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Author(s):
Editorial Board.
Page No : 1-2
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COVER
Abstract
Cover page, Vol. 27, 2021, GUBUM
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Author(s):
Editorial Board.
Page No : 3-3
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CONTENTS
Abstract
Contents, Vol. 27, 2021, GUBUM
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Author(s):
Angela James , Lisa James, Sartiha Beni, Michele Stears.
Page No : 4-14
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HOW A READER TITLED ADVENTURES IN THE PLAYGROUND MAY BE USED TO TEACH NATURAL SCIENCES IN THE FOUNDATION PHASE
Abstract
In South Africa, teaching Natural sciences in the Foundation phase, is informed by the curriculum. Teaching Natural sciences entails content, process skills and values. As the literacy levels of young learners is low, it is imperative that language learning and use is integrated in teaching Natural sciences. A reader titled Adventures in the Playground, videos of teaching lessons and a teaching pack were developed using an inquiry-based approach, to teach the science concepts - water, insects, conductors and insulators to Foundation phase learners. A question that informed this process was, how can the reader be used to teach the concepts to foundation phase learners. A qualitative, interpretive descriptive narrative was presented. The narrative was on the structure, the focus and the learning that is assisted, how it may be used. The setting for the reader provided an avenue to teach the science concepts in an integrated manner and a context that learners are familiar with, through the words and visuals (drawings) in the playground. Educating children through everyday experiences and encouraging thought is critically important. Therefore, teaching Natural sciences through the use of contextually relevant resources should be considered for greater knowledge, skill understanding, development and use, including positive values of science in the lives of young learners.
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Author(s):
Virginija Kriaučiūnaitė.
Page No : 15-23
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APPLICATION OF THE PROJECT METHOD IN REMOTE BIOLOGY LESSONS
Abstract
The project approach was applied in remote biology lessons in the seventh grades. Each student chose the topic of their science work, set a goal, formulated a hypothesis, and decided on the ways to do the work. Students were required to submit intermediate results and a description of the entire work within the agreed time. Students received two points. One was for writing assignments and the other was for classroom presentation.
In summary, we can confirm that the project approach in science education can take into account the different learning abilities and interests of students, as each student can individually choose the topic of the work and the way of doing it. So teaching is replaced by learning. In this method, the theory is applied in practice and vice versa - theoretical generalizations are made from practical results. All the listed arguments increase students' motivation to learn and develop students' creativity. By working on the project method and doing the work that suits him or her best, the student can reveal himself or herself in the best way. This choice increases the intrinsic motivation of the learner and fosters personal responsibility. The project simulates real life in the school and the student learns to achieve the set goal within a strict time frame. Thus, it can be stated that according to the achieved results, the project method corresponds to the challenges of modern school for science education, as students are taught to think critically, their creativity is developed and various problem-solving methods are applied.
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Author(s):
Vincentas Lamanauskas, Dalia Augienė.
Page No : 24-35
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NATURAL SCIENCE EDUCATION IN PRIMARY SCHOOL: THE PROCESS AND ITS IMPROVEMENT
Abstract
Despite the fact that science education (SE) in primary school is integrated, it must be of high quality. In other words, primary school students should be able to perform simple observations and tests, formulate conclusions, use the simplest devices and instruments, and so on.
The same universal questions remain, such as What do young people need to know and understand? why is it important? What are the most effective ways of teaching science at different levels of the school system? What knowledge and skills do teachers need? In Lithuanian primary school (1-4 grades), science education is mainly implemented through World Cognition lessons and includes two goals that are very important for the student's socialization and education: to help the child get to know nature and its processes and to ensure appropriate (positive) student socialization.
Although teachers tend to demonstrate a variety of experiments, student research activities are not predominant. A similar situation is observed with regard to the use of technology in the educational process. The readiness of teachers to organize and implement science education in primary school is quite uneven/diverse.
Thus, the main aim of this study was to analyse the position of primary school teachers on the issue of science education, i.e., to determine which ways of improving science education one sees, and which methods of activity in the process of science education are most appropriate, how student research activities are carried out in the SE process.
A quantitative study using a survey strategy was conducted. In-service primary school teachers from various Lithuanian primary schools participated in the study. A total of 115 teachers from more than 30 Lithuanian schools participated.
