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Author(s):
Editorial Board.
Page No : 1-2
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COVER
Abstract
Cover page, Vol. 6, No. 3, 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. 3, 2009, GU/NSE
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Author(s):
Vincentas Lamanauskas.
Page No : 4-7
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THE SYSTEMIC APPROACH TO THE NATURAL SCIENCE EDUCATION
Abstract
A term “Natural Science(s)” most frequently associates with natural sciences such as physics, chemistry, biology, astronomy, geography, etc., i.e. inanimate and animate nature. An extensive list of sciences testifies to the complexity of nature and its problematic character. The senior forms of comprehensive school are taught these sciences as individual subjects with little interdependence. Thus, undivided materiality of nature seems to be “disjointed” and a general view of it is lost. Trying to perceive the phenomena that surround us, we always divide the world into single dimensions (for easier perception). What would happen if a chemist saw the world in a hundred – dimensional universe (following the number of chemical elements)?! How deeply and properly one part may be studied it can never disclose the wholeness (a holistic or systemic aspect). On the other hand, we try to design complex systems from the observed and perceived single-dimensional fragments (for example, periodic law, etc.). In this case, any subject of nature cannot describe the wholeness of it. Of course, the view of general nature cannot be fully displayed within the frame of one of its branches. We have lost the real world as the set of interconnected parts. The pictures of the partial worlds (a world of physics, chemistry, biology, etc.) are fragmentary, incoherent and influence our consciousness as a stream of separate pictures. Therefore, it is necessary to form a system that would comprise the knowledge accumulated by all natural sciences establishing the linkage between subjects, integrating the knowledge of natural sciences, creating a picture of the world and turning back to the undivided individual world. Thus, in order to clearly realize and understand our environment and nature, to perceive therein existing relations between phenomena and laws, to have orientation in nature following the latest requirements for a scientific knowledge, it is equally important both, the differentiation and integration of natural sciences: the reconstruction of the “disjoined” nature as a unified system in a more advanced level of a theoretic cognition. The task to be resolved is in no manner easy; still the solution has to necessarily be found. The emphasis is put today on one of the reasons indicating why interest in natural sciences is decreasing. The point is that natural science education (physics, chemistry, biology, etc.) stands behind the latest academic science achievements. According to N.Lisov (2000), scientific content is a key component of the educational process that promotes general - theoretic and functional - practical literacy of a person.
The necessity of systemic thinking (approach) unfolds and implements natural science education. The correlation between human being and nature becomes more and more problematic. Human being cannot be treated only as a component of biosphere. The necessary systemic development of both nature and society is considered to be examined. In other words, a mind strategy is needful in the correlation with nature, society and a technical environment. Hypothetically we can say that nature “created” human being and human being established technical (technological) environment, but the latter “turned back” to both nature and human being. How not to wander? Although every living creature, including human being, is able to keep stability (homeostasis) it has to succeed in changing (evolution) as great stability can harm any organism. The systemic approach is extremely important to natural science education. The acknowledgment of a single component does not afford an opportunity to perceive the whole system.
A similar method could be used creating a number of systems. For example, thermodynamics (en-tropy, chaos, temperature and thermal energy are fundamental characteristics of thermodynamics), cyber-netics (information and management are two fundamental characteristics of cybernetics) and synergetic (a science explaining the links between the phenomena, seeking to find out the origin of new objects that produce new phenomena or disappear) can be examined only as a closely operating system.
Nature study (in a broad sense) is a complex, specific subject. Human being needs to be trained to feel nature and research it what makes him able to immediately communicate with it. Nature value awareness, experience and practice impersonation are the fundamental manifestations of the interaction between human being and nature. This is one of the primary tasks of natural science education in the 21st century.
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Author(s):
Vincentas Lamanauskas, Violeta Slekiene, Loreta Ragulienė.
Page No : 8-23
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COMPUTER-BASED TECHNOLOGIES IN THE PROCESS OF NATURAL SCIENCE EDUCATION: SOCIO-EDUCATIONAL ASPECTS
Abstract
It is obvious that ICT makes the process of teaching/learning more effective and beneficial whereas the education system starts functioning faster. The development of ICT and the process of globalization determine alteration in the education system as well as in the whole society. The implementation of new technologies in the educational process raises new possibilities for both teacher and learner, enhances edu-cation quality and makes the educational process more versatile.
Hence, the object of research is the use of computer-based technologies in the process of teach-ing/learning sciences. Research is aimed at establishing the positions of 1st year students on applying com-puter-based technologies in comprehensive school learning sciences and at disclosing the frequency of using these technologies in the classroom during the lessons on sciences, and also to find out some infor-mation about students` own skills in using computer technologies.
