Turinys / Contents

COVER

Abstract

GAMTAMOKSLINIS UGDYMAS BENDROJO UGDYMO MOKYKLOJE – 2024 XXX nacionalinės mokslinės-praktinės konferencijos straipsnių rinkinys, Plungė, 2024 m. balandžio mėn. 26-27 d. *** NATURAL SCIENCE EDUCATION IN A COMPREHENSIVE SCHOOL – 2024 Proceedings of the Thirtieth National Scientific-Practical Conference, Plungė, 26-27 April, 2024

CONTENTS

Abstract

GAMTAMOKSLINIS UGDYMAS BENDROJO UGDYMO MOKYKLOJE – 2024 XXX nacionalinės mokslinės-praktinės konferencijos straipsnių rinkinys, Plungė, 2024 m. balandžio mėn. 26-27 d. *** NATURAL SCIENCE EDUCATION IN A COMPREHENSIVE SCHOOL – 2024 Proceedings of the Thirtieth National Scientific-Practical Conference, Plungė, 26-27 April, 2024

EXPRESSION OF ENVIRONMENTAL VALUES ATTITUDES IN THE DRAWINGS OF SECOND GRADE STUDENTS

Abstract

This article stresses the importance of trying to uncover and understand students' value attitudes. Since we cannot see the values themselves, observing students' behaviour, asking the right questions and encouraging them to share their thoughts can give us insight into their attitudes. This knowledge could be used to personalise the content of learning and to choose which teaching methods to use. By creating learning situations with direct experience, we allow connections to be made between knowledge and concrete experiences. Equally important is the experience that learners already have. This paper describes a methodology that was used to identify students' expression of environmental values through their favourite places. A 3-step activity was carried out with 22 second grade learners. The results of the activity show that the majority of the students chose their favourite places in nature, some of them specific locations, others nature in a non-literal sense.

COMPUTER EDUCATION REFORM IN TAIWAN

Abstract

This article discusses the evolution of computer education curricula in primary and high schools worldwide, highlighting the significance of adapting to the rapid advancements in information technology. It addresses the varying perspectives on the content and timing of computer courses and analyzes literature on pre-university computer curricula across different countries. These differences reflect the unique societal and economic conditions of each country. Taiwan's computer education reform, initiated in 2019 with the 12-Year Curriculum Guidelines, is explained. The reform significantly emphasizes computational thinking, a recent shift in curriculum orientation incorporating problem-solving skills to address real-world issues. The discussion also notes the difficulties in promoting new computer curricula, emphasizing the need to understand these challenges to prevent potential conflicts.

INTEGRATED NATURAL SCIENCE INQUIRY-BASED WORKS

Abstract

While conducting the research, students applied their wide-ranging knowledge, including biology, chemistry, mathematics, technology, and informatics. Our investigation focused on air pollution across five locations in Kuršėnai, utilizing lichen bioindicator species, the maple leaf tar spot (fungus Rhytisma acerinum) test, and metal corrosion indicators. Comparative analysis of the data revealed almost identical results across different methodologies. The cleanest air was near the gymnasium, likely due to the distance of the maple trees from the road and vehicular traffic. Conversely, the most polluted air was at Vilniaus St. 48, adjacent to a bustling street. Deviations noted at Ventos St. 6 were due to research conducted away from the immediate vicinity of the road. Notably, air pollution significantly decreased 100 meters away from the street. Metal corrosion indicators emerged as the most sensitive method employed in our study.

EDUCATION FOR SUSTAINABLE DEVELOPMENT IN PRIMARY SCHOOL: THE POSITION OF PRE-SERVICE PRIMARY SCHOOL TEACHERS

Abstract

The results of the survey showed that a large proportion of pre-service teachers, when assessing the situation over the next 10 years in nine key areas (air pollution, deforestation, biotic crisis, greenhouse effect, water scarcity, radioactive waste, GMOs, water pollution, global warming), predicted that the situation would worsen in all areas. It is clear that such scenarios are mostly dependent on the socio-economic development of humanity and what measures/actions will be taken at national and international level to minimise the consequences of such predictions for humanity. The results of the study show that in the national context, sprawl and solid waste are seen as the most pressing environmental problems. Endangered species, deforestation, exotic plants and/or animals are not considered to be a pressing issue in Lithuania. The vast majority of preservice teachers consider their knowledge of sustainable development to be insufficient and say that much more is needed. These findings oblige curriculum designers and implementers to take this into account when improving/restructuring/developing curricula and constructing the content of individual subjects. The results suggest that the majority of respondents consider teaching about sustainable development at an early age to be very important. The latter variable is directly correlated with the need for knowledge about sustainable development. Respondents who emphasise the importance of teaching about sustainable development have a correspondingly higher need for knowledge about sustainable development. In addition, it is found that the majority of the respondents have a positive attitude towards sustainable development and only a small number of respondents have a neutral attitude towards it. The study certainly has some limitations. Firstly, the sample size of the study is small, despite the fact that it is in principle in line with the requirements of a preliminary/pilot study. Due to the homogeneity of the population studied, possible gender differences were not analysed.

