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Author(s):
Editorial Board.
Page No : 1-2
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COVER
Abstract
Cover, Vol. 19, 2013, GUBUM
Proceedings of the Nineteenth National Scientific-Practical Conference, Skuodas, 26–27 April, 2013
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Author(s):
Editorial Board.
Page No : 3-4
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CONTENTS
Abstract
Contents, Vol. 19, 2013, GUBUM
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Author(s):
Zosė Aškinienė, Giedrė Kvietkauskienė, Nijolė Misiukienė .
Page No : 5-16
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ABILITY TO LEARN ABOUT COMPETENCE DEVELOPING POSSIBILITIES WHILE INTEGRATING SOLUTIONS TO ENVIROMENTAL PROBLEMS
Abstract
Education and self education is an integral process which seeks for maturity of personality. Integration of different subjects helps teacher to work more effectively, creatively, meets the needs of students, enables eaqual possibilities for all students to reach for best results. Integration of subjects is a factor which results individualization of education content. It is important to develop student’s interest in natural science: to learn them to understand knowledges they acquired and possibilities to aplly them in real life situations, to create and design, individualy perform tasks, to look for information in various sources and accordingly to systematize it, to work with alternative sources, to rate and evaluate. Integration allows to investigate problem in various contexts, helps to educate general abilities, requires to organize the content and processes of education from new perspective, motivates to look for balance and co-operation. Integration of subjects stimulates of motivation to education. Students learn to analyze and evaluate processes and phenomena based on their life experiences. Students are taught to learn: they are able to choose strategies and tools of learning and evaluate the progress. The acquired knowledges can be apllied in Russian (foreign) lessons. The capability of every student is important – it is ability and willingness to evaluate and improve himself and his potentiality while living in harmony with social and natural enviroment.
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Author(s):
Tamara Brice.
Page No : 17-21
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THE SIGNIFICANCE OF THE RESEARCH PROJECT IN SCIENCE EDUCATION
Abstract
The old fashioned ideas of teaching all students the same things at the same time and in the same way by lecturing, telling, copying, rote learning and lots of testing as well as teaching students to be quiet and obedient doesn't seem to be working too well anymore. A student soon becomes bored of absorbing knowledge as a sponge and parroting it back when the particular activity is carried on for too long. The lack of interest results in the student actually avoids learning.
It is true that a teacher must do some lecturing, but the students have to be encouraged to talk too, to think for themselves, to ask questions, to discuss, to take active part in the learning process. Times are changing as well as people are changing, therefore, new strategies and teaching techniques that will benefit millions of students are needed.
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Author(s):
Gražina Girdžiuvienė, Aušrelė Gesevičienė .
Page No : 22-26
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THE EDUCATIONAL PROJECT’S „IF STONES TALKED“ PRACTICAL ASPECTS OF REALIZATION
Abstract
Science education in primary school is organized in order to allow children to experience the joy of learning, start to participate in solving various problems in terms of both living and inanimate nature, make responsibly adopted decisions.
During the project, students performed a variety of activities: created and generalized polls, collected material from books, magazines, the Internet, painted and made crafts using the stones they had collected, took photographs, listened to stories and presentations, organized stands, released book "Everything about Stones". Pupils have shared their new knowledge with other students.
Activities have been extensive and diverse. All of them could have been accomplished only by a group of students actually working together. Fictional cooperation would not have worked out. It is very important to note that students had the opportunity to work together not only with their peers but also with other classes. This has allowed pupils to overcome the psychological age boundary between older and younger students. Another very important aspect is the fact that the students were bold enough to keep a contact with teachers and other adults. Succession in these tasks has shown students the positive side of teamwork.
During the project students conducted research and creative work. First students’ steps in the research-creative work have been made. If pupils will keep on performing in this kind of activities further, they will acquire teamwork skills and creativity which will help them to integrate into society not as ordinary performers but as developing personalities. Of course this is only the beginning. However, creative gradual work can lead to great achievements even while studying in elementary school.
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Author(s):
Rūta Jacevičienė, Irena Vežbickienė.
