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.

3-4

Authors: Editorial Board

Contents, 18, 2012 NATURAL SCIENCE EDUCATION AT A GENERAL SCHOOL-2012

12-19

Authors: Zosė Aškinienė, Giedrė Kvietkauskienė

Nowadays teachers of natural science are in difficult situation. On one hand, the progress of natural science requires expand the content of education. On the other hand, hours to educate students is being reduced. There are several ways to solve this problem. For example to motivate students to learn independently and increase integration of natural science with language education. To seek for implementation of interdisciplinary integration and tasks differentiation ideas it is necessary to find relationship between educational subjects and to invoke professional competence.

27-32

Authors: Virginija Birenienė, Eugenijus Kurilovas

The paper is aimed to present the results of the first cycle of iTEC project implementation in Lithuania. iTEC is the largest scientific project in Europe aimed at creating and piloting future school vision. Project partners create new learning scenarios and technologies to support them, pilot scenarios and technologies in several schools in each project country, implement the selected scenarios in up to 1,000 classes all over Europe, and research the results and impact of each cycle. Several first cycle learning scenarios and technological strategy are presented in more detail. The project’s technological strategy consists of three main parts: learning environments called shells, small intelligent programmes called widgets, and composers to upload and register widgets in the shells. Several examples of piloting Chemistry, Physics, Biology and Environmental learning scenarios in Lithuania are presented in the paper. The first project cycle results and its impact are analysed.

39-45

Authors: Irena Ivanauskienė

The successful application of information technologies in education process of primary schools, helps Lithuanian primary school to change itself in presentation of information, the forms of conveyance and the quality of education. The meaning of application of information technologies in science lessons expands the possibilities of artistic expressions, the ways of creativity and forms of capabilities; create conditions for creative integration of knowledge and skills (the objective of integration is to learn by creating, apply knowledge and skills in the practical living environment); highlights the possibilities of general thinking skills and overall skills development; foster communication and cooperation (LRŠMM Education Development Center. The possibilities of information technologies application in the process of education: teacher recommendations, 2005). Having reviewed the contact of information technologies and education theories, it can be stated that a child’s education is the most important where information technologies are perceived as the means to achieve educational results. The aforesaid situation in science lessons still episodically is repeated. The research showed that primary classes are mostly computerized. Therefore, primary school teacher can use information technologies in science lessons in order to make the process of education more attractive to students encouraging their participation and so on. The application of information technologies in science lessons could be more frequent and the change of the situation could be encouraged by a better quality of technology, its variety and teachers’ professional competence (in the broad sense). The object of the research – the application of information technologies in science lessons. The purpose of the research – to analyze the peculiarities of information technologies application in science lessons.

55-59

Authors: Regina Kairienė

The main source of knowledge comes from the nature. The direct observation and analysis of the nature is one of the major methods to cognize it. When observing, researching the nature schoolchildren of primary classes get new knowledge, develop their cognitive interests, curiosity, relationship with nature, aesthetical view to environment and develop a love to nature. There are subscribed the forms of education aimed that schoolchild get better to know nature, take care and protect her. This is trips, educational activities in the museums, extramural excursions, various ecology movements, project activities, information and communication technologies which are used in the classroom. The better child will know the nature, unriddle its secrets the more sustainable will be his relationship with everything that surrounds it. There are provided examples of how I implement the objectives of natural science education goals. Review how a schoolchild should learn to evaluate his skills.

64-75

Authors: Silvija Kazakevičienė, Rita Makarskaitė-Petkevičienė

The article discusses the notion of discoveries penetrating into certain theoretical aspects of discoveries (Grendstad, 1996; McLellan, 2006; Carten, 2009 and others). The most considerable attention is paid to the role of teacher in it: how s/he manages activities during a lesion, how learners’ motivation is promoted and how a teacher facilitates internalisation of learners’ knowledge (Domin, 1999; Tijūnelienė, 2007 and others). The second part of the article presents pedagogical experience, which was accumulated organising a lesson of surrounding world learning oriented to discoveries and evaluating its success. The intended outcome: while exploring school learners (N=19) will discover and understand that everything is connected in the ecosystem (park); will experience the joy of discovering; will evaluate human behaviour in the nature. Such lesson focuses on development of emotions. The educative effect of the lesson was revealed not only by school learners’ comments and reflections but it was also expressed by their parents. It was established that children shared their expressions with parents after lessons but provided individual interpretation of the learning content. It is obvious that they made different discoveries.

