NATURAL SCIENCE EDUCATION IN A COMPREHENSIVE SCHOOL

3

Authors: Editorial Board

GAMTAMOKSLINIS UGDYMAS BENDROJO UGDYMO MOKYKLOJE – 2023 XXIX nacionalinės mokslinės-praktinės konferencijos straipsnių rinkinys, 2023 m. balandžio mėn. 28–29 d. *** NATURAL SCIENCE EDUCATION IN A COMPREHENSIVE SCHOOL – 2023 Proceedings of the Twenty-ninth National Scientific-Practical Conference, 28-29 April, 2023

20-27

Authors: Vincentas Lamanauskas, Rita Makarskaitė-Petkevičienė

It is important to focus on the environmental awareness of pre-service teachers, as their decisions as future professionals can have an impact not only on the environment, but also on the education of the next generation. On the other hand, it is also useful for teachers to be aware of trends in students' environmental attitudes in order to be able to emphasise one or other of the sustainable development goals in the context of the curriculum. The main research question is what environmental attitudes have been developed by pre-service preschool, pre-primary and primary school teachers. The study is a mixed-method (qualitative and quantitative) pilot study. The study was carried out between January and March 2023. The participants were 136 university students, pre-service pre-school, pre-primary and primary education teachers (pre-service early childhood teachers). The survey instrument used a 22-item scale. The statements were scored using an interval 5-point Likert scale. The quantitative data obtained from the survey were analysed using descriptive statistics. The mean, standard deviation and significance index of the statements were calculated. Environmental attitudes, like any other attitudes, influence human behaviour. Students have learned these behaviours from their parents and teachers since they were children. What they have expressed in this study is the result of many years of education and experience. Students are very clear about the importance of recycling, they are in favour of preserving biodiversity, conserving heat, responsible consumption in general, etc. It is likely that pre-service teachers, having developed environmental attitudes and skills in practical environmental activities, will base their future professional life on these values and will transfer their experience to their learners in new contexts. Environmental attitudes are becoming increasingly important as the ideas of sustainable development and sustainable living are reflected in the curriculum guidelines for pre-school education (2023) and in the pre-primary and primary curricula (2022). Students' attitudes towards environmentalism reflect their relationship with the environment, and the high significance indexes (Sis) suggest that synergies are developing in the human-nature system. However, this calls for a new in-depth study of environmental attitudes.

41-50

Authors: Eugenija Rudnickaitė

The tool discussed in the article, intended for teachers, emphasizes the complex study of the school's natural environment, which is not the work of a single subject teacher, but the work of the entire team of school teachers with students. All chapters contain specific subject specific instructions on how to carry out one or another research or observation, how to document and record observed phenomena, objects, processes, what tools are needed to carry out a specific research, and advice on how to make them. It is understood that the exposure situation has changed. Some of the mentioned outcrops are already glazed or hidden under a considerable layer of deluvium. However, it is possible that a new outcrop has formed in another part of the same river slope. It should reveal geological layers similar to those described. In this way, even today, this "Guide..." can be useful for a teacher working with children in nature. You just need to check the terms. Some may be obsolete. This tool would be especially valuable for those starting to create local history museums in schools. The only drawback is that it is too heavy to carry to the research objects. I would think that even nowadays it is possible to assemble a team of scientists who, after revising the tool at the level of today's scientific knowledge, would publish it in one publication, consisting of several parts taken separately when going out into nature. I hope this retrospective will become a perspective.

