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Abstract

GAMTAMOKSLINIS UGDYMAS BENDROJO UGDYMO MOKYKLOJE – 2026 XXXII nacionalinės mokslinės-praktinės konferencijos straipsnių rinkinys, Utena, 2026 m. balandžio mėn. 24-25 d. *** NATURAL SCIENCE EDUCATION IN A COMPREHENSIVE SCHOOL – 2026 Proceedings of the Thirty-second National Scientific-Practical Conference, Utena, 24-25 April, 2026

CONTENTS

Abstract

GAMTAMOKSLINIS UGDYMAS BENDROJO UGDYMO MOKYKLOJE – 2026 XXXII nacionalinės mokslinės-praktinės konferencijos straipsnių rinkinys, Utena, 2026 m. balandžio mėn. 24-25 d. *** NATURAL SCIENCE EDUCATION IN A COMPREHENSIVE SCHOOL – 2026 Proceedings of the Thirty-second National Scientific-Practical Conference, Utena, 24-25 April, 2026

VISUALIZATION IN SCIENCE EDUCATION: EFFECTIVE SOLUTIONS FOR GRADES 5–6

Abstract

Recently, in public spaces, there has been frequent discussion about parents' and teachers' observations that students of various ages are losing motivation to learn. To maintain students' attention and enhance their critical and logical thinking, it is necessary to seek educational methods that support this. This is especially relevant in grades 5–6, as 11–13-year-old students are very active and may find it more difficult to maintain attention, independently prepare for lessons, or critically evaluate information. Inquiry-based learning can be one tool to increase students' motivation and help them understand the value of the sciences, encouraging them to choose to study these fields. By applying the scientific research method, students can experience the joy of discovery, which stimulates interest in science and cultivates the ability to apply scientific principles to real-life problems. The scientific research method is particularly suitable for grades 5–6, as it allows students to engage actively, collaborate, communicate, critically evaluate available information, apply existing knowledge, and seek new information. Education should be flexible (Mishra, 2025). Practical activities can be adapted for students with various needs and also encourage interest in the natural sciences (Mondal, 2024; Putri, 2026). By applying the scientific inquiry method, students with well-developed logical thinking further deepen their knowledge and skills in the field of natural sciences, while students with less developed logical thinking can experience learning success, enjoy their achievements, and make discoveries in natural science lessons. It can be assumed that the scientific inquiry method is useful for developing critical, logical thinking, increasing self-confidence, independently seeking ways to solve problems, and consulting with teachers, parents, and other specialists. The effectiveness of the method can be compared when these students finish school and choose to study their desired fields.

CHEMISTRY AS PART OF EARLY SCIENCE EDUCATION

Abstract

In the text we explore the role of chemistry in early science education, emphasizing its importance for developing students’ scientific literacy and understanding of the world. Although chemistry is often not explicitly highlighted in early curricula, it naturally appears in everyday experiences such as cooking, dissolving substances, or observing material changes. These experiences provide valuable opportunities for teachers to connect theoretical knowledge with real-life contexts, thereby increasing students’ motivation and comprehension. A key aspect of effective science education is the use of constructivist and inquiry-based approaches, where students actively engage in learning through observation, experimentation, and hypothesis formation. Simple experiments and empirical methods are particularly important in chemistry, as they help make abstract concepts more accessible and understandable. These methods also support the development of essential scientific skills, including critical thinking, problem-solving, and the ability to interpret results. The teacher plays a crucial role as a facilitator who guides students’ learning, adapts content to their developmental level, and creates a safe and stimulating environment for experimentation. However, many teachers may feel insufficiently prepared to teach chemistry, highlighting the need for professional development and quality teaching resources. We also present the concept of teaching through the four ancient elements (water, air, earth, fire), demonstrating how simple, safe experiments can effectively introduce basic chemical principles. This approach helps bridge theory and practice while fostering curiosity and positive attitudes toward science. Overall, the integration of chemistry into early education, when done thoughtfully, contributes significantly to meaningful learning and provides a strong foundation for further scientific education.