Pilot research Student and Computer-Based Technologies was conducted in October – November, 2009. To collect the required data, an anonymous questionnaire was prepared. Research sample consisted of 211 respondents who were 1st year university students (freshmen).
To collect the required data, an anonymous questionnaire including four main blocks was prepared.
• The level of ability to use computer (in total, 30 parameters were included, for example, ability to use programs and documents, ability to operate fail search system etc.).
• The methods of using computers (5 parameters were included, for example, learned during in-formatics classes; during classes in other subjects; during extracurricular activities; helped family members, friends etc.; individual learning).
• The evaluation of the frequency of applying computer-based technologies during the classes of sciences (5 parameters were included, for example, the frequency of using a computer projector by the teacher; the frequency of demonstrations done by the teacher, the frequency of applying computer-based technologies by the students for the purpose of practical experimentation; the frequency of communication between students and teachers outside the classroom etc.).
• Opinions on applying computer-based technologies during the classes of sciences at school. 20 closed type questions were addressed, for example, using computer-based technologies to make lessons more interesting, to increase motivation, for communication purposes etc.
In the majority of cases, the students learn to use computer independently, whereas next comes help provided by friends and family members. The lessons of informatics have a higher impact on the learners from regional centres and female students. The classes on other subjects and extracurricular activities have no significant impact on increasing knowledge of work at computer. It has been established that computer-based technologies are very rarely used during the lessons of other subjects. The teachers relatively fre-quently used computer during the lessons of physics and biology, les frequently - during the classes of chemistry and physics. The teachers of sciences very rarely use computer-based technologies outside the classroom, i.e. for tutoring, giving advice, performing different tasks. The respondents think that using computer-based technologies in the classroom during the lessons of sciences has the highest impact on cognitive abilities (knowledge acquisition, self-sufficient studies etc.). However, they do not find important the impact of technologies on motivation for learning, practical use, communication and collaboration between students. Moreover, applying computer-based technologies in the classroom helps with concentration, prevents from distracting attention and does not lead to stressful situations, i.e. has no negative impact on the state of health and personal development.
The level of ability to use computer (for example, ability to use programs and documents, ability to operate fail search system etc.) Computer knowledge and abilities does not depend on the duration of computer usage per day. The best skills are demonstrated in ability to carry out the simple functions of editing of the text, to use search systems and e-mail. The weakest skills, according to respondents, are connected with abilities to create websites, to establish and change parametres of computer programs, and also to instal new computer programs. Some differences depending on the sex of respondents are estab-lished also. For example, male students are better in ability to use complex functions of operating systems, than female students.
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Author(s):
Elena Vasilevskaya, Viktor Khvalyuk.
Page No : 24-28
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CHEMISTRY IN THE NEW GENERATION OF UNIVERSITY EDUCATION STANDARDS IN BELARUS
Abstract
The article presents the structure and content of a new generation of post-secondary education standards in Belarus. New educational standards consist of four units: a social science core, a natural science core, a core of professional disciplines, and a selection of special courses. We discuss the place and role of chemistry in new curriculums for students of natural sciences, engineering and humanities.
For chemistry students, the natural science core includes such disciplines as Higher Mathemat-ics, Physics, Ecology, Introduction to Information Technology, Information Technology in Chemistry, and Mathematical Modeling of Chemical Processes and others. In the core of professional disciplines there are classical selection of chemistry courses including Inorganic Chemistry, Analytical Chemistry, Organic Chemistry, Physical Chemistry, Chemistry of Polymers and Biopolymers, Chemical Technology, In-strumental Methods of Chemical Analysis, Physical Methods of Structure Determination, Quantum Chemistry, Crystal chemistry, Structure of Matter, Fundamental Problems of Chemistry, etc.
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Author(s):
Violeta Šlekienė, Loreta Ragulienė.
Page No : 29-37
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REALIZATION OF VISUAL PRINCIPLE USING MECHANICS DEMONSTRATIONS OF GRADE 11 IN PHYSICS EDUCATION
Abstract
This article reveals the importance of the visual principle in physics education process and its implementation using mechanics demonstrations. 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. Physics demonstration experiments illustrating mechanical phenomena for grade XI are presented and analyzed. The most of mechanical phenomena are characterized by different kinds of forces and energy. The relationships between them are showed by demonstration experiments. Demonstration experiments for determining the coefficient of friction, the body weight change of accelerating falling and the potential energy minimum principle are discussed. The place of the demonstrations and the possibilities of applying them during physics teaching are analyzed. Reasoning sequences for giving a logical sense to these physics demonstrations 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 correct result. The demonstration and its reasoning sequence enable the pupils to understand essence of new subject, to colligate, to make conclusions. Reasoning sequences, prepared for demonstration experiments are efficient in training pupils’ way of thinking.