58-68

Authors: Zinaida Žvinklienė, Daiva Miknevičienė

Every person faces problems every day. A problem is an obstacle or challenge that needs to be overcome in order to achieve a goal. For children problem solving is natural process, the world appears new and unfamiliar to them. The problem-solving process encourages children to create a team, negotiate, offer solution options, pursue goals, and celebrate achievements together. Parents and educators should encourage children's curiosity and teach them not what they already know how and what to do independently but teach them what they don't know yet. They should observe which problems they can solve on their own and which ones they need to solve with an adult. We conducted a study of inspired and spontaneous challenges in nature, aiming to determine children's ability to understand, evaluate, interpret and apply knowledge to problem-solving. When organizing activities in the natural environment, we applied the method of spontaneous and inspired challenges. We sought to compare these methods and determine which one provides more creative freedom and long-term success for children. The study of inspired and spontaneous challenges revealed that all challenges in the natural environment led children to successful problem-solving. However, inspired challenges lead the child's thinking and creative process to a pre-determined outcome. Dialogue with the educator is maintained from the beginning of the activity. Success is predictable. Spontaneous challenges require more effort from children in accepting, evaluating and interpreting them. Success is not immediately predictable. All suggestions for problem-solving methods are correct, but they look for the most optimal one. Dialogue with the educator begins when a problem arises. Long-term success is in place. An important condition for problem-solving is providing space for children's decisions, self-expression, and creativity. By valuing the child's opinion, we strengthen their self-confidence and encourage them not to be afraid to solve problems."

3

Authors: Editorial Board

GAMTAMOKSLINIS UGDYMAS BENDROJO UGDYMO MOKYKLOJE – 2022 XXVIII nacionalinės mokslinės-praktinės konferencijos straipsnių rinkinys, 2022 m. balandžio mėn. 29–30 d. *** NATURAL SCIENCE EDUCATION IN A COMPREHENSIVE SCHOOL – 2022 Proceedings of the Twenty-eight National Scientific-Practical Conference, 29-30 April, 2022

15-22

Authors: Vincentas Lamanauskas

There is no doubt that the purpose of general natural science education is the systemic study and knowledge of the basics of natural sciences and the individual, most general laws of nature. Natural science education as a process is directly aimed at assimilation of experience in the field of natural sciences (formation of the system of natural science knowledge, skills, and abilities). In the process of natural science education, a person's orientation toward nature is developed, taking into account the ideas formed in society about the system of relations between nature and man. Personal qualities based on a value approach to nature and the surrounding world are also formed and developed. Primary science education should be systemic, consistent, and of high quality. In a pilot study conducted in 2018, it was established that primary school teachers’ professional preparedness in the field of natural science education remains relevant. Although teachers tend to demonstrate various experiments, researching is not a dominating activity. Also, a similar situation is observed speaking about the use of technology in the educational process. Teacher preparedness to organise and implement science education in primary school is quite uneven. Thus, the main goal of this study is – to analyse preparedness of primary school teachers to organise and implement science education in primary school according to the main scientific fields and their knowledge (the level of knowledge) in the essential fields of natural sciences. This research study based on a prior conducted pilot study, supplements and expands it. 115 primary school teachers from more than 30 Lithuanian schools participated in the study. All subjects by gender are women. It can be reasonably stated that preparedness of primary school teachers in the field of science education is basically average. Preparedness according to the main fields of natural sciences varies quite widely. The best preparedness is fixed in such areas as environmental protection, healthy lifestyle, ecology, etc. These are the areas that express not only the natural science component but also the component of social education. However, in the fields that express the issues of chemistry and physical sciences, the preparedness, though evaluated as positive, is significantly lower. Teachers’ knowledge in the essential fields of natural sciences is also diverse. Teachers feel knowing environmental protection issues best, but the knowledge in the new fields such as Nanotechnology and Genetic Engineering is extremely low. It is necessary to consistently and systematically develop primary school teachers’ natural science competencies, i.e., the ability to organise research-based learning, practical activities in various educational environments (especially in nature). Subject preparation of primary school teachers in the field of natural sciences and especially strengthening the preparedness of future primary school teachers in the field of natural science education, and the change of study programmes in the aspect of natural science content is an urgent problem.

