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.

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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.

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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.

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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.

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Authors: Editorial Board

Contents, Vol. 27, 2021, GUBUM

15-23

Authors: Virginija Kriaučiūnaitė

The project approach was applied in remote biology lessons in the seventh grades. Each student chose the topic of their science work, set a goal, formulated a hypothesis, and decided on the ways to do the work. Students were required to submit intermediate results and a description of the entire work within the agreed time. Students received two points. One was for writing assignments and the other was for classroom presentation. In summary, we can confirm that the project approach in science education can take into account the different learning abilities and interests of students, as each student can individually choose the topic of the work and the way of doing it. So teaching is replaced by learning. In this method, the theory is applied in practice and vice versa - theoretical generalizations are made from practical results. All the listed arguments increase students' motivation to learn and develop students' creativity. By working on the project method and doing the work that suits him or her best, the student can reveal himself or herself in the best way. This choice increases the intrinsic motivation of the learner and fosters personal responsibility. The project simulates real life in the school and the student learns to achieve the set goal within a strict time frame. Thus, it can be stated that according to the achieved results, the project method corresponds to the challenges of modern school for science education, as students are taught to think critically, their creativity is developed and various problem-solving methods are applied.

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Authors: Violeta Lukočienė

Experiential education excites and involves primary school students. By participating in such activities, a teacher initiates and encourages freedom of creativity, spontaneous decision making, artistic expression, logical thinking and physical activeness. Students being involved in this active experiential process learn from each other, cooperate, develop their skills of making agreements. In order to have the most benefits from such education and be able to make conclusions or learn from it there is a crucial need for reflection. Students think over their roles in groups, level of their involvement, taking part in decision making which on the whole assists developing social competence and helps them apply gained skills in future life.

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Authors: Jovita Ponomariovienė

Nowadays teachers always seek for new ways and methods to raise a creative, motivated individual, who is always willing to learn new things. That brings teachers to an ongoing issue – lack of student motivation. Traditional teaching methods became ineffective with the new generation. To them, all the lessons look the same, boring, and plain, and that’s why teachers have to find new methods, activities, tools to motivate the students to be active, to indulge in the activities and keep their focus throughout all of the lesson. One of the ways to motivate the students is integrated education. The main axis of integration could be science education. A variety of school subjects can be integrated with science education, such as Lithuanian language, mathematics, English, etc. This analysis provides some examples of how, by integrating the Lithuanian language and science lessons, students could be taught to write descriptions, to spell prefixes and proper nouns, and verbal tenses. The integration of mathematics and science could serve to teach students the units of measurement and basics of statistics through research, experiments, and measuring activities. Integration of English provides students with an opportunity to learn the scientific concepts not only in Lithuanian, but also in English. In science education lessons, teachers strive to provide students with the basics of competencies, knowledge, and skills needed to get to know themselves and the world around them. By working with the content of several school subjects at the same time, students acquire a holistic approach, while lesson topics are explored in greater depth.

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Authors: Danguolė Savičienė

The report presents good work experience organizing nature studies learning activities for primary school students. The report tells how lithuanian students from Visaginas „Verdenės“ Gymnasium joined the international citizen science project "Tree bodyguards" and carried out an experiment using the methodology "Evaluation of predation using artificial caterpillars and leaf samples". The citizen science project is an increasingly popular practice in the world, when data can be collected by anyone who wants and later on can be valued by scientists and used in real scientific research. The report describes the preparation for the experiment „Evaluation of predation by artificial caterpillars and leaf samples“, its performance (raising the hypothesis with students, observation of the object, collecting the data and making the conclusions) and reflection creating the methodological tool – educational video film (internet access https://www.youtube.com/watch?v=QO67hOcUDK4), presenting it to others. The report discloses attractive learning methods that interest students in the subject, enable them to act on their own – to perform practical activity, to share work success with others, to feel civic in response to the invitation from French researchers Bastien Castagneyrol and Elena Valdes Correcher from the University of Bordeaux to participate in the project.

