{"id":46,"date":"2021-03-29T19:27:41","date_gmt":"2021-03-29T19:27:41","guid":{"rendered":"http:\/\/gu.puslapiai.lt\/gu\/?page_id=46"},"modified":"2021-03-29T19:27:41","modified_gmt":"2021-03-29T19:27:41","slug":"current_issue","status":"publish","type":"page","link":"http:\/\/gu.puslapiai.lt\/gu\/current_issue\/","title":{"rendered":"Naujausias numeris \/ Current Issue"},"content":{"rendered":"\n\n\n

\n \t\n \t\tVolume:22 Issue:1 2025 \t<\/span>\n <\/h2>\n
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COVER<\/a> <\/div>\n\n\t\t\t\t
Author(s):\n\t\t\t\tEditorial Board\t\t\t\t<\/div>\n\n\t\t\t\t\t
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DOI: n\/a<\/a><\/p><\/div>\n\t\t\t\t\t\t\t\t\t

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COVER<\/h3>\n\n\t\t

Abstract<\/h4>\n\n\t\t

\n\t\tGAMTAMOKSLINIS UGDYMAS\r\n2025, Vol. 22, No. 1\r\n***\r\nNATURAL SCIENCE EDUCATION\r\n2025, Vol. 22, No. 1\t\t<\/p>\n\t<\/div>\n\n\n\n\t\t\t

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CONTENTS<\/a> <\/div>\n\n\t\t\t\t
Author(s):\n\t\t\t\tEditorial Board\t\t\t\t<\/div>\n\n\t\t\t\t\t
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DOI: n\/a<\/a><\/p><\/div>\n\t\t\t\t\t\t\t\t\t

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CONTENTS<\/h3>\n\n\t\t

Abstract<\/h4>\n\n\t\t

\n\t\tGAMTAMOKSLINIS UGDYMAS\r\n2025, Vol. 22, No. 1\r\n***\r\nNATURAL SCIENCE EDUCATION\r\n2025, Vol. 22, No. 1\t\t<\/p>\n\t<\/div>\n\n\n\n\t\t\t

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EARLY ENVIRONMENTAL EDUCATION: THE ROLE OF UNIVERSITY STUDIES IN PREPARING EARLY CHILDHOOD EDUCATION TEACHERS<\/a> <\/div>\n\n\t\t\t\t
Author(s):\n\t\t\t\tVincentas Lamanauskas\t\t\t\t<\/div>\n\n\t\t\t\t\t
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DOI: 10.48127\/gu-nse\/25.22.04<\/a><\/p><\/div>\n\t\t\t\t\t\t\t\t\t

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EARLY ENVIRONMENTAL EDUCATION: THE ROLE OF UNIVERSITY STUDIES IN PREPARING EARLY CHILDHOOD EDUCATION TEACHERS<\/h3>\n\n\t\t

Abstract<\/h4>\n\n\t\t

\n\t\tEarly environmental education is considered a crucial prerequisite for sustainable development, particularly in light of the growing complexity of environmental issues and the increasing impact of human activities on the environment. The role of university studies in preparing preschool teachers to implement environmental education at an early age in a focused and effective manner is undoubtedly very significant. Based on the findings of international and national studies, it can be said that the environmental knowledge of pre-service teachers often remains fragmented\/incomplete and is not sufficiently transformed into practical educational competencies. Although Lithuanian national education documents emphasize the integration of environmental education, experiential learning, outdoor activities, and the application of STEAM methods\/techniques, environmental education in university study programs often lacks a coherent structure or independent module status. There is a clear need to significantly strengthen the training of pre-service preschool teachers in the field of environmental education. It is particularly important to introduce targeted environmental education modules, expand the range of practical activities, and promote interdisciplinary integration. This approach creates the conditions for building teachers' professional confidence and ensuring high-quality environmental education at an early age. \t\t<\/p>\n\t<\/div>\n\n\n\n\t\t\t

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ARTIFICIAL INTELLIGENCE IN THE CLASSROOM: THEORETICAL AND PRACTICAL CONSIDERATIONS<\/a> <\/div>\n\n\t\t\t\t
Author(s):\n\t\t\t\tBranko An\u0111i\u0107 \t\t\t\t<\/div>\n\n\t\t\t\t\t
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DOI: 10.48127\/gu-nse\/25.22.08<\/a><\/p><\/div>\n\t\t\t\t\t\t\t\t\t

