Volume/Issue :

Article type :

Case studies

Page No :

55-64

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.

Keywords :

primary education, environmental education, sustainability, inquiry-based learning, science education, experiential learning, STEAM

References :

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall. https://www.researchgate.net/publication/235701029
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Lamanauskas, V., & Makarskaitė-Petkevičienė, R. (2023). Aplinkosauginės nuostatos: būsimųjų ankstyvojo ugdymo mokytojų pozicija [Environmental attitudes: The position of pre-service early education teachers]. Gamtamokslinis ugdymas bendrojo ugdymo mokykloje / Natural Science Education in a Comprehensive School, 29, 20–27. https://doi.org/10.48127/gu/23.29.20
Piroddi, C. (2021). Gamtos pasaulio pažinimas [Exploring the natural world]. Alma littera.
Pasaulio pažinimas. TAIP (1–4 klasė) [World cognition. YES (grades 1–4)] (2023). Šviesa.
Pasaulio pažinimas. TAIP. Pratybos (1–4 klasė) [World cognition. YES. Practical exercises (grades 1–4)] (2023). Šviesa.

Cite as :

Lavickienė, E. (2026). Tyrinėjimų kampelis „ekologijos laboratorija“: patyriminio gamtamokslinio ugdymo galimybės pradinėje mokykloje [The inquiry-based learning corner “Ecology laboratory”: Opportunities for experiential science education in primary education]. Gamtamokslinis ugdymas bendrojo ugdymo mokykloje / Natural Science Education in a Comprehensive School, 32, 55–64. https://doi.org/10.48127/gu/26.32.55