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Author(s):
Editorial Board.
Page No : 1-2
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COVER
Abstract
Cover page, Vol. 23, GUBUM, 2017
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Author(s):
Editorial Board.
Page No : 3-4
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CONTENTS
Abstract
Contents, Vol. 23, GUBUM, 2017
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Author(s):
Rima Atraškevičienė, Valentina Aužbikavičė, Jurgita Balčiūnaitė-Čėsnienė.
Page No : 5-11
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PROJECT‘S “GREEN ISLAND“ PRACTICAL ASPECTS OF REALIZATION
Abstract
For several years pedagogues of Šiauliai nursery-kindergarten “Žiogelis” are paying attention to the children’s ecological education and its’ improvement in order to develop child’s love to nature, sense of responsibility and form valuable regulations. The children are trained to an active activity, i.e. notice the changes in the nearby environment, learn to analyse the accessible eco-systems, and try to search for the ways and methods of solution.
The general ideas of the “Green Island” are: children’s introduction with the specifics of various activities in the garden, conditions of growing of the plants and monitoring it’ changes during various seasons; the importance of people’s activity in order to grow something, general constructive children-parent-pedagogue activity, strengthening of interrelations, positive emotions, gathering of various experience and education of ecological consciousness of the children.
The purpose of the “Green Island” is to promote cognitive and experiential activity to the children in a natural environment of the kindergarten in order to develop their basics of ecological culture while forming positive attitude towards himself/herself, environment, and nature so that the children would care about the environmental protection now and in the future, as well as form their valuable regulations.
Being in a nature as a part of a daily life is very important to a complete development of a child. Children become enthusiastic naturalists when they are drawn into the practical activity, when they a monitor the growth of a plant from the smallest seed. They have a possibility to observe the growth, blossom and ripen of their plants. When the children become responsible for their own plants they gain unique knowledge about the cycle of the plants, they start to understand the law of nature and this experience gives them a lot of pleasure.
Based on a long-term experience of the institution while organising and performing cognitive and practical children’s activity in a non-traditional space, i.e. the “Green Island” we have noticed several things and we can state that children’s encouragement of cognitive and practical activities in a natural environment of a kindergarten while trying to educate basics of ecological culture forms positive attitude towards himself/herself, environment and nature now and in the future.
Successful organisation and development of ecological – environmental education and health strengthening is determined by favourable means and conditions to this education that directly turn on and encourage child’s activity in the nature, nearby environment (monitor, observe, experiment, clean, cherish, create, rest, move, take care of nature); initiates knowledge and skills of environment protection; develops working skills; forms cultural – hygienic skills; forms social skills.
Children’s working powers and skills are formed when pedagogues pay attention to the children’s age, needs and experience, when they help in a creative and purposeful manner.
The feeling of sociality was revealed when the children started looking after not only their own plants, but also when they watered their friends’ plants. Health is improved and strengthened by good working-healthy-tasty links.
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Author(s):
Milana Beišienė, Rasa Damulytė.
Page No : 12-16
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NATURAL SCIENCE EDUCATION IN PRE-SCHOOL GROUP: THE EXPERIENCE OF PROJECT ACTIVITIES
Abstract
Over the past decades, the pre-school and primary educations get more and more attention in Lithuania. It is emphasized to ensure the child’s active participation in education (learning) process and to seek qualitative education of the child. The daily changing world requires constantly stimulate children’s curiosity, help them to survive the joy of discovery and gain knowledge. The project activity – is one of the most effective methods of pre-school education.
During the project in the nursery – kindergarten, a lot of opportunities for children’s cognitive activity were provided by trips: children had the possibility to observe, explore, fix the results of observations and compare them with their friends and finally draw conclusions. The activities were consistently complemented with the variety of educational backgrounds, and different activities promoted children’s interest in nature, its phenomena, the surrounding environment, thus created the favorable conditions for a variety of ways to develop the social and nature protection needs, children’s self-expression and creativity, and most importantly – to be active participants in the activities. The project “Gamtos takeliu keliaukime kartu” (Go together through nature paths) was very interesting for children and received a good evaluation of their parents.
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Author(s):
Rūta Jacevičienė, Nijolė Zlatkauskienė, Irena Vežbickienė.
