NATURAL SCIENCE EDUCATION IN A COMPREHENSIVE SCHOOL

1-2

Authors: Editorial Board

Cover page, GUBUM, Vol. 27, 2021

4-14

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.

24-35

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.

43-50

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.