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End page, Vol. 27, GUBUM, 2021

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Authors: Editorial Board

Contents, GUBUM, 26, 2020

14-25

Authors: Rita Makarskaitė-Petkevičienė, Leandra Čiužienė

In the spring of 2020, the Covid-19 pandemic having started, and quarantine being introduced in the country, a transition was made to distance teaching/learning. Using online distance learning, a possibility naturally emerged for the primary school students to develop independence. And this is a very important competence part of learning how to learn. One of the most important independence criteria is - thoroughly completed work. Research focus – 3-rd form students’ knowledge and skills working independently. Aim – after analysing task activity worksheets, to assess students’ knowledge and skills, and to discuss students’ ability to work independently. It was suggested for the students that they watch a film in You Tube about a common sparrow and a field sparrow. An activity worksheet was prepared, which was sent to the students by e-mail. For the preparation of the task, a day was allotted. Nineteen 3-rd form students took part in the research. It was ascertained that some of the students lacked attentiveness searching for the similarities and differences of the analysed animals, patience carrying out the other tasks. Watching a film about a common sparrow and a field sparrow, the students acquired new knowledge about their biological peculiarities, living environment, behaviour. Answering the questions, the students already used new concepts. At the same time, they developed work with information recourses, research skills, improved comparing and confronting abilities. Nevertheless, almost half of the students lacked thoroughness, showing their independence. It was still difficult for the students to formulate full answers, therefore they could not fully demonstrate their knowledge and understanding. Girls, carrying out the tasks, were more observant and attentive than boys. Performing the tasks, students demonstrated reproductive and productive independence. Of course, you should not limit yourself in this, and in future you should more orient yourself to the development of creative independence.

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Authors: Eugenija Rudnickaitė

Due to the rampant COVID-19 virus, informal science education is becoming particularly complicated due to the uncertain situation in general education in schools. Thanks to the organizers of the project of the science festival "Spaceship Earth", who have planned part of their events in advance in the virtual space, we can offer teachers a virtual excursion to the temporary exhibition of the Geological Museum of Vilnius University as part of remote informal science education. You can find the virtual tour here: http://www.geol.gf.vu.lt/lt/muziejus or: https://youtu.be/pstNVf7Gcyc The purpose of this article is: to provide the material used to create the guide's story; to advise on how this virtual trip can be used in science education lessons to spread knowledge of geological science, its importance for understanding the world, natural climate change, and the evolution of flora and fauna; help to develop the ability to hear relevant and important information; help in the integration of information provided during the virtual trip into biology, anatomy, nature, chemistry, world cognition, geography and other subjects. We hope that this virtual tour will be acceptable for teachers doing both formal and informal science education. The article provides additional information and suggests possible tasks.

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Authors: Danguolė Savičienė

The STEAM science competition “Our Experiment” (organized by the Lithuanian Center of Non-formal Youth Education) is one of the opportunities to diversify the educational process and encourage students to take a deeper interest in natural sciences. We are convinced that the STEAM science-based competition encourages students to work in teams and collaborate on research. Teamwork skills are especially needed in today’s world of science and work, as one person’s mind or skills are no longer enough here. Already at school, it is important to point out that knowledge of one subject is often not enough to identify and solve problems, different sciences complement each other, and their integration often creates opportunities for innovation. Working with the STEAM method inevitably integrates subjects in the educational process. The STEAM science competition led to the search for an integrative topic. It became the subject of "Papyrus Production". Subject - Knowledge of the world. Integrated programs: Lithuanian language, mathematics, art and technologies, information technologies, human safety. I wanted students to be able to apply cognitive skills in integrating subjects: critical thinking, practical skills, analysis and conclusions, information processing, application and deepening of knowledge, presentation. Nature of work - integrated lessons. The lessons took place in the gymnasium science laboratory. Educational film based on practical activities: Home Papyrus Production https://www.youtube.com/watch?v=OJClRehaATc The STEAM science competition used the tools of the gymnasium's natural sciences laboratory (during the implementation of the EU-funded project “Supply of Schools with Natural and Technological Sciences” most Lithuanian schools were equipped with natural sciences - tubes, flasks, microscopes, sensors, optical kits). The STEAM science competition led to the search for an integrative topic. "Papyrus production" is a topic of world cognition. Subjects were integrated: Lithuanian (analysis of the study material, expressive language for making a film), mathematics (weighing of bulk materials, time calculation, water temperature measurement), art and technologies (sheet cutting, gluing, drawing, drawing sketches), information technologies (filming of scenes, timer setting, searching websites for information on Egyptian symbols, papyrus production, glue production at home), human safety (safe handling of electrical appliances, boiling water, sharp objects). Throughout the learning period, students remained active as one activity changed to another. Students learned new concepts, worked on the principles of science, presented his competitive work to the school community, at student science conferences.