SCHOOL AND LESSONS BEYOND ITS BOUNDARIES: SCHOOL YEAR EXPERIENCES OF PRE-SERVICE PRIMARY SCHOOL TEACHERS

Abstract

The study examined the school experiences of pre-service primary school teachers (N - 39) about learning in non-traditional educational environments/settings. Based on the autobiographical memory paradigm. This is important in studies, because later, based on the experience of students, knowledge and understanding of educational environments and their use in teaching natural sciences in primary school is expanded and deepened. A two-part task was assigned to the participants: Students were asked to: 1) recall their school and draw a picture of it; 2) recall lessons they learned outside of the classroom, such as in a yard, park, or other educational setting, and provide a brief description of those experiences. After analysing their memories, the participants were able to choose which form - child, young person or adult, woman or man - they would give to the school in order to best reflect the culture of the time and to express the feelings of the former students. The drawing was asked to be accompanied by a short comment to ensure that it was correctly understood by the group mates. The survey shows that students are more likely to share positive than negative experiences of their school years. Pre-service teachers benefit from looking back on their school years as they consider how to modify the educational process to fit the needs of diverse students and consider the role of a teacher, which includes being an investigator of students' learning and not being frightened of innovation or change.

ANNIVERSARIES: PROMOTING GEOLOGICAL SCIENCE AND ACTIVATING NON-FORMAL SCIENCE EDUCATION AT THE VU GEOLOGICAL MUSEUM

Abstract

During the festive year, one does not want to talk about problems [although the situation of geological science in general education school programs has not improved, in the newly prepared textbooks (if they will be published) it continues to be pushed to the place of the most abused stepdaughter], so we are happy with the successful events of the last anniversary year. We are happy with the increasing traffic. Not counting the visitors who participated in the previously listed events, in 2023, 230 excursions (about 4,500 visitors) came to the Museum of Geology, 48 excursions for ~930 schoolchildren with exercises (educational activities); there were themed evenings for the public + museum excursion on weekends 4, ~80 visitors. Educational classes + excursion in the museum on weekends - 10 (~190 visitors). The constantly updated display "Our latest popular achievements and latest scientific reports" (visited by ~4900). Consultations - identification of brought finds: ~300 (the number of finds varies). A total of ~5,000 visitors heard about geology (not counting TV viewers).

EDUCATION OF SUSTAINABLE LIVING OF PRE-SCHOOL CHILDREN

Abstract

The article discusses the aspects of integrating the topics of education of sustainable living and development strategy into the daily activities of the preschooler. Preschooler’s acquired knowledge and built habits of sustainable living remain further at school, if supported by family. Therefore, it is extremely important to apply the methods of sustainable living in teacher’s everyday activities and to introduce such educational activities which would become effective and applied without additional efforts. The habits of sustainable living at kindergarten “Rūtelė” in Plunge are being built following personal experiences by creating educational routine and including the main aspects of sustainable development strategy, such as: saving and conservation of environmental, natural and other resources, expansion of biological varieties in the territory of the kindergarten, socioemotional education, daily physical activity and healthy nutrition. Educational activities are being planned with the reference to the principles of the sustainable living, the basis of which is the perception that School is a consonant community, fostering ecology and health favourable ideas, as well as respect to a person and nature.

EDUCATION OF THE CONCEPT OF ENVIRONMENTAL SUSTAINABILITY IN PRESCHOOL CHILDREN, GETTING TO KNOW THE NATURAL RESOURCES IN THE PAKRUOJIS REGION – DOLOMITE ROCK

Abstract

It is often said that nature is our home and that what nature grows are gifts for us to use. When exploring nature, the question arises: what can be obtained from it, and what can be taken home without harming nature? Natural resources are found in living and non-living environments and are used by humans or can be used to satisfy consumer needs. Some examples of natural resources include solar energy, geothermal energy, minerals, climate, water, soil, vegetation, fauna, and landscape. Environmental sustainability is defined as a combination of social and economic development and environmental protection efforts to ensure a high quality of life for current and future generations. For many, environmental sustainability is associated with the protection of ecosystems, the use of renewable sources, and environmentally friendly behaviour. It's very important to talk to children about sustainability too. They are our future, and their habits, knowledge, and awareness are crucial to the fate of the planet. However, finding a clear explanation of sustainability for children is not an easy task. It can sound like this: sustainability - are the micro-changes that we can make to help take care of our planet. When participating in joint activities, preschool children can grow in understanding, describing themselves as a part of nature, and explaining in their own words what human needs are and their impact on the environment. They also demonstrate initiative on how to protect nature and how to use natural resources responsibly. The responsible use of natural resources is an important aspect to preserve our nature. Preschool children have a great opportunity to learn about minerals found in the local region. Children also develop an awareness of natural resources, environmental protection, and the history and culture of the region. Understanding how fossil fuels are used in everyday life can help children appreciate the environment, encourage conscious consumption, and spread ideas of sustainability.

END

Abstract

GAMTAMOKSLINIS UGDYMAS BENDROJO UGDYMO MOKYKLOJE – 2024 XXX nacionalinės mokslinės-praktinės konferencijos straipsnių rinkinys, Plungė, 2024 m. balandžio mėn. 26-27 d. *** NATURAL SCIENCE EDUCATION IN A COMPREHENSIVE SCHOOL – 2024 Proceedings of the Thirtieth National Scientific-Practical Conference, Plungė, 26-27 April, 2024