NATURAL SCIENCE EDUCATION IN A COMPREHENSIVE SCHOOL

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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

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.