Author(s):
Editorial Board.
Page No : 1-2
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COVER
Abstract
Cover page, GUBUM, Vol. 24, 2018
Author(s):
Editorial Board, ".
Page No : 3-4
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CONTENTS
Abstract
Contents, GUBUM, Vol. 24, 2018
Author(s):
Milana Beišienė, Rasa Damulytė.
Page No : 5-12
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HEALTHY LIFESTYLE SKILLS EDUCATION IN THE PRE-SCHOOL EDUCATIONAL INSTITUTION
Abstract
We live in an environment rich with various micro-organisms. A lot of germs fall in our hands every day. Various viruses and bacterial infections are spreading through the unclean hands, what can lead to serious health risks.
Teachers of pre-school education have the responsibility to encourage young people to develop proper hygiene habits. The principles of personal hygiene must be implemented continuously on a daily basis, by offering suitable, acceptable and interesting forms of activity for children.
In order to motivate the development of personal hygiene habits, the creative approach to the importance of clean hands were emphasized: interesting researches, explorations, experiments, moody hands washing motions were performed; various creative activities were offered by using the imagination. Particularly, children were the most motivated by activity through information technology.
After carrying out explorations and experiments, the children concluded that there are a lot of germs on the dirty hands and that we are carrying them on foods in such a way. They were convinced that a lot of germs are found on non-greasy fruits and vegetables.
The topic of invisible living organisms is very interesting for the children. Once again, it became clear that in order to understand the essence, the child has to study, experiment, explain, discover and learn it by himself.
The children emotionally shared their observations, reasoned, focused, and solved the problems during the activities. Tasks, observations, tests gave a sense of pride and self-confidence, all of which it helped to grasp the importance of caring for the cleanness of hands. Children began to wash their hands thoroughly and shared the recipe for soap with their parents. They gave as a present their own made-up soaps for their little friends in the kindergarten.
It is likely that all activities will have a positive impact on the formation of children's healthy lifestyle. Additionally, adults must be an example to follow for a healthy lifestyle.
Author(s):
Erika Jaroš.
Page No : 13-23
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DEVELOPING THE ARGUMENTATION ABILITIES OF 3RD AND 4TH GRADE PUPILS DURING THE EXAMINATION OF A LOCATION
Abstract
Educational institutions task - to create a student-centred environment that is able to choose and pursue their individual learning goals. The schoolenvronment is defined as the socio-cultural education authority area in which the permanent, versatile children's education and self-education process. Students orientation environment and its impact on the student's personal maturation and direct educational outcomes studied a number of Lithuanian and foreign scientists.
The thesis is selected according to the students' orientation skills relevant to the problems that many Lithuanian general education schools. Defined labour problem that does not know how to effectively develop the 3-4 grade students' management skills.
The main and primary goal - organizing educational activities based on experiential learning to develop students' grades 3-4 orienteering and argumentation skills in the environment.
Involve analysis of scientific literature, 3-4 grade students conducted a survey, which aimed to help the students get a basic understanding, knowledge and skills of orienteering and argumentation environment. Upon receipt of the completed questionnaires to the children - they were analyzedand made certain conclusions about 3-4 grade student orientation environment capabilities. Results of the study show that students in grades 3-4 all important orienteering and argumentation skills.
According to the study results, providing a further 3-4 grade students orienteering and argumentation skills development opportunities. It is important that the method develop is not a goal in itself, but a real and successful adaptation of the universal of the system.
Author(s):
Vincentas Lamanauskas.
Page No : 24-32
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NATURAL SCIENCE EDUCATION PROCESS IN PRIMARY SCHOOL: ORGANISATION AND IMPROVEMENT ASPECTS
Abstract
Natural science education in primary school is not only important, but it is also problematic. The importance, first of all, lies in the fact, that natural science education is an inseparable part of general education. Natural science education involves various components - ecological, environmental, healthy lifestyle, harmonious development and other. Experimental- research activity is especially important. Effective all component integration into education process in primary classes remains problematic. This is actual not only in Lithuania.
It is obvious, that in order to understand natural science education peculiarities working with the younger age children, exhaustive research are necessary and on their basis modelled, adjusted and developed natural science education in primary school. Only qualitative natural science education, acquired in primary school, can guarantee proper continuation of natural science education in basic and secondary school.
Research aim is to analyse primary school teachers’ position on natural science education question, i.e., to ascertain how teachers value personal preparation according to major natural science education fields, what natural science education improvement ways they discern, and what activity ways in natural science education process they like best.
