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Author(s):
Editorial Board
Page No : 1-2
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COVER
Abstract
GAMTAMOKSLINIS UGDYMAS BENDROJO UGDYMO MOKYKLOJE – 2025
XXXI nacionalinės mokslinės-praktinės konferencijos straipsnių rinkinys,
Skuodas, 2025 m. balandžio mėn. 25-26 d.
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NATURAL SCIENCE EDUCATION IN A COMPREHENSIVE SCHOOL – 2025
Proceedings of the Thirty-first National Scientific-Practical Conference,
Skuodas, 25-26 April, 2025
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Author(s):
Editorial Board
Page No : 3-4
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CONTENTS
Abstract
GAMTAMOKSLINIS UGDYMAS BENDROJO UGDYMO MOKYKLOJE – 2025
XXXI nacionalinės mokslinės-praktinės konferencijos straipsnių rinkinys, Skuodas, 2025 m. balandžio mėn. 25-26 d.
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NATURAL SCIENCE EDUCATION IN A COMPREHENSIVE SCHOOL – 2025
Proceedings of the Thirty-first National Scientific-Practical Conference, Skuodas, 25-26 April, 2025
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Author(s):
LaimaJonušaitė
Page No : 5-14
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INTEGRATED RESEARCH WORKS IN NATURAL SCIENCES AND LITHUANIAN LANGUAGE
Abstract
One of the key competencies in natural science education is communication. Students are expected to select, comprehend, create, and convey information using specialized concepts, terms, symbols, and measurement units from biology and other natural sciences. This process helps develop an understanding of the precise and multifaceted scientific language, enabling effective communication on scientific topics. Students should also be capable of gathering information from reliable sources, including textbooks, dictionaries, and scientific articles. Since scientific terms carry specific meanings, their accurate usage is essential.
While English is widely regarded as the universal language of science, Lithuanian scientists emphasize the importance of preserving and developing the Lithuanian language in scientific contexts. A study was conducted to examine several biochemistry terms proposed by the Lithuanian Biochemical Society and their usage in Lithuanian textbooks and articles. The research focused on third-year gymnasium students beginning their study of cell biology. As part of the course, students completed a survey on key terminology and provided explanations for why certain terms are used in specific contexts.
The findings indicate that although Lithuanian scientists advocate for the use of Lithuanian scientific terminology, these terms are not yet widely adopted in scientific articles and textbooks. Proper understanding of scientific terms remains crucial to ensuring their correct application.
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Author(s):
Silvija Kazakevičienė
Page No : 15-23
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OPPORTUNITIES FOR DEVELOPING CREATIVE COMPETENCE IN SCIENCE EDUCATION
Abstract
A changing society and environment provide opportunities for teachers to develop existing and new knowledge. The abundance of different methods enables the teacher to make the educational process more varied and creative. The creative interaction between teacher and child is not only a method of education but also a reciprocal process. The teacher, who allows the child to explore and create, becomes the child's guide into a world of self-expression and discovery. In contrast, the child gives the teacher's creativity a new perspective, spontaneity, and inspiration. The child acts as a natural explorer who asks unexpected questions, proposes original ideas, and encourages the teacher to look for new ways to communicate knowledge.
Creative teaching is teaching characterized by original thinking and action. Students who are taught creatively may or may not become more creative. Creativity makes students more independent, more able to think outside the box, and more open to innovation and new experiences. Creativity can be said to be "taught" or at least given a stimulus.
Creative activities in nature foster better development of students' practical skills. By acting creatively, students are better able to absorb new material, to find answers to their questions in the here and now, and to immediately combine theory with practice. Creative activities in nature make learners more disciplined, friendly, and resourceful and lead to more accurate, coherent communication and cooperation.
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Author(s):
Vincentas Lamanauskas
Page No : 24-35
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PRE-SERVICE PRESCHOOL AND PRIMARY SCHOOL TEACHERS’ POSITION ON ARTIFICIAL INTELLIGENCE: ASPECTS OF BENEFITS AND IMPACT IN THE FUTURE
Abstract
The analysis of pre-service teachers’ position on the application of artificial intelligence (AI) in education is relevant to better understand their readiness and needs in the technology integration process. Their attitude towards the application of artificial intelligence (AI) in education is quite diverse, reflecting both optimism and caution. A qualitative informative-descriptive study was conducted, using interpretative-quantitative content analysis, in which the respondents’ answers were coded, the main meaningful units were identified, which were then grouped into categories. The frequencies of meaningful units, subcategories and categories were also analysed.