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ARTIFICIAL INTELLIGENCE IN THE CLASSROOM: THEORETICAL AND PRACTICAL CONSIDERATIONS<\/h3>\n\n\t\t

Abstract<\/h4>\n\n\t\t

\n\t\tArtificial intelligence (AI) is transforming how knowledge is created, accessed, and shared in education. The integration of AI into teaching and learning environments reshapes key areas such as personalised learning, automated assessment and feedback, virtual tutoring, and administrative automation. Core technologies including machine learning, deep learning, and natural language processing enable adaptive learning experiences, intelligent content generation, and efficient management of educational processes. In combination with emerging technologies such as augmented reality, virtual reality, and 3D printing, AI supports interactive, creative, and experiential learning. Furthermore, this concept paper analyses how AI interacts with other emerging technologies, including augmented reality, virtual reality, and 3D printing, to foster interactive and experiential learning environments. Ethical challenges such as privacy, equity of access, algorithmic bias, and transparency are also critically examined. The findings highlight the need for responsible and inclusive implementation of AI in education to maximise its benefits and mitigate potential risks.\t\t<\/p>\n\t<\/div>\n\n\n\n\t\t\t

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CONSTRUCTIVIST APPROACHES IN SCIENCE EDUCATION<\/a> <\/div>\n\n\t\t\t\t
Author(s):\n\t\t\t\tMihail Calalb\t\t\t\t<\/div>\n\n\t\t\t\t\t
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DOI: 10.48127\/gu-nse\/25.22.19<\/a><\/p><\/div>\n\t\t\t\t\t\t\t\t\t

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CONSTRUCTIVIST APPROACHES IN SCIENCE EDUCATION<\/h3>\n\n\t\t

Abstract<\/h4>\n\n\t\t

\n\t\tThis article examines various teaching strategies in physics education through the lens of the Visible Learning framework and introduces the concept of Didactic Synergy, which emphasizes the simultaneous application of multiple effective methods to enhance learning outcomes. The teaching methodology is grounded in the Integrated Constructivist Model (ICM), which integrates approaches such as Flipped Classroom, Peer Instruction, and structured discussion methods within lessons. Results from a pilot study conducted in 6th, 8th, and 10th-grade classes in two schools in Moldova demonstrate a significant performance improvement among students, with effect sizes ranging from 1.2 to 1.7, indicating substantial progress in scientific competence\u2014particularly in the use of scientific language and problem-solving abilities. The findings also revealed that while the ICM produced a notable positive effect on high and medium achievers, its impact on low achievers, though positive, was comparatively less pronounced.\t\t<\/p>\n\t<\/div>\n\n\n\n\t\t\t

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VOLCANOES: A DESTRUCTIVE AND CREATIVE NATURAL PHENOMENON. CAN THEY BE FOUND IN LITHUANIA?<\/a> <\/div>\n\n\t\t\t\t
Author(s):\n\t\t\t\tEugenija Rudnickait\u0117\t\t\t\t<\/div>\n\n\t\t\t\t\t
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DOI: 10.48127\/gu-nse\/25.22.30<\/a><\/p><\/div>\n\t\t\t\t\t\t\t\t\t

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VOLCANOES: A DESTRUCTIVE AND CREATIVE NATURAL PHENOMENON. CAN THEY BE FOUND IN LITHUANIA?<\/h3>\n\n\t\t

Abstract<\/h4>\n\n\t\t

\n\t\tAt the VU Geology Museum, the main means of informal natural science education continues to be excursions. When booking excursions, visitors can choose from the offered topics or request special topics that are interesting to them. In the latter case, a thematic lecture is prepared and linked to a museum tour. Here is one example: a teacher requested an educational activity during which students would become familiar with a geological phenomenon that can both destroy and create.\r\nWe can find more than one such phenomenon in nature. In this case, we chose the geological activity of\r\nvolcanoes \u2013 one of the most striking examples of natural disasters.\r\nAfter listening to the theoretical part, the participants of the excursion (educational session) get acquainted with rocks of volcanic origin (lava, volcanic bombs, volcanic tuff, volcanic ash, etc.) in the Geology Museum exposition.\r\n\t\t<\/p>\n\t<\/div>\n\n\n\n\t\t\t