THE EFFECTS OF FOREST THERAPY ON THE EMOTIONAL HEALTH OF PRESCHOOL-AGED CHILDREN

Abstract

The habits and experiences formed in childhood have a long-term impact on a person’s lifestyle and well-being. It is important to find ways to promote children’s emotional well-being and a healthy relationship with their environment at an early age. Conscious, purposeful time spent in a forest environment can have a positive impact on the emotional health of preschool-aged children, helping them calm down, better recognize their emotions, strengthen interpersonal relationships, and increase overall emotional comfort in the educational process. The aim of the study was to reveal the impact of forest therapy on the emotional health of preschool-aged children. Planned educational activities were carried out “Little Hedgehog’s Dreams: Sensory Reading Experiences in the Forest,” a photography exhibition titled “Signs of Spring in the Forest,” creative workshops (drawing on birch bark and tree trunks), a musical drawing activity set to M. K. Čiurlionis’s music “In the Forest,” educational excursions along the nature trail in Rozalimas Forest Park, a live broadcast of wild animals, and more. In summary, children’s emotional health is an important part of a holistic, healthy lifestyle, significantly influencing their development, learning, and social relationships. The experiential, creative, and exploratory activities conducted in nature demonstrated that the forest environment provides favorable conditions for children to experience positive emotions, develop creativity and exploratory skills, and strengthen their connection with nature. Following the implementation of forest-based educational activities, positive changes in children’s well-being and behavior were observed: sleep quality and rest improved, attention span and focus increased, and irritability and hyperactivity decreased. Children express and identify their emotions more frequently and clearly, have become more empathetic toward their peers, are able to resolve conflict situations more effectively, and cooperate more actively with one another. More positive and stable interpersonal relationships, greater curiosity, and increased engagement in activities are also observed, and in nature, children behave more responsibly, consciously avoiding littering and taking care to preserve the environment.

EARLY SCIENCE EDUCATION: APPLICATION OF THE PROJECT METHOD IN A PRESCHOOL EDUCATION INSTITUTION

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“Nature is not a luxury – it is a necessity”. So states Richard Louv, the author of the book “The Last Child in the Woods”. Being outdoors directly activates all five senses simultaneously. Digital screens stimulate only sight and hearing; it is exhausting for the brain. Nature provides a calm attentiveness that heals an overworked nervous system. R. Louv (2025). Another famous German neurobiologist, psychiatrist, and professor of psychology, Manfred Spitzer, reveals the results of brain research that he urges to be usefully applied in schools. It is the brain activity researchers who provide us with scientific arguments for developing humanistic pedagogy and creating optimal conditions for children to grow up properly. They reunite mind and feelings, human and nature, emphasizing how “human” nature has created us and how indivisible we are. Czisch (2007). Based on the literature of these authors, I want to present several troubling thoughts in this article: how to preserve the values of natural science and properly pass them on to preschool children. How we, as educators, can create appropriate contexts and instill natural science literacy in children, their families, and our entire community. How to encourage resistance to the influence of screens and show that in a rapidly changing world, an abundance of technology is fundamentally changing humans, their attitudes, values , and behavior. More and more often, families choose a passive time at home, in front of screens, and spend far less time in a natural environment. Practice shows increasing cases where families try to keep their children "sterile", thereby closing the door to the world of senses and nature. With this article, I also aim to share successful work practices. I will present how much attention we pay to creating contexts for preschool children. I will introduce how project-based activities are successfully implemented at the Utena nursery school–kindergarten “Gandrelis”. I will provide information on how other educational areas are integrated into the context of natural science education. Finally, I will summarize and present the established educational and informational outdoor zones, as well as areas dedicated to observing organic decomposition processes.

PRE-SERVICE PRESCHOOL AND PRIMARY EDUCATION TEACHERS’ VIEWS ON THE USE OF ARTIFICIAL INTELLIGENCE IN THE STUDY PROCESS

Abstract

The penetration of artificial intelligence (AI) and related tools into the field of education is deepening. This is especially relevant in the process of university studies. It is clear that integrating AI tools into the study process significantly changes the study practice itself. On the one hand, AI offers wide-ranging application possibilities; on the other hand, it poses many challenges. First, the question arises about the appropriate use of AI. However, it is practically impossible to define the boundaries of appropriate use. Many higher education institutions have rushed to prepare recommendations for students on the appropriate use of artificial intelligence during their studies. The essential motive for such recommendations is to ensure compliance with the legal norms of academic ethics and authorship. On the other hand, in certain aspects, the use of AI in the study process is limited and, probably, should be limited. This alone shows that this area is becoming extremely relevant, significant, and at the same time complex. Thus, the aim of the study was to analyze the position of pre-service preschool and primary school teachers in their studies of AI use. The statements formulated in the research instrument included perceived usefulness of AI, ease of use, intention to apply AI in the future, and assessments of understanding, limitations, and ethical consequences of AI. The study was conducted from October to December 2025. The study sample consisted of 96 pre-service teachers from two Lithuanian universities. To collect data, a questionnaire was prepared and administered to students to assess their understanding of artificial intelligence and their involvement in the use of AI in everyday life, studies, and future professional activities. Respondents assessed the statements on a structured 5-point interval Likert scale from “strongly disagree” to “strongly agree”. The study showed that pre-service preschool and primary school teachers generally view the use of AI tools favorably in the study process. In addition, AI is perceived not only in the context of studies but also in the context of future pedagogical activities. Pre-service teachers consider AI to be part of the pedagogical work environment, but not an alternative to the teacher. On the other hand, respondents understand the principles, benefits, and potential limitations of AI but still do not consider it particularly reliable. Students trust AI more where its functions are visible and easily verified. Respondents positively assess the benefits of AI, its significance for future professional activities, and their readiness to apply it, but remain cautious about AI's reliability and the need for intensive use. This allows us to state that AI is perceived by pre-service teachers primarily as an auxiliary tool that complements professional work, rather than an autonomous replacement for the teacher.

