NATURAL SCIENCE EDUCATION IN A COMPREHENSIVE SCHOOL

17-21

Authors: Tamara Brice

The old fashioned ideas of teaching all students the same things at the same time and in the same way by lecturing, telling, copying, rote learning and lots of testing as well as teaching students to be quiet and obedient doesn't seem to be working too well anymore. A student soon becomes bored of absorbing knowledge as a sponge and parroting it back when the particular activity is carried on for too long. The lack of interest results in the student actually avoids learning. It is true that a teacher must do some lecturing, but the students have to be encouraged to talk too, to think for themselves, to ask questions, to discuss, to take active part in the learning process. Times are changing as well as people are changing, therefore, new strategies and teaching techniques that will benefit millions of students are needed.

26-32

Authors: Rūta Jacevičienė, Irena Vežbickienė

Ecologic education is targeting to develop child‘s mind, emotional and physical powers, so teacher is choosing methods that are helping best to reach the targets and aims. Innovative education methods are helping child to develop and also emerges closer relationship between teacher and child. Sometimes we ask a question: How to arrange the activity so it's different from the others? Uncertainty is attracting, because we want to try out new things, it‘s interesting, children are waiting for surprises. Innovations are making a positive impact on children, consequence the positive outcomes: gives more energy, inspires children and involves into a difficult process of thinking, promotes analytics and evaluation skills, each child feels being a unique personality. The educational activities, that we have arranged at pre-school group, pointed out that non-traditional educational methods (i.e. introducing ecology to children) along with the traditional ones makes activities more live, playful and interesting. Creative approach to all forms of activities is very important. Let children operate non-traditional tools and we will get the expected results.

38-52

Authors: Gintarė Jurgaitienė, Silvija Kazakevičienė

Nature science lessons in 1-4 grades are identified as nature science knowledge. There’s an equality in these terms used in scientific literature. Nature science course in primary classes is a wide sphere which scopes not only nature knowledge but also ecological, historical, health living, social skills themes. These lessons covers such basic knowledge as flora and fauna, physics elementary, and other subjects that being analysed more widely in elderly grades. Nature science could be described as being the most important and necessary educational disciplines not only in Lithuania but also in other countries. Knowledge of environments, self identity acquired in primary education builds a basis of development in elderly classes. National education strategy 2003-2012 highlights the importance of environments of formal and informal education. It is stated, that “the common educational space consisting of flexible and open educational structure, that links general education, professional training, studies, formal and informal education is being created”. Informal education in Vilnius Balsiai elementary school as the part or general educational system is combined with formal education, as only formal education can not satisfy tasks under the conception of educational facilities. By organizing this kind of system we intentionally try to reveal pupils abilities, tendencies, to satisfy their personal cognitive interests, creativity, cultural values, purposeful leisure. By understanding that nature science competency nurture at school is one of the most important tasks in EU and Lithuanian educational systems, we seek to promote pupils in learning nature science at Vilnius Balsiai elementary school. Organization of various events, educational trips and creative projects – these are only few of informal education methods we use in trying to promote pupils abilities, skills and satisfaction of native knowledge needs. Article presents some practical examples and analysis of the results that are caused by nature science education, organized outside classroom or school, during formal and informal educational process.

