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Author(s):
Editorial Board.
Page No : 1-2
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COVER
Abstract
Cover page, Vol. 20, 2014, GUBUM
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Author(s):
Editorial Board.
Page No : 3-5
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CONTENTS
Abstract
Contents, Vol. 20, 2014, GUBUM
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Author(s):
Zosė Aškinienė, Giedrė Kvietkauskienė, Nijolė Misiukienė .
Page No : 6-12
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THE APLICATION OF CREATIVE EDUCATIONAL METHODS WHILE TEACHING LIGHT PHENOMENON
Abstract
Teacher can apply many different methods in his work promoting creative student learning. Essence of successful lesson - when the teacher and the students is a team. The teacher teaches the students to learn, that means to know what the student has to do in order to obtain the necessary knowledge and acquire the necessary skills. It is important not how much teacher gives, but how much student is able to take from the class. The student must learn to assess what he worked on and what lessons were learned. Feedback only makes sense when it is associated with clearly defined goals.
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Author(s):
Rima Atraškevičienė, Sigita Saviščevienė.
Page No : 13-18
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REALIZATION OF ENVIRONMENTAL IDEAS IN THE ENVIRONMENT OF THE KINDERGARTEN
Abstract
Ecological path, which is called ,,The green path”, was established in 1997 in the territory of Šiauliai nursery-kindergarten ,,Žiogelis” after the evaluation of the surrounding environment of the institution and in pursuant of implementation of tasks of ecological – environmental education, paying attention to the policy of the institution (environmental and healthy lifestyle), possibilities of self-expression of the children.
The purpose of ,,The green path” is to form ecological - environmental attitude of the children, stimulate their self-expression in the nearest environment, and strengthen their health using the game-like - complex - practical principles of education.
Tiny feet of the children guide through the ten stops of ,,The green path”. Each stop has its individual educational effect where the special tasks are being implemented.
Methodical references are prepared for each stop of ,,The green path”. An objective material is collected; various practical exercises are prepared for both individual and collective activities of the children. Folk material, poems, stories, songs and various games are provided.
Educational - cognitive activity in , The green path” is carried on not only in the groups through the organization of educational activities, but also through the organization of various excursions, trips to the nature (according to the age), historical and other places. It gives knowledge; expands the view of the children, forms manners of proper behaviour in the nature.
Successful organization and development of ecological - environmental education and health strengthening is determined by favourable means and conditions, which directly stimulate activity of a child in the nature, in the surrounding environment (observe, explore, experiment, clean, cherish, create, rest, move, protect the nature) initiates environmental knowledge and skills; educates work skills; forms cultural - hygienic skills; educates social skills. Due to the consideration of the pedagogues about the age, needs and experience of the children; creative and purposeful help, the creative skills, abilities, provision of the children are developed. ,,The green path” allows to implement environmental and health strengthening projects, organize various events.
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Author(s):
Virginija Birenienė.
Page No : 18-23
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SCIENTIX PROJECT – NEW TECHNOLOGIES AND OPEN RESOURCES FOR SCIENCE AND MATH TEACHING AND LEARNING
Abstract
This paper is aimed at getting a quick overview of some important science education projects that European Schoolnet is managing in accordance with the objectives of the Lisbon declaration and with the affirmation of the European Commission that there is a need to promote more widely inquiry based science education methodologies in primary and secondary schools and to support teachers’ networks. STIENTIX is one of the most important European initiatives in the area. The development of effective and attractive STEM curricula and teaching methods, and improved teacher education and professional development are at the heart of the drive to make STEM studies and careers a more popular option for young learners. In the paper, the author’s own experience on choosing “travel well” STEM learning resources and applying them to personalise learning in Lithuanian schools is presented in terms of improving STEM learning.
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Author(s):
Tamara Brice.
Page No : 24-28
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RESEARCH AS AN EDUCATING TOOL
Abstract
Every human possesses his internal scientist which promotes to inquire about the world around us consisting of different objects and processes. The main goal of the scientific process is to acquire new knowledge. Unfortunately, it is impossible to obtain scientific abilities only from theory and observations and it is required to develop the skills of research by doing everything by oneself and trying and encountering problems and allowing mistakes. So, to develop these skills, alongside theoretical lectures and challenges a cycle of practical tasks should be introduced to students.
