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Author(s):
Editorial Board.
Page No : 1-2
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COVER
Abstract
Cover, Vol. 9, No. 3, GU/NSE, 2012
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Author(s):
Editorial Board.
Page No : 3-3
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CONTENTS
Abstract
Contents, Vol. 9, No. 3, GU/NSE, 2012
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Author(s):
Vincentas Lamanauskas.
Page No : 4-6
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DEVELOPMENT OF SCIENTIFIC RESEARCH ACTIVITY: SOME FEATURES
Abstract
Scientific research activity (SRA) in comprehensive school is not a new phenomenon. Similar actions have been paid attention at various stages of education. Changes in the quality and quantity of the current stage of society development show a different situation: the pace of life increases, the “turbulence” of the surroundings is observed, globalization and social and economical changes in various segments of society gain more power. At the moment, the education system in Lithuania and other countries is facing different changes. As for the reorganization of Lithuanian education system within the period of the last two decades, it seems to be an intensive and ambiguous process. Lithuania had to pose two fundamental challenges: first, to proceed from the so called “soviet” system of education the one based on national identity and experience, and second, to adapt the new system to the needs for modern society fully integrating the experience of international education. The adjustment of national and international components has remained the major problem of Lithuanian education system up to now.
Progress in acquiring the abilities of scientific research activity closely correlates with the development of critical thinking, a choice in strategies for dealing with problems and ap-plying them in practice, the effective use of different information sources, data processing, analysis, synthesis and interpretation and proposing hypotheses and alternatives. In terms of education, an important point is that students should not only better acknowledge natural phenomena, facts and laws but also were able to align them with everyday experience and adapt to different situations. Scientific research activity creates the right conditions for a similar type of integration. Moreover, this is not only theoretical or practical knowledge but also feelings and remarkable discoveries that, first of all, are very important to the child him/herself. In other words, such activity integrates and positively manifests an emotional component of a personality. It is worth mentioning that the process of scientific research activity fully discloses individual interests and abilities of students.
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Author(s):
Angelija Mačiukaitė.
Page No : 7-19
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THE ATTITUDES OF MAINSTREAM PRIMARY SCHOOL STUDENTS TOWARDS THE STUDY SUBEJCT “THE WORLD AROUND US” AND EDUCATIONAL ENVIRONMENT
Abstract
The aim of the present research is to examine the attitudes of students with special educational needs (SEN) towards the study subject of “The World Around Us” and educational environment. Research subjects were 370 mainstream primary school students.
Primary school students more often like than dislike the examined subject. Preferred activities during classes are a conversation, group work and games; however, even in the pre-ferred activities the students with SEN participated less often. The majority of the students like the topics about nature, plants and animals, while in the sphere of social environment they are more interested in the topics about the past and traditions, about their native land and foreign countries. The research demonstrated that provided with comprehensive and sincere support, students with different kinds of SEN can take an active part in the lessons and in extra activities, they are able to work next to their peers.
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Author(s):
Dirceu Donizetti Dias de Souza, Maria Fernanda Moreira, Agnaldo Arroio.
Page No : 20-31
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THE MULTIMODAL LEARNING AS A STRATEGY FOR CHEMISTRY REPRESENTATIONS CONVERSION: THE PHENOMENON TO THE CHART
Abstract
Go through multiple ways of representation constitutes an essential skill to recognize, understand and explain numerous phenomena on the natural sciences and simultaneously relating them to the social and technological aspects that permeate the contemporary society. This integration of meanings becomes particularly relevant when the forms of representation are Cartesian systems, which add, among others, opportunities to build inferences and predictions during its production or reading. The learning that focuses the movement between these multiple forms of representation is not innate and dependent on teaching strategies that provide and encourage this practice. Learning strategies that consider aspects that combine multimodal oral narratives, texts and numbers, visual and audiovisual language are powerful tools that are available to be inserted into instructions in chemistry classrooms. These strategies allow the teacher to establish the initial skills and their evolution throughout the process regarding the ability of students to construct graphs representing the phenomena studied in the conceptual and analytical perspective. In this work are presented and discussed the results of evolution in the form of representation of Cartesian graphs for high school students before and during the process of multimodal learning. At the beginning of the process the students build their charts showing only a superficial view of the subject, merely just plot the data between two axes. Throughout the process students moves from a practical copyist to an explicit vision essential to a practice in which the relationships and conceptual analytical view about the phenomenon are consid-ered.
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Author(s):
Laima Railienė, Rasa Baltušytė.
Page No : 32-38
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USE OF SMART BOARD IN THE INTEGRATED PROCESS OF (SELF) TRAINING
Abstract
The article provides the advantages and disadvantages of the use of Smart board in the integrated lesson of geography and biology. Some problems are discussed, related with the recent new teaching device at school. The evaluation and possibilities of usage of the Smart board are provided in the article as well as the methodology of the integrated geography and biology lesson in the 11th form. A Smart board is an instrument to make the teaching more interesting, faster and simpler whereas the knowledge of the pupils‘ becomes deeper and more generalizing. The basis of this work is curiosity of the pupils, and the help to satisfy this curiosity on the teacher‘s side. However, it should be mentioned, that the process of preparation for the lesson due to realise the teaching process discussed, is prolonged but this is justified by the increased teaching motivation of the learners. The pedagogical technology includes the sequence of operations, which provides a possibility to achieve high results while using low input; introduces the way of systematic thinking in education, what provides a possibility to thoroughly manage the teaching process.
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Author(s):
Violeta Šlekienė, Loreta Ragulienė.
