Volume/Issue :

Article type :

Case studies

Page No :

113-128

Abstract :

In primary school it is important not only to introduce school learners into the world of val-ues but also to strive for awareness of such values, their experience and determination to base own life on these values. The directiveness, harmony and value of the personality depends on the what kind of values are internalised and how it is done. Internalisation of values is a consistent process: an individual chooses, evaluates values and behaves according to them. Therefore, development of values within the process of teaching should meet the following requirements: values have to be freely chosen; values are chosen out of several alternatives; values are chosen after intensive con-sideration; values are chosen as the desired and anticipated good; behaviour has to be in tune with the chosen values. It is easier to observe these requirements, when the content of education is full of appropriate textual and visual material, situations, etc., which are suitable for development of val-ue-based principles. Being integral and comprising not only spheres of natural but also social education, the sub-ject of surrounding world learning creates perfect possibilities for development of school learners‘ value-based principles. The values developed through the subject of surrounding world learning may be divided into four groups (functional aspects): 1) values are related with the self; 2) values related to communication with others, 3) values related with society, 4) values related with natural environ-ment. The article analyses three alternative textbooks of surrounding world learning: “Raktas“, “Mano pasaulis“ and “Gilė“ for 1st and 2nd forms. An attempt was made to identify if the authors of the textbooks aim to develop value principles and what methods are offered for their develop-ment. It was revealed that different teaching/learning aids present slightly different approaches. Texts are successfully applied in the textbook “Raktas“: text can be read by both the teacher and by school learners (differentiation of activity). Value principles of school learners are developed through various situations that textbook characters find themselves in. Visual material is used for development of value principles in the textbook “Mano pasaulis“. The authors of “Gilė“ and “Rak-tas“ use open questions for development of value-based principles. School learners may also acquire value principles performing tasks. The number of such tasks increases in “Raktas“ from year to year, their number decreases in “Mano pasaulis“, whereas the number of such assignments remains the same in “Gilė“. The survey revealed that values of communication with other people receive more attention in all the three textbooks for 1st form. The textbooks “Gilė“ allocate least attention to the development of values related to the self.

Keywords :

value-based principles, surrounding world learning, textbooks, primary school

References :

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Cite as :

Vaičikauskienė, D., Makarskaitė-Petkevičienė, R. (2011). Pradinės mokyklos I–II klasių pasaulio pažinimo vadovėlių palyginimas: vertybinių nuostatų ugdymo aspektas [Comparison of primary school textbooks of cognition of the world for 1st-2nd forms: aspect of values development]. Kn. Gamtamokslinis ugdymas bendrojo lavinimo mokykloje - 2011 [In. Natural Science Education at a General School - 2011] (XVII nacionalinės mokslinės-praktinės konferencijos straipsnių rinkinys, Vilnius, 2011 m. balandžio mėn. 29-30d. / Proceedings of the Seventeenth National Scientific-Practical Conference, Vilnius, 29-30 April, 2011) (pp. 113-128). MMC "Scientia Educologica".