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Author(s):
Editorial Board.
Page No : 1-2
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COVER
Abstract
ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ
2024, Vol.16 No.1
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EDUCATION POLICY, MANAGEMENT AND QUALITY
2024,Vol.16, No.1
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Author(s):
Editorial Board.
Page No : 3-3
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CONTENTS
Abstract
ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ
2024, Vol.16 No.1
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EDUCATION POLICY, MANAGEMENT AND QUALITY
2024,Vol.16, No.1
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Author(s):
Vincentas Lamanauskas.
Page No : 4-8
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EDUCATION, FUTURE MAN, ARTIFICIAL INTELLIGENCE: SOME CONSIDERATIONS
Abstract
It is fair to say that educating the human being of the future is a highly complex and multifaceted issue, which needs to take into account the ever more rapid changes in society, technology, the economy and so on. It is important that children have the abilities and skills to adapt to a world in which many familiar norms, rules, professions and so on may change or simply disappear.
Of course, there are different educational systems, forms, models, etc. But the fundamental questions remain the same: how to understand? How to combine? How to predict? What is even more obvious is that we are at a crossroads. On the one hand, education using the model of the past (which has already happened) is known, understood and quite effective. It is quite another thing when it comes to education for the future (which is likely to happen). There are many unknowns here. But the mission of educators remains the same - to broaden the way we see and understand the world. To survive in a polarised, ever-changing world.
It is also clear that the informatisation of society (the information boom) is not only bringing about fundamental changes in the field of communication, but is also leading to profound changes in culture - the balance of cultures is being upset. The "lower" (mass) culture is beginning to dominate over the "upper" (elite) culture. This is undoubtedly manifested in education. A legitimate question is whether the concepts of deconstructivism and postmodernism will really determine the future of education.
There is an apparent paradox. The abundance of different technologies (including educational technologies) provides virtually unlimited opportunities for education/learning, but at the same time creates a disconnect from the desire for knowledge, curiosity, exploration. Because, after all, there is the almighty internet and the AI. While the AI liberates people from routine and/or routine operations, how to make meaningful and effective use of this opportunity to develop creative and critical thinking is crucial. In a context of information overload, the ability to distinguish truth from falsehood, to evaluate and analyse data is essential and indispensable. Thus, the person of the future must strive to understand the causes and consequences of what is happening. And here, it seems, we are not inventing something new. The human being of the future needs what the human being of today needs, namely the ability to think logically and systemically, to question and to analyse critically any information that is presented to him or her or that he or she finds.
The current education/schooling system does not always respond to the most pressing needs and changes. In fact, it remains too standardised and does not allow for deviation from established norms, which is a definite hindrance to the development of creativity and criticality. So the fundamental issues remain the same for the future. What is the role of education in the development of the individual, society and civilisation? Why is the ability to acquire and transmit knowledge/information essential for human progress? Why is it important to continuously reflect on one's learning and to implement it fully? One thing is clear: the person of the future is an adaptable, globally minded and conscious and purposeful individual. The mission of education is to ensure that the person of the future is able to adapt and live in an ever-changing world full of uncertainties. It is of fundamental importance to educate the individual in various aspects, to provide not only knowledge but also a solid foundation of values. It is not the economy and technology that determine our present, let alone our future, but education/schooling. And it is not just a matter of preparing for a place in society, it is not just a matter of integrating into existing and established systems of activity, and it is not just a matter of educating the pragmatic consumer. Education is first and foremost the formation of the human being in and for humanity, it is self-development (self-education) and participation in the creation of a better and more perfect world.
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Author(s):
Monika Kviecinskaitė, Vaiva Schoroškienė.