Page No : 17-22
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ENVIRONMENT PROTECTION EVENTS’ INFLUENCE ON CHILDREN’S COGNITIVE COMPETENCIES DEVELOPMENT
Abstract
The development of environment protection cognitive education is one of the main goals at pre-school institutions. Humans are bonded to the nature and surroundings from the birth. Words like “ecology” or “organic lifestyle” to many people is a matter of fashion either theoretical statements nowadays. However children do not need words, but beautiful everyday examples instead, so they could build own fundamental understanding and develop their lifetime skills.
At first, child gets to know the World in his closest environment like himself, family, and nursery and also through nature observations. At our pre-school groups children have the most favourable opportunities to see and get to know the nature through the number of various activities and environment protection events.
When organising environment protections events (e.g. Quiz), we pay attention to details, so each task encourages child’s interest, develops his thinking and problem solving skills and motivates child to share own experience and findings with class friends. Children’s encouragement and incorporation into the cognitive process develops children’s cognitive competency skills, which they practice through activities at the environment protection events. At the environment protection event we always link children’s knowledge with their abilities. It means that child must be encouraged to see the close relation between the current and new knowledge either abilities. At the environment protection events we always aim to encourage children to deliberately tackle tasks. Thoughtful, interesting and innovative event helps to achieve our aims. At these events it is very important to introduce environment protection rules to children in a way that captures their interest, brings joy and helps children to discover new things, so each step becomes a beautiful journey towards human kindness to nature.
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Author(s):
Virginija Kriaučiūnaitė.
Page No : 23-28
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FIFTH GRADERS` EDUCATION OF INDEPENDENT SELF-INITIATIVE IN THE PROCESS OF NATURAL SCIENCE RESEARCH
Abstract
When students graduate from the primary school, they face a new educational system based on a variety of subjects. Therefore, it is a necessity to teach them some skills of creativity, responsibility, especially initiative and independence in order to adapt to the contemporary school.
The fifth graders of Vilnius Gabija gymnasium are always invited and encouraged to participate in doing natural science researches on their own. Moreover, they are able to choose the topic of their work independently. Of course, the students are welcome with their questions and are often advised by a teacher as they work with scientific projects during classes. In addition, family members are really enthusiastic and eager to help their children. As a result, it leads to the improvement of atmosphere which surrounds students.
Furthermore, the fifth graders can choose themselves if they do a research project individually or in groups. Consequently, the final projects are presented in a lesson and classmates evaluate each other according to some criteria. First of all, students who listened are asked to name two things that were new and useful for them. Secondly, they provide two things that they really enjoyed about the presentation. Finally, students recommend each other what can be improved in the presented work.
It is necessary to note that it stimulates students to become self-initiative and independent because they gain some peers` support and recognition. This kind of presentations teaches to listen to each other, formulate questions, express opinions and think critically. Students also practise to speak in public and are motivated to be responsible for the their initiative. Thus, a student`s initiative to choose a particular aspect of a research work is a great background for the future personal improvement.
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Author(s):
Violeta Lukočienė.
Page No : 29-33
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RESEARCH ACTIVITIES IN NATURE LESSONS AT A PRIMARY SCHOOL
Abstract
Getting involved in research activities in nature lessons, pupils investigate natural environment, are able to present detailed and logical information. While applying experiment, observation in teaching/learning process, all group members have the best opportunity to reveal themselves, their motivation to achieve better results increases, the sense of personal responsibility is being developed. Research activities in nature lessons help pupils to recognise and understand the closest social and natural environment, to find out how these environments influence people’s lifestyles. The pupils develop the wish to preserve and cherish living and inanimate nature, cultural values and natural heritage.
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Author(s):
Rita Makarskaitė-Petkevičienė.
Page No : 34-45
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DEVELOPMENT OF FUTURE PRIMARY TEACHERS’ SCIENTIFIC ATTITUDE TOWARDS LIVE OBJECTS: CASE OF OBSERVATION OF A BURGUNDY SNAIL
Abstract
The study programme of Primary Education includes Didactics of Natural Science Education (10 ECTS) and Culture and Technologies of Regional Studies (summer practicum) (5 ECTS). The latter study subject aims at educational learning of regional culture, animate and inanimate nature. In natural science education it is particularly important to ensure that curriculum is implemented through active engagement of learners: exploring, experimenting, exchanging experience and discovering. It is important to ensure that learning is conducted employing natural means and school learners are familiarised with real natural objects and phenomena. Therefore, the summer practicum for future primary teachers is organised in green learning environments through exploration and active involvement.
