Gamtamokslinis ugdymas / Natural Science Education

3

Authors: Editorial Board

Contents, GU/NSE, Vol. 16, No. 1, 2019

6-31

Authors: Alceu Junior Paz da Silva, Leopoldo José Alexandre, Agnaldo Arroio

Despite several technological processes and products found in everyday life involve polymers, it has been neglected in Chemistry Education. In this paper, the using of spaghetti-like representations in polymer teaching was explored. For this, a short course for undergraduate chemistry students was developed and constituted by two didactic sequences. In each of them one demonstrative experiment (latex lift and photopolymerization) was used to promote practices of externalization of visual models. The analysis of the students' drawings and written texts showed demonstrations of problematized concepts relevant to polymer teaching, whereas the effectiveness of spaghetti-like representations' employment requires further research. The initiative was well-founded and satisfactory within an initial exploratory perspective and implementation of this strategy in regular disciplines can promote the increase of students' interest in polymer chemistry, an essential knowledge area for developing countries that need to build their own technologies and innovation.

43-53

Authors: Violeta Šlekienė, Vincentas Lamanauskas

The basis of each subject is a system of interrelated scientific concepts, from which the quality of the students' knowledge and understanding of the subject matter depends. It is not possible to achieve a level of understanding in natural science education if learning was not systematic. The content of many natural science concepts is so complex that it is impossible to disclose it in one lesson or even in one topic. The content of the concept is disclosed gradually, in parts, by establishing relationships with other concepts, linking them to a system of scientific concepts. Such concepts are being developed throughout the learning period. In this way, a holistic concept of the world is formed. In order to form a system of natural science concepts, it is necessary to make appropriate usage of internal and interdisciplinary integration, to analyse common points of interaction. The principles of systematization and integration of knowledge must be applied. For this purpose, it is appropriate to apply the graph-tree method. This article deals with a systematic integration of the content of "movement" concept as one of the approaches to comprehensive natural science education. The graph-tree method is used to reveal the integrity of “movement” concept in basic education. The concept of movement is chosen as one of the most important concepts of science, differently known and understood by all students. Movement in biological, chemical or physical processes at different levels and in different aspects is analysed by learners at all stages of general education.

63-72

Authors: Sutuma Edessa

The aim of the research was to adapt the 5E model cycles as daily lesson plans, uses for biology lesson delivery processes and evaluate its effectiveness in comparison with the uses of classical steps of daily lesson plans. Quasi-experimental method was used to identify variables of data collections in which recognized variables were set to compose of 1-5 rated score checklists. The 5E model cycles were adapted as daily lesson delivery processes instead of the classical steps of teaching biology that 40 trainees of biology teaching conducted peer-teaching twice using both the newly designed and the classical steps in four Colleges of Teacher Education of Ethiopia, whereby the effectiveness of using both the processes of daily lesson plans were evaluated comparatively. As a result, adapting the 5E model cycles for lesson delivery process was 50.65% more effective than using the classical steps in the process of teaching biology. The research was concluded by the fact that adapting the 5E model cycles in biology lesson delivery process played significant roles to carry out classroom discussions confidentially, construct conceptual understanding and self preparedness in learning to conduct practical education.