83-88

Authors: Violeta Lukočienė

Implementing of educational reforms in schools, influencing various processes of globalization, change educational process and its content. Mostly we turn to global issues and on its discussions. Lessons of Natural Sciences are left not much at school, as a result is more emphasised on World Sciences subject, where are number of historical, physical, social things. Natural science subject in primary school has become an integrated thing. In a rapidly changing world, more rarely we turn to nature, and influenced by globalization, we live a comfortable life, which is often hostile to environment. Therefore, when working with schoolpupils a teacher should set them on fire with love for nature, to develop critical persons and develop the right attitudes to nature. For this purpose, on initiative of by myself and my pupils we established nature club named “Kaštoniukas“ in 2003. The purpose of this article is to represent activities of this club. Our activities are mostly related with empirical knowledge. With pupils we try to get acquainted with alive nature by excursion, observations, participating in various projects – local and international. Every year we observe pollution of the city. We do the test of maple leave which is called Rhytisma Acerinum. As well we organise various projects against pollution. We go to ornithological center which is located in Šilutės district, where pupils are able to observe migration of birds, and also have a possibility to ring them. For the purpose to educate responsible person to nature, we participate in project Eco-School. Pupils are explained that to sort wastes are very important in case to protect the nature. In participating in the Baltic Sea Project we do Phenological Studies. As well we visit forest, where pupils know more about trees, learn how to to identify one’s location by the position of the sun or the moss growing on the northern side of three trunks. In winter they have a possibility to recognize animals from their hoof sign. There are many topics we discuss while in nature. This allows pupils to get better acquainted with the surrounding nature, look at nature with other eyes, and learn the secrets of nature; pupils learn how to study and solve problems. Experience has revealed that pupils most like the tasks they can prepare independently and those that demonstrate their inventiveness and creativity.

97-101

Authors: Danutė Plytnykienė, Ramunė Vėželytė

Nature, its goods and beauty is our common property. For every person Nature provides possibilities to observe, experience and acquire knowledge about various phenomena. Natural science bases upon hypotheses, reasoning, research, solutions and conclusions. Sensual contemplation and experience are among the most important methods of recognition, as due to them the harmony of solutions and integration of thoughts can be transferred to knowledge. From the very young days every child is inexhaustible researcher and discoverer. By getting acquainted with the immediate environment the child successfully masters certain ways of recognition of the world, acquires initial information on consistency of natural phenomena and their causative relations. Educator’s purpose consists in providing for the child the most favourable conditions for recognition of processes going on in Nature. The presented picture The Tree of Knowledge reflects the possibilities of boosting children’s interest and involvement in Nature that can be implemented in the process of (self)education.

107-114

Authors: Irena Stankevičienė, Julija Baniukevič, Laimutė Salickaitė-Bunikienė

This article shows the importance of young researchers’ preparation to scientific contests in biology, chemistry, physics and other fields. It is discussed and shown how research works contest „My view at the world around me” in fourteen years period (1999−2012) influenced the schoolchildren development successfully. It plays the important role in Natural Science Education, helps to motivate students to pursue scientific and exploratory project work. The participation in this contest teaches students to think creatively, to find out crazy ideas and apply existing, newly acquired abilities and skills to make this ideas become real research work. Furthermore, it is an opportunity to consult and discuss your obtained results with jury members, experts of different fields of science and technology, which helps to develop and improve selected research topic. This contest is the first step on the way to the participation in the higher level of natural science education competitions between young scientists. It was observed that important element in the contest is communication between participants. Students communicate to each others, watch others research works, hear the answers to jury questions and learn to present their work, ideas more properly and precisely. Within fourteen years of the contest existing period this competition expanded the geography of tenderers significantly and became popular among Lithuanian schools from Alytus, Jurbarkas, Kaunas, Lazdijai, Panevezys, Šiauliai, Šilalė, Varėna, Vilnius, Kretinga, Vilkaviškis, Joniškis, Telšiai, Pasvalys, Raseiniai, Elektrėnai, Širvintos etc. This is the best evidence that this contest must be continued because it is a good and effective form to teach natural sciences at schools and important for scientific students education.