36-56

Authors: Rita Makarskaitė-Petkevičienė, Jurgita Pupeikienė

The term “classrooms without walls” that appeared in the concept of a good school (2013) encouraged the choice of not only the classroom, but also other spaces, even those outside the school, for education. In nature, there is a great opportunity for the student to develop many competencies, especially cognitive, i.e., to acquire knowledge, improve research skills, develop critical thinking, problem solving, learning to learn abilities. Learning in nature, it is easier to understand the interaction between human and the environment, to notice the aspects of sustainability. This article focuses on the cognition of the environment and orientation in it, describes an educational activity, the purpose of which is – to help its participants get to know the area better, explore its objects, improve orientation in the environment and research abilities, teach to be more observant, cooperative. Second grade students and second year students, future primary school teachers, participated in the activity. It was another opportunity for the students to learn in a natural environment, communicate and collaborate; to learn not only from nature, friends, but also from older participants. And for female students, it is a great opportunity to get to know students, observe them in their activities, gather experience about children’s knowledge, ability to argue, formulate questions, etc., learn from them, prepare for pedagogical work.

65-72

Authors: Danguolė Savičienė

Applying a special technique, a pattern (tattoo) is created on the banana peel. The use of banana peels and other secondary raw materials creates a collage on the theme of nature conservation. In the course of the work, a new technology is tested - testing a banana peel with a toothpick and creating a pattern. The concept of "banana tattoo" is introduced and the phenomenon of oxidation is explained. Creating a sustainable collage on the theme "Let's protect hedgehogs" is an example of sustainable work, the details of which "return" to the second or third use and do not harm the Earth, and the photo of the collage remains and testifies to the children's work. Measures. Secondary raw materials: brown and green plastic bottles, cardboard box, leaflets, banana peel. Toothpicks, sand, gouache. Educational methods. Inclusive story, review of filmed documentaries, practical activities, group work, discussion. Learning strategy. I stage. Familiarity with the oxidation-reduction phenomenon (observation of cut fruit samples: just after cutting and an hour later, clarification of what happened during oxidation). Phase II. Perception of how real tattoos are done (review and discussion of filmed documentary). Stage III. Presentation of the necessary tools for the experiment (conversation-discussion about secondary raw materials, interpretation of the concept of sustainability). Stage IV. Creating a sketch of a drawing (writing a pattern on a piece of paper). Stage V. Performing an oxidation drawing (transferring the created pattern to the banana peel). Stage VI. Creating a collage: sandblasting, bottle cutting, letter cutting, preparation of a “hedgehog”, creation of a sign “Hedgehog Passage”, arrangement of banana peel-needles. Stage VII. Observation of the oxidation phenomenon on banana peels: after an hour, after 4 hours, after a day, etc. Stage VIII. Conclusion, reflection: sustainability, what is difficult, what is new, what I like and so on. Based on the activities, the film “The STEAM Challenge. Oxidation drawing (banana tattoo): https://www.youtube.com/watch?v=DBVWNAjgzG0 Purpose. Apply a special technique on the banana peel to create a pattern (tattoo). Using banana peels and other secondary raw materials to create a collage on the theme of conservation. Tasks of integrated subjects. Knowing the world/science - to look at the natural conditions under which the phenomenon of oxidation takes place, to give examples. Chemistry - get acquainted with the oxidation-reduction process on the banana peel. Art and technology - to learn new art techniques, to create a collage from secondary raw materials. Finish the work neatly. Civic education - to understand that it is possible to use secondary raw materials for a work of art and thus protect nature from pollution. Understand that oxidative drawing can be applied in various advertising, branding projects, marketing.