Teachers use a variety of methods in their science education. The most frequently used are the involvement of students in practical work (activities), demonstration of experiments, attempts to link science content with the daily life of students, to organize group work of students. Class discussions are much less often encouraged, and students are allowed to carry out independent research (experiments). The aim is rarely to incorporate technology, to encourage (facilitate) research, to meet (take into account) the individual differences of students.
In the process of primary science education, the most common research with students is related to a healthy lifestyle, environmental protection, and ecology. Less often, students do research on vegetation (flora), fauna (fauna), physical phenomena. Very rarely students do research on agriculture / the effects of chemicals on plants and animals. Students rarely explore soil, minerals, and rocks.
Teachers argue that science education in primary school could be improved with more resources / equipment, etc., by including more practical work (activities) in an effort to bring science content closer to students' daily lives, with more student-centred lessons, better access to technology and their use in reducing the number of students in the classroom. Some teachers point out that it is important to devote more time to the selection and analysis of science content, etc., to the preparation of lessons and to have more opportunities for the professional development of teachers.
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Author(s):
Violeta Lukočienė.
Page No : 36-42
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PRIMARY SCHOOL EXPERIENTIAL EDUCATION IN WORLD AROUND US LESSONS
Abstract
Experiential education excites and involves primary school students. By participating in such activities, a teacher initiates and encourages freedom of creativity, spontaneous decision making, artistic expression, logical thinking and physical activeness. Students being involved in this active experiential process learn from each other, cooperate, develop their skills of making agreements. In order to have the most benefits from such education and be able to make conclusions or learn from it there is a crucial need for reflection. Students think over their roles in groups, level of their involvement, taking part in decision making which on the whole assists developing social competence and helps them apply gained skills in future life.
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Author(s):
Rasa Naujokienė.
Page No : 43-50
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EDUCATION ABOUT USE OF NATURAL RESOURCES: EDUCATIONAL INTERGRATED ACTIVITIES OF ENGLISH, WORLD AROUND US AND ICT SUBJECTS IN PRIMARY SCHOOL
Abstract
Progress of educational intergrated activities at a primary school is dependent on the level of students‘ involvement in teaching-learning process. Abstract ideas and topics might be complicated to grasp and comprehend at such young age. Therefore, intergration of subjects such as English, World Around Us lessons and ICT ensures the learning is less difficult and more approachable. Learning a foreign language at as much as possible natural environment filled with natural sources, incorporating assisstance of new technologies makes the process of teaching-learning very attractive and enables students not only to enrich knowledge, but also improve social and foreign language communication skills. Beeing in nature students feel at ease, stay curious, positive and active moreso they learn to value natural resources. Learning in groups encourages confidence, empathy and helps gaining crucial multilingual and social competence for further life.
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Author(s):
Jovita Ponomariovienė.
Page No : 51-57
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INTEGRATED SCIENCE EDUCATION IN PRIMARY SCHOOL
Abstract
Nowadays teachers always seek for new ways and methods to raise a creative, motivated individual, who is always willing to learn new things. That brings teachers to an ongoing issue – lack of student motivation. Traditional teaching methods became ineffective with the new generation. To them, all the lessons look the same, boring, and plain, and that’s why teachers have to find new methods, activities, tools to motivate the students to be active, to indulge in the activities and keep their focus throughout all of the lesson. One of the ways to motivate the students is integrated education.
The main axis of integration could be science education. A variety of school subjects can be integrated with science education, such as Lithuanian language, mathematics, English, etc. This analysis provides some examples of how, by integrating the Lithuanian language and science lessons, students could be taught to write descriptions, to spell prefixes and proper nouns, and verbal tenses. The integration of mathematics and science could serve to teach students the units of measurement and basics of statistics through research, experiments, and measuring activities. Integration of English provides students with an opportunity to learn the scientific concepts not only in Lithuanian, but also in English. In science education lessons, teachers strive to provide students with the basics of competencies, knowledge, and skills needed to get to know themselves and the world around them. By working with the content of several school subjects at the same time, students acquire a holistic approach, while lesson topics are explored in greater depth.
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Author(s):
Eugenija Rudnickaitė.
Page No : 58-66
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INFORMAL SCIENCE EDUCATION: METEORITES AS A SOURCE OF INFORMATION FROM SPACE
Abstract
Information about space and meteorites is being activated by scientists in various fields. With the development of research methods, new facts unknown to science from previously fallen meteorites are being found.
Not all findings are supported by more accurate subsequent studies, so it is important to select reliable facts.
The purpose of this article is:
● to present selected research results of meteorites which are important for science;
● Teachers could integrate this information into Biology, Nature & man, Chemistry, Physics, World knowledge, Geography, etc.