Page No : 9-23
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DEVELOPING TEXT COMPREHENSION SKILLS IN 2ND GRADE USING WORDLESS BOOKS
Abstract
The development of text comprehension skills in primary school is constantly seeking new ways of engaging students of different abilities. One such innovation is wordless books. Given the lack of information on the use of such books, the aim of this study was to investigate the impact of wordless book-based educational activities on the text comprehension skills of second grade students. The method chosen for the study was participatory action research. Three educational activities were planned and carried out to observe students' activity. Before and after the educational activities, the students' comprehension of the fiction text was measured. The methods used for data collection were: analysis of pedagogical literature, written questionnaire, informal natural indirect observation.
The questionnaires used to investigate the text comprehension skills were specially designed and identified 4 main skills of fiction text comprehension (finding clearly presented information, making inferences, integrating and interpreting ideas and information, examining the content and details of the text, evaluating).
The participants were selected by convenience sampling. The participants were 17 second grade students from one school class.
Based on the results of the text comprehension skills test, 3 educational activities based on reading wordless books were designed. All the educational activities followed a single lesson model: at the beginning of the activity, students were introduced to the topic and objective of the lesson, followed by a collective reading of a wordless book, a discussion, a creative task and reflection.
The study showed that the wordless book-based activities had a positive impact on some of the second grade students' inference and integration of ideas and information, and interpretation skills. The wordless book activities were more engaging for students with lower levels of educational achievement.
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Author(s):
Aušra Žemgulienė, Otilija Ožalaitė.
Page No : 24-45
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USING TIMELINE ACTIVITIES TO UNDERSTAND HISTORICAL TIME IN THE 3RD GRADE OF PRIMARY SCHOOL
Abstract
School history content in recent years has been shifting away from the "grand" story of history towards historical literacy, based on critical thinking and historical research skills. This encourages the explora-tion of the possibilities of developing these skills from primary school onwards, using a variety of ac-tive learning methods in social education classes. The aim of the study was to determine whether the targeted use of timeline tasks in the educational process can improve the historical time comprehension skills of third grade pupils in Lithuanian primary schools.
The focus of the study was the use of timeline tasks in the understanding of historical time. The aim of the study was to explore the changes in the historical time comprehension skills of 3rd grade pupils in a primary school when timeline tasks are purposefully applied in the educational process. An action re-search study was carried out, 16 educational activities were organized in two primary school third grade classes. In one classroom, 8 activities involved the purposeful use of timeline tasks. Students' historical time comprehension skills in the category of timeline application were assessed through quantitative and qualitative content analysis of the questionnaires completed by students. It was found that before the educational activities, some of the pupils in grade 3 had not reached the level of devel-oping understanding of historical time at level A in the category of application of the timeline. A com-parative analysis of the data after the educational activities showed that the pupils in Class X who worked on the timeline tasks during the educational activities achieved higher results than their peers in Class Y who did not work on the timeline tasks during the educational activities. The results of the study suggest that the use of timeline activities in history learning enables students to better orient themselves in historical time and to achieve higher learning outcomes.
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Author(s):
Barbara Stožir Curk.
Page No : 46-53
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TEACHING COMPUTATIONAL THINKING IN LEARNING COMMUNITY: A CASE STUDY OF SOLKAN PRIMARY SCHOOL
Abstract
Slovene kindergartens and schools have introduced a learning community where teachers learn from and with each other, acquire knowledge, and strengthen students' skills. The success of such connections depends on shared values, attitudes, beliefs, and supportive mutual relationships. Teachers are essential when Slovene school participates in development projects B-RIN, aimed at introducing fundamental computer science and informatics content and computational thinking into kindergarten groups and school classes. When selecting members of the development team, the participants were guided by the criterion that the selected educators and teachers are open to exploring their teaching practices, capable of continuously upgrading and evaluating their pedagogical work, and developing and improving their teaching approaches based on the study of their practice, emphasizing student-centred approaches. The purpose of this contribution is to highlight the implicit theories and attitudes of the development team and school staff regarding the understanding and importance of introducing fundamental B-RIN content and computational thinking into teaching, not only in the STEM field but also in other subject areas, and to present the approaches with which participants have influenced the implicit theories and attitudes of teachers and educators within our VI organization. This is also because training students in computational thinking and fundamental computer science and informatics content significantly impacts the development of metacognitive strategies, such as problem-solving skills, especially for open-ended problems, self-regulation learning skills, perseverance in facing failure, consequently greater resilience, and encouraging creativity. Therefore, it also broadly impacts the mental health of students.