85-98

Authors: Kazė Verbickienė

Students' activities in nature are a natural research laboratory where they get to know nature directly. However, more and more primary school students do not see nature naturally, but through a virtual window. It is possible to travel around the world virtually and get to know nature in a very short time, but to know it with human senses is only possible by being naturally in nature, feeling the greatness of nature and the joy of discovery. Smart technology helps to know nature, but it cannot replace natural cognition through experience. The correct initial discovery of the environment and the processes taking place in it not only helps to know and understand the surrounding world, but at the same time forms the corresponding values, the ability to live adequately in the natural-technical environment. Studies show that beginners spend little time in nature. According to treehugger.com, a survey of 10 countries shows that current beginners are outdoors for about half an hour a day, and one in nine "has not walked in a park, forest or other natural environment for at least 12 months. The aim of the research is to find out the contact of primary school students with nature and their attitude towards nature. Objectives: To analyze the literature on the importance of being in nature, its discovery and knowledge for primary school students. To determine the contact of primary school students with nature and their attitude towards nature through a semi-structured interview. From the results of the interviews to find out the connection between students / families leisure time and knowledge of nature. The study revealed: students' experiences of contact with nature are very different. The time spent in nature and the desire to be in it have a direct connection, the more often you are in nature, the more interesting it is and the more time you want to spend here. Students know a number of plants and remember the plants that bloom at the time and those that are presented with not only the name but something memorable about it. According to the students, it is necessary to know nature, to know poisonous and useful plants, dangerous animals, and it takes a lot of time to spend in nature. Students spend time in nature with parents, grandparents and teachers. Very few students mentioned parents as helpers in learning about nature. He was more like being with his parents in nature with his own knowledge of nature and having fun, warmly responding to the time spent in nature with his teacher, only feeling sorry that he rarely goes to nature. Students learn most about nature from their grandparents, as they not only introduce it, but tell a lot of interesting things about it. Throughout the conversation, it felt like an adult was important to the beginner to help him get to know him.

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Authors: Editorial Board

Contents, Vol. 27, 2021, GUBUM

15-23

Authors: Virginija Kriaučiūnaitė

The project approach was applied in remote biology lessons in the seventh grades. Each student chose the topic of their science work, set a goal, formulated a hypothesis, and decided on the ways to do the work. Students were required to submit intermediate results and a description of the entire work within the agreed time. Students received two points. One was for writing assignments and the other was for classroom presentation. In summary, we can confirm that the project approach in science education can take into account the different learning abilities and interests of students, as each student can individually choose the topic of the work and the way of doing it. So teaching is replaced by learning. In this method, the theory is applied in practice and vice versa - theoretical generalizations are made from practical results. All the listed arguments increase students' motivation to learn and develop students' creativity. By working on the project method and doing the work that suits him or her best, the student can reveal himself or herself in the best way. This choice increases the intrinsic motivation of the learner and fosters personal responsibility. The project simulates real life in the school and the student learns to achieve the set goal within a strict time frame. Thus, it can be stated that according to the achieved results, the project method corresponds to the challenges of modern school for science education, as students are taught to think critically, their creativity is developed and various problem-solving methods are applied.

36-42

Authors: Violeta Lukočienė

Experiential education excites and involves primary school students. By participating in such activities, a teacher initiates and encourages freedom of creativity, spontaneous decision making, artistic expression, logical thinking and physical activeness. Students being involved in this active experiential process learn from each other, cooperate, develop their skills of making agreements. In order to have the most benefits from such education and be able to make conclusions or learn from it there is a crucial need for reflection. Students think over their roles in groups, level of their involvement, taking part in decision making which on the whole assists developing social competence and helps them apply gained skills in future life.

51-57

Authors: Jovita Ponomariovienė

Nowadays teachers always seek for new ways and methods to raise a creative, motivated individual, who is always willing to learn new things. That brings teachers to an ongoing issue – lack of student motivation. Traditional teaching methods became ineffective with the new generation. To them, all the lessons look the same, boring, and plain, and that’s why teachers have to find new methods, activities, tools to motivate the students to be active, to indulge in the activities and keep their focus throughout all of the lesson. One of the ways to motivate the students is integrated education. The main axis of integration could be science education. A variety of school subjects can be integrated with science education, such as Lithuanian language, mathematics, English, etc. This analysis provides some examples of how, by integrating the Lithuanian language and science lessons, students could be taught to write descriptions, to spell prefixes and proper nouns, and verbal tenses. The integration of mathematics and science could serve to teach students the units of measurement and basics of statistics through research, experiments, and measuring activities. Integration of English provides students with an opportunity to learn the scientific concepts not only in Lithuanian, but also in English. In science education lessons, teachers strive to provide students with the basics of competencies, knowledge, and skills needed to get to know themselves and the world around them. By working with the content of several school subjects at the same time, students acquire a holistic approach, while lesson topics are explored in greater depth.