The research is quantitative, pilot, of limited amount. The research was carried out between January and February 2018. Working primary school teachers from various Lithuanian primary schools participated in the research. Totally, there were 60 teachers (all women) from more than 25 schools.
The carried-out research allows asserting, that primary school teachers’ professional preparation in natural science education sphere remains actual. Practical work organisation is considered the most appropriate activity. Individual students’ differences are tried to be satisfied and considered the least by the teachers. Though teachers tend to demonstrate various experiments (16.0%), research activity is not prevalent (2.3%). A similar situation is observed speaking about technology involvement in education process. Teacher preparation to organise and realise natural science education in primary school is basically valued positively, however, it is diverse. The best preparation is fixated in biology science spheres (e.g., “Green plants” /PI=0.83, SD=0.22/, “People and other animals” /PI=0.80, SD=0.21/, “Life (vital) processes” /PI=0.73, SD=0.21/ and other). The weakest preparation is fixated in physics science fields (e.g., “Electricity (electrical) phenomena” /PI=0.55, SD=0.26/, “Forces and movement” /PI=0.56, SD=0.25/, “Light and sound” /PI=0.57, SD=0.26/ and other). The preparation in chemistry science field is considered average e.g., “Substance changes” /PI=0.64, SD=0.24/, “Substance mixture separation” /PI=0.61, SD=0.23/ and other). Preparation in scientific research field is also valued as average (PI=0.63, SD=0.18) (PI – preparation index).
Respondents consider resources/equipment the most important way of natural science education process improvement. Teacher professional improvement possibilities are considered the least important way of improvement. Lessons based on research (or other educational activities) are not considered a very important way of natural science education improvement.
More exhaustive research are necessary in future for analysing primary school teacher natural science competence problems, also seeking to better understand experimental-research activity organisation peculiarities in education process.
Author(s):
Violeta Lukočienė.
Page No : 33-37
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THE CONFERENCE AS A LEARNING METHOD AND ITS APPLICATION IN PRIMARY EDUCATION
Abstract
While analysing theoretical presumptions of educational methods, it has been noticed that personality’s development is validated by the conference as a method. This method stimulates support of active relationships among the participants of education process involving personal experiences. Conference as an education method involves learning process of multidimensional environment that includes various types of digital media such as text, image, sound, video that are integrated into one presentation. Conference as education method highlights the division between pupil-centred vs. teacher-centred conceptions. A pupil as a central figure creates conditions for pupils to communicate with each other without teacher’s positioning in the education process. Pupils and teachers of Šilutė Martynas Jankus primary school organise events dedicated to the Earth Day. One of the events is conference. Conference activities, presentations, community’s involvement into the educational process stimulate social communication; the education process becomes important not only to its participants, but also to the whole community increasing the engagement to solve nature problems.
Author(s):
Rita Makarskaitė-Petkevičienė.
Page No : 38-50
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INSECT TOPIC IN PRIMARY SCHOOL: CONTENT AND IDEAS FOR ACTIVITY
Abstract
Currently more attention is paid to natural science education in Lithuania. It is being encouraged to learn in green environment, diverse learning environments are established, however, it is also necessary to enhance teacher natural science literacy, to orientate education process into deeper learning. This article discusses, how to realise insect topic in primary school. French experience is also used for this.
Use of insects for teaching purposes can be very beneficial, because students can perform long term observations and experience a lot. They:
1) observe insect development and analyse different stages (egg, larva, pupa, adult; stage length; death and what were the causes of it; environmental conditions: humidity, light, temperature, food, behaviour and so on);
2) develop critical thinking: look for the answers to emerging questions, compare and collate, find similarities and differences, solve emerging problems;
3) develop positive attitudes regarding nature, overcome fear and prejudice (an insect cannot be another animal, isn’t it, therefore it is more important to understand what makes insect so interesting and significant).
Insect topic, as any other, can be interesting, useful for students getting to know animate nature, if it is directed towards students’ knowledge and understanding, ability, critical thinking and value attitude education.
Teacher, undertaking educational or project activity about insects has to seriously prepare, think out in advance, what part of activity is going to take place in natural environment and what in the classroom, what educational spaces are going to be created or exploited, to read a lot on that topic, to prepare students’ activity sheets.
Author(s):
Gitana Petrauskienė, Ramunė Vėželytė.
