NATURAL SCIENCE EDUCATION IN A COMPREHENSIVE SCHOOL

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Authors: Editorial Board

GAMTAMOKSLINIS UGDYMAS BENDROJO UGDYMO MOKYKLOJE – 2024 XXX nacionalinės mokslinės-praktinės konferencijos straipsnių rinkinys, Plungė, 2024 m. balandžio mėn. 26-27 d. *** NATURAL SCIENCE EDUCATION IN A COMPREHENSIVE SCHOOL – 2024 Proceedings of the Thirtieth National Scientific-Practical Conference, Plungė, 26-27 April, 2024

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Authors: Vytė Alksninytė

This article stresses the importance of trying to uncover and understand students' value attitudes. Since we cannot see the values themselves, observing students' behaviour, asking the right questions and encouraging them to share their thoughts can give us insight into their attitudes. This knowledge could be used to personalise the content of learning and to choose which teaching methods to use. By creating learning situations with direct experience, we allow connections to be made between knowledge and concrete experiences. Equally important is the experience that learners already have. This paper describes a methodology that was used to identify students' expression of environmental values through their favourite places. A 3-step activity was carried out with 22 second grade learners. The results of the activity show that the majority of the students chose their favourite places in nature, some of them specific locations, others nature in a non-literal sense.

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Authors: Laima Jonušaitė

While conducting the research, students applied their wide-ranging knowledge, including biology, chemistry, mathematics, technology, and informatics. Our investigation focused on air pollution across five locations in Kuršėnai, utilizing lichen bioindicator species, the maple leaf tar spot (fungus Rhytisma acerinum) test, and metal corrosion indicators. Comparative analysis of the data revealed almost identical results across different methodologies. The cleanest air was near the gymnasium, likely due to the distance of the maple trees from the road and vehicular traffic. Conversely, the most polluted air was at Vilniaus St. 48, adjacent to a bustling street. Deviations noted at Ventos St. 6 were due to research conducted away from the immediate vicinity of the road. Notably, air pollution significantly decreased 100 meters away from the street. Metal corrosion indicators emerged as the most sensitive method employed in our study.

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Authors: Rita Makarskaitė-Petkevičienė

The study examined the school experiences of pre-service primary school teachers (N - 39) about learning in non-traditional educational environments/settings. Based on the autobiographical memory paradigm. This is important in studies, because later, based on the experience of students, knowledge and understanding of educational environments and their use in teaching natural sciences in primary school is expanded and deepened. A two-part task was assigned to the participants: Students were asked to: 1) recall their school and draw a picture of it; 2) recall lessons they learned outside of the classroom, such as in a yard, park, or other educational setting, and provide a brief description of those experiences. After analysing their memories, the participants were able to choose which form - child, young person or adult, woman or man - they would give to the school in order to best reflect the culture of the time and to express the feelings of the former students. The drawing was asked to be accompanied by a short comment to ensure that it was correctly understood by the group mates. The survey shows that students are more likely to share positive than negative experiences of their school years. Pre-service teachers benefit from looking back on their school years as they consider how to modify the educational process to fit the needs of diverse students and consider the role of a teacher, which includes being an investigator of students' learning and not being frightened of innovation or change.

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Authors: Kristina Valienė

The article discusses the aspects of integrating the topics of education of sustainable living and development strategy into the daily activities of the preschooler. Preschooler’s acquired knowledge and built habits of sustainable living remain further at school, if supported by family. Therefore, it is extremely important to apply the methods of sustainable living in teacher’s everyday activities and to introduce such educational activities which would become effective and applied without additional efforts. The habits of sustainable living at kindergarten “Rūtelė” in Plunge are being built following personal experiences by creating educational routine and including the main aspects of sustainable development strategy, such as: saving and conservation of environmental, natural and other resources, expansion of biological varieties in the territory of the kindergarten, socioemotional education, daily physical activity and healthy nutrition. Educational activities are being planned with the reference to the principles of the sustainable living, the basis of which is the perception that School is a consonant community, fostering ecology and health favourable ideas, as well as respect to a person and nature.

