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Author(s):
Editorial Board.
Page No : 1-2
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COVER
Abstract
Cover page, Vol. 6, No. 2, 2009, GU/NSE
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Author(s):
Editorial Board.
Page No : 3-3
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CONTENTS
Abstract
Contents, Vol. 6, No. 2, 2009, GU/NSE
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Author(s):
Vincentas Lamanauskas.
Page No : 4-11
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NATURAL SCIENCE EDUCATION IN PRIMARY SCHOOL: THE CONTEXT OF SCIENTIFIC RESEARCH
Abstract
The patterning, correction and expansion of primary natural science education that is based on exhaustive research are necessary to perceive the peculiarities of natural science education of the junior pupils aged from 6 to 12. The revision of particular training issues of the junior period (content, methods and forms) is insufficient in order children should become the equal members of society, nation and the world yet in childhood.
Foreign scientists carry out a number of different investigations in the field of primary natural science education. In fact, the importance of natural science education is accepted putting emphasis on primary school. In considering the place of the natural sciences in the curriculum of schools, one cannot fail to recognize their centrality in the lives and work of those of us living in the industrialized countries around the globe (Shafer, 1996). After 1950 the subsequent positions were more frequent: primary natural science education has to be a creative process, sciences teaching cannot be only nature study.
Scrupulous attention is devoted to chemistry issues in primary school. It is underlined that the field should be revised more attentively as the child faces plenty of chemical substances in daily life.
The proceeding following moments are worth to be mentioned:
• children have a natural sense of wonder and curiosity about their world (Qualter, 1994; Alford, 1997);
• exists a distinction between children’s life knowledge and scientific knowledge. The transition from the first to the second is not always automatic or linear (Black, Lucas, 1993);
• learning in primary science is most effective when children can interpret their own experience and investigations in scientific terms (Wenham, 1995).
It can be concluded that:
• one of the burning issues is natural science and technological literacy;
• much attention is devoted to broadening children’s cognitive abilities, it is emphasized that the success of primary natural science education should depend on teaching quality that is given to children;
• a consistent important didactic pattern is stressed – from simple visions to the interpretation, development, etc. of scientific concepts;
• It is sought to examine the impact of the cognitive factors on the success of learning (achievements) as well as that of motivation, teaching methodology, classroom microclimate, a social environment, etc.;
• more and more attention is focused on the alteration of natural science education paradigms – from academic science subjects teaching to “science for all”. The most important directions of research are the final goals of natural science education of the present century and the most effective strategies of teaching;
• primary teachers’ natural science competency is given very close attention. Different approaches are searched for making primary natural science education more effective. Akvileva ir Klepinina (2001, p.3) state that one of the weakest links in the training of primary natural science teachers are limited students’ abilities to transfer theoretic knowledge into practical activities;
• natural science education curricula and its planning are very important aspects. Though a curriculum itself does not guarantee the quality of natural science education, it is a suitable instrument for the teacher. Designing of primary natural science education curricula is one of the obligatory components of the teacher’s competency. The content of the curricula of the main science subjects remains problematic. It is clear that the content of primary natural science education should be integrated. However, it does not mean that the knowledge of biology, chemistry, and physics is not introduced. The question about the balance of the main fields arises. Assessment shows that the knowledge of chemistry is very poor and requires obligatory and exhaustive research in the field. Unusually prominent “biologization” makes pupils’ natural science education poor, lays down preconditions to give up on chemistry and physics.
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Author(s):
Renata Bilbokaitė.