Page No : 51-55
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THE PROJECT-BASED NATURAL SCIENCES EDUCATION IN A PRESCHOOL CHILDREN’S GROUP
Abstract
The aim of today’s natural science education is literacy development from the early years. The project-based natural science education happens in a deliberately prepared natural environment: children may work in groups, institutions, or outside institutions. The activities aim at preschool children’s personality growth as well as gaining needed competencies and progress.
The realization of the project-based natural sciences’ method distinguishes preschool children’s individual and teamwork skills. It is also a very useful tool for developing pupils’ consciousness, activeness, creativity, and responsibility. Moreover, the preservation of animate and inanimate nature along with the rational use of resources is identified.
The project-based natural science education is closely related to the integration of innovative information technologies. Preschool children are encouraged to take part in various interactive games and activities. In this way the children’s thinking skills are developed. Also, the integration of information technologies motivates children to engage in concrete patronizing, nature-friendly, and environment-friendly activities.
Author(s):
Viktorija Rudak.
Page No : 56-66
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ARGUMENTATION TEACHING EXPLORING ARTIFICIAL ECOSYSTEM-AQUARIUM
Abstract
Argumentation is essential in many sciences. For example, in mathematics it is sought to prove all new statements, theories, tasks, answers. There is also argumentation in biology science to explore ant prove molecular processes in the cell, the process of life evolution. Argumentation has widely explored in logic science, psychology, philosophy, and philology. The ability to argue logically and reasonably is also important in the everyday life of a person. Each of us every day provides some arguments for communicating with family members, colleagues, friends and any other person. Because of that argumentation is one of the essential components of our life. Therefore, it can be said that the ability to argue for a modern person is important because, by being able to provide logical arguments, he will be able to communicate successfully with other people.
Looking from the perspective of the natural sciences, the argumentation in this science is no less important than in the sciences mentioned above. It plays an important role in science education. Such argumentation skills are useful in developing a “deep” perception and sound conclusions, especially when dealing with controversial approaches. Moreover, participation in argumentation, direct submission of arguments reinforces conceptual understanding. Scientists claim that ten-year-old child’s thinking has been already fluent, so ten-year-olds can take on more complex cognitive tasks. It means that in carrying out the task in the middle childhood, the child is able to give a logical conclusion, which indicates the ability to argue, to provide evidence, to justify the answer. Therefore, one can conclude that primary school pupils can be successfully trained in argumentation while teaching natural science content.
The article presents the results received from analysis of the pupil’s answers which were given while exploring artificial ecosystem-aquarium. The article outlines how students are able to argue during exploration of the artificial ecosystem-aquarium.
Author(s):
Tânia Cristina Vargas Sana, Dirceu Donizetti Dias, Agnaldo Arroio.
Page No : 67-79
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PHOTOGRAPHY AND EDUCATION: POSSIBILITIES FOR CHEMISTRY CLASSROOM
Abstract
In today's world, students should not be disregarded as they have a direct and immediate relationship with new technologies, and an invasion of images is generally present in social life, and specifically in the classroom. These movements are argued in favour of more dynamic, interdisciplinary, contextualized activities and supported by the educational media. In this sense this paper aims to present and discuss a strategy that articulates the production of photo images during physical modelling of a scientific school apparatus named Daniell cell. Methodologically the photo images were analysed from an adapted taxonomy, complemented with semi-structured interviews and questionnaires. The results indicate that the proposed strategy improves the understanding of the subject content as well as the interest and motivation to work, however, also reveals the need to promote visual literacy in chemistry and natural science classes.
Author(s):
Danguole Saviciene.
Page No : 80-87
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EDUCATIONAL SUBJECT INTEGRATION POSSIBILITIES WHILE CONDUCTING PHENOLOGICAL OBSERVATIONSIN PRIMARY SCHOOL CLASSES: “CAPPED MUSHROOM VARIETY AND CHANGE OBSERVATIONS IN VISAGINAS CITY”
Abstract
We are participating in the projects by environmentalist schools for few years now and conducting phenological observations. For the past year and the half, together with the students, we performed a practical work – the observation of capped mushroom variety and change in Visaginas city. We created an educational film based on our practical work “Capped mushroom variety and change observations in Visaginas city”.
Observation goal: To observe the capped mushrooms in the chosen area, to fixate (photograph) their species, to fill the weather calendar.
The hypothesis is: the mushroom abundance and variety is determined by weather temperature and humidity.
The duration of the observation:
• 2016 September, 2017 April, May and September.