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Author(s):
Natalija Eidintiene, Jelena Grigorianc, Vitalijus Jakobciukas, Tatjana Volkova .
Page No : 29-35
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POSSIBILITIES OF THE RATIONAL USE OF ICT FOR PHYSICS AND CHEMISTRY TEACHING
Abstract
The main aim of the modern teacher is formation of students’ stable interest to the offered subject. A teacher’s objective is to create and support motivation of learning. Different methods are used to solve this task. In this article the teachers share their experience on methods at Chemistry and Physics lessons using IT.
Physics information kaleidoscope describes learning aids: making an experiment with the help of computer programs and laboratory equipment; a method of electronic reports, tables with calculations; various diagrams and graphs using skills of text and graph editing. A method of team work helps to make learning material more interesting.
Chemistry information kaleidoscope presents a lesson description. While explanation of the lesson theme “Glass in Chemistry and Literature” the material is presented from an unusual point of view: There is a parallel between glass concept in Chemistry and Lithuanian literature with an example from the story by D.Urneviciute “Glass House”. To connect logically all lesson stages IT is used.
We prepare students for further life and work. That is why it is very important to show them interpenetration and interconnection with different subjects and the use of various IT makes it possible to implement.
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Author(s):
Gražina Girdžiuvienė, Aušrelė Gesevičienė .
Page No : 36-40
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PROJECT‘S „GROW A FLOWER – BEAUTIFY HOMELAND“ PRACTICAL ASPECTS OF REALIZATION
Abstract
Primary school pupils are interested in new things very much. They are willing to get acquainted with them smoothly. New information is always accepted in a positive way, as well as new knowledge and experiences.
Leading ideas of this project are as follows: civilized and responsible usage of natural goods, attitude towards cleaning and beautifying nature without making harm, learning to feel responsibility for one’s actions.
Project consisted of the following activities: observing, categorizing and summarizing information from various sources, collecting natural goods, taking photos of flowerbeds, creating cards, drawing flowers, creating illustrations for flower related poems and riddles, making flowers from colored paper and domestic waste, planting, taking care of and observing flowers.
This project consisted of various activities. The main idea was to deepen pupils’ knowledge in science, mathematics, Lithuanian language, art and technologies. Pupils could see that computer can be used for data collection and summarization, not just games. This project also helped to learn communicating and collaborating, improve good manners outside school. All the work was concluded realizing that flowers are not just for beauty but they also clear the air while excreting oxygen. It was found out that scientists have proved facts about importance of flowers’ role in neutralizing bad energy and cheering up one’s mood.
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Author(s):
Rūta Jacevičienė, Nijolė Zlatkauskienė, Irena Trusevič.
Page No : 41-47
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PRE-SCHOOLERS’ ECO-EDUCATION THROUGH COGNITIVE-ARTISTIC ACTIVITIES
Abstract
Working with pre-school age children we are trying to get them interested in the new topics, engage them in the wider range of activities. All knowledge about the world begins with the child's closest environment and his sensation of the relationship between him and his living and non-living nature. Children associate their new experience with the existing cognition and knowledge about the world.
We understand this, so we strive to help children through a comprehensive approach to the surrounding environment, to organize activities so that pupils can learn, experience and discover that the world is not a set of isolated facts but a coherent whole. Our (teachers) role is to help children to observe an ordinary things and events. We are trying to convey all of this through drama, staging and motion. During the Feature-cognitive activities it’s easier and more interesting to present a variety of topics for children; this also helps children to remain more images. We have implemented a long-term environmental project in our institution, which aims to develop the child's experience, to awake the child's need to know the world around them. The method of project activities allows to reveal the child's ability to implement the ideas and gain new experiences. Children acquire the knowledge and experience of the environment by organizing creative activities during the shows, all of which reflects the learners' competencies. It has become a tradition to organize events designated to environmental children’s education.
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Author(s):
Laima Jonušaitė.