66-77

Authors: Loreta Ragulienė, Violeta Šlekienė

Teaching means and methods that motivate pupils interest in particular subject has important significance to formation of pupils’ opinion on that subject. In order to motivate interest in subject it is crucial to find such methods that make pupils to be an active participant of learning process, but not a passive observer. Physics as a science has an unlimited potential to master new teaching methods and to educate cogitation of pupils. Demonstrational experiments are particularly suitable for that. Knowledge got during experiments are easy memorized and well memorable. Pupils gain desire to more actively study objects which are related to phenomena examined during demonstrations in physics. That is the main reason why demonstrational experiments develop interest in subject. In this paper three methods of how to perform demonstrational experiment are discussed while emphasizing positive and negative sides of these methods. Few different demonstrations for the study of the electromagnetic induction are presented in this article. Today demonstration in schools can be of three different kinds: real, virtual and interactive computer based real demonstrations. Three different kinds of demonstrations and their advantages and drawbacks are analyzed in the paper. Real demonstrations are when real devices and tools are used to perform it. Experiments during real demonstrations are visual and effective but sometimes are hard to observe the results. Because of that sometimes it is hard to fully explain observed phenomenon and to formulate the law. Virtual demonstrations are mathematical models of real physical system. During such demonstration we can observe visual processes, view plots. Because in virtual demonstration there is possibility to change certain parameters so it’s possible to see how certain variables affects the whole system and to analyze different aspect of the observed phenomenon. Also it is worth to mention that with virtual demonstrations it is possible to demonstrate such phenomena which are hard and costly to demonstrate during real experiments. However during virtual demonstrations pupils aren’t introduced to real tools and devices necessary to perform real experiment. In order to perform good virtual demonstrations teachers must have excellent mathematical modeling and information technology skills. Computer based real demonstrations are performed when together with real demonstrations data acquisition and representation are performed. In such demonstrations pupils observe live experiment and have possibility to change parameters, to view results which are processed by computer (plots, equations, mathematical analysis). Though, additional time is required for teachers to plan the demonstrations and to master the systems. If possessed at the cabinet of physics, data acquisition and representation together with real experiment are the best system for learning physics. Nevertheless real and virtual systems, which enables to see and understand phenomena which with real devices it is difficult to demonstrate, are also necessary in the process of learning.

83-91

Authors: Eugenija Rudnickaitė

There are many unique exhibits of scientific importance accumulated at the Museum of Geology of Vilnius University. The collection of meteorites is exceptional among them. It grips an attention of visitors whoever they are – schoolchildren or adults. It is natural, since not everyone could brag seeing an analogue of the Earth core and contemporary of our planet. It is really unique heritage arrived from outer space. The collection could also be used for education and geosciences cognition propagation. The different aspects of the collection are reported in literature (Motuza, 2005; Rudnickaitė, 2006; 2007; 2012; Kohout et. al., 2007; 2008; and others). The concepts of historic and geologic time, which are being explained in this article, are based on the exhibits of the collection. The facts about two meteorites are quite enough to speak about. The anniversaries of 120 (Zabrodje) and 80 (Žemaitkiemis) years of these meteorites fall is celebrated this year (2013). The witting use of term „An anniversary” usually is more important in our lives since visitors get more clear difference between historic and geologic time concepts. All the facts provided about meteorites like their fall, scientific examination process, witnesses’ stories etc could fit into historic time concept. The determined absolute age of some meteorites is the same as the age of the Earth (about 4.56 billion years). The latter fact enables us to comprehend geologic time concept. Meteorites are unique because each exhibit holds both historic and geologic time concepts.

98-102

Authors: Pavel Stankevič

The article is considering the methods encouraging students‘interest for scientific school subjects. There are presented some themes, aims and results of research works by students of 9-11 forms. Also, the article is focused on the importance of the research work while bringing up scientific competence and learning skills of students. Besides, the article offers basic methodic for teachers of scientific subjects and students working or researches. There is emphasized that research work could become the main factor while choosing studies or job and career in the future.

108-112

Authors: Dainius Statkevicius

The number of snake growers has been recently increasing in Lithuania . Growing and breeding of snakes arshould be encouraged in educational institutions and special living conditions could be created for keeping them. This would allow students to change negative society’s stereotypes and have a closer understanding of the world of snakes. This is a great demonstration tool not only for teaching in the classroom but also during non-formal education activities: familiarizing students with the proliferation of animals, factors underlying gender, adaptations and so on. The most popular species of snakes which are grown: Corn snake - Pantherophis guttatus , Sinaloe milk snake - Lampropeltis triangulum sinaloae, Durang king snake - Lampropeltis mexicana greeri, Ball python – Python regius. Corn snakes and Sinaloe milk snakes are mostly bred species in Lithuania. Since 2011 Oreophis porphyraceus have been bred and Rhynchophis boulengeri have been bred since 2012. During 2011-2012 18 eggs of Oreophis porphyraceus coxi were incubated and 13 baby-snakes hatched. In Lithuania the first baby-snake hatched on 30th December, 2011. The incubation process lasts for 65 days, at 27°C. Rhynchophis boulengeri started to be bred in 2012. 8 eggs were incubated and 6 baby-snakes hatched. The incubation process lasts for 62 days, at 27°C. It was the first cases of breeding these kinds of snakes. Students are very interested in their collection and breeding . Their photos and practical results are used during lessons while teaching themes such as reptile production, sexual reproduction of living organisms.