Page No : 26-32
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ECOLOGICAL ACTIVITIES ARRANGEMENTS AT PRE-SCHOOL GROUP: METHODS AND POSSIBILITIES
Abstract
Ecologic education is targeting to develop child‘s mind, emotional and physical powers, so teacher is choosing methods that are helping best to reach the targets and aims. Innovative education methods are helping child to develop and also emerges closer relationship between teacher and child. Sometimes we ask a question: How to arrange the activity so it's different from the others? Uncertainty is attracting, because we want to try out new things, it‘s interesting, children are waiting for surprises. Innovations are making a positive impact on children, consequence the positive outcomes: gives more energy, inspires children and involves into a difficult process of thinking, promotes analytics and evaluation skills, each child feels being a unique personality. The educational activities, that we have arranged at pre-school group, pointed out that non-traditional educational methods (i.e. introducing ecology to children) along with the traditional ones makes activities more live, playful and interesting. Creative approach to all forms of activities is very important. Let children operate non-traditional tools and we will get the expected results.
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Author(s):
Laima Jonušaitė.
Page No : 33-38
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THE TAKING OF THE A – LEVEL NATURE SCIENCES EXAM
Abstract
The specifics of nature science education is research activities. Therefore an A – level exam could evaluate competences gained by the student properly. While taking the exam is extremely important to record the process itself. Tutorials have to be consistent, have their time and place. Teachers would like to receive examples or analysed tasks of A – level exams. While taking the exam it is important to concider the specifics of nature science education. Tasks of lesser volume in accordance to particular requirements, should also be performed by lower grade students. The exam center or school should specify individual evulation criteria.
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Author(s):
Gintarė Jurgaitienė, Silvija Kazakevičienė.
Page No : 38-52
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IMPORTANCE OF NATURE SCIENCE EDUCATION IN FORMAL AND INFORMAL ENVIRONMENTS IN 1-4 GRADES
Abstract
Nature science lessons in 1-4 grades are identified as nature science knowledge. There’s an equality in these terms used in scientific literature. Nature science course in primary classes is a wide sphere which scopes not only nature knowledge but also ecological, historical, health living, social skills themes. These lessons covers such basic knowledge as flora and fauna, physics elementary, and other subjects that being analysed more widely in elderly grades. Nature science could be described as being the most important and necessary educational disciplines not only in Lithuania but also in other countries. Knowledge of environments, self identity acquired in primary education builds a basis of development in elderly classes.
National education strategy 2003-2012 highlights the importance of environments of formal and informal education. It is stated, that “the common educational space consisting of flexible and open educational structure, that links general education, professional training, studies, formal and informal education is being created”. Informal education in Vilnius Balsiai elementary school as the part or general educational system is combined with formal education, as only formal education can not satisfy tasks under the conception of educational facilities. By organizing this kind of system we intentionally try to reveal pupils abilities, tendencies, to satisfy their personal cognitive interests, creativity, cultural values, purposeful leisure.
By understanding that nature science competency nurture at school is one of the most important tasks in EU and Lithuanian educational systems, we seek to promote pupils in learning nature science at Vilnius Balsiai elementary school. Organization of various events, educational trips and creative projects – these are only few of informal education methods we use in trying to promote pupils abilities, skills and satisfaction of native knowledge needs.
Article presents some practical examples and analysis of the results that are caused by nature science education, organized outside classroom or school, during formal and informal educational process.
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Author(s):
Vincentas Lamanauskas.
Page No : 53-65
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NATURAL SCIENCE EDUCATION TOPICALITIES: THE XVTH IOSTE SYMPOSIUM REVIEW
Abstract
The brief XVth IOSTE symposium retrospective analysis allows reasonably be argued that science and technology education issues are varied, relevant, and on the other hand difficult and complex. Their solution often requires a new and unconventional approach. Due to the rapid development of technology, school education is not always adequately respond to the challenges of our time. The main idea is that science teachers' professional competence, the desire and the ability to work innovatively, the ability to continually search for effective teaching approaches are very important components directly affecting students' achievements in science and technology. The second key aspect is a value component in science and technology education. The third key element is a need for the continuous science teachers' professional development, especially in contemporary teaching and learning technologies.