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Authors: Vaida Uždavinė, Silvija Kazakevičienė, Renata Jonušauskienė

The article substantiates the importance of science education and its forms of teaching. One of the forms of education is the analysis of experiential education, its significance and effectiveness, possibilities of organization in primary education. The organization of experiential education - learning from experience for elementary school students - is presented. Based on their life experiences, students learn to evaluate processes and phenomena, analyze them, and are constantly encouraged to learn through their personal experiences.

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End page, Vol. 26, 2020

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Contents, 25, 2019

18-28

Authors: Vincentas Lamanauskas, Dalia Augienė

Schoolchildren’s natural science competence development is inseparable from teachers’ natural science competence, the integral part of which are subject, didactic and managerial abilities. Competence (es) acquisition during the studies at university is not a final process. Competence improvement, enrichment continues during the whole period of active pedagogical work. In the months of January-February 2018, a qualitative, limited amount research was carried out. 60 primary school teachers from more than 25 Lithuanian schools participated in the research. Research data were analysed using a content analysis method. Research results revealed that most primary school teachers value their knowledge in natural science field as sufficient. Teachers accentuate that their competences are proper and emphasize their lifelike and long work experience importance. Part of the teachers accentuate constant natural science education subject knowledge renewal. Only a small part of teachers notice that they lack knowledge in natural science field. Research result analysis showed that most of primary school teachers develop natural science competence independently using various information sources. A big part of teachers develop natural science competence participating in formal specially organised activities. Not a small part of teachers accentuate practical natural science competence development. Research results revealed that most primary school teachers give average evaluation to their competence in teaching natural science (world cognition). Only a small part of teachers attribute a high value to this competence of theirs. Research result analysis showed that primary school teachers teaching students natural sciences (world cognition), encounter various problems. The bigger part of teachers experience problems, related to the teaching process: lack of devices, low students’ teaching motivation, teaching content shortcomings. A big part of teachers teaching natural science subjects (world cognition) experience social – organisational problems: a lack of time, unfavourable conditions, a lack of support. Teacher opinion analysis of what needs to be changed /improved in natural science primary school teacher training/preparation revealed that the biggest part of teachers offer to improve future teachers’ practical abilities/skills. Part of teachers offer to better develop special competences, related to natural science education, to improve material supply of the study process.

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Authors: Rita Makarskaitė-Petkevičienė

Two trips have encouraged to prepare this methodological article, having provided not only new knowledge but also contradictory ideas about the environments used for education. One trip was to British educational training and technology exhibition Bett-2019, the other – to Reggio Emilia, where everyone was introduced to the unique Loris Malaguzzi education method. Holding an opinion “unique is what is simple”, it was decided to use proper objects for education right here, in the kindergarten / primary school yard and to generate the ideas how to use them for education. The research object is a pine-tree and a fir-tree as a teaching/learning device in the kindergarten and in the primary school: what, how and why. The aims: 1) to look through the preschool age children achievement description (2014) and a standardised world cognition programme (2015) in order one could tell, what achievements the children could develop if they explored a pine-tree and a fir-tree, growing in the kindergarten / primary school yard; 2) to provide childhood teachers with the knowledge about the mentioned trees and to share the ideas, how one could use a pine tree and a fir tree for children education in childhood, what activities, what spheres or school subjects to integrate. In the article, methodological advice is given illustrated with lots of pictures.