Page No : 48-53
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STUDENTS‘ CREATIVE PROJECTS IN NATURAL SCIENCE
Abstract
Natural science education at a secondary school aims at developing the competence in natural sciences in greater depth. In addition to expanding the contents of natural science as a discipline, it also develops students‘ research skills. They learn to consider and apply ideas, laws, and methods of natural sciences in creative and critical ways. I am presenting my students‘ creative project called “The Measurement of Vitamin C“.
The goal of our work was to trace the amounts of vitamin C in various fruits and vegetables. We were tracing vitamin C using titration method. The results of our research point out that the highest amounts of vitamin C, among all the products that we examined, can be found in a bell pepper. Studying written sources, we found that bell peppers have more vitamin C than lemons. Also, quite a large amount of vitamin C can be found in oranges, garlics, and onions.
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Author(s):
Gintarė Jurgaitienė, Silvija Kazakevičienė .
Page No : 54-61
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NATURAL SCIENCE EDUCATION DISSEMINATION OF GOOD PRACTICE IN PRIMARY CLASSROOMS: FROM THEORY TO PRACTICE
Abstract
Today‘s the worldwide educology emphasizes the new principal of the twentieth century methods – teacher-child interaction. The main attention is given to the students' activities and a variety of forms, teacher-student collaboration, creative interaction, orientation on the self-sufficient, responsible personality education and creativity. One of the most effective methods, practiced in primary classes, are didactic games.
It is important to provide a general understanding of natural sciences in the first years of the school. The provisions, that child forms during this period, determines his decision to study world and gain knowledge of the world later and it is difficult to change them. It is therefore important to build a positive approach to this subject in school. As it was already mentioned, the method of didactic games is one of the most suitable ways to promote a positive attitude towards the education of natural sciences. This method, applicable in a primary school, helps to develop skills of natural science and general knowledge. Didactic games can be applied both inside and outside the classroom. Most importantly, they have to be associated with the content of the lesson. Joining two forms of activities - the game and teaching, the teacher should keep students' independence, the basis of the game, the joy and satisfaction that it provides. At the same time planned knowledge must be gained, skills and abilities must be formed (Bennett, 1993). In order to achieve good results, it is essential to connect learning content with a game, because the game method is as important as a specific purpose of it. If teacher wants to use this method, he needs to project its purpose. By providing the objective, the teacher foresees how to make students interested in a game, how to involve them in it and so on. So the teacher‘s preparation and the ability to apply didactic games in the classroom is essentially important.
The lessons of the world knowledge outside the classroom cannot be performed without observation and testing. Observation deepens the theory, develops the ability to apply them while interpreting natural processes and phenomena. Observation, testing and research, provides knowledge about the environment itself and helps students to get to know themselves better and develop a scientific mindset, skills. The ability to explain and argue encourages every person‘s critical thinking. Most of the students are especially motivated by presenting their own tests, demonstrations, conclusions and summary. Learning and playing outside the classroom, encourages children to acknowledge the nature‘s mystery, take care of it and love it.
Let‘s do not forget that teacher can fix student‘s attention on many things and situations that he considers to be important, but he can discover nothing for a student - this can only be done by student himself.
The authors of this paper have examined the impact of outside didactic games on pupils and provided several examples of them, that can be adapted to the world‘s knowledge lessons outside the classroom.
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Author(s):
Rita Kareivienė.
Page No : 62-64
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ENVIRONMENTAL PROJECT “PLANT YOUR OWN TREE”
Abstract
Primary school pupils get their first knowledge about the subject of science. They learn about nature and they are taught to respect it with a sense of responsibility.
Therefore the pupils were involved and they took part in various ecological projects.
A project “Plant your own tree” is one of such kind of projects. During this project pupils visited the local State Forests. They were making some applications. The pupils were using natural materials such as acorns and conkers. They also planted their own trees in the school garden and collected some information about these plants.
Nontraditional teaching methods enabled the pupils to learn much more about nature and its wildlife. The pupils improved their behavioural skills in the nature.
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Author(s):
Laura Kaziliūnienė, Danguolė Narečionienė, Dainora Skrabulienė.