67-73

Authors: Danguolė Savičienė

The report presents good work experience organizing nature studies learning activities for primary school students. The report tells how lithuanian students from Visaginas „Verdenės“ Gymnasium joined the international citizen science project "Tree bodyguards" and carried out an experiment using the methodology "Evaluation of predation using artificial caterpillars and leaf samples". The citizen science project is an increasingly popular practice in the world, when data can be collected by anyone who wants and later on can be valued by scientists and used in real scientific research. The report describes the preparation for the experiment „Evaluation of predation by artificial caterpillars and leaf samples“, its performance (raising the hypothesis with students, observation of the object, collecting the data and making the conclusions) and reflection creating the methodological tool – educational video film (internet access https://www.youtube.com/watch?v=QO67hOcUDK4), presenting it to others. The report discloses attractive learning methods that interest students in the subject, enable them to act on their own – to perform practical activity, to share work success with others, to feel civic in response to the invitation from French researchers Bastien Castagneyrol and Elena Valdes Correcher from the University of Bordeaux to participate in the project.

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Authors: Editorial Board

End page, Vol. 27, GUBUM, 2021

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Authors: Editorial Board

Contents, GUBUM, 26, 2020

14-25

Authors: Rita Makarskaitė-Petkevičienė, Leandra Čiužienė

In the spring of 2020, the Covid-19 pandemic having started, and quarantine being introduced in the country, a transition was made to distance teaching/learning. Using online distance learning, a possibility naturally emerged for the primary school students to develop independence. And this is a very important competence part of learning how to learn. One of the most important independence criteria is - thoroughly completed work. Research focus – 3-rd form students’ knowledge and skills working independently. Aim – after analysing task activity worksheets, to assess students’ knowledge and skills, and to discuss students’ ability to work independently. It was suggested for the students that they watch a film in You Tube about a common sparrow and a field sparrow. An activity worksheet was prepared, which was sent to the students by e-mail. For the preparation of the task, a day was allotted. Nineteen 3-rd form students took part in the research. It was ascertained that some of the students lacked attentiveness searching for the similarities and differences of the analysed animals, patience carrying out the other tasks. Watching a film about a common sparrow and a field sparrow, the students acquired new knowledge about their biological peculiarities, living environment, behaviour. Answering the questions, the students already used new concepts. At the same time, they developed work with information recourses, research skills, improved comparing and confronting abilities. Nevertheless, almost half of the students lacked thoroughness, showing their independence. It was still difficult for the students to formulate full answers, therefore they could not fully demonstrate their knowledge and understanding. Girls, carrying out the tasks, were more observant and attentive than boys. Performing the tasks, students demonstrated reproductive and productive independence. Of course, you should not limit yourself in this, and in future you should more orient yourself to the development of creative independence.

33-53

Authors: Eugenija Rudnickaitė

Due to the rampant COVID-19 virus, informal science education is becoming particularly complicated due to the uncertain situation in general education in schools. Thanks to the organizers of the project of the science festival "Spaceship Earth", who have planned part of their events in advance in the virtual space, we can offer teachers a virtual excursion to the temporary exhibition of the Geological Museum of Vilnius University as part of remote informal science education. You can find the virtual tour here: http://www.geol.gf.vu.lt/lt/muziejus or: https://youtu.be/pstNVf7Gcyc The purpose of this article is: to provide the material used to create the guide's story; to advise on how this virtual trip can be used in science education lessons to spread knowledge of geological science, its importance for understanding the world, natural climate change, and the evolution of flora and fauna; help to develop the ability to hear relevant and important information; help in the integration of information provided during the virtual trip into biology, anatomy, nature, chemistry, world cognition, geography and other subjects. We hope that this virtual tour will be acceptable for teachers doing both formal and informal science education. The article provides additional information and suggests possible tasks.