The course of observation:
• We chose the observation area and measured it by square meters;
• Every day we observed and fixated growing capped mushrooms in the chosen area (we used
smart phones);
• We learned to indicate the varieties of the capped mushrooms;
• We sorted out the trees under which the mushrooms were growing;
• We learned to identify the trees and bushes by their leaves (we organized a contest-game
“Find your tree or bush” in the class and in the observation area);
• The weather calendar was filled;
• We visited Ignalina Nuclear Power Plant’s laboratory of observation and radiology;
• We analysed the results of the observation and concluded the results;
• We participated in the environmentalist camp;
The results of the observation:
• The chosen observation area’s size is 168 m2
• There were 11 tree and bush varieties in the observation area;
• We identified 26 capped mushroom varieties;
• The educational leafs were prepared in order to identify trees, bushes and mushrooms;
• The educational game “Identify the Mushroom!” was created;
• It was concluded, that mushrooms growing in Visaginas are not radioactive;
The interesting fact is, that on 2017 September (compared to the last year’s September), new varieties of the mushroom were found. Such finding lets to conclude the hypothesis, that weather temperature and humidity determines the variety and abundance of mushrooms. The weather observation calendar logs verify, that 2017 September weather was warm and humid. That led to favourable conditions for a more varied variety of mushrooms and populated area sizes.
The teaching of the subject of world cognition is strengthened by the integration of other subjects like: mathematics, Lithuanian language, arts and technologies, human safety.
Author(s):
Aida Skarbalienė, Rita Barkauskienė.
Page No : 88-93
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DEVELOPING ENGLISH AND INFORMATION TECHNOLOGY COMPETENCIES THROUGH ELEMENTS OF NATURAL SCIENCE
Abstract
The aim of the article is to present projects, lessons and other activities focused on rising students’ interest in natural science and carried out in informal education, English and IT lessons at Silute Martynas Jankus basic school. Students may learn in a wide variety of settings that is alternative to traditional classroom and this awakes their curiosity, desire to learn or know about their environment. The activities presented in this article, let us to develop not only science, but English and IT skills as well. The chosen themes for activities are actual nowadays, so we think, children should start from their close environmental research such as nature, cultural and historical heritage. The students observe, analyse, share their opinion on a particular issue, exchange ideas using innovative IT tools and developing English competencies such as speaking, listening, reading and writing.
Nordplus Junior project “Global Education” lasted for three years and we analysed issues about global warming and biodiversity. The result influenced us to involve more students in international projects and we participated in the project “Glimpses at our home place”. The students took photos of famous natural or historical buildings, shared info about them, created legends and e-book of them. At the moment we are working on the Nordplus Junior project “Divided by Nature, United by Sea”. We analyse legends about mythical water creatures in different cultures and try to find out how our societies tried to explain natural phenomena. A part of the work is travelling to other countries, visiting Nature and Science centres, fishery enterprises, forestry objects, parks. The students of primary classes work on projects “National Pet Month”, “Colours in Spring”online and describe their pets and blooming nature after winter. The students discussed about pollution and green energy, made experiments in English lessons “Acid Rain”, “Alternative Energy”, “Egg – symbol of Life”, studied electrical chain and solar system in IT lessons.
Integrating different subjects motivates students to cope with a challenge to work in a team, to overcome their fear to communicate in English, to use web 2.0 tools and reveal the main idea of discussing the theme. We use Natural Science as a tool in our lessons and projects to achieve goals of our subjects, to develop responsible and active citizens, broad minded youth tolerant to other cultures.
A list of words: natural science, environment, alternative, develop, natural phenomena, research, curiosity, energy, acid rain, solar system, reveal, observe.
Author(s):
Violeta Šlekienė.
