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Author(s):
Editorial Board
Page No : 1-2
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COVER
Abstract
Cover page, Vol. 28, 2022
GAMTAMOKSLINIS UGDYMAS BENDROJO UGDYMO MOKYKLOJE – 2022
XXVIII nacionalinės mokslinės-praktinės konferencijos straipsnių rinkinys,
2022 m. balandžio mėn. 29–30 d.
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NATURAL SCIENCE EDUCATION IN A COMPREHENSIVE SCHOOL – 2022
Proceedings of the Twenty-eight National Scientific-Practical Conference,
29-30 April, 2022
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Author(s):
Editorial Board
Page No : 3-3
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CONTENTS
Abstract
Contents, Vol. 28, 2022
GAMTAMOKSLINIS UGDYMAS BENDROJO UGDYMO MOKYKLOJE – 2022
XXVIII nacionalinės mokslinės-praktinės konferencijos straipsnių rinkinys,
2022 m. balandžio mėn. 29–30 d.
***
NATURAL SCIENCE EDUCATION IN A COMPREHENSIVE SCHOOL – 2022
Proceedings of the Twenty-eight National Scientific-Practical Conference,
29-30 April, 2022
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Author(s):
Liudmyla Chystiakova
Page No : 4-14
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CREATIVE PROJECTS IN THE TRAINING OF LABOR AND TECHNOLOGY TEACHERS
Abstract
The article examines the didactic possibilities of the technology of processing textile materials when performing creative projects by students - future teachers of labor education and technology. In particular, the introduction defines the priorities of the educational policy in Ukraine, among which an important place belongs to environmentalization, which is aimed at achieving the goals of sustainable development and contributing to the prosperity and protection of life on the planet. The key to the implementation of this priority is the formation of the readiness of the participants in the educational process for ecological conservation activities since it is one of the main subject-transformative practices that are implemented in labor training lessons in basic school and technology lessons in high school. Ecodesign in general and upcycling technology in particular are determined to be relevant in the acquisition of professional competencies.
The main part of the article outlines the essence of secondary use of materials, the history of its appearance, its importance for nature conservation, and compliance with the concept of the three R's: "consumption reduction - reuse - recycling". Active use by fashion designers is being updated. Emphasis is placed on the importance of using upcycling in educational projects. The experience of the Department of Technological and Vocational Education of the Central Ukrainian State Pedagogical University named after Volodymyr Vinnichenko in the implementation of individual projects on the "upcycling" technology in the educational process in the preparation of future teachers of labor training and technology is presented. It is about the methodology of project activity from the choice of the project topic to the final result, during which students have the opportunity to independently choose the design object according to their capabilities, develop the design and manufacture the product, and prove the necessity of the existence of the finished product in the real world.
The results of the study are convincing that the implementation of educational projects by future teachers of work training and technology contributes to the development of creative abilities, creativity, the search for non-standard solutions, and the responsibility of students. Each manufactured item is unique, has an innovative design because an individual approach and design vision of each individual student is used to create it. In addition, the issue of ecological impact on the environment is raised - the recycled item will have a "second life" and will not be thrown into the trash. It is obvious that in the conditions of ecologically transformative activities, the development of the ecological culture of students takes place, and the implementation of such projects contributes to the ecological activity of future specialists.
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Author(s):
Vincentas Lamanauskas
Page No : 15-22
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PREPAREDNESS OF TEACHERS TO ORGANIZE AND IMPLEMENT SCIENCE EDUCATION IN PRIMARY SCHOOL
Abstract
There is no doubt that the purpose of general natural science education is the systemic study and knowledge of the basics of natural sciences and the individual, most general laws of nature. Natural science education as a process is directly aimed at assimilation of experience in the field of natural sciences (formation of the system of natural science knowledge, skills, and abilities). In the process of natural science education, a person's orientation toward nature is developed, taking into account the ideas formed in society about the system of relations between nature and man. Personal qualities based on a value approach to nature and the surrounding world are also formed and developed. Primary science education should be systemic, consistent, and of high quality.
In a pilot study conducted in 2018, it was established that primary school teachers’ professional preparedness in the field of natural science education remains relevant. Although teachers tend to demonstrate various experiments, researching is not a dominating activity. Also, a similar situation is observed speaking about the use of technology in the educational process. Teacher preparedness to organise and implement science education in primary school is quite uneven.
