TRADITIONAL AND CONSTRUCTIVE NATURAL SCIENCE EDUCATION PARALLELS
Authors: Vincentas Lamanauskas
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In recent years attention to natural science education is not decreasing. In various information sources we can find a constantly expressed position that natural science – technological literacy of young generation is not only insufficient but also very often inadequate to the time requirements. We can claim with confidence, that the whole last decade (2000-2010) in one way or another was devoted to the discussion of the mentioned problem in various aspects. What is really important today and especially in perspective?
The answers to natural science technological education problem questions are not easy at all. The so-called public opinion of giving priority to social sciences has a particularly negative influence. The process when a great majority of youth choose social science field programmes for their studies and significantly smaller part chooses natural science – technological profile studies, has already been observed for the second decade. The motives are various here. First of all, it is groundlessly thought that social sciences are easier to study than natural science subjects. There is a part of truth in this. However, we feel the absence of government’s clear strategic standpoint. Isn’t it, that physicists, chemists, biologists, engineers and so on are not necessary in Lithuania any more? We can mention, that similar tendencies are observed in the other countries as well. Secondly, representatives of social sciences (these are also representatives of education, educologists) rather often groundlessly ignore natural science - technological education and its importance to a man. Even the official discourse analyzes children’s rights, bullying, adaptation, motivation, social integration and other rather trendy questions more often than the second ones – guaranteeing natural science – technological education. There happen to be not rare cases when education communities do not acknowledge the researchers analysing natural science education problems, consider them to be “a substance”, “polluting” pedagogics. In Western literature such a phenomenon is called “Science war” from social scientists. Basically, we can ask – whether this war is progressive or reactionary?!