scientific-practical conference “Natural Science Education in a Comprehensive School - 2021”, which has already become a tradition, was held in an unusual way, remotely (online). This format of the conference was determined by the ongoing Covid-19 pandemic, so the conference could not take place in the usual format for the second time. This time, the plenary session of the conference was truly international and extremely interesting. In total, four key reports were presented in plenary.
It is fair to say that the plenary has 'united' different continents: Africa (presenter: Dr Angela James from South Africa), Latin America (Dr Solange Locatelli from Brazil), Europe (Dr Mihail Calalb from Moldova and Dr Malgorzata Nodzynska from Poland). It is also interesting that the plenary reports covered all three essential areas of science education - chemistry, physics, biology.
The topics of the reports were various, mainly in various fields of science and technology education. It is important that the participants were active, there were intense discussions and sharing of experiences. All participants acknowledged that education in a pandemic environment is significantly restricted. This applies in particular to various non-formal education activities, or activities that take place outside the regular classroom (e.g. various project activities).
Presentations were also made on the second day of the conference. Dr. Rita Makarskaitė-Petkevičienė (Vilnius University) moderated four presentations. Traditionally, on the second day of the conference, practical seminars were organized for all conference participants. A similar goal was set at this conference - to make all reports useful for all professionals at all levels of education.
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=2021&issue=18298 It is tentatively scheduled that the 28th Conference will take place on April 29-30, 2022, also remotely.
Author(s):
Editorial Board.
Page No : 112-114
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END
Abstract
End page, Vol. 18, No. 2, 2021, GU/NSE