63-69

Authors: Danguolė Savičienė

The STEAM science competition “Our Experiment” (organized by the Lithuanian Center of Non-formal Youth Education) is one of the opportunities to diversify the educational process and encourage students to take a deeper interest in natural sciences. We are convinced that the STEAM science-based competition encourages students to work in teams and collaborate on research. Teamwork skills are especially needed in today’s world of science and work, as one person’s mind or skills are no longer enough here. Already at school, it is important to point out that knowledge of one subject is often not enough to identify and solve problems, different sciences complement each other, and their integration often creates opportunities for innovation. Working with the STEAM method inevitably integrates subjects in the educational process. The STEAM science competition led to the search for an integrative topic. It became the subject of "Papyrus Production". Subject - Knowledge of the world. Integrated programs: Lithuanian language, mathematics, art and technologies, information technologies, human safety. I wanted students to be able to apply cognitive skills in integrating subjects: critical thinking, practical skills, analysis and conclusions, information processing, application and deepening of knowledge, presentation. Nature of work - integrated lessons. The lessons took place in the gymnasium science laboratory. Educational film based on practical activities: Home Papyrus Production https://www.youtube.com/watch?v=OJClRehaATc The STEAM science competition used the tools of the gymnasium's natural sciences laboratory (during the implementation of the EU-funded project “Supply of Schools with Natural and Technological Sciences” most Lithuanian schools were equipped with natural sciences - tubes, flasks, microscopes, sensors, optical kits). The STEAM science competition led to the search for an integrative topic. "Papyrus production" is a topic of world cognition. Subjects were integrated: Lithuanian (analysis of the study material, expressive language for making a film), mathematics (weighing of bulk materials, time calculation, water temperature measurement), art and technologies (sheet cutting, gluing, drawing, drawing sketches), information technologies (filming of scenes, timer setting, searching websites for information on Egyptian symbols, papyrus production, glue production at home), human safety (safe handling of electrical appliances, boiling water, sharp objects). Throughout the learning period, students remained active as one activity changed to another. Students learned new concepts, worked on the principles of science, presented his competitive work to the school community, at student science conferences.

75-85

Authors: Vaida Uždavinė, Silvija Kazakevičienė, Renata Jonušauskienė

The article substantiates the importance of science education and its forms of teaching. One of the forms of education is the analysis of experiential education, its significance and effectiveness, possibilities of organization in primary education. The organization of experiential education - learning from experience for elementary school students - is presented. Based on their life experiences, students learn to evaluate processes and phenomena, analyze them, and are constantly encouraged to learn through their personal experiences.

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Authors: Editorial Board

End page, Vol. 26, 2020

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Authors: Editorial Board

Contents, 25, 2019

18-28

Authors: Vincentas Lamanauskas, Dalia Augienė

Schoolchildren’s natural science competence development is inseparable from teachers’ natural science competence, the integral part of which are subject, didactic and managerial abilities. Competence (es) acquisition during the studies at university is not a final process. Competence improvement, enrichment continues during the whole period of active pedagogical work. In the months of January-February 2018, a qualitative, limited amount research was carried out. 60 primary school teachers from more than 25 Lithuanian schools participated in the research. Research data were analysed using a content analysis method. Research results revealed that most primary school teachers value their knowledge in natural science field as sufficient. Teachers accentuate that their competences are proper and emphasize their lifelike and long work experience importance. Part of the teachers accentuate constant natural science education subject knowledge renewal. Only a small part of teachers notice that they lack knowledge in natural science field. Research result analysis showed that most of primary school teachers develop natural science competence independently using various information sources. A big part of teachers develop natural science competence participating in formal specially organised activities. Not a small part of teachers accentuate practical natural science competence development. Research results revealed that most primary school teachers give average evaluation to their competence in teaching natural science (world cognition). Only a small part of teachers attribute a high value to this competence of theirs. Research result analysis showed that primary school teachers teaching students natural sciences (world cognition), encounter various problems. The bigger part of teachers experience problems, related to the teaching process: lack of devices, low students’ teaching motivation, teaching content shortcomings. A big part of teachers teaching natural science subjects (world cognition) experience social – organisational problems: a lack of time, unfavourable conditions, a lack of support. Teacher opinion analysis of what needs to be changed /improved in natural science primary school teacher training/preparation revealed that the biggest part of teachers offer to improve future teachers’ practical abilities/skills. Part of teachers offer to better develop special competences, related to natural science education, to improve material supply of the study process.