During the summer practicum, which lasts two weeks, students take part in field or hiking trips, complete a big variety of assignments. One of them is familiarisation with the Burgundy snail: its observation and related research assignments. The snail is an appropriate object to learn animate nature as early as pre-school age. Since natural science education is based on the scientific approach, all the research assignments carried out at school contain the structure of a scientific method (observation, hypothesis, experiment, interpretation, conclusions). Growing snails in the classroom, learners are able to get acquainted with the features characteristic of organisms, parts of their bodies; a close access to snails allows for school learners‘ understanding of differences between animate and inanimate objects; a longer care of snails enables school students to observe the process of their reproduction: laying of eggs and development; while feeding snails it is possible to identify what they eat and what food they dislike; observing snails it is not difficult to notice their reactions to the environment and what organs help them to orient in the surrounding environment, etc. Keeping a living creature in the classroom, school children learn to follow hygiene regulations and to responsibly behave with animals. Possessing experience in raising animals, children are able to apply their knowledge and abilities in new contexts, i.e. speaking about feeding, keeping and living conditions of other animals, etc. Following the principle that “personal experience is much more important than the read truth”, school students received a task to keep and observe a Burgundy snail for a week. The students recorded experiments with the snails and reflected their activities in their observation diaries.
The article presents the results received after the analysis of observation diaries of 19 students containing information collected while observing the Burgundy snail. The pedagogical influence of such activities on development of students’ scientific approach is also evaluated in the article.
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Author(s):
Eugenija Rudnickaitė .
Page No : 46-58
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WHEN VILNIUS UNIVERSITY WAS CLOSED: THE GEOLOGICAL COLLECTIONS OF VILNIUS UNIVERSITY IN THE VILNIUS MUSEUM OF ANTIQUITIES
Abstract
In Vilnius University Geology museum gathered, scientifically unique, material was never hidden from society. These resources are perfectly fit for: education, geoscientific knowledge propagation, informal natural science education (Rudnickaitė, 2003; 2007; 2012; ect.).
When writing about the geology and mineralogy collections of Vilnius University, the Vilnius Museum of Antiquities and the Department of Natural History of the Museum of Antiquities under the Vilnius Public Library are always necessarily, though often fragmentarily, mentioned. This is an attempt to identify the part of the Geological collections that was transferred to the Vilnius Museum of Antiquities compiled by associate member of the Vilnius Temporary Archaeological Commission, teacher of natural sciences of the Vilnius 1st boys’ gymnasium, Kajetan Tamulewicz (1828-1870), a catalogue of the Department of Natural History of the Museum of Antiquities under the Vilnius Public Library from 1905, a catalogue of mineralogy compiled by a professor of the Vilnius Medicine and Surgery Academy and the author of several textbooks in mineralogy, Ignacy Jakowicki (1794-1847), from 1836 and other known sources. The scientific quality of the collections, their structure and more outstanding exibits are discussed. A small part of the collections, which were taken away in the 1840s and brought back from the Ilya Mechnikov State University in Odessa to the Geology and Mineralogy Museum of Vilnius University by professor Juozas Paškevičius and Eugenija Rudnickaitė on 23 May 1986, has also been used for the research.
The author attempts to identify the exibits of the geological collections of Vilnius University that remained in Vilnius and were subsequently transferred to the Vilnius Museum of Antiquities (later, the Museum of Antiquities under the Vilnius Public Library) by comparing the list of exibits returned from the University of Odesa with the data in Jakowicki’s catalogue.
It was mentioned in the minutes of the annual session of the Vilnius Temporary Archaeological Commission of 11 January 1858 that the systematically arranged collections became an excellent teaching aid for young people aspiring to education, and during the last year the museum received 11,800 visitors.
The author can assert that the Vilnius Museum of Antiquities made a great contribution to society’s education and training of school children, the development of the science of geology and mineralogy in the period when there was no institution of higher education in Lithuania. E.Tyszkiewich had an exclusive role in this activity - he continued geological research even after the closure of the Vilnius Museum of Antiquities.
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Author(s):
Danguolė Savičienė.