Page No : 65-72
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THE PROJECT „CHEMISTRY AND THE KITCHEN“ AT VILNIUS GABIJOS GYMNASIUM
Abstract
The non – formal lessons, which take place outside school, teach pupils to cooperate and work in teams, and also they extend the information gained in the lessons. Moreover, they help apply the knowledge in practice, stimulate curiosity, creativity and good behaviour. Changing educational surroundings as well as teachers discipline pupils. The survey has shown that the pupils participate in such lessons willingly because socialising is informal: their activities are organised by the educators and the lessons take place in the museums. Acquiring knowledge through practice, not through theory, is more effective because it stimulates pupils‘ interest in the processes of real life. The idea of the Project " Chemistry and Kitchen " has revealed itself as an inseparable part of education.
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Author(s):
Aldona Klebonaitė, Marytė Trinkūnienė.
Page No : 72-76
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THE NATURAL SCIENCE EDUCATION PROJECT „CHILDREN TO CHILDREN. LET‘S DO EXPERIMENTS TOGETHER“
Abstract
„Children to children. Let‘s do experiments together“ is the project where senior students share their experience and knowledge among primary school students. The senior students prepare for such kind of activities very responsibly: they search for information not only in the student‘s books, but also in extra literature and prepare the interesting worksheets.
Every experiment starts from the theoretical part where the senior students try to introduce the primary students to activities. Later they do experiments: examine the snow cover, the amount of starch in different kinds of potatoes, identify the tree age and compare the prints of tree trunks, study the fingerprints using the microscopes, produce lemonade, construct the fountain in the classroom, learn to make a fire without matches, construct the robots from the material for recycling.
We are glad that students can do the experiments themselves. Such kind of collaboration is very useful. The bright students can actualize their abilities, develop their competencies in studying. The adaptation process is much easier at the beginning of the school year in the fifth grade because the students are still in close relationship with their first teacher. All students approve that such kind of lessons are very interesting and useful.
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Author(s):
Eugenijus Kurilovas, Virginija Birenienė.
Page No : 76-81
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EUROPEAN SCIENCE SCENARIOS AND SCHOOL INNOVATION MATURITY MODEL
Abstract
In the paper, European school innovation maturity model and CCL project‘s Science learning scenarios implemented in Lithuanian schools are presented. The paper aims to analyse how these scenarios meet the levels of European school innovation maturity model, and thus to identify school‘s current position on the innovation maturity model. This analysis allows schools to formulate their future educational policy seeking higher innovation maturity level.
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Author(s):
Indrė Kušlytė, Ieva Šaltanovaitė.
Page No : 82-88
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PRIMARY SCHOOL STUDENTS STUDENTS ENVIRONMENTAL ATTITUDES
Abstract
The main purpose of this article is to represent the results of research in which 66 third class students took part. The main valuable attitudes of scholars are showed. Analysis of the results revealed that primary school student scanidentify tragedy of life, can name feelings and senses, reasons which cause particular consequences. The fact that the majority of surveyed third class students had positive endings (78,8 %) in their works, shows that student stend to protect an drespectlife.
Even works with negative endings showed that authors have a sense of reality, can realize tragedy when life can not be saved. Empathy develops compassion, altruism and compassion; it is foundation of many moral decisionsandactions, so it has to be developed.
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Author(s):
Vincentas Lamanauskas, Violeta Šlekienė, Loreta Ragulienė.
Page No : 88-95
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NATURAL SCIENCE AND MATHEMATICS TEACHERS COLLABORATION: PROJECT „MaT²SMc“
Abstract
The project MaT²SMc is implemented in the frame of EU Lifelong Learning Programme. The main idea of the project is to find a way to increase students' motivation to learn in the key subjects mathematics and science. From one side, mathematics teachers should understand that there is a meaningful and realistic context to use mathematics. From the other side, science teachers should understand that the mathematics competences required for more effective science teaching and learning. In such a context the collaboration of science and mathematics teachers is very relevant. Currently it is obvious that mathematics and natural science teachers‘ collaboration on integration purposes at school is limited by some factors. Collaboration of mathematics and natural science teachers should be expanded, for this purpose, it is necessary to create all necessary conditions and didactic providing (support).