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FOOD ADDITIVES\u2014OPPORTUNITY OR THREAT? \u201cGLASSES\u201d AS AN ACTIVE LEARNING METHOD FOR TEACHING SOCIO SCIENTIFIC ISSUES<\/a> <\/div>\n\n\t\t\t\t
Author(s):\n\t\t\t\tAlicja Fryc , Aleksandra Pasik, Iwona Maciejowska\t\t\t\t<\/div>\n\n\t\t\t\t\t
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DOI: 10.48127\/gu-nse\/25.22.42<\/a><\/p><\/div>\n\t\t\t\t\t\t\t\t\t

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FOOD ADDITIVES\u2014OPPORTUNITY OR THREAT? \u201cGLASSES\u201d AS AN ACTIVE LEARNING METHOD FOR TEACHING SOCIO SCIENTIFIC ISSUES<\/h3>\n\n\t\t

Abstract<\/h4>\n\n\t\t

\n\t\tThis article presents a case of good pedagogical practice in chemistry education: the active learning method \u201cGlasses\u201d (role playing combined with collaborative learning, text work, and debate) applied to the socio scientific issue (SSI) of food additives. Implemented in a December 2025 microteaching session with second year master\u2019s students in Chemistry and Medical Chemistry at Jagiellonian University (winter semester 2025\/26), the approach fostered critical discussion, multi perspective reasoning, and evidence based argumentation. Students were randomly assigned to roles\u2014doctors, lawyers, scientists, producers, and influencers\u2014and received role tailored texts (generated with Gen AI except for the influencer role, which AI refused to produce due to factuality constraints). The activity began with a short role play scenario and continued as a moderated, whole group discussion. A qualitative evaluation, based on instructors\u2019 observations, in class feedback, assessment cards, and an anonymous post session survey, indicated perceived knowledge gains, strong engagement, and improved confidence. Frequently recalled concepts included legal regulations, mandatory safety testing, and \u201cthe dose makes the poison,\u201d with students acknowledging that additives contribute to food security. The method\u2019s strengths, limitations, and Gen AI affordances are discussed, and implications for practice are provided, including role switching (\u201cswapping glasses\u201d), visual supports to reduce reading fatigue, and careful moderation to balance emotional engagement with scientific rigor.\t\t<\/p>\n\t<\/div>\n\n\n\n\t\t\t

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31st NATIONAL SCIENTIFIC PRACTICAL CONFERENCE \u201cNATURAL SCIENCE EDUCATION IN A COMPREHENSIVE SCHOOL \u2013 2025\u201d: CONFERENCE REVIEW<\/a> <\/div>\n\n\t\t\t\t
Author(s):\n\t\t\t\tVincentas Lamanauskas\t\t\t\t<\/div>\n\n\t\t\t\t\t
View Abstract<\/a><\/div>\n\t\t\t\t\t
Page No : 51-65<\/div>\n\t\t\t\t\t \t\t\t\t\t

DOI: 10.48127\/gu-nse\/25.22.51<\/a><\/p><\/div>\n\t\t\t\t\t\t\t\t\t

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31st NATIONAL SCIENTIFIC PRACTICAL CONFERENCE \u201cNATURAL SCIENCE EDUCATION IN A COMPREHENSIVE SCHOOL \u2013 2025\u201d: CONFERENCE REVIEW<\/h3>\n\n\t\t