Thus, the main goal of this study is – to analyse preparedness of primary school teachers to organise and implement science education in primary school according to the main scientific fields and their knowledge (the level of knowledge) in the essential fields of natural sciences. This research study based on a prior conducted pilot study, supplements and expands it. 115 primary school teachers from more than 30 Lithuanian schools participated in the study. All subjects by gender are women.
It can be reasonably stated that preparedness of primary school teachers in the field of science education is basically average. Preparedness according to the main fields of natural sciences varies quite widely. The best preparedness is fixed in such areas as environmental protection, healthy lifestyle, ecology, etc. These are the areas that express not only the natural science component but also the component of social education. However, in the fields that express the issues of chemistry and physical sciences, the preparedness, though evaluated as positive, is significantly lower. Teachers’ knowledge in the essential fields of natural sciences is also diverse. Teachers feel knowing environmental protection issues best, but the knowledge in the new fields such as Nanotechnology and Genetic Engineering is extremely low.
It is necessary to consistently and systematically develop primary school teachers’ natural science competencies, i.e., the ability to organise research-based learning, practical activities in various educational environments (especially in nature). Subject preparation of primary school teachers in the field of natural sciences and especially strengthening the preparedness of future primary school teachers in the field of natural science education, and the change of study programmes in the aspect of natural science content is an urgent problem.
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Author(s):
Rita Makarskaitė-Petkevičienė, Diana Miklaševičiūtė
Page No : 23-35
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PRIMARY SCHOOL THIRD GRADE STUDENTS’ ACQUAINTANCE WITH HUMAN BODY ORGAN SYSTEMS
Abstract
In 2022, general programmes were updated, therefore, we had a goal – “to test” some of the topics of the world cognition textbook being prepared for grade 3 (YES series) in a real class of third graders, to make sure what content is suitable, and what needs to be corrected, excluded or supplemented, so that these topics also correspond to the age of the students, and the new science education programme in primary school.
Two world cognition lessons were organised for the 3rd grade students, thereafter, they were analysed and discussed. By observing and analysing students’ activities, methods, ways of working, what results were achieved, it is possible to identify whether the content is appropriate for the children of this age, what difficulties can be experienced in the activities, etc.
The content studied about the digestive and circulatory systems was interesting and engaging for the third graders. The students created the model of the digestive system faster than expected. Visual materials, teacher’s explanation, model creation and the continuous information exchange creating it, allowed the students to memorize and understand the food pathway.
It was not difficult for the students to understand the meaning of the circulatory system, to name what it is made up of, to describe the functions of the organs. Creating a model of the heart’s work motivated and involved the students, however, when faced with difficulties, the students were disappointed. Therefore, in the world cognition textbook, being prepared for class 3 (YES series), the idea arose to adjust the description of the heart action model, to make it a little simpler and to provide more detailed advice in the teacher’s book. All these observations and discoveries made in the lessons are significant for improving the topics of the textbook on the digestive and circulatory systems.
On the other hand, research – practical activities are not necessarily successful, sometimes they have to be repeated. Each failure develops patience and diligence – necessary qualities of a researcher and develops parts of cognitive competence – ability to learn, problem solving.
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Author(s):
Rita Makarskaitė-Petkevičienė, Jurgita Pupeikienė
Page No : 36-56
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ORIENTATION IN THE ENVIRONMENT AND ITS COGNITION: DIVERSITY OF ACTIVITIES AND ASPECTS OF LEARNING THROUGH INQUIRY
Abstract
The term “classrooms without walls” that appeared in the concept of a good school (2013) encouraged the choice of not only the classroom, but also other spaces, even those outside the school, for education. In nature, there is a great opportunity for the student to develop many competencies, especially cognitive, i.e., to acquire knowledge, improve research skills, develop critical thinking, problem solving, learning to learn abilities. Learning in nature, it is easier to understand the interaction between human and the environment, to notice the aspects of sustainability.
This article focuses on the cognition of the environment and orientation in it, describes an educational activity, the purpose of which is – to help its participants get to know the area better, explore its objects, improve orientation in the environment and research abilities, teach to be more observant, cooperative.
Second grade students and second year students, future primary school teachers, participated in the activity. It was another opportunity for the students to learn in a natural environment, communicate and collaborate; to learn not only from nature, friends, but also from older participants. And for female students, it is a great opportunity to get to know students, observe them in their activities, gather experience about children’s knowledge, ability to argue, formulate questions, etc., learn from them, prepare for pedagogical work.