Partners of the project are: Palacky university, Faculty of Science (Czechia); University of Nicosia (Cyprus), University of Vienna, Faculty of Mathematics (Austria), University of Šiauliai, Natural Science Education Research Centre (Lithuania), University of Sunderland, Faculty of Education & Society (UK), Constantine the Philosopher University in Nitra, Faculty of Natural Science (Slovakia), University of Palermo, Faculty of Educational Studies (Italy).
During the project implementation it is expected to develop didactic materials in a real European context. There is a dire need to strengthen the learning of basic skills in mathematics and science by fostering and promoting collaboration among the teachers. There are at least three main activities: common lesson planning, collaborative projects and team-teaching.
Dissemination of project results will be very important for the partners. In all participating countries the knowledge and skills learned under the project will be distributed to all the target groups, for example, universities, students and teachers, schools.
All partners believe that the outputs of the project will be useful in all science teacher training institutions in EU countries.
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Author(s):
Goda Lukavičiūtė, Vilhelmina Lukavičienė.
Page No : 96-113
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SPECIFICITY OF ENVIRONMENTAL EVENTS ORGANIZED BY PRESCHOOL INSTITUTIONS: THE ASPECT OF THE CONTENT
Abstract
The ecological environmental education is one of educational area directly related with safe and clean environment ant to keep it safe. This is so important to humanity. This insists changes of humans thinking and lifestyle. Scientists and educator practices unanimously highlights that for the ecological environmental education has to be paid big attention in the family, espacially in the preschool institution, because the environmental education in the childhood creates the strong foundation for the moral values, practical skilss and forms environmental motives. Also it is very important that in the preshool institutionthis education area would be scheduled and to use for that various tools of education. One of those tools are environmental events, which content considering to the specifity of the environmental education hould be orientate to prior of environmental areas: the pollution and protection of the air: the pollution and protection of the water; the pollution and protection of the soil; Biot (plants and animals) protection; the problem of rubbishes and also the protection from the phisical pollution (e.g. noise).
The empirical research analysed teachers of the preschool institutions the organising of the environmental events experience showed that at the preshool education period teachers organises various environmental events. Today the most often event for the children are various environmental projects, which the most ar about the water, as the component of the environment, its pollution and the protection.Also quite many events ar for animals and plants, their protection and guardenship. Less then half respondents organised projects for the very important and so much emphasizing rubbish problem. Very popular for the preschool children and often are used in the environmental education are exhibitions. They ar very various: drawings, crafts, pictures, creatures. The most of respondents organised exhibitions of rubbishes and its clearing, sorting area, dedicated to the variaty of plants and animals, their guardenship and protection. The other events according to their organising ratio frequancy the priority thay distinguished: environmental competitions, action, excursions/trips, events and remnant.
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Author(s):
Violeta Lukočienė.
Page No : 114-117
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EDUCATION OF CRITICAL THINKING ON NATURE LESSONS IN PRIMARY EDUCATION
Abstract
In the article is represented and discussed the education of pupils critical thinking due on nature lessons. Introduced with practical pedagogical practice oriented to contemporary education. Critical thinking is discussed through three aspects: a) relating pupils’ theoretical knowledge and practical activities; b) using contemporary educational methods oriented to pupils; c) through relating social and natural environments and the impact to each other. Also in the article is actualized pupils’ experiential learning by analysing the real pedagogical practical examples conducted by pupils. The core of the article is that educational activities through nature lessons refers to transition from traditional to the curriculum-oriented to the contemporary education, oriented to pupils and society needs and relation.
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Author(s):
Rita Makarskaitė-Petkevičienė.
Page No : 118-124
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LESSON OF SURROUNDING WORLD LEARNING ‘NATURAL RESOURCES IN LITHUANIA’: DISCOVERIES AND CHALLENGES FACED BY SCHOOL STUDENTS
Abstract
The article presents analysis and results of educational activities organised in the 3rd form. The 3rd formers, who participated in research, learned about natural resources in Lithuania. The educational activity consisted of three parts: 1) a trip to the museum and guide’s presentation about natural resources found in Lithuania; 2) questionnaire to participants of the excursion and analysis of answers; 3) presentation of the results of the questionnaire to school learners and research works; 4) preparation of a slide presentation and sending the material to the participants of the educational activities and their parents.