60-69

Authors: Jūratė Mikulevičiūtė

The paper textbook or its set is one of the main tools for teaching and learning. As an alternative to paper textbooks, electronic textbooks for the subjects of Man and Nature, and Math for 5th grade came out in 2018. During the survey carried out by the TAMO group, the teachers of the Man and Nature subject have indicated that the main issue limiting the use of the electronic textbook is the school’s technological base. The textbook is expected to have the functionality, which would make the job of the teacher easier, complementing it with tools for teaching and the possibility for easier differentiation and customization. The electronic textbook of the Man and Nature subject was developed on the basis of general education program, recommendations of the international assessment of student achievement research and other documentation. The textbook is focused on active self-study, is adapted to students of different achievement levels, and promotes critical thinking, creativeness, data analysis and interpretation, research activity skills. The content of the textbook subject is divided into separate fragments, which the teacher can construct while creating his/her own subject according to the situation of a specific class. The teacher can take the advantage of the set of differentiated tasks, by appointing the set of tasks to satisfactory, general or higher level students or by adapting the set to a specific student. The teacher receives the information about the achievements of the students by using the result analysis tools and by analysing the student’s profile, where the learning progress can be seen. The most effective use of the textbook set can be reached if each student would have a personal computer or a laptop available or could learn using a mobile phone. However, the content of the textbook can be demonstrated with the help of a projector or an interactive board or a textbook and assign the tasks to be done at home using the “Flipped Classroom” method. This is done when the students analyse the content of the subject and carry out the tasks independently on their own devices, and then it is discussed and explained during the lesson.

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Authors: Eugenija Rudnickaitė

Thanks to the project "Providing Schools with Natural and Technological Sciences", for the implementation of which funds from the European Union Structural Funds and the state budget of the Republic of Lithuania were allocated, in 2018 685 schools received collections of useful minerals. The collection contains 14 useful minerals: sand, quartzose sand (silica sand), sand-gravel raw material, clay, sapropelithe (sapropelic coal), limestone, chalk marl (marlstone), dolomite, peat, earth oil (oil, petroleum, naphta), amber, flint (chert), gypsum, granite. The purpose of this article is to show: How the whole collection can be used in natural science lessons; As examples of individual useful minerals; How to use it to integrate into biology, natural and human, chemistry, physics, technology, mathematics, knowledge of the world, IT and other subjects. Available options for lessons are offered for each useful mineral.

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Authors: Violeta Šlekienė, Ramutė Gaučaitė, Aušra Kazlauskienė

The competence of entrepreneurship in the context of general education is developed at different levels by students of different ages. Young people have many features of a successful entrepreneur, but the enthusiasm of the students themselves is not enough to encourage entrepreneurship. It should be a systematic approach, proper organization and coordination of activities. Entrepreneurship abilities, in the absence of an appropriate system, are developed spontaneously, fragmentarily, without creating a complete picture and seeing the final result. In order for students to be able to apply their knowledge in practice and gain practical entrepreneurial skills, it is necessary to properly organize their formation process and be able to manage it. The tendency is that increasingly younger students want to learn the elements of entrepreneurship. Therefore, the only option is non-formal education, usually project activity. This paper deals with a project carried out under the cooperation program of high schools of Šiauliai city and Šiauliai city municipality in the context of STEAM activities. The model My smart product for work or leisure for developing entrepreneurial abilities of students of different ages is discussed, its conception and realization possibilities are revealed. The essence of such model is a creative collaboration between students of different ages and cooperation with scientists, business consultants, in order to transform the entrepreneurial idea into a prototype of a real product. Thus, in the context of STEAM activities, the aim is to develop the creativity of different age students, their ability to put their ideas into practice, to make engineering and technical decisions, and thus to acquire practical entrepreneurial skills. * The program was financed from the budget of Šiauliai City Municipality