Teaching and learning content also remains a main problem in science and technology education. It is not enough just to convey the scientific knowledge. Contrarily, scientific knowledge must be useful and adaptable to each situation in students` daily life. In other words a learner is expected to get a clear and specific answer to the main question - "Why am I learning this?".
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Author(s):
Loreta Ragulienė, Violeta Šlekienė.
Page No : 66-77
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THE USAGE OF REAL AND VIRTUAL DEMONSTRATIONS BY TEACHING PHYSICS IN SECONDARY SCHOOL
Abstract
Teaching means and methods that motivate pupils interest in particular subject has important significance to formation of pupils’ opinion on that subject. In order to motivate interest in subject it is crucial to find such methods that make pupils to be an active participant of learning process, but not a passive observer. Physics as a science has an unlimited potential to master new teaching methods and to educate cogitation of pupils. Demonstrational experiments are particularly suitable for that. Knowledge got during experiments are easy memorized and well memorable. Pupils gain desire to more actively study objects which are related to phenomena examined during demonstrations in physics. That is the main reason why demonstrational experiments develop interest in subject.
In this paper three methods of how to perform demonstrational experiment are discussed while emphasizing positive and negative sides of these methods. Few different demonstrations for the study of the electromagnetic induction are presented in this article. Today demonstration in schools can be of three different kinds: real, virtual and interactive computer based real demonstrations. Three different kinds of demonstrations and their advantages and drawbacks are analyzed in the paper. Real demonstrations are when real devices and tools are used to perform it. Experiments during real demonstrations are visual and effective but sometimes are hard to observe the results. Because of that sometimes it is hard to fully explain observed phenomenon and to formulate the law. Virtual demonstrations are mathematical models of real physical system. During such demonstration we can observe visual processes, view plots. Because in virtual demonstration there is possibility to change certain parameters so it’s possible to see how certain variables affects the whole system and to analyze different aspect of the observed phenomenon. Also it is worth to mention that with virtual demonstrations it is possible to demonstrate such phenomena which are hard and costly to demonstrate during real experiments. However during virtual demonstrations pupils aren’t introduced to real tools and devices necessary to perform real experiment. In order to perform good virtual demonstrations teachers must have excellent mathematical modeling and information technology skills. Computer based real demonstrations are performed when together with real demonstrations data acquisition and representation are performed. In such demonstrations pupils observe live experiment and have possibility to change parameters, to view results which are processed by computer (plots, equations, mathematical analysis). Though, additional time is required for teachers to plan the demonstrations and to master the systems.
If possessed at the cabinet of physics, data acquisition and representation together with real experiment are the best system for learning physics. Nevertheless real and virtual systems, which enables to see and understand phenomena which with real devices it is difficult to demonstrate, are also necessary in the process of learning.
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Author(s):
Laima Railienė.
Page No : 77-83
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PROJECT METHOD IN GEOGRAPHY LESSON ‚CLIMATE‘S INFLUENCE ON PEOPLE‘S WAY OF LIFE‘. SOME USAGE ASPECTS
Abstract
Teaching process is closely connected with methods and styles. If they are chosen correctly, they may help to achieve excellent results.
A teacher and a student are mostly connected participants in the teaching process at school. Proper communication helps to achieve a result.
Teaching process in a geography lesson is created according to concrete teaching contents, resources, students age, possibilities, etc. It is very important to develop both subject and common competences.
Geography is closely connected with other subjects at school. Doing geography projects, students integrate other subjects‘ knowledge. It is always important to use the right methods, which will help to achieve the accepted result.
The article deals with the organization of the geography project ‚Climate‘s influence in people‘s way of life‘. 6th and 8th form students do and present these projects. Positive aspects of this method are revealed.
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Author(s):
Eugenija Rudnickaitė .
Page No : 83-91
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THE „ANNIVERSARIES“ OF EXIBITS FROM METEORITES COLLECTION OF GEOLOGICAL MUSEUM OF VILNIUS UNIVERSITY: HISTORIC AND GEOLOGIC TIME JUNCTURE
Abstract
There are many unique exhibits of scientific importance accumulated at the Museum of Geology of Vilnius University. The collection of meteorites is exceptional among them. It grips an attention of visitors whoever they are – schoolchildren or adults. It is natural, since not everyone could brag seeing an analogue of the Earth core and contemporary of our planet. It is really unique heritage arrived from outer space. The collection could also be used for education and geosciences cognition propagation.