The research revealed that a new educational space and joining of a new person into joint activities had a positive effect on the learners. Later assessment of school students' knowledge and abilities using a test revealed that children had successfully assimilated this theme.
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Author(s):
Viktorija Naujokienė, Laima Railienė.
Page No : 125-131
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INTEGRATED PROJECT ‘TO COGNITION OF LITERATURE AND GEOGRAPHY WITH ASTRID LINDGREN’
Abstract
It’s not so common to find cases in educational process that students’ parents are active participants. Parents’ participation in school’s community life always affects not only students but teachers, too. Such project where students, parents and teachers took part is described in this article.
The dream to visit Sweden turned into all year project with several aims and subjects integration: Lithuanian, geography and class teacher activity. These subjects’ teachers’ 5th form (later 6th form) students and their parents took part in this project which lasted the whole year. All the project stages are presented in the article.
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Author(s):
Danguolė Savičienė.
Page No : 131-136
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THE IDEAS FOR APPLYING THE EXPERIMENT FOR TEACHING PRIMARY SCHOOL STUDENTS SUBJECT “WATER AND LIFE”
Abstract
Often, when preparing for the lesson, teacher relies on the authors of the teacher edition books. There are practical advices in these books, additional literature sources, factual material samples, etc. But, at the same time, the teacher is invited to think and work creatively, to find such methods and means, which allow to improve quality and make the subject more interesting, to help students acquire desired competencies.
I wish to share my pedagogical work experience – the idea of applying the experiment when teaching primary school students subject “Water and life”.
In the process of examining this subject with the students, I suggest also to perform other, in my opinion, very graphical and unordinary experiment which exposes water importance to living organism – to waken the sleeping “Desert rose”. The goal of the experiment: with the help of water, to waken from the state of hibernation prehistory, from the age of dinosaurs, plant - Selaginella lepidophylla. The hypothesis is risen: pouring the water onto the plant will weaken it, make it absorb the water, green and after 4 days, when the plant will be placed into dry place – it will “sleep” again, will dry out and roll into the shape of a ball.
I am convinced, that students must be able not only successfully perform the experiment, but also have to be taught to fluently describe the steps necessary to achieve the result and what skills to use.
In other words, the students have to be able to render the information for other people. This is why I’m trying to find nontraditional methods to intrigue children to participate in such activities. This time I suggested to organize “Thrilling news” for nature lovers: to divide into roles, to film the action scenes about performing experiments and to show the film to parents and other primary school students. Because my pupils are only first graders and every new activity fascinates and motivates them, I had no trouble going this direction.
In the conclusion of the work, I can state that: while performing the experiment, the children comprehended the importance of water for the plant; they studied scientific research method; developed the ability to fluently describe the process, to express their opinion; received cognitive and communication skills.
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Author(s):
Asta Startienė.
Page No : 137-141
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NONTRADITIONAL ENVIRONMENT RECOGNITION DAY
Abstract
A few years ago we started organizing nontraditional environment recognition days – Forest festivals and now it is held every year. These days are organized for all primary school students. About 100 pupils attend this festival. Program of the primary school defines that students have to familiarize with the closest environment. Students from primary school are very curious. They are eager to try, to experience everything. Therefore, ‘’Forest ‘’ festivals are organized using the principle of thematic stations. The amount of stations depends on the number of classes (teams). Students can practise different activities in a particular station. Recognition of trees, herbs, nature sights, games, mushroom picking and various other thematic stations are organized.
Elder children prepare the stations. Thus, students from primary school familiarize with the closest environment.
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Author(s):
Violeta Šlekienė, Loreta Ragulienė.
