Turinys / Contents

COVER

Abstract

Cover page, Vol. 10, No. 1, 2018, SPVK/EPMQ

CONTENTS

Abstract

Contents, Vol. 10, No. 1, 2018, SPVK/EPMQ

ABOUT TEACHING/LEARNING DEVICES AND NOT ONLY

Abstract

In this introductory article the question is raised about teaching/learning devices in schools, what their mission is in the constructivist learning conditions. European Union project “Provision of schools with nature and technology science devices is introduced and information is provided about the Project internet café (http://www.vedlys.smm.lt/), which already contains activity descriptions, students’ activity sheet samples and other. Today, it is very little to know - about, today one needs to know - why, to know – how, to know – who, to know – when. Having such a situation in schools, one needs not only teachers working in a different way, but also different educational environments and the devices helping to find “different” knowledge are also necessary.

THE POINT OF VIEW OF PRIMARY CLASS TEACHERS AND PARENTS FOR COLLABORATION

Abstract

The problem of collaboration between teachers and parents is not new. However, every time period brings new aspects. This article examines the attitudes of primary school teachers and parents towards collaboration in primary school. In the current society, cooperation is very significant, covering various spheres of life, as well as educational institutions. The effectiveness of an educational institution's activities depends on the involvement of parents in its activities, and one of the main goals of the school is to encourage parental involvement in the activities of the school community. The population of the research carried out primary school teachers working in Siauliai city and district schools and pupils’ parents. During the study, 52 primary school teachers and 148 primary school pupils’ parents were interviewed. The study combines quantitative and qualitative methods (questionnaire with closed and open questions). An analysis of the research data has highlighted the following: both groups of respondents acknowledge the importance of collaboration, indicate successful cooperation conditions, but evaluation of it is slightly different. Both teachers and parents have made a number of rational proposals for improving co-operation. The proposals presented by them revealed a partial mismatch between the opinions of the two groups of respondents. Teachers emphasized the need for a teacher, parent and reciprocal efforts to reduce workload. According to parents, collaboration could be improved by deliberately choosing various forms of cooperation, mutual efforts, improving the quality of teacher-parent relationships, understanding parenting responsibilities, reducing workload.

ARGUMENTATION IN PRIMARY CLASS WHILE WORKING WITH HISTORICAL SOURCES: THE DEVELOPMENT OF 4TH FORMERS’ ARGUMENTATION AND UNDERSTANDING HISTORICAL SOURCE ABILITIES

Abstract

This research addresses the issue of development of argumentation and understanding historical sources abilities in 4th year classes. The theoretical section has revealed that the foreign studies propose to change educational system moving from the direct memorization, the knowledge reproduction to the knowledge interpretation, reasoning and using historical sources not only to obtain the necessary information, but to use it as evidence to create historical understanding. This approach is influenced by constructivism ideas, which encourage students to be active in the learning process. The basic idea is that history learning encourages students to think critically and defend their views by advancing sound arguments. When students is involved in argumentation process, they not only express their minds, but also they use language to improve their intellect and reasoning skills. We called argumentation as giving reliable arguments from historical sources to support statement. The aim of the research is to identify how argumentative skills changes while working with historical sources through well-planned educational activity. The following research methods have been employed: the educational and psychological literature analysis, the education program analysis and the questionnaire of the tasks (taking into account primary education curriculum in Lithuania) whose data have been investigated using the qualitative analysis methods. Organization of educational activities and repeated research on abilities. The conclusions show that 4th formers are sufficiently successful in giving statements and arguments to support statement while working with historical sources. They are insufficiently able to give sound arguments, because it requires to understand source’s reliability. The additional educational activities have slightly contributed the improvement of the 4th formers’ argumentative skills. They used the primary and secondary sources to construct a statement supported by the arguments and some evidence. Students have noticed that the arguments found in the primary sources are far more convincing and sounder than in the secondary sources. After this activity students are sufficiently successful in making a statement and giving arguments and reliable evidence to support statement. The research data have revealed that using historical sources in argumentation tasks developed not only argumentation (language subject), but also understanding historical source as evidence (history subject) abilities.

INTERNATIONAL SCIENTIFIC CONFERENCE ON LIFELONG LEARNING IN POLAND

Abstract

On 11-13 June 2018 at House of Creative Work "Reymontówka" in Chlewiska near Siedlce, XVI International Scientific Conference was organized by the Institute of Education of University of Natural Sciences and Humanities in Siedlce. This year's conference stayed under „Lifelong learning – the present and the future” motto. The conference was funded from the Minister's of Science and Higher Education, the wherewithal alloted to promulgating education – the number of indenture is 893/P-DUN/2018. The conference co-organizers were: Faculty of Education of the University of Presov (Slovakia), Faculty of Pedagogy and Psychology of the University of Bialystok (Poland), International Higher Education Academy of Sciences in Moscow (Russia), Siedlce Scientific Society in Siedlce (Poland), Polish Committee World Organisation for Early Childhood Education and Care OMEP (Organisation Mondiale pour l’Education Préscolaire).

END

Abstract

End page, Vol. 10, No. 1, 2018, SPVK/EPMQ