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Authors: Editorial Board

GAMTAMOKSLINIS UGDYMAS BENDROJO UGDYMO MOKYKLOJE – 2024 XXX nacionalinės mokslinės-praktinės konferencijos straipsnių rinkinys, Plungė, 2024 m. balandžio mėn. 26-27 d. *** NATURAL SCIENCE EDUCATION IN A COMPREHENSIVE SCHOOL – 2024 Proceedings of the Thirtieth National Scientific-Practical Conference, Plungė, 26-27 April, 2024

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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

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Authors: Ieva Karklelytė

Modern society emphasises the importance of engaging and involving children in the teaching/learning process and aims to make students active participants in the educational process. Both scientific and methodological literature suggests that one of the most useful methods of learning is experiential learning. The new Science Framework Programme (2022) is designed to enable primary school pupils to learn as much as possible about the world, to ask questions, to search for answers, to develop responsibility and to develop exploratory skills. The curriculum highlights the importance of inquiry in science learning, allowing pupils to experience the joy of exploring, to solve problems, to argue their choices, to find evidence and to support their conclusions. In Lithuania, more research and articles are focusing on the benefits and importance of inquiry-based education for students. In general, most articles are about the educational process, activities and student achievement, while teachers are often left out. The aim of this study is to reveal the experiences of primary school teachers in inquiry-based education in science classrooms. The survey was carried out among 62 teachers, 93.5% of the respondents work as primary school teachers in public schools. The research revealed that primary school teachers understand the importance and multiple benefits of inquiry-based education. Although teachers understand the importance of using exploratory activities in the classroom, the use of this method is relatively rare. It was observed that teachers who have recently started working as primary school teachers are the least likely to explore with their pupils. The data also revealed that the content of the "Taip" textbook is the most conducive for teachers to organise exploration activities in the classroom, while the content of the "Gilė" textbook is the least so. Teachers felt that inquiry-based education was most constrained by a lack of time, inadequate classrooms, and a lack of methodological materials and tools. A number of teachers identified one of the problems as the fact that they have to buy the tools needed for exploration out of their own finances. The experience of primary school teachers shows that there is a lack of seminars on how to organise exploration in the classroom, and that there is a need for more dissemination and funding for seminars.

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Authors: Rita Makarskaitė-Petkevičienė, Viktorija Zavackienė

As environmental issues become more relevant, more attention is paid to sustainability. Sweden's long-term experience shows that including sustainability topics in preschool education programs allows children to feel like they are masters of their planet, responsible for its future. The article shares the experience of how environmental issues were discussed in a group of four-year-old children during the month-long educational activities dedicated to Earth Day. With the help of the teacher, the children explained which human activities in nature are appropriate and which are not. They looked for evidence of such activities in the environment and shared their experiences. In Lithuanian, the spring months are named after birds. Children got to know rook, dove and cuckoo. They looked for signs of spring in the school yard. While performing a creative task, children shared their thoughts on how they can contribute to protecting the nature of the planet. In other activities, children learned about our planet, its continents and oceans. After planting vegetable and flower seeds, they watched how the plants grew and developed. The peppered "continents" allowed the children to imagine that our planet is green and beautiful when many animals breed on it. So we have to preserve it as green and we are all responsible for its future. By researching and performing practical activities, children improved initiative and perseverance, knowledge of the environment, research, and problem solving skills.

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Authors: Danguolė Savičienė

The Lithuanian coordinators of the new European eco-citizen science project "Plastic Pirates", the Lithuanian Centre for Non-formal Education for Schoolchildren, have invited the Lithuanian coordinators of the project to join the project. This project is not only internationally significant, but also has the distinction of being a citizen science project. It is a practice that is becoming increasingly popular around the world, where data can be collected by any citizen who wants to, and then the data collected is evaluated by scientists and used in real scientific research. The aim of the Plastic Pirates project is to strengthen scientific cooperation in Europe, promote citizen involvement in science, raise environmental awareness and reduce negative environmental impacts. The project has already been joined by 10 European Union countries. Through various activities and investigations, students will learn about research on the state of Europe's rivers, learn how to carry out research correctly and learn about the problem of plastic pollution in seas and oceans. One of the main activities of the "Plastic Pirates" project is research. "Assessment of the pollution of the Sventoji River" is a research activity carried out by the second grade pupils of the Verdenė Gymnasium in Visaginas and their parents. A training film based on practical activities: the Research paper. "Assessment of the pollution of the Sventoji River" in the citizen science project "Plastic Pirates": (369) Tiriamasis darbas. „Šventosios upės taršos vertinimas“ piliečių mokslo projekte „Plastiko piratai“ - YouTube In summary: - The assessment of the pollution of the Šventoji River has been carried out according to the specified methodology. - The protocol with the collected data has been forwarded to the scientists. - 290 metres were walked along the river and 37 pieces of litter were collected. - The total weight of all litter (including plastic waste) was 4,153 kg. - The total weight of all plastic waste is 1,043 kg. - The children cooperated with their parents during the survey. The hypothesis was confirmed: - We were able to carry out the study and to present the data to scientists. (Some time later, we contacted the scientists and found out that microplastic particles had been found in our sample.)

