Volume/Issue :

Article type :

Original articles

Page No :

40-47

Abstract :

In November, 2014 Deputy Head Teacher for Primary Education Gintarė Jurgaitienė visited Newcastle upon Tyne, where she observed Erasmus + KA1 project activities at various schools. Now she is successfully putting the British school experience in outdoor learning and forest schools into practise at Vilnius Balsiai Progymnasium. The 2015-2016 school year project „A Forest School“ at Vilnius Balsiai Progymnasium is being carried out by four pilot classes. Once a week integrated outdoor lessons in accordance with integrated learning themes and by a separately arranged timetable are organised for the students in grades 1-4. Project "A Forest School" objectives:  to provide all students with the opportunity to explore and analyse the living and non-living natural phenomena in natural conditions and to integrate this gained experience into other subjects learning;  to enrich students' artistic and linguistic expression;  to create the conditions where students could observe and explore in nature;  to strengthen the immune system and to enjoy the fresh air. The project „A Forest School“ at Vilnius Balsiai Progymnasium - is a great idea to conduct integrated lessons in the outdoor environments. This project encourages the students' willingness to travel, to know, to discover, to develop their practical activity skills. By carrying out different activities students have the opportunity to develop their current experience and acquire new experiences. Such activities are interesting and attractive to students and stimulate them to look for innovations, to explore, to know, to discover, to make decisions, to experiment, to observe, to communicate and cooperate with each other, to narrate, to talk, to solve problems, students gain new experiences and take responsibility for natural objects in their immediate environment.

Keywords :

best practices, innovative education, integrated lessons, outdoor learning

References :

Hedegaard M., (1998). Situated learning and cognition: Theoretical learning and cognition. Mind, Culture and Activity, 5 (2), 114–126.
Jančiūtė K. (2010). Pasaulio pažinimo vadovėlių vertinimas turinio pritaikymo skirtingiems mokymosi stiliams aspektu. Bakalauro baigiamasis darbas, ŠU, 2010. Pasiekiamas ETD bazėje: http://vddb.laba.lt/fedora/get/LT-eLABa-0001:E.02~2010~D_20100902_230221-32988/DS.005.0.01.ETD
Jordet A. N. (1998). The local environment as classroom: Uteskole in theory and practice. Oslo.
Lamanauskas V. (2010). The pecularities of the extracurricular activities of primary natural science education. Problems of Education in the 21st Century, 19, 5–8.
Vilkonienė M. (2005). Mokyklinės gamtotyros reikšmė pradinio išsilavinimo kontekste. Kn.: Vilkonis R. (sudaryt.), Gamtotyra: pirmieji žingsniai. Šiauliai, Lucilijus, p. 57–60.
Vilkonienė M., Leparskienė E. (2003). Tiriamasis metodas pradinėje mokykloje bei jo įtaka moksleivių adaptacijai dalykinėje sistemoje. Kn.: Gamtamokslinis ugdymas bendrojo lavinimo mokykloje. IX Respublikinės mokslinės praktinės konferencijos straipsnių rinkinys. Klaipėda, 202–210.
Vilkonis R. (2003). Moksleivių nuostata į pasaulio pažinimo pamokas bei gamtamokslinio ugdymo ypatumai Lietuvos pradinėje mokykloje. Kn.: Gamtamokslinis ugdymas bendrojo lavinimo mokykloje. IX Respublikinės mokslinės praktinės konferencijos straipsnių rinkinys. Klaipėda, 76–78.

Cite as :

Jurgaitienė, G., & Kazakevičienė, S. (2016). Projekto „Miško mokykla“ įgyvendinimas Vilniaus Balsių progimnazijos 1–4 klasėse [„A forest school“ project at Vilnius Balsiai progymnasium in grades 1-4]. Gamtamokslinis ugdymas bendrojo ugdymo mokykloje / Natural Science Education in a Comprehensive School, 22, 40-47. https://doi.org/10.48127/gu/16.22.40