35-54

Authors: Rita Makarskaitė-Petkevičienė

Two trips have encouraged to prepare this methodological article, having provided not only new knowledge but also contradictory ideas about the environments used for education. One trip was to British educational training and technology exhibition Bett-2019, the other – to Reggio Emilia, where everyone was introduced to the unique Loris Malaguzzi education method. Holding an opinion “unique is what is simple”, it was decided to use proper objects for education right here, in the kindergarten / primary school yard and to generate the ideas how to use them for education. The research object is a pine-tree and a fir-tree as a teaching/learning device in the kindergarten and in the primary school: what, how and why. The aims: 1) to look through the preschool age children achievement description (2014) and a standardised world cognition programme (2015) in order one could tell, what achievements the children could develop if they explored a pine-tree and a fir-tree, growing in the kindergarten / primary school yard; 2) to provide childhood teachers with the knowledge about the mentioned trees and to share the ideas, how one could use a pine tree and a fir tree for children education in childhood, what activities, what spheres or school subjects to integrate. In the article, methodological advice is given illustrated with lots of pictures.

60-69

Authors: Jūratė Mikulevičiūtė

The paper textbook or its set is one of the main tools for teaching and learning. As an alternative to paper textbooks, electronic textbooks for the subjects of Man and Nature, and Math for 5th grade came out in 2018. During the survey carried out by the TAMO group, the teachers of the Man and Nature subject have indicated that the main issue limiting the use of the electronic textbook is the school’s technological base. The textbook is expected to have the functionality, which would make the job of the teacher easier, complementing it with tools for teaching and the possibility for easier differentiation and customization. The electronic textbook of the Man and Nature subject was developed on the basis of general education program, recommendations of the international assessment of student achievement research and other documentation. The textbook is focused on active self-study, is adapted to students of different achievement levels, and promotes critical thinking, creativeness, data analysis and interpretation, research activity skills. The content of the textbook subject is divided into separate fragments, which the teacher can construct while creating his/her own subject according to the situation of a specific class. The teacher can take the advantage of the set of differentiated tasks, by appointing the set of tasks to satisfactory, general or higher level students or by adapting the set to a specific student. The teacher receives the information about the achievements of the students by using the result analysis tools and by analysing the student’s profile, where the learning progress can be seen. The most effective use of the textbook set can be reached if each student would have a personal computer or a laptop available or could learn using a mobile phone. However, the content of the textbook can be demonstrated with the help of a projector or an interactive board or a textbook and assign the tasks to be done at home using the “Flipped Classroom” method. This is done when the students analyse the content of the subject and carry out the tasks independently on their own devices, and then it is discussed and explained during the lesson.

81-96

Authors: Eugenija Rudnickaitė

Thanks to the project "Providing Schools with Natural and Technological Sciences", for the implementation of which funds from the European Union Structural Funds and the state budget of the Republic of Lithuania were allocated, in 2018 685 schools received collections of useful minerals. The collection contains 14 useful minerals: sand, quartzose sand (silica sand), sand-gravel raw material, clay, sapropelithe (sapropelic coal), limestone, chalk marl (marlstone), dolomite, peat, earth oil (oil, petroleum, naphta), amber, flint (chert), gypsum, granite. The purpose of this article is to show: How the whole collection can be used in natural science lessons; As examples of individual useful minerals; How to use it to integrate into biology, natural and human, chemistry, physics, technology, mathematics, knowledge of the world, IT and other subjects. Available options for lessons are offered for each useful mineral.