Page No : 141-159
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IMPROVEMENT OF SCIENCE TEACHERS COMPETENCE OF EXPERIMENTAL PERFORMANCE
Abstract
In order to enhance the quality of teaching of science subjects, consistent and systematic development of the learning environment is necessary, i.e. preparing new training (learning) resources and systematic teacher training is very important. The project "Improvement of science teachers competence of experimental performance based on updated learning tools and general training programs of grades 9-12” (GAMEK) was designed to address this problem. Project goal - improvement of physics, chemistry, biology teachers’ competency of experimental performance. Project Coordinator - Lithuanian University of Educational Sciences, the partners – Šiauliai University and Vytautas Magnus University. This article presents the activities of the project “GAMEK” and computerized experiments in science teaching. More than 300 physics, chemistry and biology teachers from various schools of Lithuania have been trained to perform experimental activities, to master new computerized teaching labs (Nova5000, Xplorer GLX) and inquiry-based science teaching. Electronic physics, chemistry and biology teacher's books and lab folders, which are intended to help teachers to prepare for and carry out laboratory work lesson, using digital tools, have been developed.
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Author(s):
Andris Broks.
Page No : 160-169
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PROFESSIONAL STUDY PROGRAM FOR PHYSICS TEACHERS AND PROJECT OF GENERAL PHYSICS PROGRAM FOR UPPER SECONDARY SCHOOL
Abstract
Modern development of our global and local life requires corresponding development of our general and professional education. Actual programmatic materials within systemic development of Physics Teacher Education as well as within General Physics Education at upper secondary school level are reported. Development of scientific thinking as overall goal is proposed. Educational research based pedagogical approach and science methodology studies centred content of educational physics at upper secondary school level is advocated.
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Author(s):
Irina Žikina, Inna Portjanskaja.
Page No : 169-174
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DEVELOPMENTAL COURSE OF CHEMISTRY BASICS FOR ELEMENTARY SCHOOL STUDENTS
Abstract
The goal of the project is to develop a methodical system of teaching elementary school students the basics of chemistry, which includes construction of chemical content and the methods of organising the study process for its implementation. The project continues on its third year now and consists of lessons in the chemistry class, excursion, museum and ecological outdoor type of classes. On the current stage of the project our 3rd grade students have possessed the following competencies: safety technique, skills and methods of working in chemistry laboratories, analysis of built molecules, valence definition of the main chemical elements, work with microscope, techniques of synthesis and analysis as well as basics of research work, use of ICT for both work process and presentation of the results.
The suggested authors program requires further development and analysis of achieved results, as the project is expected to continue to the next stage classes.
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Author(s):
Olga Setchko.
Page No : 175-185
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PROBLEMS AND EXPERIENCE OF THE SOLUTION OF INTERRELATION OF SCHOOL AND HIGHER CHEMISTRY EDUCATION IN THE BELARUSIAN STATE UNIVERSITY
Abstract
The experience of the problem solution of the first-year students’ adaptation to training conditions in higher educational establishments on the basis of interrelation of school and higher educational systems is offered in the article. Psychological, social, household adaptation is important for training of yesterday school students in their first semester at university. Not smaller significance is given to the entry of the first-year students into the system of training in certain disciplines, science in particular. The author offers information on student help organization system – to non-chemical first year students of the Belarusian State University in studying the course of general and inorganic chemistry. The contents, educational and methodical support and the stages of the organization of work of specially developed correcting course in chemistry is described. The course is instructively and methodically connected with the chemistry course of high schools of the Republic.
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Author(s):
Sergei V.Teleshov, Elena V.Teleshova.
Page No : 185-196
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CHEMICAL FORMULAS AND EQUATIONS THAT CADETS, GRAMMAR-SCHOOL BOYS AND REAL SCHOOL STUDENTS USED IN PRE-REVOLUTIONARY RUSSIA
Abstract
The modern writing of formulas appeared not immediately. At first conventional signs were used as circumferences, points and commas. There was verbal description of matters. There were formulas with indexes from above. Some formulas look today very unusual. Study shows, how formulas changed, undoubtedly presents certain methodical interest. In our article we bring some variants of writing formulas only. Possibly, will the study of chemical old times help us after 180 years after their appearance? As well as in the previous article of a surname of authors translation textbooks are italicized. Let's remind that chemical data in a school course in ХIХ often joined a century in physics textbooks. The translation textbooks which number has essentially decreased in the second half of the century were simultaneously applied. Present material, possibly, can be used at the work of modern teachers.