Among other collections, the Museum of Geology of Vilnius University has a scientifically unique collection of meteorites, which is excellent for non-formal science education, dissemination of geoscience.
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Author(s):
Danguolė Savičienė.
Page No : 67-73
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STUDENT EXPERIENTIAL ACTIVITIES: SCIENCE RESEARCH IN A CIVIC SCIENCE PROJECT “TREE BODYGUARDS”
Abstract
The report presents good work experience organizing nature studies learning activities for primary school students. The report tells how lithuanian students from Visaginas „Verdenės“ Gymnasium joined the international citizen science project "Tree bodyguards" and carried out an experiment using the methodology "Evaluation of predation using artificial caterpillars and leaf samples". The citizen science project is an increasingly popular practice in the world, when data can be collected by anyone who wants and later on can be valued by scientists and used in real scientific research.
The report describes the preparation for the experiment „Evaluation of predation by artificial caterpillars and leaf samples“, its performance (raising the hypothesis with students, observation of the object, collecting the data and making the conclusions) and reflection creating the methodological tool – educational video film (internet access https://www.youtube.com/watch?v=QO67hOcUDK4), presenting it to others.
The report discloses attractive learning methods that interest students in the subject, enable them to act on their own – to perform practical activity, to share work success with others, to feel civic in response to the invitation from French researchers Bastien Castagneyrol and Elena Valdes Correcher from the University of Bordeaux to participate in the project.
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Author(s):
Rita Stulpinienė, Rasa Žiemienė .
Page No : 74-84
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DEVELOPMENT OF ECOLOGICAL AWARENESS IN PROJECT ACTIVITIES
Abstract
The international ecological education project of the educational institutions' communities “Sunny Orange Train Journey” (hereinafter - the Project) was implemented in 2016 - 2020. The project starts every year on April 7. (World Health Day), ending 11 November. (St. Martin's Day, Lantern or Day of Light). The organizer of the project is Vilnius kindergarten "Rūta". The initiator and leader of the project is Rita Stulpinienė, an expert teacher at Rūta Kindergarten in Vilnius. Project coordinator - Rasa Žiemienė, Deputy Director for Education of Vilnius Kindergarten "Rūta". 2016 - 2019 The project was supported by the Vilnius City Municipality Public Environmental Education Program “Environmental Education of Institutions Subordinated to the Municipality”. The aim of the project "Sunny Orange Train Journey" is to give a child the joy of cognition by growing an pumpkin and other plants from conception to a mature plant together with a teacher and family, fostering a child's spiritual, creative powers to nurture nature, develop nature and respect for life. spirituality, ecological self-awareness, healthy lifestyle. During the five years of the project, 10 experiential activities were offered, during which educational communities joined the creation of green educational spaces and research in a green environment, providing opportunities for students to get to know the immediate environment and experience the joy of discovery. The partnership between teachers and families and the cooperation of specialists from educational institutions were strengthened in the organization of educational activities. Each year, teachers from educational institutions shared their experience of project activities at conferences entitled “Dissemination of good work experience while traveling on a sunny orange train” and had the opportunity to come up with new innovative, environmentally friendly ideas. 62 reports were delivered from various countries. The reports reflect the integration of orange activities into other activities, how to create conditions for the implementation of artistic and creative activities for children with special educational needs, how to initiate free and independent choice of children's artistic expression, promote children's creativity, self-expression and positive emotions. This project not only promoted communication and cooperation between educational institutions of the Republic of Lithuania and neighboring countries in order to achieve a better quality of education by sharing impressions and experience, but also nurtured common human values by experiencing the joy of giving. 3 photo albums, 4 electronic books "Pumpkin Recipes" have been published, the methodological tool of authentic creation "Creative Stop of the Sunny Orange Train Journey" has been created. 4 environmental events “Orange Smile Day” took place in Vilnius Vingis Park, during which two Lithuanian records were achieved. The power of a small pumpkin seed brought together communities of educational institutions for joint activities not only from Lithuania, but also from other countries of the world - Poland, Latvia, Estonia, Belarus, Norway, Germany, England, Spain and even from sunny Australia. This project, as a small baby born from a small semen, sown by the hands of educators and children, invited me to travel on an experiential nature trail.
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Author(s):
Editorial Board.
Page No : 85-86
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END
Abstract
End page, Vol. 27, 2021, GUBUM