A qualitative study conducted in 2024 revealed three main categories of AI benefits: teaching efficiency and individualisation, technology integration and digital education, teacher support, and process optimisation. Particular emphasis is given on personalised teaching, adaptive learning, support for special needs, and interactive learning, which increases student motivation. In addition, AI is seen as a significant tool for developing students’ digital skills and ensuring effective information management.
Discussing future perspectives, research participants pointed out both positive and negative aspects. Many see positive effects of AI in reducing teachers’ workload, improving students’ individual learning experiences, and developing new innovative learning methods. Nevertheless, the concern about possible negative effects is also noticed, such as weakening critical thinking, literacy and memory, ethical problems, e.g., the risk of fraud, and possible social consequences. AI is perceived as an auxiliary tool which requires careful and balanced application. There remains a need to further analyse the long-term impact of AI on teaching processes and competence development.
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Author(s):
Violeta Lukočienė, Rasa Naujokienė
Page No : 36-45
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INTEGRATED STEAM ACTIVITIES ABOUT FISH
Abstract
STEAM education is the integration of different disciplines such as science, technology, engineering, arts, maths and even a foreign language. The STEAM approach is associated with the development of critical and interdisciplinary thinking, creativity, practical skills, teamwork and technological literacy. It focuses on preparing students for future academic studies.
STEAM project activities at the primary stage of education develop students' autonomy, emotional intelligence and environmental awareness. Science education through STEAM activities makes the teaching/learning process active, organic and engaging for both students and teachers. This ensures motivation for learning. Activities based on personal experience in the immediate environment provide a better understanding of the natural processes around us and our role in shaping and consuming them responsibly.
In primary school, the teacher's creativity in organizing the educational process goes hand in hand with the integration of different subjects. In such a multi-layered process, a wide range of pupils' abilities are developed. Active activities in groups and pairs foster closer relationships, promote the development of pupils' communication and cooperation skills, provide opportunities for help and advice, learn from each other, and grow in self-confidence and self-awareness.
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Author(s):
Rita Makarskaitė-Petkevičienė
Page No : 46-67
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SCIENCE EDUCATION OF PRE-SERVICE PRIMARY SCHOOL TEACHERS: EXPERIENCES IN NATURE EXPLORATION
Abstract
Learners, both schoolchildren and students, are not "blank slates." They bring their own knowledge, experiences, perspectives, attitudes, and questions into the educational process. In science lessons, as in other subjects, the focus should be on active engagement (construction), rather than instructions (instruction). The task of the lecturer or teacher is to create more learning opportunities (Labudde, 2010; Helmke, 2012).
In the article, the construction of a study episode is presented, showing how pre-service primary school teachers acquire didactic knowledge and are introduced to teaching and learning methods through the analysis of the topic “Birds“. The three-stage Critical Thinking for Reading and Writing framework is employed. The article focuses on the first stage – activation – and the third stage – reflection. Students were asked to: 1) identify a special bird and justify why it was chosen; 2) recount a brief episode from their school years during which something was being learned about birds. After completing the activities in the second stage, students engaged in a three-step reflection (the I level, the WE level, and the conclusion level) to analyse and reflect on their learning process.
The experiences of the students (N = 29) were analysed using the content analysis method. The results revealed that students identified 17 unique birds, with the owl and the stork receiving the most attention. From their school years, students most vividly recalled educational activities related to birds, including birdwatching, making bird feeders, and feeding birds during winter.
Following reflection on both the activities and the learning process, key subcategories were identified: at the I level – the acquisition of new knowledge; at the WE level – the benefits of working in pairs; and at the conclusion level – a vision for professional practice in schools.