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Author(s):
Dagnija Cedere, Janis Gedrovics, Daina Mozeika.
Page No : 197-203
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PUPILS’ INTEREST TO ACQUIRE NATURAL SCIENCE SUBJECTS
Abstract
Natural science education has been much discussed. It is important; however, it is difficult to be attained for many pupils. One of the most essential problems is pupils’ low interest about natural science; especially, about physics and chemistry, and learning without interest cannot be productive.
Some 20 years ago Latvia started to pay attention to studies in didactics of natural sciences when the reform of general state education system began. Rather radical changes in the content of natural science subjects and teaching methods were introduced in order to facilitate successful acquisition of these subjects.
During the time period from 2003 till 2013 pupils have been surveyed to find out their interest about natural science. The comparison of the study results obtained in 2003, 2008 and 2013 shows that actually pupils’ interest about natural science has not changed. Thus, despite radical improvements in the teaching process where special attention was paid to increasing the pupils’ learning motivation the pupils’ interest about acquiring the natural science subjects (physics, chemistry and biology) has to risen. Such a result makes us think that school is unable to influence sufficiently pupils’ learning. The influence of other factors that have not yet been found out most likely exerts a much stronger influence.
One of the measures to be taken to achieve greater interest about the natural science subjects is an examination. It is envisaged to introduce the compulsory secondary school graduation examination in chemistry or physics.
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Author(s):
Eleonora Yakusheva, Aleksandr Zhebentyaev, Lyudmila Trigorlova.
Page No : 204-210
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ROLE OF THE CEMICAL EXPERIMENT IN THE CONTINUING EDUCATION SYSTEM
Abstract
A chemical experiment as a source of knowledge about the matter and chemical reaction is an important prerequisite to enhance the cognitive activity and to develop interest to the subject. Interest to natural sciences including chemistry has declined recently among pupils and students due to the insufficient technical support of the educational process as well as a general tendency of acute value decrease of knowledge in the youth.
This year, realizing this problem the toxicology and analytical chemistry chair of Vitebsk State Medical University has responded to the proposal of the chemistry chair of the professional orientation and preparatory training faculty to conduct a number а number of laboratory classes as an experiment with the students who used to be taught only theoretically.
To support talented pupils and to popularize chemistry as a science we have taken part in organization of the regional team of chemists before the final stage of Olympiad
Chemical experiment gives a unique opportunity to form and develop capacities for analysis, synthesis, specification, generalization and systematization of the educational material and consequently to emerge a comprehended coherent system of the chemical picture of the world. The chosen direction of the interdepartmental coordination and cooperation with the Institute of Development of Education is promising and our assistance in the pre-university training of ap-plicants will contribute to the logical forming of a unified integrated system of continuing educa-tion.
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Author(s):
Boris Yarinovsky, Ilmars Kangro.
Page No : 211-223
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ENGINEERING STUDENTS’ ATTITUDE TO NATURAL SCIENCES EDUCATION
Abstract
In recent years, school teachers as well as teachers at universities have noticed a negative trend and admit that the ratio of students in the natural sciences (NS) is being reduced, and this is a topical issue not only in Latvia, but also in other countries. The findings of the study carried out by the authors reveal that the interest of the school students regarding the natural sciences depends not only on the quality of teaching, but also on the attitude to the natural sciences in society in general. The youth, entering higher education institutions, is completely unmotivated to study NS courses. Furthermore, entrepreneurs complain that the graduates of engineering faculties have poor knowledge in the area of natural sciences.
The main reasons for the negative attitude to mathematics, physics, chemistry and biology of former school students, now students of the 1st and 2nd courses of the Faculty of Engineering at Rezekne Higher Education Institution were identified. The authors have worked out recommendations to improve young people's attitude to science education, by improving the quality of teaching in schools, optimizing the study process in schools, introducing changes concerning the state policy in the field of natural science education.
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Author(s):
Editorial Board.
Page No : 224-226
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END
Abstract
End page, Vol. 20, 2014, GUBUM