THE INQUIRY-BASED LEARNING CORNER “ECOLOGY LABORATORY”: OPPORTUNITIES FOR EXPERIENTIAL SCIENCE EDUCATION IN PRIMARY EDUCATION

Abstract

The Inquiry-Based Learning Corner “Ecology Laboratory” as a Tool for Science Education in Primary School The work presents the implementation of an inquiry-based learning corner, “Ecology Laboratory,” in primary education. The relevance of the topic stems from the growing need to develop students’ environmental awareness, sustainability skills, and the ability to apply scientific knowledge in real-world contexts. In primary education, experiential learning plays a crucial role by allowing students to explore, observe, and understand natural processes through direct engagement. The aim of the article is to present the creation and application of the learning corner “Ecology Laboratory” and to reveal how this educational environment contributes to the development of students’ scientific literacy, environmental awareness, and sustainable behavior. The learning corner is organized as a continuously functioning learning environment comprising three main components: active, hands-on activities, informational learning stations, and practical sustainability experiments. Students engage in activities such as sorting waste, modeling the plastic recycling process, using sensory bottles to explore environmental pollution, observing composting processes in a worm habitat, and experimenting with water filtration. Special attention is given to a sustainability experiment, “Do waste materials affect our air?”, in which students investigate gas formation from organic waste in anaerobic conditions. Through observation, comparison, and simple pH testing, students develop an understanding of the relationship between waste decomposition and air pollution, including the formation of greenhouse gases. The results of the pedagogical practice show that students become more actively involved in the learning process, demonstrate greater motivation, and better understand environmental issues. They develop the ability to identify cause-and-effect relationships, apply knowledge in everyday situations, and make more responsible decisions related to environmental protection. The findings suggest that inquiry-based learning environments such as the “Ecology Laboratory” are effective tools for promoting experiential learning, scientific literacy, and sustainable thinking in primary education.

DEVELOPING BOTANICAL LITERACY IN PRIMARY SCHOOL: PLANT IDENTIFICATION AND PRECONDITIONS FOR REFLECTION

Abstract

It has been nearly thirty years since Elisabeth Schussler and James Wandersee, two American botanists and biology educators, introduced the concept of “plant blindness” (1998). They used this term to describe the “inability to see or notice plants in one’s environment.” In recent years, this important topic has regained attention. This work aims to highlight plants as the most important group of organisms for the existence of ecosystems, to analyze the level of attention they receive in the Lithuanian primary school science curriculum, and to encourage teachers to reflect on whether sufficient emphasis is placed on plants in science lessons. The work presents the results of tasks completed by teams of third-grade students from 14 primary schools (each team consisted of two students), based on an analysis of their worksheets. In a plant recognition task, students were asked to name ten plants shown in slides. All teams correctly identified linden, spruce, pine, and sunflower, while only two teams correctly named celery. Students were then asked to indicate which of these plants are herbaceous and which are coniferous. Five pairs of students correctly identified all herbaceous plants: celery, marigold, dandelion, bulrush, and sunflower. The same number of teams failed to classify juniper as a conifer. Another task revealed that students can independently learn new botanical concepts, comprehend written texts, and complete related tasks. However, about one-third of the teams made mistakes in at least one of the six reading comprehension questions. This suggests student distraction, lack of attentiveness, and insufficient engagement with the text.