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Author(s):
Daiva Mikeleviciene, Rūta Čerečkienė
Page No : 68-80
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CREATING THE BOND BETWEEN PRESCHOOL CHILDREN AND ANIMALS IN THE SLOW EDUCATION PROCESS
Abstract
Interaction with animals provides children with numerous beneficial experiences. By taking care of a living creature and understanding its needs, children can develop empathy and a sense of responsibility. Such a connection offers sensory and emotional benefits – it reduces stress, calms, and encourages curiosity.
Modern children often have less natural interaction with animals for several reasons: most grow up in apartments where keeping pets is not an option, there is a lack of natural spaces where they can observe animals in nature, and they spend a significant amount of time using digital technologies.
A bond between children and animals can be formed in various ways, such as encouraging direct interaction with pets, spending more time in nature, observing birds and insects, or visiting animal shelters and farms.
The principle of slow education ensures deep engagement in the learning process. Children fully experience and appreciate each moment in the present when enough time is dedicated to daily routines, exploration, creativity, wonder, and the joy of discovery.
In the context of slow education, animals serve as a natural learning tool, helping children explore the world through direct experience while enhancing harmonious emotional, cognitive, and social development. Slow education manifests through calm, meaningful, and profound engagement in the learning process, allowing children to discover and explore nature independently and form connections with animals.
Educational activities involving animals reflect the principles of slow education by giving children the opportunity to explore at their own pace, fostering curiosity, empathy, and responsibility toward animals. Scientific activities and imaginative play raise children's awareness of nature conservation and responsible behaviour toward animals.
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Author(s):
Neringa Navickienė, Radvilė Abromaitytė-Šilinskienė
Page No : 81-90
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THE NATURE ROOM IN THE KINDERGARTEN: FOR STEAM ACTIVITIES AND CHILDREN’S JOY
Abstract
Scientists and educators unanimously believe that developing children's understanding of nature is crucial from an early age. In light of this prevailing opinion and the contemporary aspects of children's education, educational establishments must update their preschool curricula. The revised curricula will identify science education as one of the key areas of education. Its purpose in pre-primary education is expanding to include modelling the context of exploration and deep learning. The latter is intended to "respond to children's natural curiosity, engaging them in exploration of the environment, leading to a deeper understanding of objects, phenomena and their relationships, and the discovery of different ways of knowing and learning. The context is playful and open to challenge, offering children plenty of freedom to speculate, find answers to their questions, and make decisions based on their explorations. Indoor and outdoor educational spaces, outdoor exploration laboratories with exploration objects, tools and materials, STEAM activities, and means of recording children's observations are created to help children engage in long-term observations and to experience the diversity of objects and phenomena in the environment" (Guidelines for the pre-primary education programme, 2023).
Pakruojis Kindergarten "Saulutė" stands out with its unique conditions for developing scientific skills. The specific preschool education programme, "I like myself!", is the cornerstone of the educational process in this preschool institution.
The model of education and development at Saulutė is centered around the child's freedom and right to choose. The unique structure of Saulutė, with five playrooms and six activity rooms, includes a nature room designed to respond to a child's natural curiosity. This article highlights the significance of this room in promoting STEAM activities and fostering children's joy.
At kindergarten, "Saulutė", the rich and stimulating spaces of the nature room and other areas that encourage action and cognition are utilized for daily exchange and development. These spaces create contexts that stimulate communication, information sharing, social interaction, strong cognitive abilities, and artistic expression. The mission of the Nature Room, amidst this diversity, is to cultivate a curious child who can live in harmony with nature and grow in values.
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Author(s):
Vaida Padgurskytė, Kornelija Marijauskaitė, Vilma Grigoraitienė
Page No : 91-97
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DEVELOPING NATURAL SCIENCE COMPETENCES IN PRE-SCHOOL CHILDREN USING THE EDUCATIONAL BOARD GAME “SEE-THINK. HISTORY OF THE WHEEL”
Abstract
The educational board game "See-Think. History of the Wheel" ("Mato-Mąsto. Rato istorija" in Lithuanian) is an innovative tool designed to foster natural science competencies in preschool children. The game enhances children's curiosity, critical thinking, and collaborative skills by integrating play-based learning with scientific exploration. Grounded in pedagogical research, the game aligns with modern educational strategies emphasizing active, joyful, and meaningful learning experiences.