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Authors: Rimvydas Latvys

The history of the school has started on 1 September 1986 when a spacious 2nd secondary school in Kupiškis opened the doors for the first time. The first lesson began with 774 pupils and 51 teachers inside. Stanislovas Rugaitis was the first headmaster who led the school until 2001. The education of natural science was chosen as a priority from the very first school year. The community of progymnasium is proud that it was named after professor Povilas Matulionis in 1996. Povilas Matulionis was born on 5 September 1860 in Kupiškis. His activity was diverse and meaningful: scientist, forester and pedagogue, poet and publicist, playwright and even Ascene activities director. He is an originator of forest typology science in Lithuania. Matulionis created the classification table of the forests in Lithuania where the plant sites were divided into 3 groups and 10 species (types). He also designed the volume tables of the major species of trees growing in Lithuania and the formula to calculate the rates of annual deforestation. An agreement of cooperation was sighed with Kupiškis forest enterprise in autumn 1997 which later established the award in behalf of Povilas Matulionis and obligated to help to plant the park as well as support the activity of the young foresters. It has already become a tradition to organise a conference of natural science during an annual name-day of the school. The teams of the school partners usually take part in this event. A dendropark was established on the coast of Račiupys at school area. There are 28 families, 63 tribes and 115 species and shapes of decorative trees and bushes currently growing here. The school became a winner in the observation competition of the best managed environment of schools in the Republic in 2011 and was presented with a commemorative plaque “The best managed school environment 2011”. The community of the school became a member of the collective society to beautify Lithuania in 2001. It is interesting that Povilas Matulionis was a founder of this society. There are a lot of various after school activities: sports, choreography and theatre, art, music, traffic safety, an ethnographic ensemble “Zbitkai”, club of tolerance, the group of fishing enthusiasts “Nasrai”, the organization of shooters and so on. Another after school activity of the forest buddies “Atžalynas” has been active in progymnasium since 1997. The pupils and teachers of the progymnasium willingly participate in feneological observations, club of tolerance, the integrated course of natural science program for 5-8 grades and other projects. The progymnasium took part in the international project NordPlus Junior “STEM-real worlds” in year 2016-2018 and together with the partners from the republic of Latvia Pastende and the republic of Estonia Võru Kreutzwaldi schools engaged in diverse natural science, art, technologies and ecology activities. The progymnasium cooperates with Anykščiai Antanas Vienuolis, Kaunas Garliava Jaunučiai, Rokiškis Juozas Tūbelis and Molėtai progymnasiums, Pasvalys Lėvuo, Alytus Šaltiniai and Vilnius Spindulys basic schools. We became friends with Wormstedt Grundschule school in Germany in 1999. Since then we have been studying German and the Germans – Lithuanian. Currently there are 660 pupils studying and 60 pedagogues working in progymnasium. We are modern, all the time learning, communicative, cooperative and open to changes progymnasium.

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Organizing and scientific committees

5-12

Authors: Milana Beišienė, Rasa Damulytė

We live in an environment rich with various micro-organisms. A lot of germs fall in our hands every day. Various viruses and bacterial infections are spreading through the unclean hands, what can lead to serious health risks. Teachers of pre-school education have the responsibility to encourage young people to develop proper hygiene habits. The principles of personal hygiene must be implemented continuously on a daily basis, by offering suitable, acceptable and interesting forms of activity for children. In order to motivate the development of personal hygiene habits, the creative approach to the importance of clean hands were emphasized: interesting researches, explorations, experiments, moody hands washing motions were performed; various creative activities were offered by using the imagination. Particularly, children were the most motivated by activity through information technology. After carrying out explorations and experiments, the children concluded that there are a lot of germs on the dirty hands and that we are carrying them on foods in such a way. They were convinced that a lot of germs are found on non-greasy fruits and vegetables. The topic of invisible living organisms is very interesting for the children. Once again, it became clear that in order to understand the essence, the child has to study, experiment, explain, discover and learn it by himself. The children emotionally shared their observations, reasoned, focused, and solved the problems during the activities. Tasks, observations, tests gave a sense of pride and self-confidence, all of which it helped to grasp the importance of caring for the cleanness of hands. Children began to wash their hands thoroughly and shared the recipe for soap with their parents. They gave as a present their own made-up soaps for their little friends in the kindergarten. It is likely that all activities will have a positive impact on the formation of children's healthy lifestyle. Additionally, adults must be an example to follow for a healthy lifestyle.