Page No : 39-48
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NEW TECHNOLOGIES IN NATURAL SCIENCE EDUCATION: COMPUTER LEARNING SYSTEM NOVA5000 LEARNING ENVIRONMENT
Abstract
Natural science laboratory material base in secondary schools has been renewed by implementation of the project "Infrastructure of technology arts and natural sciences” in recent years, Lithuanian secondary schools have been equipped with modern teaching aids. Science teaching rooms received three types of computer learning systems (Xplorer GLX, Nova and Spark) with the necessary teaching equipment.
The Science Learning System Nova5000 has been developed specifically to meet the needs of educators and students alike, helping schools transform their teaching and learning experience. The Nova5000 brings innovative, user friendly and affordable technology into the classroom, straight into the hands of students. Nova5000 integrates standard computer func-tionality with scientific data logging and math software.
The Nova5000 includes the following SoftMaker applications for advanced office functionality. TextMaker - a full-featured word processor, including a thesaurus, footnotes, on-the-fly spellchecking, and the ability to insert a table. Generally compatible with Microsoft Word documents. PlanMaker - a full-featured spreadsheet program, providing the full calculation power and visualization features of a modern, high-end spreadsheet package. Generally compatible with Microsoft Excel worksheets. Presentation is an application for creating multimedia presentations and slideshows that includes extensive graphics and text tools to support a wide range of subject areas.
Nova5000 includes a virtual laboratory, which contains 15 physics, 2 chemistry and 3 biology experiments. You can monitor the progress of the experiment, shows the results obtained: readings, draw graphs, and so on. It is possible to change certain settings, and how much you want to repeat the test of times.
Teachers with their students using computer learning system Nova5000 may creatively adapt its features due to their needs: one device to replace by others, the experiment carried out in separate parts, to come up with their own tasks, and so on. Experiments may be carried out frontally by all the pupils in the class or in small groups, while others are designed for classroom differentiation and individualisation - suitable for highly gifted students. Some of the works are suitable for additional development; it is possible to formulate the task of individual research work.
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Author(s):
Eleonora L. Melnik.
Page No : 49-57
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ENVIRONMENTAL EDUCATION: PERSPECTIVES OF DEVELOPMENT
Abstract
Realizing existing environmental problems the contemporary humanity is seeking new ways of interaction with environment. On the one hand it lies in development of innovative technologies in manufacturing process which reserve natural resources and focus on enhance-ment of environment. On the other hand it implies introduction of environmental knowledge into all spheres of education. Psychological science claims that a person of postindustrial soci-ety is spiritually distanced from nature and the increasing formal religiosity doesn’t prevent them from developing a pragmatic view on their being. Striving to take everything from life “right now and right here” has made an impact on development of values. They have changed for the worse. The process of human mentality change is long-term. It requires organization of special institutions which would study these issues from the early childhood to make a child understand the role of environment as the most important value needed for preserving the life on the Earth. That is why it is very important for children to want and for teachers to able to carry out this process jointly. World viewing component of environmental education is intended to find out human’s belonging to the world – whether a person is “in” the world, “out” of world or “above” the world – and to organize the system of knowledge which would correspond to this understanding of human’s place in the world where envi-ronment would act as the main value of life and work. It is significant to change the character of relationships between the contemporary society and the environment; it should be developed on the basis of such principles as subordination, coordination and correlation. It is necessary to research the order of interrelations, the character of interrelation of elements and transformation of elements in the environment. Supporting the statement that knowledge is the basis of any education we claim that the content of environmental education being a part of general education with its complex and integrated character can provide comprehensive study of the environment to students. Nature, human being and society - biological and social – genetic unity of existence should be reflected in education standards: programmes, study-books, methodological literature, etc. The content of education determines the form of training: traditional lessons, outdoor training, excursions, research and project activity of students. Environmental education should have lifelong character: from childhood till elderly. Continuity of education – from the past to the present and future- should be implemented in the sphere of knowledge as well as in the sphere of traditional relationships with nature and people. It is also reasonable to consider such characteristics as direct results of educational activity – knowledge, skills, experience, kinds of activity and achievements; and indirect results – changes in social life of humans, their behavior and relationships with nature and people.
On the whole the analysis of the problem of environmental education in Russia shows that the interest of young people to natural science is on the same level of that in other Euro-pean countries and it is not high. However as a result of reforms of secondary and higher edu-cation the natural science subjects have become electives. It can be expected that low level of interest to such subjects as physics, chemistry and biology will turn into decrease of number of those who would like to get knowledge of these subjects. Considering the demographic situation in the country we can predict decline of teaching load, absence of demand for such teachers and, at the end, loss of pedagogical staff in schools and universities. That is why mentioned above projects on upgrading environmental education with the goal to improve the environmental situation in the country and nature preservation remain in the status of scientific projects. That is to say that there is an understanding of the necessity to improve education for better life in the country but now it is still on the stage of formal declaration.
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Author(s):
Dagnija Cedere, Jazeps Logins, Jelena Volkinsteine, Alfred Flint.
Page No : 58-66
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EXPERIMENTS WITH EVERYDAY SUBSTANCES FOR AN INTERESTING AND PRODUCTIVE LEARNING IN CHEMISTRY
Abstract
A concept “Chemistry for life” developed in Germany characterises a number of theses generally recognised in modern didactics, from which the principle “from the simple to more difficult” and psychological laws of learning are highlighted. This concept is in particular characterised by the thesis that chemistry studies should be based on student everyday notions. The foundation of chemistry studies is experimentation with everyday substances.
The concept “Chemistry for life” can be successfully used for acquiring chemistry in schools in Latvia by intensifying the use of experiments with everyday substances and developing student inquiry skills.
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Author(s):
Editorial Board.
Page No : 67-68
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END
Abstract
End page, Vol. 9, No. 3, GU/NSE, 2012