CONTEXTS OF INQUIRY AND DEEP LEARNING IN THE NATURE ACTIVITY ROOM

Abstract

This work analyses selected contexts of inquiry and deep learning in the nature activity room operating at Pakruojis Nursery-Kindergarten Saulutė. Drawing on contemporary educational approaches, it emphasizes that children learn best through active involvement, exploration, and reflection on their own experiences. The nature activity room is presented as a rich educational environment that provides opportunities for experiential, sensory, and inquiry-based learning. STEAM activities are integrated into this setting to encourage children’s curiosity, independence, critical thinking, and creativity. Within this process, the teacher often assumes the role of an observer-coordinator, supporting children in asking questions, seeking answers, and reflecting on their experiences, while remaining actively engaged with them. The article presents practical examples of activities (“Morning Tea”, “Winter Wonders”, “Candle Making”, “St Agatha’s Day”, and the contexts of everyday care activities), revealing how experiential, creative, and cultural activities enable children to acquire knowledge of the natural world and to develop as self-confident, flexible thinkers who care for themselves and others, are sensitive to social and creative diversity, communicate effectively, express creativity, and learn successfully. It is emphasized that direct contact with nature, the care of animals and plants, long-term observation, and independent activity help children to understand natural processes, foster responsibility and respect for life, and strengthen their inner motivation to play creatively and learn through experience.

FROM CONSUMERS TO CREATORS: VIBE CODING AS A PROFESSIONAL COMPETENCY FOR EARLY CHILDHOOD AND PRIMARY SCHOOL TEACHERS

Abstract

Recent discussion of generative AI in education has focused on student use and AI literacy in the curriculum. Less attention has been paid to a different shift: teachers can now use large language models to build simple classroom tools by specifying functions in natural language. This matters in early childhood and primary education, where teachers often need localised, developmentally appropriate resources that commercial software does not provide. Current teacher AI literacy and digital competence frameworks address selection and responsible use of AI systems, but they say much less about teachers who use AI to build tools for their own classrooms. Teachers' use of generative AI for small-scale classroom tool creation is professional competence, in a limited sense. The claim is that some forms of low-level tool creation are now accessible to non-programmers, and that this shifts the professional demand from code writing to pedagogical specification and iterative testing. The Teacher as Micro-Developer (TMD) framework structures this shift, organised around three layers: Pedagogical Intent, Prompt Architecture, and Critical Curation.

KARST AS A GEOLOGICAL PHENOMENON: THE IMPORTANCE OF GEOLOGICAL SCIENCE AND GEOLOGICAL EDUCATION

Abstract

The Northern Lithuanian Karst Region is not only a geological curiosity. This territory, stretching across the Biržai and Pasvalys districts and encompassing the Panevėžys district and several separate areas within it, is famous for its unique natural forms formed by underground melting of gypsum rocks. Although karst processes are often associated with infrastructure hazards, they create an impressive landscape and help us understand the impact of natural forces. One of the most striking curiosities of the karst region is sinkholes. They form when gypsum melts underground, and the earth's surface loses stability. According to geologists, more than 11 thousand sinkholes of various sizes and ages have now been counted in the Northern Lithuanian Karst Region. The karst process in this part is still active, and new sinkholes appear every year. The most famous of them are Karvės ola (about 20 m deep and 10 m wide) and Geologu duobė (length 13.5 m, width 11.8 m, depth 4 m, area 166.5 m2, volume about 185 m3). In addition to sinkholes, the karst region is rich in other natural forms, such as small lakes formed in sinkholes, cracks, and depressions. One of the more interesting objects is Pelanis Lake, formed by karst processes and constantly changing in size with the groundwater level. Gypsum denudation studies in the karst region of Northern Lithuania are important for both scientists and local governments. This region is one of the most sensitive geological zones in our country. Thus, the studies provide an opportunity to better understand how changing climate conditions and human activities can affect the intensity of karst processes. The collected data will help develop more effective prevention and management measures to avoid potential hazards. In addition, it is important from an environmental point of view, because karst regions are unique ecosystems that we will better understand through research. Read more: https://www.delfi.lt/tvarilietuva/aplinka/vieta-kur-veriasi-zeme-sis-regionas-yra-vienas-jautriausiu-lietuvoje-120095995

INQUIRY-BASED LEARNING IN OPTICS LESSONS: DEVELOPING ACADEMIC INTEREST THROUGH THE LESSON CYCLE “OPTICS THROUGH DRONE EYES”

Abstract

The rapid development of modern technologies, particularly unmanned aerial vehicles and optical imaging systems, increases the importance of physics knowledge, especially optics, in contemporary technological applications. However, students’ interest in science studies remains limited; therefore, fostering academic interest in school is an important educational direction. Empirical studies show that inquiry-based learning creates favourable conditions for students’ cognitive engagement and deeper understanding of scientific concepts (Pedaste et al., 2015; Lazonder & Harmsen, 2016). The aim of this article is to reveal the possibilities of applying inquiry-based learning in an optics lesson cycle and to evaluate the impact of such teaching on students’ academic interest. A mixed methodological approach combining quantitative and qualitative data collection methods was applied. The study was conducted with upper secondary school students while implementing the optics lesson cycle “Optics through Drone Eyes”, based on the principles of inquiry-based learning and STEAM integration. The results showed positive changes in students’ interest in physics and learning motivation, associated with active participation in inquiry activities and with connecting optical phenomena to technological examples.