24-32

Authors: Vincentas Lamanauskas

Natural science education in primary school is not only important, but it is also problematic. The importance, first of all, lies in the fact, that natural science education is an inseparable part of general education. Natural science education involves various components - ecological, environmental, healthy lifestyle, harmonious development and other. Experimental- research activity is especially important. Effective all component integration into education process in primary classes remains problematic. This is actual not only in Lithuania. It is obvious, that in order to understand natural science education peculiarities working with the younger age children, exhaustive research are necessary and on their basis modelled, adjusted and developed natural science education in primary school. Only qualitative natural science education, acquired in primary school, can guarantee proper continuation of natural science education in basic and secondary school. Research aim is to analyse primary school teachers’ position on natural science education question, i.e., to ascertain how teachers value personal preparation according to major natural science education fields, what natural science education improvement ways they discern, and what activity ways in natural science education process they like best. The research is quantitative, pilot, of limited amount. The research was carried out between January and February 2018. Working primary school teachers from various Lithuanian primary schools participated in the research. Totally, there were 60 teachers (all women) from more than 25 schools. The carried-out research allows asserting, that primary school teachers’ professional preparation in natural science education sphere remains actual. Practical work organisation is considered the most appropriate activity. Individual students’ differences are tried to be satisfied and considered the least by the teachers. Though teachers tend to demonstrate various experiments (16.0%), research activity is not prevalent (2.3%). A similar situation is observed speaking about technology involvement in education process. Teacher preparation to organise and realise natural science education in primary school is basically valued positively, however, it is diverse. The best preparation is fixated in biology science spheres (e.g., “Green plants” /PI=0.83, SD=0.22/, “People and other animals” /PI=0.80, SD=0.21/, “Life (vital) processes” /PI=0.73, SD=0.21/ and other). The weakest preparation is fixated in physics science fields (e.g., “Electricity (electrical) phenomena” /PI=0.55, SD=0.26/, “Forces and movement” /PI=0.56, SD=0.25/, “Light and sound” /PI=0.57, SD=0.26/ and other). The preparation in chemistry science field is considered average e.g., “Substance changes” /PI=0.64, SD=0.24/, “Substance mixture separation” /PI=0.61, SD=0.23/ and other). Preparation in scientific research field is also valued as average (PI=0.63, SD=0.18) (PI – preparation index). Respondents consider resources/equipment the most important way of natural science education process improvement. Teacher professional improvement possibilities are considered the least important way of improvement. Lessons based on research (or other educational activities) are not considered a very important way of natural science education improvement. More exhaustive research are necessary in future for analysing primary school teacher natural science competence problems, also seeking to better understand experimental-research activity organisation peculiarities in education process.

38-50

Authors: Rita Makarskaitė-Petkevičienė

Currently more attention is paid to natural science education in Lithuania. It is being encouraged to learn in green environment, diverse learning environments are established, however, it is also necessary to enhance teacher natural science literacy, to orientate education process into deeper learning. This article discusses, how to realise insect topic in primary school. French experience is also used for this. Use of insects for teaching purposes can be very beneficial, because students can perform long term observations and experience a lot. They: 1) observe insect development and analyse different stages (egg, larva, pupa, adult; stage length; death and what were the causes of it; environmental conditions: humidity, light, temperature, food, behaviour and so on); 2) develop critical thinking: look for the answers to emerging questions, compare and collate, find similarities and differences, solve emerging problems; 3) develop positive attitudes regarding nature, overcome fear and prejudice (an insect cannot be another animal, isn’t it, therefore it is more important to understand what makes insect so interesting and significant). Insect topic, as any other, can be interesting, useful for students getting to know animate nature, if it is directed towards students’ knowledge and understanding, ability, critical thinking and value attitude education. Teacher, undertaking educational or project activity about insects has to seriously prepare, think out in advance, what part of activity is going to take place in natural environment and what in the classroom, what educational spaces are going to be created or exploited, to read a lot on that topic, to prepare students’ activity sheets.

