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COVER

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GAMTAMOKSLINIS UGDYMAS 2023, Vol. 20, No. 1 *** NATURAL SCIENCE EDUCATION 2023, Vol. 20, No. 1 *** ISSN 1648-939X /Print/, ISSN 2669-1140 /Online/

CONTENTS

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GAMTAMOKSLINIS UGDYMAS 2023, Vol. 20, No. 1 *** NATURAL SCIENCE EDUCATION 2023, Vol. 20, No. 1 *** ISSN 1648-939X /Print/, ISSN 2669-1140 /Online/

TRENDS IN EARLY SCIENCE EDUCATION

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The journal's introductory article (editorial) discusses current trends in science education. Inquiry-based learning, STEAM and project-based activities remain relevant to science education. In the process of inquiry-based learning, the formulation of a question, which determines the hypothesis, the design of the research model, and the search for an answer, rather than the immediate finding of an answer, is becoming increasingly important. A distinctive feature of learning by inquiry is the involvement of the students, which is not just about memorising facts or knowledge, but about deeply understanding what is being explored by delving into the unknown. It discusses the use of technology, the importance of the principle of visuality in science education, and the emerging need to learn science not only in the classroom, but also increasingly in natural educational environments. This is also useful in exposing topics related to sustainability. As in pre-primary education, the science curriculum in primary school develops seven competences, but there are six areas of achievement rather than three: knowledge of the nature and development of science, science communication, science exploration, knowledge of natural objects and phenomena, problem-solving and reflection, and the harmony between people and the environment.

ADVANCED TOOLS FOR EDUCATION: CHATGPT-BASED LEARNING PREPARATIONS

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Artificial intelligence (AI) is increasingly permeating our daily lives, and the field of education is no exception. Technology already plays a significant role in education, and AI is rapidly advancing. Chatbots, for instance, have been used as a valuable tool in schools for decades. With the emergence of tools like ChatGPT, their usage has expanded even further. The presence of such tools can be highly beneficial for teachers in the educational setting. The study focused on the fact that ChatGPT can serve as an excellent support for teachers in lesson planning. The usefulness of the tool and the challenges that teachers may encounter when using it to create lesson plans were explored. The results of the study, based on the analysis of 58 lesson plans created using ChatGPT, revealed certain limitations. Therefore, it is crucial to empower teachers to make prudent use of this tool.

WHEN STEAM COMBINES NATURAL SCIENCES AND SOCIAL SCIENCES

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STEAM (Science, Technology, Engineering, Arts, Mathematics) is emerging as an important link in modern education, seamlessly integrating different disciplines and fostering creativity and critical thinking. STEAM is particularly useful for children aged 5-8, whose genuine interest and curiosity actively engage them in learning this educational approach. It not only enriches students, but also inspires teachers to use innovative approaches to teaching different subjects. Science education is increasingly becoming an integral part of STEAM, in line with Lithuania's education strategy "Lithuania 2030". Successful STEAM education depends on a supportive school environment, effective leadership and teacher competences. This educational concept is in line with the objectives of the Strategy for Progress, with its emphasis on personalised learning and the formation of an innovative society. In the study, the integration of STEAM subjects allowed pupils to explore the links between disciplines and to apply theoretical knowledge in practice. The results revealed successful learning: students acquired knowledge about medieval castles and developed creativity, problem-solving, teamwork and critical thinking skills by designing and building castles in groups.

GREEN LESSON “DECOMPOSERS AND THEIR ACTIVITIES” FOR STUDENTS OF THE FOURTH CLASS: EXPERIENCES OF PRE-SERVICE TEACHERS

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Natural science is a unique school subject that cannot be carried out without the implementation of real examples from nature. Despite this, in today’s Lithuanian schools, the lessons of natural science are still mostly organized in a classroom environment, without taking into account the benefits of practical, experiential learning. All over the world, learning outside the classroom is perceived as the key to the formation of students’ social skills. Also, education in the natural environment allows to connect and deepen existing natural science knowledge, fosters a positive relationship with nature and creates a holistic understanding of human impact on the environment. One of the models for organizing a lesson in a "non-traditional environment" is a so-called green lesson, during which the learning process is organized in nature and theoretical knowledge is supplemented by exploratory activities. According to Verbickienė (2022), a correct initial understanding of the environment and its processes helps to discover and recognize the world around us and forms the appropriate moral attitudes. This article presents the plan of a green lesson conducted in a school in Vilnius on the topic "Decomposers and their activities" for the 4th-grade students and introduces the materials needed for the lesson activities. The experience of organizing this green lesson is also discussed, the strengths and limitations of the activities are identified, and an analysis of the students' work is presented.

29th NATIONAL SCIENTIFIC PRACTICAL CONFERENCE “NATURAL SCIENCE EDUCATION IN A COMPREHENSIVE SCHOOL – 2023”: CONFERENCE REVIEW

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This year, the scientific conference "Natural Science Education in a Comprehensive School - 2023" was held in its usual format. It is worth mentioning that during the Covid-19 pandemic, three conferences were held remotely, in 2020, 2021 and 2022. This two-day conference focused on science and technology education, which is a recent priority in society. There is a need to improve the teaching of science subjects and technology at all levels of general education. Particular attention should be paid to early science education. Ensuring adequate science and technology education means providing children with an education that teaches them to reason, think logically, explore, be creative and active. The plenary session of the conference was international and very interesting. A total of four keynote speeches were presented during this session. It is clear that the Plenary "bridged" different continents - Africa, Latin America, Europe. Professor Andris Broks discussed systemic issues in science and technology education, with a particular focus on the major challenges and changes of the present. Speakers from South Africa and Brazil shared their experiences in organising research activities for future teachers. Experiences from both countries in the training of science teachers were explored. The plenary also discussed developments in science education in the updated General Curricula in Lithuania. Informal discussions at the conference focused on educational experiences during the pandemic. All participants acknowledged that education in a pandemic is significantly more difficult. This is especially true for various non-formal education activities, or activities that take place outside the regular classroom (e.g. various project activities, research activities, etc.). Participants, especially those who are more or less regular attendees, stressed the importance of a "live" meeting. After all, informal communication has the main purpose of enabling a person to understand and be understood. This cannot be achieved in an online (remote) conference. It was hoped that the work of the conference would continue. 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=2023&issue=20002

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GAMTAMOKSLINIS UGDYMAS 2023, Vol. 20, No. 1 *** NATURAL SCIENCE EDUCATION 2023, Vol. 20, No. 1 *** ISSN 1648-939X /Print/, ISSN 2669-1140 /Online/