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Author(s):
Eugenija Rudnickaitė
Page No : 57-64
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PROMOTION OF GEOLOGICAL SCIENCE AND INFORMAL SCIENCE EDUCATION IN MUSEUM OF GEOLOGY OF VILNIUS UNIVERSITY: OPPORTUNITIES, EXPERIENCES, CHALLENGES, PROBLEMS
Abstract
The article discusses the experience of the VU Geology Museum in popularizing the science of geology, conducting informal natural science education, and educating the public. It is claimed that non-formal education cannot replace consistent long-term education in general education schools in order to educate members of the society who are sufficiently enlightened in the issues of geological science. Informal education only complements, helps to interest, emphasize and consolidate the knowledge acquired at school. In order to improve the geological literacy of society, it is necessary to start with schoolchildren and students. Necessary:
1. To strengthen the geology component in the programs of general education schools, which is now very little.
2. Start teaching natural sciences with geology. Then move on to physical geography.
3. Practically incorporate geology into STEM.
That this should be the course of education is also defined by the definitions of geological and geographical sciences.
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Author(s):
Danguolė Savičienė
Page No : 65-72
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SUSTAINABLE EXPERIENTIAL EDUCATION FOR STUDENTS STEAM SCIENCE PROJECT “OXIDATION DRAWING”
Abstract
Applying a special technique, a pattern (tattoo) is created on the banana peel. The use of banana peels and other secondary raw materials creates a collage on the theme of nature conservation. In the course of the work, a new technology is tested - testing a banana peel with a toothpick and creating a pattern. The concept of "banana tattoo" is introduced and the phenomenon of oxidation is explained. Creating a sustainable collage on the theme "Let's protect hedgehogs" is an example of sustainable work, the details of which "return" to the second or third use and do not harm the Earth, and the photo of the collage remains and testifies to the children's work.
Measures. Secondary raw materials: brown and green plastic bottles, cardboard box, leaflets, banana peel. Toothpicks, sand, gouache.
Educational methods. Inclusive story, review of filmed documentaries, practical activities, group work, discussion.
Learning strategy.
I stage. Familiarity with the oxidation-reduction phenomenon (observation of cut fruit samples: just after cutting and an hour later, clarification of what happened during oxidation).
Phase II. Perception of how real tattoos are done (review and discussion of filmed documentary).
Stage III. Presentation of the necessary tools for the experiment (conversation-discussion about secondary raw materials, interpretation of the concept of sustainability).
Stage IV. Creating a sketch of a drawing (writing a pattern on a piece of paper).
Stage V. Performing an oxidation drawing (transferring the created pattern to the banana peel).
Stage VI. Creating a collage: sandblasting, bottle cutting, letter cutting, preparation of a “hedgehog”, creation of a sign “Hedgehog Passage”, arrangement of banana peel-needles.
Stage VII. Observation of the oxidation phenomenon on banana peels: after an hour, after 4 hours, after a day, etc.
Stage VIII. Conclusion, reflection: sustainability, what is difficult, what is new, what I like and so on.
Based on the activities, the film “The STEAM Challenge. Oxidation drawing (banana tattoo):
https://www.youtube.com/watch?v=DBVWNAjgzG0
Purpose. Apply a special technique on the banana peel to create a pattern (tattoo). Using banana peels and other secondary raw materials to create a collage on the theme of conservation.
Tasks of integrated subjects.
Knowing the world/science - to look at the natural conditions under which the phenomenon of oxidation takes place, to give examples.
Chemistry - get acquainted with the oxidation-reduction process on the banana peel.
Art and technology - to learn new art techniques, to create a collage from secondary raw materials. Finish the work neatly.
Civic education - to understand that it is possible to use secondary raw materials for a work of art and thus protect nature from pollution. Understand that oxidative drawing can be applied in various advertising, branding projects, marketing.