56-66

Authors: Viktorija Rudak

Argumentation is essential in many sciences. For example, in mathematics it is sought to prove all new statements, theories, tasks, answers. There is also argumentation in biology science to explore ant prove molecular processes in the cell, the process of life evolution. Argumentation has widely explored in logic science, psychology, philosophy, and philology. The ability to argue logically and reasonably is also important in the everyday life of a person. Each of us every day provides some arguments for communicating with family members, colleagues, friends and any other person. Because of that argumentation is one of the essential components of our life. Therefore, it can be said that the ability to argue for a modern person is important because, by being able to provide logical arguments, he will be able to communicate successfully with other people. Looking from the perspective of the natural sciences, the argumentation in this science is no less important than in the sciences mentioned above. It plays an important role in science education. Such argumentation skills are useful in developing a “deep” perception and sound conclusions, especially when dealing with controversial approaches. Moreover, participation in argumentation, direct submission of arguments reinforces conceptual understanding. Scientists claim that ten-year-old child’s thinking has been already fluent, so ten-year-olds can take on more complex cognitive tasks. It means that in carrying out the task in the middle childhood, the child is able to give a logical conclusion, which indicates the ability to argue, to provide evidence, to justify the answer. Therefore, one can conclude that primary school pupils can be successfully trained in argumentation while teaching natural science content. The article presents the results received from analysis of the pupil’s answers which were given while exploring artificial ecosystem-aquarium. The article outlines how students are able to argue during exploration of the artificial ecosystem-aquarium.

80-87

Authors: Danguole Saviciene

We are participating in the projects by environmentalist schools for few years now and conducting phenological observations. For the past year and the half, together with the students, we performed a practical work – the observation of capped mushroom variety and change in Visaginas city. We created an educational film based on our practical work “Capped mushroom variety and change observations in Visaginas city”. Observation goal: To observe the capped mushrooms in the chosen area, to fixate (photograph) their species, to fill the weather calendar. The hypothesis is: the mushroom abundance and variety is determined by weather temperature and humidity. The duration of the observation: • 2016 September, 2017 April, May and September. The course of observation: • We chose the observation area and measured it by square meters; • Every day we observed and fixated growing capped mushrooms in the chosen area (we used smart phones); • We learned to indicate the varieties of the capped mushrooms; • We sorted out the trees under which the mushrooms were growing; • We learned to identify the trees and bushes by their leaves (we organized a contest-game “Find your tree or bush” in the class and in the observation area); • The weather calendar was filled; • We visited Ignalina Nuclear Power Plant’s laboratory of observation and radiology; • We analysed the results of the observation and concluded the results; • We participated in the environmentalist camp; The results of the observation: • The chosen observation area’s size is 168 m2 • There were 11 tree and bush varieties in the observation area; • We identified 26 capped mushroom varieties; • The educational leafs were prepared in order to identify trees, bushes and mushrooms; • The educational game “Identify the Mushroom!” was created; • It was concluded, that mushrooms growing in Visaginas are not radioactive; The interesting fact is, that on 2017 September (compared to the last year’s September), new varieties of the mushroom were found. Such finding lets to conclude the hypothesis, that weather temperature and humidity determines the variety and abundance of mushrooms. The weather observation calendar logs verify, that 2017 September weather was warm and humid. That led to favourable conditions for a more varied variety of mushrooms and populated area sizes. The teaching of the subject of world cognition is strengthened by the integration of other subjects like: mathematics, Lithuanian language, arts and technologies, human safety.