Page No : 12-18
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COMPUTER BASED VISUALIZATION AS STIMULATION INSTRUMENT OF COGNITIVE PROCESSES IN SCIENCE EDUCATION: THE RESULTS OF PILOT RESEARCH
Abstract
It is very important for science education to have perfectly prepared aids that could show invisible phenomena and could foster deeper motivation. Also, visualization as a learning and teaching tool could stimulate the perception. This leads to the opinion that represented objects could be shown in the classroom as essential part of education and its organization. Visualization in science as an essential teaching/learning tool has become of great importance nowadays because the technological progress is raising high requirements for education. Problem question – whether computer based visualization stimulates cognitive processes and what exact processes it activate? Research methods: analysis of information resources, questioning, qualitative method. Research methodology: model of genetic structural intellect, the theory of dual code, visual thinking theory. Participants of the research. 209 schoolchildren from secondary schools participated in the research. Random sampling was chosen when schoolchildren in grades 9 and 10 had a possibility to participate in the research. The research instrument, a questionnaire with open-ended and closed questions, was designed. There were 209 schoolchildren (92 schoolchildren from grade 9, 107 – from grade 10) in the sample. The respondents were about 14–17 years of age (2 schoolchildren–14 years old, 73 schoolchildren–15 years old, 111 schoolchildren–16 years old and 23 schoolchildren–17 years old). The respondents’ distribution by gender: 72 girls and 45 boys of grade 10, 45 girls and 47 boys of grade 9.
The results. Computer based visualization makes easier perception processes because it activates perception operations. Views in the screen help to compare details in visual form and to distinguish the main features. Also it helps to see objects in the whole objects and other things connected with them. All these facts help students to perceive visual information and to understand verbal one too. The results of the research enclose that computer based visualization help to memorize information. It is already known that it is easier to remember visual information and computer screen makes qualitative effect to the memory. At least, students reflect that computer based visualization helps to imagine things that are very abstract or diffi-cult. According to students they are able to create images and mental models about phenomena when they see some similar analogs in the screen. To sum up, there could be done a prediction that computer based visualization could foster deeper work of perception, memory and imagination.
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Author(s):
Rita Makarskaitė-Petkevičienė, Jurgita Pitrėnaitė.
Page No : 19-30
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METHOD OF DISCUSSION DURING LESSONS OF SURROUNDING WORLD LEARNING: THEORY, POSSIBILITIES AND RESULTS
Abstract
Discussion in the process of teaching refers to a more sophisticated form of conversation, which is more frequently applied working with senior school learners. Problems rather than facts or phenomena are discussed. The question rises if the method of discussion is relevant in lessons of surrounding world learning and whether it enables school learners to acquire knowledge, facilitates its memorisation or allows to arrive at solutions to urgent problems.
The research involved 18 second formers, 15 school learners of fourth form and 13 students. All the groups of respondents discussed the same problem. Different roles were assigned to the participants in the discussion (a number of respondents represented heads of waste management company, whereas the rest assumed roles of residents of area where waste dump was being set up) and they involved in discussions of issues related to waste management and waste dump establishment.
A considerable difference in the results of questionnaires provided to the participants before and after the discussion was observed. It is obvious that the respondents not only gained knowledge but also acquired a different perception and understanding of the problems analysed in the discussion. However, the comparison of all the results of the survey revealed a stronger educational role of the discussion teaching fourth formers. This confirms theoretical statements that this method is more effective with senior school learners. The group of students also found the discussion useful.
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Author(s):
Aivars Krons.
Page No : 31-37
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VISUALIZATION IN ASTRONOMY AT GENERAL SCHOOL
Abstract
This is an International Year of Astronomy (IYA 2009) when we pay great attention to astronomy education. The International Year of Astronomy is a year-long celebration of astronomy, taking place in 2009 to coincide with the 400th anniversary of the first recorded astronomical observations with a telescope by Galileo Galilei.
Author presents a modern approach to teaching astronomy and planetary sciences, centered on visual images and simulations of planetary objects. The basic idea is to take the students to other celestial objects as tourists, and to teach science through the observations of various natural phenomena in these new environments. The power of scientific visualization, through still and dynamic images, makes such a journey an exciting learning experience. The introduction of new technologies (3D animations, virtual reality) greatly enhances the visualization capabilities the teacher can use, allowing him to simulate actual flights over the terrain of other planets and to study them as if observing from a spaceship in orbit. The present article focuses on the study of the Moon, planets, asteroids and Galaxies by means of observations, interpretations, and comparison to planet Earth. Students learn to recognize geological and atmospheric processes, discuss astronomic phenomena, celestial bodies and discover that the same basic physical laws govern all objects in the Solar system and Universe.