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Author(s):
Mateja Sukič Kuzma.
Page No : 54-68
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TREE ADVENTURE IN ENGLISH: A JOURNEY INTO EXPLORING TREE SPECIES, ENGLISH, AND DIGITAL LITERACY
Abstract
The presented research demonstrates the use of innovative teaching methods by incorporating cross-curricular integration of natural sciences and English and using digital competencies in the classroom. Students actively developed digital skills through interactive activities while learning about forests in the English language. They expanded their vocabulary on tree species and forests and practiced comprehension based on authentic English-language recordings. Particular emphasis was placed on recognizing tree species based on leaves, fruits, and general characteristics and acquiring the relevant vocabulary in English. Based on the English language video, students learned to distinguish between fir, spruce, and pine. They developed digital skills in various areas and at distinct levels by photographing trees for the film's background, drafting a script, and recording a film, which served as the final product of their learning. This approach connected theoretical knowledge with practical skills, fostering creativity and collaboration. These innovative approaches demonstrate the positive effects of cross-curricular teaching of natural sciences and English and the use of digital competencies in the classroom, allowing students to comprehensively understand the subject matter and contribute to their holistic development in multiple areas. Innovative approaches encourage active participation and the development of language skills and strengthen cooperation.
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Author(s):
Tadej Zorko.
Page No : 69-79
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DIGITAL TRANSFORMATION THROUGH COOPERATIVE LEARNING
Abstract
In today’s complex world, a continuous upgrade of knowledge is crucial. Digital literacy, as one of the key competencies of the 21st century, is becoming more critical since it enables an efficient use of digital devices and tools. The European Union has set five key competencies for digital literacy, including informational and data literacy, digital content creation and communication and collaboration. In education, communication is widely accepted as a crucial skill for achieving common goals. Collaborative learning has proven to be a practical approach to teaching since it encourages the active participation of learners, provides many valuable and innovative solutions, and enables the development of key competencies. The collaborative workability can be further enhanced through cross-curricular integration, where learners are taught independent learning, information-seeking skills and critical thinking. In the school context, combining digital competencies, collaborative learning, and cross-curricular integration is key to preparing students for life in the modern world. This research presents an example of developing digital competencies in technology engineering lessons. The example above is offered in three stages and covers a period of ten school lessons. In addition to digital competencies, students are developing other competencies that will benefit their daily lives. Research is aimed at teachers who want to build digital competencies in their students through experiential learning, collaborative work, and cross-curricular integration, as well as prepare them for future challenges.
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Author(s):
Akmaral Sabitollayevna Magauova, Gulmira Amanovna Kassen, Zhamilya Targynovna Makhambetova.
Page No : 80-86
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DEDICATION TO THE FIRST UNIVERSITY OF KAZAKHSTAN ON THE EVE OF THE 90TH ANNIVERSARY OF THE AL-FARABI KAZAKH NATIONAL UNIVERSITY
Abstract
On the eve of the 90th anniversary of the al-Farabi Kazakh National University (and this is quite a respectful time distance), we would like to make a brief excursion into the history of Kazakh National University. The history of the university is rich in various events of scientific, educational and social life, it is saturated with the enthusiasm of the young and the wise mentors, the powerful energy of knowledge and the power of scientific thought. The creative search and painstaking daily work of many generations of students, lecturers and scientists pieced together the glorious fate of the country's First University.
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Author(s):
Editorial Board.
Page No : 87-90
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END
Abstract
ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ
2024, Vol.16 No.1
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EDUCATION POLICY, MANAGEMENT AND QUALITY
2024,Vol.16, No.1