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Author(s):
Iwona Maciejowska.
Page No : 38-43
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CALCULATIONS IN CHEMISTRY: PERMANENT PROBLEM OF STUDENTS AND THEIR TEACHERS
Abstract
Problems requiring calculation at chemistry lessons cause a peculiar difficulty to students. The bibliography concerning the methods of solving calculus problems is very extensive. Several propositions ((visualisation of an algorithm, teamwork with students-experts and addition of context to text of exercises) verified in practice are described there. They can make easier the teacher work in developing students’ skills in solving calculus assignments in chemistry, particularly in classes where chemistry is taught at basic level. But the most important issue is to reflect not “how” but “why” a teacher includes calculus problem in her/his own chemistry lessons.
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Author(s):
Laima Railienė.
Page No : 44-48
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STUDENTS‘ INDEPENDENT WORK IN A GEOGRAPHY LESSON: SOME USEFUL ASPECTS
Abstract
The majority of performed scientific researches show that one of the most important aspects in a secondary school is how to make the teaching process more varied, not so boring and tiresome for students. Students appreciate not only dynamism of a lesson but also teacher‘s human features: subject competence, tolerance, understanding, sociability, etc.
Geography in a secondary school is the most intergrated subject including the spheres of nature and people’s life.
There is no absolutely useful or useless teaching method or style that could be effectively used or rejected in teaching geography in a secondary school. Any method and style is good if it helps to achieve teaching aim. Teaching methods and styles have to be co-ordinated in a geography lesson.
One of such methods that could be used effectively in a geography lesson is students’ independent work. What are advantages and disadvantages of this method? How can it help students to get and con-solidate knowledge? All these items are discussed in this article.
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Author(s):
Ona Motiejūnaitė.
Page No : 49-51
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LIFE FLEW IN THE WHIRLPOOL OF ENVIRONMENTAL ACTIVITIES AND ENVIRONMENTAL EDUCATION
Abstract
On November 20 of this year, we lost Elena Šapokienė, the pioneer of many environmental education initiatives in Lithuania, a bright and prominent personality, a professor, and a habilitated doctor. The whole life of Professor Elena Šapokienė is dedicated to the preservation and knowledge of nature, the improvement of teachers' qualifications and the education of students, the life has given to others - sharing knowledge, experience, wisdom and the ability to be sincere and simple. The professor's students work in various Lithuanian schools, protected areas, and scientific and educational institutions, in the hearts of which She sowed seedlings of love for nature and man, and encouraged environmental activities.
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Author(s):
Vincentas Lamanauskas.
Page No : 51-51
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MEMORIAL TO PROFESSOR ELENA ŠAPOKIENĖ
Abstract
On behalf of the editorial board of the Gamtamokslinis ugdymas / Natural Science Education, it is my honor to dedicate this short message to Professor Elena Šapokienė. Professor Elena Šapokienė, 81, died on November 20, 2009. The cause of death was a long illness. E.Šapokienė was a member of Editorial Board of this journal. Also she was famous researcher in science education not only in Lithuania but abroad too. Her research centered on the development of science education in general and on the promotion of environmental education and environmental protection particularly. Specifically, she investigated different aspects of environmental education of youth and adults and suggested many important recommendations related to the improvement of this activity. Generally speaking, her contribution into development of science (and not only) education is obviously significant.
She worked so intensively for many years in different fields of education. I want to point out one important moment that nothing made Professor Šapokienė prouder than seeing her former students excel. Professor Šapokienė was more than a professor. She was a leader of Utenos extramural youth club „Viola". She was available to students and other people (or col-leagues) aproximately at every time to help them not only with the official matters, but also to serve as a friend, mentor and counselor. It is reasonable to state that Professor Šapokienė was assured that young environmentalists` activity helps to solve main problems of the Lithuanian education reform: youth integration, activities for youth, development of independent thinking and building democratic society.
Though we grieve for the loss of such a distinguished scholar, we rejoice in knowing that so many of us had the privilege of knowing such a wonderful person. I am sure that her impact on the science education and particularly on the environmental education will be felt for years to come.
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Author(s):
Vincentas Lamanauskas.
Page No : 52-52
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INTERNATIONAL SCIENTIFIC PRACTICAL CONFERENCE “INFORMATION AND COMMUNICATION TECHNOLOGIES IN SCIENCE EDUCATION-2009”
Abstract
On November 27–28 of this year, an international scientific-practical conference “Information and Communication Technologies in Science Education-2009” was held in Šiauliai. The conference was attended by scientists from Belarus, Russia, the Czech Republic, Slovakia, Finland, Norway, Latvia and Germany.
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Author(s):
Editorial Board.
Page No : 56-56
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END
Abstract
End page, Vol. 6, No. 3, 2009, GU/NSE