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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

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Authors: Editorial Board

Cover, GU28 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

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Authors: Liudmyla Chystiakova

The article examines the didactic possibilities of the technology of processing textile materials when performing creative projects by students - future teachers of labor education and technology. In particular, the introduction defines the priorities of the educational policy in Ukraine, among which an important place belongs to environmentalization, which is aimed at achieving the goals of sustainable development and contributing to the prosperity and protection of life on the planet. The key to the implementation of this priority is the formation of the readiness of the participants in the educational process for ecological conservation activities since it is one of the main subject-transformative practices that are implemented in labor training lessons in basic school and technology lessons in high school. Ecodesign in general and upcycling technology in particular are determined to be relevant in the acquisition of professional competencies. The main part of the article outlines the essence of secondary use of materials, the history of its appearance, its importance for nature conservation, and compliance with the concept of the three R's: "consumption reduction - reuse - recycling". Active use by fashion designers is being updated. Emphasis is placed on the importance of using upcycling in educational projects. The experience of the Department of Technological and Vocational Education of the Central Ukrainian State Pedagogical University named after Volodymyr Vinnichenko in the implementation of individual projects on the "upcycling" technology in the educational process in the preparation of future teachers of labor training and technology is presented. It is about the methodology of project activity from the choice of the project topic to the final result, during which students have the opportunity to independently choose the design object according to their capabilities, develop the design and manufacture the product, and prove the necessity of the existence of the finished product in the real world. The results of the study are convincing that the implementation of educational projects by future teachers of work training and technology contributes to the development of creative abilities, creativity, the search for non-standard solutions, and the responsibility of students. Each manufactured item is unique, has an innovative design because an individual approach and design vision of each individual student is used to create it. In addition, the issue of ecological impact on the environment is raised - the recycled item will have a "second life" and will not be thrown into the trash. It is obvious that in the conditions of ecologically transformative activities, the development of the ecological culture of students takes place, and the implementation of such projects contributes to the ecological activity of future specialists.

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Authors: Rita Makarskaitė-Petkevičienė, Diana Miklaševičiūtė

In 2022, general programmes were updated, therefore, we had a goal – “to test” some of the topics of the world cognition textbook being prepared for grade 3 (YES series) in a real class of third graders, to make sure what content is suitable, and what needs to be corrected, excluded or supplemented, so that these topics also correspond to the age of the students, and the new science education programme in primary school. Two world cognition lessons were organised for the 3rd grade students, thereafter, they were analysed and discussed. By observing and analysing students’ activities, methods, ways of working, what results were achieved, it is possible to identify whether the content is appropriate for the children of this age, what difficulties can be experienced in the activities, etc. The content studied about the digestive and circulatory systems was interesting and engaging for the third graders. The students created the model of the digestive system faster than expected. Visual materials, teacher’s explanation, model creation and the continuous information exchange creating it, allowed the students to memorize and understand the food pathway. It was not difficult for the students to understand the meaning of the circulatory system, to name what it is made up of, to describe the functions of the organs. Creating a model of the heart’s work motivated and involved the students, however, when faced with difficulties, the students were disappointed. Therefore, in the world cognition textbook, being prepared for class 3 (YES series), the idea arose to adjust the description of the heart action model, to make it a little simpler and to provide more detailed advice in the teacher’s book. All these observations and discoveries made in the lessons are significant for improving the topics of the textbook on the digestive and circulatory systems. On the other hand, research – practical activities are not necessarily successful, sometimes they have to be repeated. Each failure develops patience and diligence – necessary qualities of a researcher and develops parts of cognitive competence – ability to learn, problem solving.