102-110

Authors: Violeta Šlekienė, Ramutė Gaučaitė, Aušra Kazlauskienė

The competence of entrepreneurship in the context of general education is developed at different levels by students of different ages. Young people have many features of a successful entrepreneur, but the enthusiasm of the students themselves is not enough to encourage entrepreneurship. It should be a systematic approach, proper organization and coordination of activities. Entrepreneurship abilities, in the absence of an appropriate system, are developed spontaneously, fragmentarily, without creating a complete picture and seeing the final result. In order for students to be able to apply their knowledge in practice and gain practical entrepreneurial skills, it is necessary to properly organize their formation process and be able to manage it. The tendency is that increasingly younger students want to learn the elements of entrepreneurship. Therefore, the only option is non-formal education, usually project activity. This paper deals with a project carried out under the cooperation program of high schools of Šiauliai city and Šiauliai city municipality in the context of STEAM activities. The model My smart product for work or leisure for developing entrepreneurial abilities of students of different ages is discussed, its conception and realization possibilities are revealed. The essence of such model is a creative collaboration between students of different ages and cooperation with scientists, business consultants, in order to transform the entrepreneurial idea into a prototype of a real product. Thus, in the context of STEAM activities, the aim is to develop the creativity of different age students, their ability to put their ideas into practice, to make engineering and technical decisions, and thus to acquire practical entrepreneurial skills. * The program was financed from the budget of Šiauliai City Municipality

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Authors: Rimvydas Latvys

The history of the school has started on 1 September 1986 when a spacious 2nd secondary school in Kupiškis opened the doors for the first time. The first lesson began with 774 pupils and 51 teachers inside. Stanislovas Rugaitis was the first headmaster who led the school until 2001. The education of natural science was chosen as a priority from the very first school year. The community of progymnasium is proud that it was named after professor Povilas Matulionis in 1996. Povilas Matulionis was born on 5 September 1860 in Kupiškis. His activity was diverse and meaningful: scientist, forester and pedagogue, poet and publicist, playwright and even Ascene activities director. He is an originator of forest typology science in Lithuania. Matulionis created the classification table of the forests in Lithuania where the plant sites were divided into 3 groups and 10 species (types). He also designed the volume tables of the major species of trees growing in Lithuania and the formula to calculate the rates of annual deforestation. An agreement of cooperation was sighed with Kupiškis forest enterprise in autumn 1997 which later established the award in behalf of Povilas Matulionis and obligated to help to plant the park as well as support the activity of the young foresters. It has already become a tradition to organise a conference of natural science during an annual name-day of the school. The teams of the school partners usually take part in this event. A dendropark was established on the coast of Račiupys at school area. There are 28 families, 63 tribes and 115 species and shapes of decorative trees and bushes currently growing here. The school became a winner in the observation competition of the best managed environment of schools in the Republic in 2011 and was presented with a commemorative plaque “The best managed school environment 2011”. The community of the school became a member of the collective society to beautify Lithuania in 2001. It is interesting that Povilas Matulionis was a founder of this society. There are a lot of various after school activities: sports, choreography and theatre, art, music, traffic safety, an ethnographic ensemble “Zbitkai”, club of tolerance, the group of fishing enthusiasts “Nasrai”, the organization of shooters and so on. Another after school activity of the forest buddies “Atžalynas” has been active in progymnasium since 1997. The pupils and teachers of the progymnasium willingly participate in feneological observations, club of tolerance, the integrated course of natural science program for 5-8 grades and other projects. The progymnasium took part in the international project NordPlus Junior “STEM-real worlds” in year 2016-2018 and together with the partners from the republic of Latvia Pastende and the republic of Estonia Võru Kreutzwaldi schools engaged in diverse natural science, art, technologies and ecology activities. The progymnasium cooperates with Anykščiai Antanas Vienuolis, Kaunas Garliava Jaunučiai, Rokiškis Juozas Tūbelis and Molėtai progymnasiums, Pasvalys Lėvuo, Alytus Šaltiniai and Vilnius Spindulys basic schools. We became friends with Wormstedt Grundschule school in Germany in 1999. Since then we have been studying German and the Germans – Lithuanian. Currently there are 660 pupils studying and 60 pedagogues working in progymnasium. We are modern, all the time learning, communicative, cooperative and open to changes progymnasium.

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Authors: Editorial Board

End page, 25, 2019