The different aspects of the collection are reported in literature (Motuza, 2005; Rudnickaitė, 2006; 2007; 2012; Kohout et. al., 2007; 2008; and others). The concepts of historic and geologic time, which are being explained in this article, are based on the exhibits of the collection. The facts about two meteorites are quite enough to speak about. The anniversaries of 120 (Zabrodje) and 80 (Žemaitkiemis) years of these meteorites fall is celebrated this year (2013).
The witting use of term „An anniversary” usually is more important in our lives since visitors get more clear difference between historic and geologic time concepts.
All the facts provided about meteorites like their fall, scientific examination process, witnesses’ stories etc could fit into historic time concept. The determined absolute age of some meteorites is the same as the age of the Earth (about 4.56 billion years). The latter fact enables us to comprehend geologic time concept. Meteorites are unique because each exhibit holds both historic and geologic time concepts.
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Author(s):
Danguolė Savičienė.
Page No : 92-98
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THE APPLICATION OF PRACTICAL ACTIVITY METHODS FOR EDUCATING STUDENT COGNITIVE ABILITIES
Abstract
Every pedagogue cares about how to make his teaching subject interesting and attractive for the student, how to increase the visuals of the material and how it is presented depending on child‘s age, how to maximize the result – student‘s cognitive competences. The smart teacher is in search for non-traditional, innovative teaching methods, in order to keep student actively involved during the entire lesson.
During my practice, I’ve noticed, that very effective work and good results are accomplished during the lesson, when in the practical activities several learning methods are being applied. One of these methods must be mutual learning from peers. While applying several practical activity methods in the same subject, the whole time in education process children stay active, learning process does not prolong, in the contrary – stimulates interest in how cognitive process progress. This is how student attention provides good results: children are able to operate concepts and to explain in their own words how experiment was conducted, analyze, to make conclusions based on the practical activities.
In my report I would like to present the results of the experiment “House fly’s development” by elevating hypothesis and producing the methodical means together with students – the educational video. Also, I will present the findings I’ve made while applying these practical activity methods: the experiment “press conference”, mutual learning from peers – learning the subject “Insect development” during the world cognition lesson in the third grade.
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Author(s):
Pavel Stankevič.
Page No : 98-102
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THE IMPORTANCE OF PROJECTS, RESEARCH AND CREATIVE WORK IN THE DEVELOPMENT OF STUDENTS‘ INTELLECTUAL, COGNITIVE, PRACTICAL AND SCIENTIFIC SKILLS
Abstract
The article is considering the methods encouraging students‘interest for scientific school subjects. There are presented some themes, aims and results of research works by students of 9-11 forms. Also, the article is focused on the importance of the research work while bringing up scientific competence and learning skills of students. Besides, the article offers basic methodic for teachers of scientific subjects and students working or researches. There is emphasized that research work could become the main factor while choosing studies or job and career in the future.
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Author(s):
Asta Startienė.
Page No : 102-108
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WE ARE LEARNING IN NATURE AND FROM NATURE
Abstract
Information technology increasingly involves adults and children. Training computer-based programmes, educational games, virtual experiments, quick information access assist teacher to prepare interesting lessons and enable pupils to check themselves quickly.
On the other hand, I think we should not abuse with computer-based demonstrative or knowledge checking programmes. Nature itself is the best teacher of natural themes. Moreover, if there is a possibility to fulfil observations, experiments, analyses in natural environment we should do it. Our school pursues republic conservation program of schools therefore we transfer our ecology activity into informal after-school practice.
It is quite difficult to engage pupils in conservation activity, that is held after-school thus we try to involve them into project-based activities. We organise various Forest celebrations, summer camps.
Observations, analyses that can be done by younger pupils are described in the article. The growth of the maple bud, the blossom of the nut-tree, the growth of the frogs can be observed in spring. In autumn children can perform air impurity analysis with maple-leaf test. Even a simple excursion to the forest might become investigative activity if we prepare for it and dependent on the season of the year we represent to pupils the tasks that correspond to their abilities. The attendance in the project-based activities motivates pupils, enables to expand conservation activity because the sponsorship allows to organise excursions to conservation objects, to strike students’ creative works.