The game includes two difficulty levels (I and II), ensuring adaptability to children’s developmental stages. Level I focuses on foundational concepts (e.g., plant identification, weather phenomena, materials), while Level II introduces more complex tasks (e.g., animal classification, continents, reasoning challenges). Visual aids, question cards, and sand timers facilitate an interactive and engaging experience.
The gameplay follows three stages: rule introduction – Ensure clarity and set expectations; Gameplay – children solve tasks, earn points, and collaborate while reinforcing scientific knowledge. Reflection – Post-game discussions help consolidate learning through guided questions (e.g., "What did you learn?", "Which tasks were challenging?").
The game addresses key goals in early childhood education by merging play with structured learning. It supports holistic development, aligns with sustainability education, and can be adapted across diverse learning environments. Future applications could expand into digital formats or additional thematic modules (e.g., ecology, physics).
"See-Think. History of the Wheel" exemplifies how play-based methodologies can effectively cultivate scientific curiosity and foundational skills in young learners. It is a valuable resource for educators seeking dynamic, child-centered approaches to natural science education.
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Author(s):
Aušrinė Raudoniūtė
Page No : 98-112
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SCIENCE EDUCATION FOR STUDENTS WITH DYSLEXIA: ASSESSING READING STRATEGIES USING EYE-TRACKING TECHNOLOGY
Abstract
Students diagnosed with dyslexia often encounter difficulties when engaging with instructional content designed for neurotypical learners, particularly in the field of science education. Contemporary educational materials enriched with seductive details are intended to capture students’ attention and increase engagement. However, for students with dyslexia, such enhancements can hinder the learning process. While methods for identifying special educational needs are becoming more sophisticated, there remains a lack of research on diagnostics based on modern technologies. The aim of this study is to evaluate the science text reading strategies of a student with dyslexia using the eye-tracking platform “RealEye” and to compare them with those of a neurotypical student. The case analysis revealed clear differences in information processing approaches between the two students. The participant with dyslexia exhibited longer and more frequent eye fixations—visible in heatmaps—more frequent regressions (returns to previously read text), and experienced greater difficulty in efficiently processing information. Additional elements of the learning material (image, infographic, highlighted text) often imposed an extra cognitive load on the student with dyslexia, whereas for the neurotypical student, they facilitated more effective text navigation. The findings confirm the value of eye-tracking technology in assessing and adapting individualized instructional strategies in science education.
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Author(s):
Danguole Saviciene
Page No : 113-118
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STATISTICAL LITERACY EDUCATION: ENVIRONMENTAL PROJECT “GET TO KNOW US AND PROTECT”
Abstract
In primary education, it is important to develop students' statistical literacy. This is one of the most important, but often less-attentioned, tasks of teachers. At first glance, it may seem that teaching statistical literacy in primary education is a complex matter, but consistently, step by step, teaching primary school children statistical literacy achieves positive results.
When teaching statistical literacy, critical thinking is developed: statistics teaches children to analyze data, draw reasonable conclusions and make decisions. These are essential critical thinking skills that will be useful to a child throughout their life. During statistical research, children learn to formulate questions, collect data, analyze and interpret them. This is part of the problem-solving process, which can be applied in various life situations.
The children were interested in whether there are endangered animal species in the area where we live. We decided to conduct a statistical study and find out which endangered animal species are found in the vicinity of Visaginas city. We called our project as follows: “Get to know us and protect us”. We also created a film based on the project:
https://www.youtube.com/watch?v=d22T1SFoQC4
The goal of this project was to conduct a statistical study to determine which endangered animal species are protected in the area surrounding Visaginas. The research took place from June to November 2024 and involved various methods, including analyzing data from the Lithuanian Red Book (2021 edition), going on nature trips, visiting the Lithuanian Zoo and T. Ivanauskas Zoological Museum for educational purposes, listening to a naturalist’s stories, and participating in bird ringing activities. The main statistical approach relied on compiling and analyzing data from the Lithuanian Red Book.