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Authors: Eugenija Rudnickaitė

The article discusses the experience of the VU Geology Museum in popularizing the science of geology, conducting informal natural science education, and educating the public. It is claimed that non-formal education cannot replace consistent long-term education in general education schools in order to educate members of the society who are sufficiently enlightened in the issues of geological science. Informal education only complements, helps to interest, emphasize and consolidate the knowledge acquired at school. In order to improve the geological literacy of society, it is necessary to start with schoolchildren and students. Necessary: 1. To strengthen the geology component in the programs of general education schools, which is now very little. 2. Start teaching natural sciences with geology. Then move on to physical geography. 3. Practically incorporate geology into STEM. That this should be the course of education is also defined by the definitions of geological and geographical sciences.

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Authors: Rita Stulpinienė, Rasa Žiemienė

Ecological and environmental education is of special importance in dealing with and solving current global problems. This education is not only important, but also very relevant at all stages of a person's age. Properly laid foundations in pre-school education can help the emerging personality the basics of critical thinking, promote their creativity, the quality of relations with others. An ecological awareness training "Green Lesson" took place in Vilnius kindergarten "Rūta", during which the students of the institution together with the seniors of LPS "Bočiai" and representatives of the Vilnius City Association "Žirmūnų bendruomenė" traveled through 5 educational stops. In summary, it can be stated that all five stations offer activities for the contact of small children with nature, research and cognition. The goal of ecological awareness education “Green Lesson” is to accumulate experience in science education through research activities together with social partners by developing ecological awareness. During the “Green Lesson” education, the students of the institution not only gained knowledge on how to sort and use responsibly, shared their family's experience on how to use used materials that performed their functions, but also searched and discovered colors, shapes, smells and shared feelings with seniors, their peers. A mobile exhibition of creative works on canvas held in green outdoor spaces gave children the feel of real artists. Relaxing painting with the help of a pendulum encouraged children to fantasize, to raise problematic questions. Observing the movement of the pendulum and the flowing colors, the little ones became acquainted with the laws of physics, felt a sense of wonder and the joy of cognition. The Green Lesson with seniors not only provided many positive emotions, but also nurtured the realization that we are all members of the global community and that together we can create a healthy environment for all that is alive. After all, the stronger the connection between the community of the institution and the people in the immediate environment, the more information, skills and values are passed on to the child. While traveling through five green spaces, the children were presented with research activities related to artistic expression, creativity, highlighting the aesthetic qualities of nature, and protecting the environment. The joint experiential activity became a symbol of friendship and kindness, which combined experience, knowledge and childlike sincerity. After all, all this has a great impact on the formation of personality, the peculiarities of socialization, the preservation and formation of a mentally and physically healthy generation.

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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

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Authors: Editorial Board

Cover page, GUBUM, Vol. 27, 2021

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Authors: Angela James, Lisa James, Sartiha Beni, Michele Stears

In South Africa, teaching Natural sciences in the Foundation phase, is informed by the curriculum. Teaching Natural sciences entails content, process skills and values. As the literacy levels of young learners is low, it is imperative that language learning and use is integrated in teaching Natural sciences. A reader titled Adventures in the Playground, videos of teaching lessons and a teaching pack were developed using an inquiry-based approach, to teach the science concepts - water, insects, conductors and insulators to Foundation phase learners. A question that informed this process was, how can the reader be used to teach the concepts to foundation phase learners. A qualitative, interpretive descriptive narrative was presented. The narrative was on the structure, the focus and the learning that is assisted, how it may be used. The setting for the reader provided an avenue to teach the science concepts in an integrated manner and a context that learners are familiar with, through the words and visuals (drawings) in the playground. Educating children through everyday experiences and encouraging thought is critically important. Therefore, teaching Natural sciences through the use of contextually relevant resources should be considered for greater knowledge, skill understanding, development and use, including positive values of science in the lives of young learners.