Page No : 59-64
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SMARTPHONE USE IN EDUCATION PROCESS: STUDENT ACTIVITIES DURING LITHUANIA’S ENTOMOLOGIST SOCIETY’S EVENT “THE INVERTEBRATE OF THE YEAR – PORTUGUESE SLUG (ARION LUSITANICUS)” IN 2016
Abstract
Today’s student is truly a digital person, cell phone and computer are inseparable part of his life. I have this opinion, that in the educational process, it is necessary to apply various methods, including the use of smartphones. This way, smartphones become the tool to provide the ability to transfer the knowledge for students in the language they can understand. This report describes one of the cases where smartphones are used in the educational process.
In the report, it will be described how students participated in Lithuania’s entomologist society’s event “The invertebrate of the year - Portuguese slug (Arion lusitanicus)” in 2016” (the goal of the event - to unite the Lithuania’s entomologists and other nature preservation enthusiasts in order to investigate the amount of territory this slug has invaded, to summarise the data and provide it to ministry of Lithuania state’s environment for the preparation of the plan to combat this invasive species).
The goal of the activity: to conduct the search of these slugs in the city of Visaginas, to photograph the detect slugs by the recommendations of the scientists, to fill in “The form of registration of the detection fact” and send it to the society of the entomologists.
The course of the activity: gathering the information about the invasive slug - Portuguese slug (Arion lusitanicus) in the web sites, examining the pictures in order to distinguish the differences between Lithuania’s native and invasive slugs, examining the biology of the slugs (the dangers for Lithuania’s native flora by the invasive slugs, how they feed, how fast they are breeding, do they have enemies and etc), organizing the trips for the search of the lugs in the city (the smartphones are used during the activity).
The results of the activity: there different kinds of species were found. By following the recommendations, they were photographed and together with filled in “Form of registration of the detection fact” sent to the society of entomologists. Five students conducted the individual researches near their homes. The assumption was made, that there are no invasive slugs in the city of Visaginas.
The conclusion of the activity: the response was received from the entomologist at VU GMF Mantas Adomaitis. He states, that there were no invasive (Arion lusitanicus) slugs in the photographs. The found slugs were: Arion fuscus, Limax cireneoniger and Deroceras reticulatum.
The summary: during the activity, students felt significant impact in helping scientist find the amount of invasive slug spread in the territory of Lithuania, students developed their environmental and cognitive competences, formed their scientific literacy skills, smartphones were used purposefully during the process of education.
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Author(s):
Goda Stonkuvienė, Rimutė Pozdniakova.
Page No : 65-75
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CHILDREN’S LEARNING TO RECOGNIZE NATURAL PHENOMENA IN WINTER: PROJECT ACTIVITY IN PRESCHOOL ESTABLISHMENT
Abstract
The article deals with children’s learning to learn education and learning already in preschool age. This is accentuated both by the scientists, investigating education in childhood and it is defined in preschool education regulating documents, in which it is recommended to introduce children with the surrounding environment, to educate learning to learn, applying active methods, forming an opportunity for children to observe, research the environment, experiment and learn during experience grounded activity. Children at 3to 4 years could realise all this, participating in the educational project “Little cold invites us to play white games”. Project activities are described in detail in the article and visual views are presented witnessing about various children’s activities while learning about natural phenomena in winter and actively working investigate and cognise such winter phenomena as snow, snowstorm, ice, icicles, frost, snowdrift. During the project children also developed language experience, had a lot of impressions and positive emotions.
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Author(s):
Rita Vaitiekauskienė.
Page No : 76-91
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YOUNG FARMERS‘ CLUBS (YFC) ACTIVITIES: POSSIBILITIES OF REALIZATION OF CONTEMPORARILY MULTIFACETED YOUTH EDUCATION
Abstract
Young Farmers‘ Clubs have their own history in Lithuania. They functioned actively in interwar Lithuania. After restoration of Lithuania‘s independence, such farmer clubs have existed for years in the regions of Rokiškis and Pasvalys. Although currently there is no high demand for agriculture careers, young farmers‘ clubs have not lost their relevance. On the contrary, they provide especially advantageous circumstances for youth education according to challenges faced by modern versatile educational process. The author‘s insights are based on the experience and results got while working with primary school students in the young farmers‘ club.
