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Author(s):
Editorial Board.
Page No : 1-2
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COVER
Abstract
Cover page, Vol. 9, No. 2, 2012, GU/NSE
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Author(s):
Editorial Board.
Page No : 3-3
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CONTENTS
Abstract
Contents, Vol. 9, No. 2, 2012, GU/NSE
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Author(s):
Iwona Maciejowska.
Page No : 4-5
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SCIENCE VERSUS SCIENCE EDUCATION
Abstract
Scientific process consists in multiple repetitions of researches in order to verify their results. They are also publicized and undergo the process of criticism and evaluation by the scientific community. The science is the social process in which the scientists con-stantly look at the results of the others’ work, accept them or reject based on the objective criteria. It happens through the review of the text intended for publication as well as publication of polemical and critical texts. Also during the scientific conferences there is a time for discussions among scientists, which influence the direction of the development of a field of knowledge and of the researches. This process was clearly visible during the last few conferences on chemistry and sciences education. During the 22nd ICCE and 11th ECRICE in Rome Prof. Mansoor Niaz noted that in thicker and thicker, 1000-page, containing more and more knowledge textbooks there should be a place (e.g. additional 100 pages) for history of the chemical concepts, including doubts accompanying development of science, illustrating the thesis that it was a very complicated process, not linear at all. In response, Prof. Peter Atkins said that the textbooks did not contain more and more concepts and new knowledge but rather more and more „help“ for students – more examples, exercises, visualizations – models, diagrams, charts which are crucial especially for those, in case of whom English is not the first language. According to him, adding 10% of additional factual knowledge is pointless.
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Author(s):
Vincentas Lamanauskas, Violeta Slekiene, Loreta Ragulienė.
Page No : 6-24
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POSSIBILITIES OF USING SOCIAL NETWORKING WEBSITES
Abstract
Over the latter decade a rapid development of information communication technologies has been going on in various directions. Technological possibilities have increased very significantly (Lamanauskas, 2012). The development of internet and technologies related with it has been extremely fast. A lot of internet service providers have appeared in the market, their number still continues to grow. The internet diaries, social portals, technologies allowing live communication on the internet (Internet Relay Chat, IRC), talk programme Windows Live Messenger (MSN), ICQ forums and other have occurred and are spreading. Thus, today a consumer can create his profile on the internet, can make friends, communicate in the interest groups and so on. It can be stated, that every human being contributes in his own way to the internet and at the same time to ICT development, in general. It is obvious, that together with technological problems also arise social internet problems. Social networking websites are closely related with economical, psychological, educational, valeological and other aspects. There is a shortage of researches grounding socio-educational social network aspects.
Research purpose is to ascertain how Lithuanian university students use social net-working websites, how they value them, what opinion they have about various social networking websites, what they know about them. The main research questions are: What social networking websites do students know and use most frequently?; What social networking website functions do students use and why?; Do students like social networking websites and why?; What do students know about how social networking websites use published personal and other type of information?; What is students’ attitude to opportunities provided by social networking websites?
It has been stated, that the majority of the respondents use the internet a few times a day, besides, more than a half of them visit social networking websites a few times a day as well. Only a small part of the respondents haven‘t created their personal profile in social net-working websites. More than a third of the respondents very favourably value social network-ing websites, they like them. Even those who don‘t like social networking websites, all the same, periodically visit them. It has been asserted, that though the respondents know a lot of social networking websites, the most frequently visited and most popular are three: You Tube, Facebook, Google+. The most important functions are: communication, learning and exchanging information, texting. It is worrying, that only a small part of the respondents know how social networking websites use published and other type of information. Though SNW is an excellent means of communication, a perfect opportunity for finding out various news, for making friends and so on, students are firmly convinced, that communication in virtual space will never substitute direct people‘s relations. Such their position is valued as positive. On the other hand, it is obvious, that educational social networking potential has rather poor expression in students‘ evaluation and it raises a grounded concern.
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Author(s):
Maria Fernanda Moreira, Agnaldo Arroio.
Page No : 25-35
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THE COMPLEXITY OF REPRESENTATIONS IN THE CHEMISTRY TEACHING: AN EXPERIENCE FOR ATOMIC MODEL
Abstract
This work presents a portrait of research in chemistry education addressing the problematic of the representation on chemical knowledge, interpreting them in an experimental framework that relates not only the complexity in the choice of materials, as well as the difficulties and methods. It was concluded that there is a need for a coherent pre selection of teaching materials to be used, and also that education based on visual aids and models need to be extensive, covering not just isolated events.
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Author(s):
Eugenija Rudnickaitė.
Page No : 36-42
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GEOLOGICAL „MUSEUM“ OF SCHOOL SURROUNDINGS: TO HELP TEACHERS
Abstract
Year 2012 in Lithuania is announced as the Year of Museums, nevertheless the number of museums and educational programs dedicated to Natural Sciences did not increase.
Geosciences are very significant part of the whole complex of Natural Sciences. How-ever, geological disciplines are not included in Education Programm of Secondary Schools, therefore Museums of Geology became very important.
Lithuania can not brag about a big number of geological museums, and most of them are not close enough for a class trip. Such luxury is only available mainly for schools in Vilnius. Although, during recent years more and more geological knowledge is available at regional parks new information centers (Gražutės, Sartų, Nemuno kilpų, Ventos, etc.). It is convenient to nearby schools. But what about the rest?
The idea of this article is to show, that a geological „museum“ can be found in schools surrounding environment: school yard, close by river slope, dug out quarry, by a water spring or a hill.
Specific examples are presented how an unregistered user, visiting Lithuanian Geological Survey internet site (www.lgt.lt), can find enough information about his schools’ surroundings geological structure (on the surface and underground), protected geological object (geotops), interesting outcrops, probable pollution sources, mineral resources, etc.
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Author(s):
Marat Akhmetov.
Page No : 43-59
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THE DEVELOPMENT OF STUDENTS’ LEARNING ACTIVITY THROUGH THE TEACHING CHEMISTRY
Abstract
Russia develops the state educational system in the direction of an active learning approach. The Federal Educational Standard declares new requirements for teaching in a comprehensive school. The learning activity of students becomes a great significance for the success of both education and life.
There are at least two concepts of learning activity. One of these concepts considers learning activity as characteristic of personality. Russian researches T. Shamova and G. Shchukina supposed what learning activity as characteristic of personality includes three lev-els. First level is reproducing activity. If students have some knowledge of chemistry they can achieve second level – interpretative activity. The third level is a creative activity. Learning activity may be improved in secondary and higher education.
Researchers in chemical education consider mainly learning activity as an action. Many methods of stimulation learning activity have been developed, but the problem of improving learning activity as characteristic of personality in chemical education has not been resolved.
The theoretical and experimental research allowed us to develop the pedagogical model for improving learning activity of students. Development of reproducing activity re-quires stimulating motives for learning. Motives «interestingly» and « usefully» are very help-ful for this aim. Improving of interpretative activity requires that success in learning was achieved. The concept of cognitive strategies is very useful to improve a creative activity. We should understand that there is difference between «cognitive strategy» and «method». «Method» is a particular way of doing something. «Cognitive strategy» is a mental technology of thinking.
We tried to help all teachers realize the model. We had formulated 7 simple rules with the aim of improving learning activity of students.
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Author(s):
Editorial Board.
Page No : 60-62
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END
Abstract
End page, Vol. 9, No. 2, 2012, GU/NSE