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Authors: Vincentas Lamanauskas, Dalia Augienė

Despite the fact that science education (SE) in primary school is integrated, it must be of high quality. In other words, primary school students should be able to perform simple observations and tests, formulate conclusions, use the simplest devices and instruments, and so on. The same universal questions remain, such as What do young people need to know and understand? why is it important? What are the most effective ways of teaching science at different levels of the school system? What knowledge and skills do teachers need? In Lithuanian primary school (1-4 grades), science education is mainly implemented through World Cognition lessons and includes two goals that are very important for the student's socialization and education: to help the child get to know nature and its processes and to ensure appropriate (positive) student socialization. Although teachers tend to demonstrate a variety of experiments, student research activities are not predominant. A similar situation is observed with regard to the use of technology in the educational process. The readiness of teachers to organize and implement science education in primary school is quite uneven/diverse. Thus, the main aim of this study was to analyse the position of primary school teachers on the issue of science education, i.e., to determine which ways of improving science education one sees, and which methods of activity in the process of science education are most appropriate, how student research activities are carried out in the SE process. A quantitative study using a survey strategy was conducted. In-service primary school teachers from various Lithuanian primary schools participated in the study. A total of 115 teachers from more than 30 Lithuanian schools participated. Teachers use a variety of methods in their science education. The most frequently used are the involvement of students in practical work (activities), demonstration of experiments, attempts to link science content with the daily life of students, to organize group work of students. Class discussions are much less often encouraged, and students are allowed to carry out independent research (experiments). The aim is rarely to incorporate technology, to encourage (facilitate) research, to meet (take into account) the individual differences of students. In the process of primary science education, the most common research with students is related to a healthy lifestyle, environmental protection, and ecology. Less often, students do research on vegetation (flora), fauna (fauna), physical phenomena. Very rarely students do research on agriculture / the effects of chemicals on plants and animals. Students rarely explore soil, minerals, and rocks. Teachers argue that science education in primary school could be improved with more resources / equipment, etc., by including more practical work (activities) in an effort to bring science content closer to students' daily lives, with more student-centred lessons, better access to technology and their use in reducing the number of students in the classroom. Some teachers point out that it is important to devote more time to the selection and analysis of science content, etc., to the preparation of lessons and to have more opportunities for the professional development of teachers.

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Authors: Rasa Naujokienė

Progress of educational intergrated activities at a primary school is dependent on the level of students‘ involvement in teaching-learning process. Abstract ideas and topics might be complicated to grasp and comprehend at such young age. Therefore, intergration of subjects such as English, World Around Us lessons and ICT ensures the learning is less difficult and more approachable. Learning a foreign language at as much as possible natural environment filled with natural sources, incorporating assisstance of new technologies makes the process of teaching-learning very attractive and enables students not only to enrich knowledge, but also improve social and foreign language communication skills. Beeing in nature students feel at ease, stay curious, positive and active moreso they learn to value natural resources. Learning in groups encourages confidence, empathy and helps gaining crucial multilingual and social competence for further life.

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Authors: Eugenija Rudnickaitė

Information about space and meteorites is being activated by scientists in various fields. With the development of research methods, new facts unknown to science from previously fallen meteorites are being found. Not all findings are supported by more accurate subsequent studies, so it is important to select reliable facts. The purpose of this article is: ● to present selected research results of meteorites which are important for science; ● Teachers could integrate this information into Biology, Nature & man, Chemistry, Physics, World knowledge, Geography, etc. Among other collections, the Museum of Geology of Vilnius University has a scientifically unique collection of meteorites, which is excellent for non-formal science education, dissemination of geoscience.

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Authors: Rita Stulpinienė, Rasa Žiemienė

The international ecological education project of the educational institutions' communities “Sunny Orange Train Journey” (hereinafter - the Project) was implemented in 2016 - 2020. The project starts every year on April 7. (World Health Day), ending 11 November. (St. Martin's Day, Lantern or Day of Light). The organizer of the project is Vilnius kindergarten "Rūta". The initiator and leader of the project is Rita Stulpinienė, an expert teacher at Rūta Kindergarten in Vilnius. Project coordinator - Rasa Žiemienė, Deputy Director for Education of Vilnius Kindergarten "Rūta". 2016 - 2019 The project was supported by the Vilnius City Municipality Public Environmental Education Program “Environmental Education of Institutions Subordinated to the Municipality”. The aim of the project "Sunny Orange Train Journey" is to give a child the joy of cognition by growing an pumpkin and other plants from conception to a mature plant together with a teacher and family, fostering a child's spiritual, creative powers to nurture nature, develop nature and respect for life. spirituality, ecological self-awareness, healthy lifestyle. During the five years of the project, 10 experiential activities were offered, during which educational communities joined the creation of green educational spaces and research in a green environment, providing opportunities for students to get to know the immediate environment and experience the joy of discovery. The partnership between teachers and families and the cooperation of specialists from educational institutions were strengthened in the organization of educational activities. Each year, teachers from educational institutions shared their experience of project activities at conferences entitled “Dissemination of good work experience while traveling on a sunny orange train” and had the opportunity to come up with new innovative, environmentally friendly ideas. 62 reports were delivered from various countries. The reports reflect the integration of orange activities into other activities, how to create conditions for the implementation of artistic and creative activities for children with special educational needs, how to initiate free and independent choice of children's artistic expression, promote children's creativity, self-expression and positive emotions. This project not only promoted communication and cooperation between educational institutions of the Republic of Lithuania and neighboring countries in order to achieve a better quality of education by sharing impressions and experience, but also nurtured common human values by experiencing the joy of giving. 3 photo albums, 4 electronic books "Pumpkin Recipes" have been published, the methodological tool of authentic creation "Creative Stop of the Sunny Orange Train Journey" has been created. 4 environmental events “Orange Smile Day” took place in Vilnius Vingis Park, during which two Lithuanian records were achieved. The power of a small pumpkin seed brought together communities of educational institutions for joint activities not only from Lithuania, but also from other countries of the world - Poland, Latvia, Estonia, Belarus, Norway, Germany, England, Spain and even from sunny Australia. This project, as a small baby born from a small semen, sown by the hands of educators and children, invited me to travel on an experiential nature trail.