DEVELOPMENT OF ORIENTATION SKILLS IN SECOND GRADE: EXPERIENCES OF PARTICIPANTS IN THE EDUCATIONAL PROCESS

Abstract

Environmental orientation skills, their development in primary education, and their significance for environmental awareness, critical thinking, and learning outcomes have been widely discussed in scholarly literature. Based on recent theoretical and empirical research, a framework of orientation skills for primary education was developed. It includes the following components: orientation and navigation, spatial thinking, map reading and analysis, practical application of orientation skills, and understanding relationships between place and space. This article presents a case of learning outside the classroom: an orienteering hike for second-grade students comprising 11 stations with designated exercises at each. The hike was designed and organized by the author of the article, a Vilnius University student, during her teaching practice. Four groups of students, equipped with a map of Vilnius Old Town and worksheets, navigated between stations to complete the assigned challenges. Analysis of the worksheets and students' reflections revealed several successful aspects of the educational activity (the orienteering hike): 1) engaging students in collecting information about historical, cultural, and natural sites in Vilnius; 2) developing students' attentiveness, concentration, and observation skills; 3) encouraging teamwork and maintaining students' active participation during group assignments; 4) strengthening students' connection with their environment; 5) organizing the educational process and ensuring student safety; and 6) managing time efficiently, as the exercises were not overly long and the duration of the hike was optimal. Areas for improvement include the formulation of exercises. More structured instructions should be provided, as second-grade students may find multi-sentence tasks challenging to comprehend. In future implementations, when students are required to search for information online, it would be beneficial to provide specific links or resources, ensuring that all learners can work at a similar pace and have equal opportunities to complete assignments effectively. Additionally, involving parents or colleagues during outdoor learning activities could allow the organizer to focus more effectively on observing and supporting the learning process.

LEARNING THROUGH OBSERVATION METHOD IN PRIMARY SCHOOL

Abstract

The observation method has long been considered an important learning method. It provides students with the opportunity to directly interact with their environment. The classics of pedagogy (Komensky, Diesterweg, Pestalozzi) considered observation to be the basis of knowledge. Eberbach and Crowley (2009) identified 4 factors of scientific observation: noticing, questioning, observation records, and productive disposition. Huanhuan and Palshkova (2024) state that through observation, students can notice details and changes in the environment, discover connections, and thus focus attention and develop critical thinking. Based on Rybska (2024), Johnston (2009), Kim and Park (2018), Tomkins and Tunnicliffe (2001), and other authors, the author of this article created a scheme of factors influencing students' observational ability. This led to the development of an educational activity scenario, tasks, and worksheets for students, as well as the organization and investigation of the educational activity. The results of the educational activity show that the observation activity evoked positive emotions in many students and aroused their curiosity. Students were interested in the practical activities conducted during the observations, including recording various meteorological indicators. The effectiveness and meaningfulness of the activities are demonstrated by changes in students' knowledge and skills. Educational activities not only confirmed but also expanded theoretical statements about the advantages of the observation method. During these activities, students had the opportunity to apply their existing practical knowledge, improve their data collection and conclusion-drawing skills, and gain a better understanding of the studied phenomenon. The question raised by both the teacher and the students gave the students a sense of discovery and the opportunity to gain new knowledge. By collecting and recording data, students became more responsible, independent, and insightful, improving their observation skills by moving from everyday to scientific observation. Students’ observations were greatly influenced by the teacher‘s preparedness to organize systematic observation activities and her flexibility within the educational process. Considering students’ interests, the teacher continuously adapted and refined the activity plan, maintaining students’ engagement and motivation to ask even more questions.

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Abstract

GAMTAMOKSLINIS UGDYMAS BENDROJO UGDYMO MOKYKLOJE – 2026 XXXII nacionalinės mokslinės-praktinės konferencijos straipsnių rinkinys, Utena, 2026 m. balandžio mėn. 24-25 d. *** NATURAL SCIENCE EDUCATION IN A COMPREHENSIVE SCHOOL – 2026 Proceedings of the Thirty-second National Scientific-Practical Conference, Utena, 24-25 April, 2026