The summary of the experience how creatively teachers realize the content of the club‘s activities according to the principles of General programmes of Primary and Basic education (2009) is provided in the article. Working with the partners (Regional Farmers‘ Associations, Agricultural Services and Chamber of Agriculture of the Republic of Lithuania) the relationship between club members and the closest natural, sociocultural and economic environment is established, educational programmes not only enrich students‘ experience developing valuable attitude towards the native country, its heritage, as well as the variety of the world, but also raise students‘ awareness of fragility of various forms of life and develop ecological self-consciousness. Students analyse natural materials, observe processes in nature, thus they use theoretical knowledge practically checking information provided in different sources. Evaluating the results students can easily notice the relationship between cause and effect and improve their general competency. Knowledge gained in a practical way nourishes mind, body and emotions, it is transferred to the abstract level. Club members harmoniously share activities despite the difference in age, learning capacity and style , both genders and special needs. Young Farmers‘ Club activities contain a lot of space for interdisciplinary integration. Enterprising activities are revealed for students participating in local and national fairs. The major factor is that there are children who highly enjoy these activities.
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Author(s):
Ramunė Vėželytė.
Page No : 92-94
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NATURAL SCIENCE TEACHING THROUGH „LEARNING THROUGH PLAY“ STRATEGY
Abstract
Through the use of creativity, original thinking, humour, and respect for the child, modern teachers motivate learners to seek knowledge, learn, and make sense of what is happening in nature.
By way of playing in a dedicated natural environment, preschoolers learn to set personal goals, pose questions, explore, find creative and innovative ways of doing things, use information technology, reason about what they have learned, share knowledge with others, create, and plan a further course of action.
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Author(s):
Zinaida Žvinklienė.
Page No : 95-103
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APPLYING VISUALIZATION TECHNIQUES IN THE SCIENCE EDUCATION FOR PRE-SCHOOL AGE CHILDREN
Abstract
With the rapid changes in the society and technologies, the attitude towards a child, his education and development at a pre-school education institution is changing as well. The children's brain structure is changed so much that they are able to adopt and perceive visual information faster and easier. While educating children we should take into account the special features of "internet age" children for to better adopt the curriculum to children's needs and learning style. Information technologies help to visualize the ideas and concepts that are difficult to understand, they also help to look with the naked eyes deeper into the invisible world. Therefore, it is important to engage children, teachers and parents with new technologies and their potentials in exploring the living and inanimate nature, to feel the joy of new discoveries.
Systematic and targeted surveillance, explorations, experiments and their analysis provide a better quality to children's education and development. Children are becoming more initiative, creative, their vocabulary fills with new words, their speaking skills are trained better, as well as touch, sight, smell, logical thinking skills, they also learn to count, compare, analyse, to concentrate, to present their research versions, discuss, make conclusions independently and they learn to work in a team.
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Author(s):
Elena Belnitskaya.
Page No : 104-108
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PREPARATION OF STUDENTS FOR THE CONSCIOUS CHOICE OF THE PROFESSION OF CHEMIST IN THE CONDITIONS OF PROFILED EDUCATION IN THE REPUBLIC OF BELARUS
Abstract
In the system of general secondary education of the Republic of Belarus, various ways of solving the problem of preparing students for an informed choice of the chemical profession (studying chemistry at a higher level, organizing elective classes, and vocational guidance in the means of a school subject, including using electronic educational resources) were examined and tested. In recent years, the targets for profile training and career-oriented work are converging; The solution of problems aimed at preparing students for an informed choice of chemical professions, provides for the organization of professionally oriented profile chemistry training, the development of appropriate scientific and methodological support; Use of information technology, consolidation of efforts of participants in the educational process.
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Author(s):
Dagnija Cēdere, Sandra Kalniņa.
Page No : 109-115
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MOODLE TESTS FOR ASSESSING THE ACADEMIC ACHIEVEMENT IN CHEMISTRY LABORATORY WORKS IN HIGHER EDUCATION INSTITUTION
Abstract
Assessment is an important component of education quality assurance in higher education institution. The type and form of assessment depend on different factors. The use of tests in assessing the academic achievement is an effective method that ensures the objectivity of the assessment.
The Chemistry course acquired by students of different science specialities of University of Latvia envisages the assessment of students’ laboratory works. The current experience shows that the academic staff finds it difficult to evaluate objectively student’s knowledge and skills when assessing the laboratory work according to the protocol handed in by the student after the work.