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Authors: Editorial Board

Cover page, GUBUM, Vol. 26, 2020

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Authors: Vincentas Lamanauskas, Violeta Šlekienė, Dalia Augienė

Qualitative preparation of pre-service teachers remains an actual problem. Appropriate school preparation is important for studying at university. This is very actual for future natural science teachers because the candidates of very different knowledge and ability level enter Lithuanian (and not only) universities. Such condition is presupposed by Lithuanian (and not only) general secondary education system because all natural science subjects (physics, chemistry and biology) are compulsory up to the 10th form, and in the 11th -12th (3rd -4th gymnasium) classes, only one of all natural science subjects is compulsory, or an integrated natural science course. Besides, students taking into consideration their needs and inclinations can choose general or extended natural science – biology, chemistry or physics course. Five university scientist groups carrying out an international project “Developing Bridging Courses for Mathematics and Science Teacher Students/Bridge2Teach/” started solving this problem. The aim of the project is to create, test and develop the bridging courses designed for the preparation of mathematics and natural science teachers. In this way, it is sought to do away with the gap between what was learnt at school, and what is necessary starting the studies at university. In Siauliai university, for the pre-srvice Integrated natural science teacher knowledge consolidation, 12 ECTS credits course Holistic natural phenomena conception is foreseen in the programme, by which, filling the gaps in natural science knowledge, it is sought to form entire, holistic world cognition, to motivate students for deeper natural science understanding and interpretation, to awaken willingness to explore. The studies of this course are organised so that every student should have a possibility to acquire lacking natural science knowledge, to extend it, and to actualise. All Siauliai university study programme Integrated natural science pedagogy students, having participated in the survey, unanimously pointed out that having started studies at university, at a different level they felt gaps in natural science and mathematics knowledge and abilities. As the main solution way of such a problem, the students indicated bridging course organisation for the first course students, accentuating that for successful studies at university, general and even extended mastering of the school course is necessary. Having generalised teachers’ who participated in the expert survey answers about bridging courses for students in natural science and mathematics and their need, one can claim that students, who enter higher education, have school knowledge gaps, which could be at least partly fulfilled by properly prepared and realised bridging courses. Lecturers experts claim that bridging course content depends on the chosen study direction (even on the study programme) because, basically, the necessary knowledge for the students having chosen different study programmes differs. They accentuate that such course demand for every future student should be individual; they note that to include such course in study programmes is problematic.

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Authors: Jovita Ponomariovienė