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Author(s):
Dainius Statkevicius.
Page No : 108-112
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Rhynchophis boulengeri, Oreophis porphyraceus coxi AND THEIR BREEDING IN LITHUANIA
Abstract
The number of snake growers has been recently increasing in Lithuania . Growing and breeding of snakes arshould be encouraged in educational institutions and special living conditions could be created for keeping them. This would allow students to change negative society’s stereotypes and have a closer understanding of the world of snakes. This is a great demonstration tool not only for teaching in the classroom but also during non-formal education activities: familiarizing students with the proliferation of animals, factors underlying gender, adaptations and so on. The most popular species of snakes which are grown: Corn snake - Pantherophis guttatus , Sinaloe milk snake - Lampropeltis triangulum sinaloae, Durang king snake - Lampropeltis mexicana greeri, Ball python – Python regius. Corn snakes and Sinaloe milk snakes are mostly bred species in Lithuania. Since 2011 Oreophis porphyraceus have been bred and Rhynchophis boulengeri have been bred since 2012. During 2011-2012 18 eggs of Oreophis porphyraceus coxi were incubated and 13 baby-snakes hatched. In Lithuania the first baby-snake hatched on 30th December, 2011. The incubation process lasts for 65 days, at 27°C. Rhynchophis boulengeri started to be bred in 2012. 8 eggs were incubated and 6 baby-snakes hatched. The incubation process lasts for 62 days, at 27°C. It was the first cases of breeding these kinds of snakes. Students are very interested in their collection and breeding . Their photos and practical results are used during lessons while teaching themes such as reptile production, sexual reproduction of living organisms.
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Author(s):
Boris Yarinovsky, Ilmars Kangro.
Page No : 113-123
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EDUCATION OF NATURAL SCIENCES IN THE 21st CENTURY: CHALLENGES AND WAYS OF SOLVING THEM
Abstract
In the 21st century, education of natural sciences (ENS) plays the most important role in the development of socio-economic growth of the country and its regions. Education of natural sciences (ENS) is the main source of the intellectual, cultural, scientific and personnel growth. A special role in training specialists of ENS is played by the national system of education, on the one hand, creating new resources for innovative technologies, on the other hand – forming the national, elite, competent, energetic and moral forces that can move the country into a qualitatively new state. There are many graduates with a diploma of higher education at different levels in the country, but there is sorely a lack of qualified personnel, particularly regarding the engineering and natural sciences specialties. Education is based on physically and morally obsolete equipment. Educational programmes are isolated from the real needs of companies and students do not have enough experience of solving authentic practical tasks.
There has been carried out a research at Rezekne Higher Educational Institution (RHEI). The process and results of training engineering students, acquiring subjects of natural sciences, has been analyzed: engineer of environment, software engineer (engineer - programmer), engineer of mechatronics, engineer of electronic commerce. Factors affecting the quality of education of natural sciences were studied. Methodology of the study was elaborated on the basis of the message of scientists, politicians, social scientists, managers of enterprises, and parents, regarding the low level of knowledge of pupils and students in the field of natural sciences and mathematics. Different methods to carry out the study were used: analysis of available literature, methodological analysis of curricula, programmes, documents of students’ performance, as well as empirical and statistical methods. As a result of the conducted study, a number of problems affecting the quality of the educational process were identified. The main problems, according to the authors of this article are as follows: low level of knowledge of school graduates and students in the field of NS, decreasing motivation to learn, a relatively high students drop out rate due to poor progress in studies, insufficient knowledge of foreign languages (English, German) considering the majority of both teachers and students, a small percentage of young teachers with a doctorate.
To improve the quality of ENS and interest in learning, the authors of the article propose a system of incentives for education, both moral and material. Furthermore, there is a need for changing the attitude of the government to education, demographic situation, and it is of great importance to reduce unemployment and create jobs in the regions.
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Author(s):
Editorial Board.
Page No : 124-124
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END
Abstract
End page, Vol. 19, 2013, GUBUM