The aim of the study is to find an effective method of assessing the academic achievement that could provide objective assessment of student’s laboratory work. In order to reach the aim, the suitability of the Moodle tests contained by the e-learning environment to the assessment of laboratory works in chemistry was explored. Each test has been compiled according to the aim and objectives of the laboratory work and it includes both reproductive and analytical tasks. The participants of the study were 112 first year students – the future biologists and optometrists.
The comparison of the test marks with marks that students had in test works and examination allows concluding that Moodle tests are easily applicable in assessing students’ academic achievement in laboratory works. The test assessment gives objective information about students’ understanding of the laboratory work, the gained knowledge and deduction skills. The assessment process takes little time and provides operative feedback both to students and the academic staff.
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Author(s):
Suriya Gilmanshina, Rimma Sagitova, Fidaliya Khalikova, Iskander Gilmanshin.
Page No : 116-124
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SYSTEM OF PROJECT ACTIVITIES FOR THE DEVELOPMENT OF LEARNERS’ INTEREST TO NATURAL SCIENCES
Abstract
In this article the system of project activities on chemistry and energy saving disciplines which is developed and implemented by the authors for developing learners' interest in natural sciences is presented.
The implemented system of projects to develop learners' interest in natural sciences integrates three interrelated blocks of project activities: project activities of learners under the guidance of teachers, project activities of students – pre-service teachers with aim to popularize science in online mode and the activities of university teachers on innovative career guidance projects for school students. The main feature of project activity of learners based on the personality-oriented approach is revealed, which is connected with its complication from mini-projects to design-research assignments. It was revealed that the conditions of elective courses are especially favorable for this purpose. The elective course, according to the Russian educational standard, is a compulsory course which is selected by the student's choice, one of the organizational forms of chemistry teaching. Elective courses of preprofile preparation target graduates of secondary school to perceived choice of the future major of education in high school. There are the following elective courses: subject-oriented, interdisciplinary (integrated) and applied feature. The subject-oriented elective courses are aimed to develop the cognitive interest in the subjects of the chosen profile, to expand and to deep the knowledge of students in the profile discipline. Interdisciplinary elective courses are designed to integrate knowledge into related disciplines, as a necessary condition for successful education in the high school. Elective courses of applied feature show the connection of the certain subject to life.
The specifics of students' project activity on the development of school students' interest in natural sciences, related to the interactive popularization of science (chemical shows) are revealed. The main feature of the project activity of university teachers in the development of school students' interest in natural sciences is connected with the implementation of such innovative projects as the Small Chemical Institute and the project-oriented teaching of school students at the departments of the university.
The effectiveness of the implemented system of project activities to develop the interest of learners in the natural sciences on the example of chemistry is experimentally proved.
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Author(s):
Sergei V.Teleshov.
Page No : 125-136
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EQUIPPING CLASSROOMS OF CHEMISTRY IN THE RUSSIAN EMPIRE IN XIX – EARLY XX CENTURIES
Abstract
The first textbooks in Russia were established by Russian scientists who had got their education in European universities. A. Karamyshev - a student of Carl Linnaeus in Uppsala University, A. Scherer, in Jena, F. Gize in Berlin and Vienna, H. Hess - a student of G. Ozan - the University of Dorpat (Russian, but not Russian), who improved then his skills at the J. Berzelius. Thus, it is possible to admit that the Russian Empire had many subsequent methodological advances in the field of chemistry due to the European education obtained by Russian chemists, who stood at its origins.
In the framework of the national scientific-practical conferences of the Republic of Lithuania, we have already mentioned the methodological issues of our common heritage - history, techniques of chemistry in the Russian Empire, to its roots since M.V. Lomonosov, V.M. Severgin, Andrzej Sniadeckis. We have successfully examined the following topics of the history of chemistry teaching methods starting from the late eighteenth century: issues and challenges, which were decided by the students, realists, and cadets, of individual formulas and reaction equations, the chemical experiments in various educational institutions of the Russian Empire. Approaching the end of this research, we offer the subject dealing with the chemical equipment of the classrooms of that time to the reader. We can theoretically project our future if we know our past. Knowledge of history of your subject broadens the mind of the teacher as knowledge of the foreign language.
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Author(s):
Editorial Board.
Page No : 139-140
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END
Abstract
End page, Vol. 23, GUBUM, 2017