In the 21st century, the speed of technology, information and communication tools and economics obliges teachers to prepare the young generation to be able to adapt quickly to the rapidly changing living conditions. The rapid growth of various ICT tools in schools opens up ample opportunities for change in the educational process. Today ICT itself is not an innovation, but it provides new opportunities for education by developing and changing at a fast pace. Therefore, the use of ICT in education has the potential to become the key tool for implementing new pedagogical ideas, i.e. to become a pedagogical innovation or an innovative pedagogical process, which will help to achieve qualitatively new results in human learning and creativity development. Moreover, by using ICT, teachers can help students to acquire knowledge and understand the taught material as well as make lessons a lot more stimulating. The aims of analysis to show the employment and the usage of ICT tools in science lessons. Children can perform various tasks with iMO cubes, an interactive map, interactive T-shirts as well as Photon and Blue bot robots. The employment of interactive iMO cubes is a new and unique way to learn by creating a dynamic learning environment. The integration of movement in the educational process helps to create a more stimulating atmosphere which interests young learners even more. An interactive T-shirt is a tool which helps the 3rd-4th grade students to get acquainted with the structure of the human body, internal organs, blood circulation, digestive and urinary systems. An interactive T-shirt is scanned with the help of the tablet and the "Virtual tee" app. "Photon Robot" is an educational tool that helps teachers in various lessons, such as programming, maths and science. Blue-bot robots are already a prevailing learning tool in both kindergartens and schools. It is programmed manually or with the help of the Blue-Bot program. Robots are often used in science lessons, children programme robots and name pictures, they also choose the correct answer and create sequences. All these tools interest and motivate students as well as help them to review their knowledge.

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Authors: Raimonda Samsonaitė

In modern-day knowledge and deeper understanding has an exceptionally important role in forming a student’s erudition. In order for a student to achieve a proper level of education the tutoring must be systematically based on gathering knowledge in an academic environment. Unfortunately the students may sometimes forget or misinterpret the gathered information. Geography is no exception. During the learning process of said subject, it is often observed, that some students cannot properly understand the new material, because the current level of knowledge is insufficient. Thus it is critical to find out the level of students understanding at the present and pinpoint the missing gaps in previously gathered information. The analysis of the survey showed a significant gap between the students of two classes. The students of grade II showed not only the better level of knowledge and understanding, but also were more motivated to learn, compared to grade I. By examining the result of the test regarding natural recourses, few questions revealed the flaws in geographical understanding. A meaningful amount of the students showed poor special understanding: were unable to name the leading countries regarding natural recourses extraction. The struggle to clearly reason the answer also became apparent: the lack of knowledge in the field of geographical theory and concepts is most noticeable. For both tested classes, the easiest questions were regarding the analysis of data, students successfully pointed out the classification of natural resources as well as the pros/cons of using fossil fuel.

70-74

Authors: Dainius Statkevičius

Dogs for 15,000 years have been an integral part of all humanity in our life and culture. In recent times, canitherapy has gained in popularity as a therapeutic approach based on the positive effects of human-dog interaction on the physical, psychological and social aspects of humans. This method is often used in institutions for child care and education (kindergartens, schools, care homes), health care facilities, retirement homes and other special facilities for children and adults with various mental disorders. In order to introduce pupils to the basics of cynology, to promote canitherapy, charity and social activities, various activities are organized at Kaunas Vyturys Gymnasium in order to involve as many pupils as possible. This activity is also being integrated into the long-term project “Sustainable School”. It is also sought and emphasized that a person must go to a kennel if he wants to have a certain breed of dog, but if he wants to have dog (does not matter breed), he must go to a shelter. This way is to combat breeding of undocumented breeding dogs. The gymnasium organizes educational classes with dogs for primary school learners, social campaigns "Support the homeless", integrated project "Use waste and help the homeless", quizzes "Do you know dogs and their breeds". Also it is planned to prepare an elective subject for students of grades 11-12 “Basics of Cynology”.

86-93

Authors: Zinaida Žvinklienė

At the preschool age, it is crucial for the development of children's linguistic abilities to select and purposefully apply various methods and techniques is crucial. One of the effective ways of speaking and developing a language is fairy tales. STEAM activities are increasingly used in the educational process. The idea was to combine these activities with the creation of fairy tales. We believe that integration of STEAM activities in the fairy tales creation process helps to develop children's linguistic skills, emotion perception and expression, strengthens critical and creative thinking and enables to gain problem-solving skills. Through research and experiments children learn more about their immediate environment. Children unfold their experiences and impressions in their own works. The idea of integrating STEAM educational activities in the fairy tale creation process has been implemented. The children experienced many positive emotional reactions, such as: interest, surprise, curiosity, achievement joy, sense of togetherness and closeness. This encouraged the children to become more interested, to ask questions, to tell about their impressions, to reveal them in their works. Children's critical and creative thinking and ability to solve problems increased. While taking tests, the children learned how to apply the results guessing methods.