Volume/Issue :

Article type :

Case study

Page No :

87-94

Abstract :

(Self) education process in school is related not only to the syllabus requirements, the opportunities of the effective use of learning methods and styles, but also to social environment, where students acquire knowledge. It is very important to use students‘ potential and ability in using modern technologies, internet opportunities, educating not only the subject of geography, but also the core competencies in geography lessons. Geography lesson is being enriched, all opportunities for students to find independently the additional information needed for studying a specific subject in the classroom are being used by using all possible information and communication technologies in students geography education (learning) process. It is important also that each geography leaner acquired knowledge and general competencies in accordance with their needs and opportunities. This means that the (self) education content, methods and learning styles are being adapted to each student – they would be differentiated and individualized. In order to achieve effective results in education (learning) process, it is important to harmonize teacher‘s and student‘s work in a lesson. The use of the student‘s work plan in the classroom is one of the tools and methods to do it. The article discusses the lesson, where geography education (learning) process is organized by the student's work plan.

Keywords :

(self) education method, professional competence, core competencies, student‘s work plan, information and communication technologies, self work

References :

Aramavičiūtė V. (1998). Ugdymo samprata [Concept of Education]. Vilnius.
Railienė L. (2007). Ugdymo proceso modeliavimas geografijos pamokoje [the modelling of teaching process in a geography lesson]. Gamtamokslinis ugdymas / Natural Science Education, 2 (19), 35–39.
Railienė L. (2009). Geografijos sąvokų ir terminų mokymo septintoje klasėje ypatumai [The peculiarities of geographical concepts and terms teaching in the seventh grade]. Gamtamokslinis ugdymas / Natural Science Education, 2 (25), 46–50.
Railienė L. (2013). Mokinių ugdymo (si) ypatumai šiuolaikinėje geografijos pamokoje [Student‘s training peculiarities in modern geography lesson]. Gamtamokslinis ugdymas / Natural Science Education, 1 (36), 27–34.
Railienė L. (2009). Mokinių savarankiškas darbas geografijos pamokoje: kai kurie taikymo aspektai [Students‘ independent work in a geography lesson. Some useful aspects]. Gamtamokslinis ugdymas / Natural Science Education, 3 (26), 44–48.
Vasiliauskas R. (1993). Mokymo proceso komponentų sąryšingumas [Relationship of the components of the teaching process]. Pedagogika / Pedagogy Studies, 29, 88–91.

Cite as :

Railienė, L. (2015). Mokinio darbo planas: efektyvi priemonė aktyvinant savarankišką mokinių veiklą pamokoje [Student‘s work plan – an effective tool for self-activating students classroom activities]. Gamtamokslinis ugdymas / Natural Science Education, 12(2), 87-94. https://doi.org/10.48127/gu-nse/15.12.87