As a result of the project, students learned the basics of statistical literacy while creating a detailed list of endangered species in the Visaginas region. A total of 27 protected animal species were identified. To share their findings with the public, the students designed and published three informative posters: one on endangered insect species, another on endangered bird species, and a third covering endangered mammals, amphibians, crustaceans, and molluscs in the area. These posters were displayed on advertising stands at bus stops throughout the city, helping residents learn about the vulnerable wildlife living nearby.
Through this project, students developed their research and analytical skills and contributed to raising awareness about biodiversity conservation in Visaginas. The study highlights the importance of protecting endangered species and demonstrates how scientific research can be used to educate and engage the local community.
The development of students' statistical literacy skills seamlessly integrated into project activities on environmental protection topics. The activities of the project “Get to know us and protect” were aimed at forming an environmental concept, involving students in active environmental protection activities, arousing their desire to learn, conduct statistical research activities, draw conclusions and present them to the public.
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Author(s):
Zarina Suleimenova, Vilma Baužienė
Page No : 119-130
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SCIENTIFIC RESEARCH PROJECTS BY STUDENTS: OPPORTUNITIES AND SUCCESS STORIES
Abstract
This publication presents the results of two interdisciplinary science research projects conducted by senior students at Meridian Lyceum, Vilnius, Lithuania, which were recognized at national and international science competitions (VILIPO, Lithuania; GENIUS Olympiad, USA).
The project work, "Chestnut Saponins for Sustainable Organic Detergents," investigated the potential of saponins extracted from horse chestnut (Aesculus hippocastanum) seeds as an environmentally friendly alternative to conventional dishwashing detergents. The study employed biological model organisms—Daphnia pulex and Elodea canadensis—to assess the ecological safety of saponins by monitoring heart rate fluctuations and chloroplast movement. The cleaning efficiency of saponin solutions was also tested against commercial detergents.
The project work, "Plant Signaling and Behavior on Different Music and Sounds," explored how various acoustic stimuli—including classical and folk music, hard rock and heavy metal, and stressful war and emergency alarm sounds—affect plant growth, physiology, and photosynthetic processes in Ocimum basilicum (Thai basil). Using smart garden systems and fluorometric analysis, students measured changes in chlorophyll fluorescence, root development, stomatal conductance, and biomass. The results showed that war sounds caused stress-like responses in plants, reducing photosynthesis and potentially contributing to higher atmospheric CO₂ levels.
These projects demonstrate the capacity of secondary school students to conduct complex, research-driven investigations that intersect biology, environmental science, and ecology. They also emphasize the role of educators in mentoring student research and underscore the value of integrating national curricula with international education frameworks to foster scientific thinking, ecological awareness, and academic excellence among youth.
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Author(s):
Žydrūnas Ramanavičius
Page No : 131-133
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SKUODAS PRANCIŠKUS ŽADEIKIS GYMNASIUM: A SCHOOL OF VALUES MOVING FROM THE PAST INTO THE FUTURE
Abstract
Skuodas Pranciškus Žadeikis Gymnasium is an exceptional educational institution in western Lithuania, where historical roots intertwine with a modern approach to education, community, and values. The school’s history is prominently marked by its founder, Pranciškus Žadeikis, after whom the institution was named in 1992. Through his initiative and with the support of the local community, a Lithuanian gymnasium was established in 1918, becoming the first educational institution of its kind in the region.
The historical and contemporary development of Skuodas Pranciškus Žadeikis Gymnasium reveals it to be more than just a school. It is an institution dedicated to nurturing individual character, civic engagement, cultural awareness, and social responsibility. Now celebrating its 106th anniversary, the gymnasium remains significant not only for the Skuodas district but also for Lithuania’s broader educational landscape—a prime example of how respect for the past can harmoniously blend with a forward-looking orientation.
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Author(s):
Editorial Board
Page No : 134-136
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END
Abstract
GAMTAMOKSLINIS UGDYMAS BENDROJO UGDYMO MOKYKLOJE – 2025
XXXI nacionalinės mokslinės-praktinės konferencijos straipsnių rinkinys, Skuodas, 2025 m. balandžio mėn. 25-26 d.
***
NATURAL SCIENCE EDUCATION IN A COMPREHENSIVE SCHOOL – 2025
Proceedings of the Thirty-first National Scientific-Practical Conference, Skuodas, 25-26 April, 2025