Page No : 94-104
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CHALLENGES OF NATURAL SCIENCE EDUCATION: THE EDUCATION OF NEW GENERATION INNOVATORS
Abstract
STEAM education is not new in the world. Many research and international projects aimed at developing and improving this field have been and still are ongoing. In view of the rapid changes in science and technology and the growth of interdisciplinary integration, educational strategists, scientists and specialists from different countries regularly update the content of STEAM subjects and their teaching methods. Educational strategists of our country have declared STEAM education as a priority area of education. The Ministry of Education emphasizes that it is particularly important to raise pupils' interest in STEAM and to train 21st century teachers with STEAM education-relevant competencies. STEAM education is an interdisciplinary approach to learning where rigorous academic concepts are coupled with real world lessons as students apply science, technology, engineering, and mathematics in contexts that make connections between school, community, work, and the global enterprise enabling the development of STEAM literacy and with it the ability to compete in the new economy. STEAM education emphasizes art and technical creativity as interdisciplinary access, combining it with a rational combination with the peculiarities of individual subjects. At present, in the context of particularly rapid changes in the labor market, it is difficult to predict which specialties will be required when current students complete their studies. It is forecasted that even 65% basic school pupils, when they graduate, will work according to the specialty that currently does not exist and that by the year 2020, due to new technologies and business models, the global labor market will lose at least 7,1 million job places. This means that new skills and specialties will also be sought for educated, intellectually engineered professionals. That means, it is important to emphasize at school not only the importance of the knowledge itself, but also the continuous development of various skills. There is a growing debate about the abilities that will determine your professional and personal success in the future. The factors contributing to the necessity for the development and improvement of STEAM education, STEAM education issues, their causes, what is done in STEAM in other countries and the national STEAM conception have been highlighted in this paper.
Author(s):
Sergey Teleshov, Elena Teleshova.
Page No : 105-116
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EDUCATIONAL TEXTS FOR HIGH SCHOOL STUDENTS, REALISTS AND CA-DETS OF THE XIX CENTURY: METHODICAL ASPECT
Abstract
Until the end of the 18th century, Russia did not have original chemistry textbooks. Everybody had to use translations, including textbooks of physics, in which there was always a section on chemical phenomena. In the early 19th century domestic textbooks of chemistry appeared. At first they were few. Their undoubted advantage was that they were made by those who directly taught at school. Your attention is invited to the history of textbooks containing information on school chemistry. For the best of them, a brief description is given. Of considerable interest are the methodical views of the authors of first original textbooks. Their approach is quite appropriate in the preparation of modern educational texts on natural Sciences.
Author(s):
Audrius Astasevičius.
Page No : 117-122
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SILUTE MARTYNAS JANKUS BASIC SCHOOL
Abstract
There are 796 children, attending Silute Martynas Basic School (689 students), Traksedziai Progymnasium Department of Silute Martynas Basic School (71student) and pre-school and pre-primary groups (36 children). The pedagogical staff consists of 80 members working as pre-school, pre-primary, primary and basic school teachers, non-formal education teachers, class teachers, 2 social pedagogy teachers, 1 psychologist, 1 special pedagogy teacher, librarians, 1 teaching assistant, 1 public health specialist.
The renewed classrooms, school gym, multifunctional sports ground and other spaces in school improves educational conditions. There was equipped an information centre, a modern classroom with an interactive whiteboard, a library.
The school provides additional support to formal education and organises 21 non-formal education programme related with sports, music, history, healthy behaviour, IT, handicrafts, drama, chess, folklore, ecology, safe traffic and arts.
The students take part in various international, republic and school projects. The school has carried on the partnership with Kasseboellee Freeschool, Denmark and Runavikar Kommunuskuli, Faroe Islands for three years, and 2017-2018 school year is the final one of Nordplus Junior project “Divided by Nature, United by Sea”. This spring, as it was planned, our teachers and students visited Denmark and, after that, accepted partners from Denmark and Faroe Islands. School projects are carried out in accordance with the planned activities in the annual school plan.
The school has signed contracts with other institutions and social partners in order to enrich formal and non-formal education. The closest partnership is between the school and other educational institutions. In 2017 the school signed a partnership with Scientific centre “Scientia Educologica”.
The aims of the school are to create a safe, healthy and cultural school environment that improves the quality of education and enhances students’ learning motivation, to modernize the environment with new teaching tools, to provide learning support, to develop students’ creativity and citizenship, to encourage teachers to share good experience.
The organized methodological activity encourages the use of methods motivating to learn. The results of surveys and researches, fulfilled to learn about students’ adaptation at school, learning styles, individual student’s achievement and the analysis of the quality of school performance assessment, were performed in 2017 and presented to the school society, discussed in 9 methodological groups of different subject areas.
Preventive and emotional education programmes such as “Olweus’, Lions Quest and others prevent bullying, violence, raise healthy lifestyle. The consulting activities are organized and the students get pedagogical, social, psychological support and are educated for future careers.
The students took part in plenty of academic school, district, republic events (the Olympiads, competitions, quizzes, actions) and won abundance of prizes and awards in 2017.
Author(s):
Editorial Board.
Page No : 124-124
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END
Abstract
End page, Vol. 24, GUBUM, 2018