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Author(s):
Rita Stulpinienė, Rasa Žiemienė
Page No : 73-84
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EXPERIENCE EDUCATION (S) FOR CHILDREN IN GREEN SPACE STATIONS
Abstract
Ecological and environmental education is of special importance in dealing with and solving current global problems. This education is not only important, but also very relevant at all stages of a person's age. Properly laid foundations in pre-school education can help the emerging personality the basics of critical thinking, promote their creativity, the quality of relations with others. An ecological awareness training "Green Lesson" took place in Vilnius kindergarten "Rūta", during which the students of the institution together with the seniors of LPS "Bočiai" and representatives of the Vilnius City Association "Žirmūnų bendruomenė" traveled through 5 educational stops. In summary, it can be stated that all five stations offer activities for the contact of small children with nature, research and cognition. The goal of ecological awareness education “Green Lesson” is to accumulate experience in science education through research activities together with social partners by developing ecological awareness. During the “Green Lesson” education, the students of the institution not only gained knowledge on how to sort and use responsibly, shared their family's experience on how to use used materials that performed their functions, but also searched and discovered colors, shapes, smells and shared feelings with seniors, their peers. A mobile exhibition of creative works on canvas held in green outdoor spaces gave children the feel of real artists. Relaxing painting with the help of a pendulum encouraged children to fantasize, to raise problematic questions. Observing the movement of the pendulum and the flowing colors, the little ones became acquainted with the laws of physics, felt a sense of wonder and the joy of cognition. The Green Lesson with seniors not only provided many positive emotions, but also nurtured the realization that we are all members of the global community and that together we can create a healthy environment for all that is alive. After all, the stronger the connection between the community of the institution and the people in the immediate environment, the more information, skills and values are passed on to the child. While traveling through five green spaces, the children were presented with research activities related to artistic expression, creativity, highlighting the aesthetic qualities of nature, and protecting the environment. The joint experiential activity became a symbol of friendship and kindness, which combined experience, knowledge and childlike sincerity. After all, all this has a great impact on the formation of personality, the peculiarities of socialization, the preservation and formation of a mentally and physically healthy generation.
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Author(s):
Kazė Verbickienė
Page No : 85-98
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CONTACT OF PRIMARY SCHOOL STUDENTS WITH NATURE: COGNITIVE PROBLEM AND EDUCATIONAL PERSPECTIVES
Abstract
Students' activities in nature are a natural research laboratory where they get to know nature directly. However, more and more primary school students do not see nature naturally, but through a virtual window. It is possible to travel around the world virtually and get to know nature in a very short time, but to know it with human senses is only possible by being naturally in nature, feeling the greatness of nature and the joy of discovery.
Smart technology helps to know nature, but it cannot replace natural cognition through experience. The correct initial discovery of the environment and the processes taking place in it not only helps to know and understand the surrounding world, but at the same time forms the corresponding values, the ability to live adequately in the natural-technical environment. Studies show that beginners spend little time in nature. According to treehugger.com, a survey of 10 countries shows that current beginners are outdoors for about half an hour a day, and one in nine "has not walked in a park, forest or other natural environment for at least 12 months.
The aim of the research is to find out the contact of primary school students with nature and their attitude towards nature. Objectives: To analyze the literature on the importance of being in nature, its discovery and knowledge for primary school students. To determine the contact of primary school students with nature and their attitude towards nature through a semi-structured interview. From the results of the interviews to find out the connection between students / families leisure time and knowledge of nature.
The study revealed: students' experiences of contact with nature are very different. The time spent in nature and the desire to be in it have a direct connection, the more often you are in nature, the more interesting it is and the more time you want to spend here. Students know a number of plants and remember the plants that bloom at the time and those that are presented with not only the name but something memorable about it. According to the students, it is necessary to know nature, to know poisonous and useful plants, dangerous animals, and it takes a lot of time to spend in nature. Students spend time in nature with parents, grandparents and teachers. Very few students mentioned parents as helpers in learning about nature. He was more like being with his parents in nature with his own knowledge of nature and having fun, warmly responding to the time spent in nature with his teacher, only feeling sorry that he rarely goes to nature. Students learn most about nature from their grandparents, as they not only introduce it, but tell a lot of interesting things about it. Throughout the conversation, it felt like an adult was important to the beginner to help him get to know him.
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Author(s):
Editorial Board
Page No : 99-100
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END
Abstract
End page, Vol. 28, 2022
GAMTAMOKSLINIS UGDYMAS BENDROJO UGDYMO MOKYKLOJE – 2022
XXVIII nacionalinės mokslinės-praktinės konferencijos straipsnių rinkinys,
2022 m. balandžio mėn. 29–30 d.
***
NATURAL SCIENCE EDUCATION IN A COMPREHENSIVE SCHOOL – 2022
Proceedings of the Twenty-eight National Scientific-Practical Conference,
29-30 April, 2022