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Author(s):
Violeta Šlekienė, Loreta Ragulienė.
Page No : 38-45
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IMPLEMENTATION OF VISUAL PRINCIPLE USING PHYSICS DEMO TASKS
Abstract
This paper deals with the significance of visual principle in education process and its implementation (realization) using physics demo tasks. Visual principle is a guiding principle of educational activities in selecting the contents and the methods of teaching. Physics is an experimental science. Students can successfully master the basics of Physics provided the source of knowledge is a physical experiment based on the visual didactical principle. To optimize the teaching process it is necessary to visualize phenomena, processes or objects. Visualization is significant for problem solving in research and teaching. Physics demonstrations inure to this aim very well. Demo tasks which exemplify the ideal gas laws are presented and analysed. An ideal gas is characterized by three state variables: absolute pressure (p), volume (V), and absolute temperature (T). The relationships between them are showed by demo tasks. Demo tasks for isothermal, isobaric, isochoric and adiabatic process are discussed. The place of the demo tasks and the possibilities of applying them during physics teaching are analysed. Reasoning sequences for giving a logical sense to these physics demo tasks are introduced. These sequences have been based on the system of specially thinking schemes and prepared as a guide determining the steady movement toward a positive result. The demo task and its reasoning sequence enable the pupils to understand essence of new subject, to colligate, to make conclusions. Reasoning sequences, prepared for demo tasks are efficient in training pupils’ way of thinking.
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Author(s):
Laima Railienė.
Page No : 46-50
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THE PECULIARITIES OF GEOGRAPHICAL CONCEPTS AND TERMS TEACHING IN THE SEVENTH GRADE
Abstract
Geography is the most integrated subject in a comprehensive school. It could not manage the geography learning without knowledge of biology, history, mathematics and other subjects. That is why concepts and terms faced in the geography lessons by pupils are very various.
There are different opinions that are not necessary to memorize the geographical concepts and terms but their knowledge is required during various tests.
Teaching / learning of terms and concepts in the seventh grade of secondary school is heavy enough process. It is difficult to pupils to distinguish some concepts and terms. The main task of the teacher it is logical selection of concepts and terms which pupils should learn well. Studying of different terms and concepts it is very important to organise process of teaching/learning creatively. It is applied such methods as didactic game, mini-projects, work with the Internet and other sources of the information.
How geographical concepts and terms should be taught in the seventh grade for better memorizing and knowing how to use them in their daily activities are discussed in this article.
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Author(s):
Vincentas Lamanauskas.
Page No : 58-58
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XV NATIONAL SCIENTIFIC PRACTICAL CONFERENCE “NATURAL SCIENCE EDUCATION IN GENERAL EDUCATION SCHOOL-2009”
Abstract
On April 24–25 of this year, the traditional 15th National Scientific Practical Conference “Natural Science Education in General Education School-2009” took place in Kėdainiai. The conference took place in Kėdainiai special school. It should be noted that this is the second such conference that took place in Kėdainiai. It is gratifying that the focus on the conference has not diminished, on the contrary, it can be said that it is increasing every year.
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Author(s):
Vincentas Lamanauskas.
Page No : 59-59
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VII INTERNATIONAL SYMPOSIUM ON THE DEVELOPMENT OF SCIENCE AND TECHNOLOGY EDUCATION IN CENTRAL AND EASTERN EUROPE
Abstract
The 7th International Symposium “Development of Science and Technology Education in Central and Eastern Europe” was held at Šiauliai University on June 14–18. The symposium was organized by the Research Center for Natural Science Education of Šiauliai University.
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Author(s):
Editorial Board.
Page No : 62-62
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END
Abstract
End page, Vol. 6, No. 2, 2009, GU/NSE