Abstract<\/h4>\n\n\t\t

\n\t\tThe 31st National Scientific-Practical Conference \u201cNatural Science Education in a Comprehensive School \u2013 2025\u201d took place on April 25\u201326, 2025, in Skuodas, Lithuania. Organized by the Scientific Methodical Center \u201cScientia Educologica\u201d in cooperation with local educational and governmental institutions, the event brought together researchers, teachers, and education specialists from Lithuania and abroad. The conference focused on current challenges and future perspectives of science and technology education, emphasizing scientific literacy, integration of information technologies and artificial intelligence (AI), and the importance of sustainable and inclusive learning.\r\nThe plenary session featured presentations from Lithuania, Moldova, and Austria, exploring constructivist approaches, AI applications in education, and the development of science teaching. Sectional sessions covered topics ranging from early childhood and primary education to high school and university levels, highlighting inquiry-based and interdisciplinary learning, creativity, and environmental awareness.\r\nPractical workshops allowed participants to gain hands-on experience: Dr. Branko Andi\u010d (Johannes Kepler University, Austria) conducted a workshop on the topic \u201cFrom Theory to Practice: Developing Adaptive Chatbots for Dynamic Classrooms,\u201d focusing on AI tools in teaching, while Irena Kondrotien\u0117 (Lithuania) led \u201cCreative Workshops: Immunity and Nature\u2019s Gifts,\u201d centered on medicinal plants and natural health practices.\r\nThe conference also included engaging poster sessions and a rich cultural program introducing participants to Skuodas\u2019s local heritage. Over the past three decades, this annual forum has evolved into a significant platform for exchanging ideas between academia and schools, enhancing teachers\u2019 competencies, and promoting innovation in natural science education across Lithuania and internationally.\r\n\t\t<\/p>\n\t<\/div>\n\n\n\n\t\t\t

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7\u1d57\u02b0 INTERNATIONAL BALTIC SYMPOSIUM ON SCIENCE AND TECHNOLOGY EDUCATION (BalticSTE2027)<\/a> <\/div>\n\n\t\t\t\t
Author(s):\n\t\t\t\tEditorial Board\t\t\t\t<\/div>\n\n\t\t\t\t\t
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Page No : 66-66<\/div>\n\t\t\t\t\t \t\t\t\t\t

DOI: n\/a<\/a><\/p><\/div>\n\t\t\t\t\t\t\t\t\t

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7\u1d57\u02b0 INTERNATIONAL BALTIC SYMPOSIUM ON SCIENCE AND TECHNOLOGY EDUCATION (BalticSTE2027)<\/h3>\n\n\t\t

Abstract<\/h4>\n\n\t\t

\n\t\tOn behalf of the organizing committee, we are delighted to welcome you to \u0160iauliai, Lithuania, for the VIIth International Baltic Symposium on Science and Technology Education, BalticSTE 2027. The Symposium will be held in \u0160iauliai (Lithuania) in June 2027 during days 14-17. We cordially encourage you to attend and contribute to one of the major events of 2027 in the field of science and technology education. We are confident that you will appreciate the scientific program and the city of \u0160iauliai.\t\t<\/p>\n\t<\/div>\n\n\n\n\t\t\t

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END<\/a> <\/div>\n\n\t\t\t\t
Author(s):\n\t\t\t\tEditorial Board\t\t\t\t<\/div>\n\n\t\t\t\t\t
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Page No : 67-68<\/div>\n\t\t\t\t\t \t\t\t\t\t

DOI: n\/a<\/a><\/p><\/div>\n\t\t\t\t\t\t\t\t\t

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END<\/h3>\n\n\t\t

Abstract<\/h4>\n\n\t\t

\n\t\tGAMTAMOKSLINIS UGDYMAS\r\n2025, Vol. 22, No. 1\r\n***\r\nNATURAL SCIENCE EDUCATION\r\n2025, Vol. 22, No. 1\t\t<\/p>\n\t<\/div>\n\n\n\n<\/tbody>\n\n<\/table>\n<\/div>\n<\/div>\n\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"default","site-content-layout":"default","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}}},"_links":{"self":[{"href":"http:\/\/gu.puslapiai.lt\/gu\/wp-json\/wp\/v2\/pages\/46"}],"collection":[{"href":"http:\/\/gu.puslapiai.lt\/gu\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/gu.puslapiai.lt\/gu\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/gu.puslapiai.lt\/gu\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/gu.puslapiai.lt\/gu\/wp-json\/wp\/v2\/comments?post=46"}],"version-history":[{"count":1,"href":"http:\/\/gu.puslapiai.lt\/gu\/wp-json\/wp\/v2\/pages\/46\/revisions"}],"predecessor-version":[{"id":60,"href":"http:\/\/gu.puslapiai.lt\/gu\/wp-json\/wp\/v2\/pages\/46\/revisions\/60"}],"wp:attachment":[{"href":"http:\/\/gu.puslapiai.lt\/gu\/wp-json\/wp\/v2\/media?parent=46"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}