94-104

Authors: Violeta Šlekienė

STEAM education is not new in the world. Many research and international projects aimed at developing and improving this field have been and still are ongoing. In view of the rapid changes in science and technology and the growth of interdisciplinary integration, educational strategists, scientists and specialists from different countries regularly update the content of STEAM subjects and their teaching methods. Educational strategists of our country have declared STEAM education as a priority area of education. The Ministry of Education emphasizes that it is particularly important to raise pupils' interest in STEAM and to train 21st century teachers with STEAM education-relevant competencies. STEAM education is an interdisciplinary approach to learning where rigorous academic concepts are coupled with real world lessons as students apply science, technology, engineering, and mathematics in contexts that make connections between school, community, work, and the global enterprise enabling the development of STEAM literacy and with it the ability to compete in the new economy. STEAM education emphasizes art and technical creativity as interdisciplinary access, combining it with a rational combination with the peculiarities of individual subjects. At present, in the context of particularly rapid changes in the labor market, it is difficult to predict which specialties will be required when current students complete their studies. It is forecasted that even 65% basic school pupils, when they graduate, will work according to the specialty that currently does not exist and that by the year 2020, due to new technologies and business models, the global labor market will lose at least 7,1 million job places. This means that new skills and specialties will also be sought for educated, intellectually engineered professionals. That means, it is important to emphasize at school not only the importance of the knowledge itself, but also the continuous development of various skills. There is a growing debate about the abilities that will determine your professional and personal success in the future. The factors contributing to the necessity for the development and improvement of STEAM education, STEAM education issues, their causes, what is done in STEAM in other countries and the national STEAM conception have been highlighted in this paper.

117-122

Authors: Audrius Astasevicius

There are 796 children, attending Silute Martynas Basic School (689 students), Traksedziai Progymnasium Department of Silute Martynas Basic School (71student) and pre-school and pre-primary groups (36 children). The pedagogical staff consists of 80 members working as pre-school, pre-primary, primary and basic school teachers, non-formal education teachers, class teachers, 2 social pedagogy teachers, 1 psychologist, 1 special pedagogy teacher, librarians, 1 teaching assistant, 1 public health specialist. The renewed classrooms, school gym, multifunctional sports ground and other spaces in school improves educational conditions. There was equipped an information centre, a modern classroom with an interactive whiteboard, a library. The school provides additional support to formal education and organises 21 non-formal education programme related with sports, music, history, healthy behaviour, IT, handicrafts, drama, chess, folklore, ecology, safe traffic and arts. The students take part in various international, republic and school projects. The school has carried on the partnership with Kasseboellee Freeschool, Denmark and Runavikar Kommunuskuli, Faroe Islands for three years, and 2017-2018 school year is the final one of Nordplus Junior project “Divided by Nature, United by Sea”. This spring, as it was planned, our teachers and students visited Denmark and, after that, accepted partners from Denmark and Faroe Islands. School projects are carried out in accordance with the planned activities in the annual school plan. The school has signed contracts with other institutions and social partners in order to enrich formal and non-formal education. The closest partnership is between the school and other educational institutions. In 2017 the school signed a partnership with Scientific centre “Scientia Educologica”. The aims of the school are to create a safe, healthy and cultural school environment that improves the quality of education and enhances students’ learning motivation, to modernize the environment with new teaching tools, to provide learning support, to develop students’ creativity and citizenship, to encourage teachers to share good experience. The organized methodological activity encourages the use of methods motivating to learn. The results of surveys and researches, fulfilled to learn about students’ adaptation at school, learning styles, individual student’s achievement and the analysis of the quality of school performance assessment, were performed in 2017 and presented to the school society, discussed in 9 methodological groups of different subject areas. Preventive and emotional education programmes such as “Olweus’, Lions Quest and others prevent bullying, violence, raise healthy lifestyle. The consulting activities are organized and the students get pedagogical, social, psychological support and are educated for future careers. The students took part in plenty of academic school, district, republic events (the Olympiads, competitions, quizzes, actions) and won abundance of prizes and awards in 2017.