120-123

Authors: Dainius Statkevicius

The personal website http://www.zoo-dainius.lt was created in October in 2010. The aim of this website is to represent personal animals collection, to encourage society to get knowledge about exotic animals and conditions keeping them as pets; and to widen the number of Lithuanian people interested in exotic animals. In November of 2010 the new link " My students' pets" was added to this website. Here the students can describe and represent their pets. In this way students are encouraged to get more knowledge on their pets' natural life conditions and population. Descriptions are in Lithuanian and English. Descriptions of bad quality, with photos made not by themselves, and those that provoke violence against animals, also inappropriate keeping conditions and keeping of rare or dangerous species at home, are not published. It must be highlighted that this continuous project is very popular among students. This website is watched not only in Lithuania, but also in Poland, Sweden, Germany, Slovakia, Czech Republic, Iceland, Sri Lanka also. Students can adapt their knowledge and abilities in Biology, Information technology, Lithuanian, English, Geography and other subjects. Students got interested in exotic animals, some of them now keep snakes, lizards, and spiders as pets. The students of 8th grade made an educational film "Snakes".

133-138

Authors: Loreta Vaitkeviciute

In this article The Entrepreneurship Education during primary school Science lessons is discussed. General education curriculum documents present the entrepreneurship education as an important issue in today`s society. In these documents there are foreseen specific goals and means to put the education into practice. The entrepreneurship education is being integrated into other primary school subjects. Specific entrepreneurship skills such as creativity, leadership, independence, activity and personal initiatives are developed during primary school Science lessons. In this stage of education specific subject game are used. They help to gain initial knowledge of entrepreneurship.

145-156

Authors: Andris Broks

Fast and manifold development of modern global life requires corresponding development of modern general as well as professional education. Author’s experience within systemic development of general upper secondary school educational physics is reported. Development of scientific thinking as overall goal is proposed to be realized by educational research based pedagogical approach and science methodology studies centred content of educational physics. General Science Education as part of modern Fundamental Education at upper secondary school level is advocated.

164-172

Authors: Olga Sechko, Elena Vasilevskaya

The article presents description of educational complexes that have been developed as by Belarusian so by foreign scientists. Possible use variants of these complexes are being analyzed; several educational complexes and tutorials on chemistry for the 8-th grade are being characterized, with all this research being legitimate for schools in Belarus. The article contains fragments of several tutorials that have been partially approbated in high school. Teachers’ opinions research has been held to analyze quality and use possibility of the abovementioned tutorials in school.

3-4

Authors: Editorial Board

GAMTAMOKSLINIS UGDYMAS BENDROJO LAVINIMO MOKYKLOJE-2011 XVII nacionalinės mokslinės-praktinės konferencijos straipsnių rinkinys, Vilnius, 2011 m. balandžio mėn. 29–30 d. NATURAL SCIENCE EDUCATION AT A GENERAL SCHOOL-2011 Proceedings of the Seventeenth National Scientific-Practical Conference, Vilnius, 29–30 April, 2011

8-15

Authors: Rūta Alkimavičienė

An international environmental education programme GLOBE (Global Learning and Observations to Benefit the Environment), initiated by the USA in 1994, is an effective informal education form promoting natural sciences education at schools, colleges and universities, formation of practical skills as well as the development of international cooperation. GLOBE brings together students, teachers and scientists for common work in environmental research. Over 1.5 mln. school children from 111 countries of the world accumulate and contribute information to GLOBE database everyday. At present, Lithuania is represented by 30 schools from 24 cities and towns. Since 2005, the 5th–8th class pupils from Fabijoniškės Secondary School in Vilnius have been taking an active part in GLOBE programme. They carry out observations on atmospheric phenomena (air temperature, snow coverage, cloudiness and cloud type), independently send the research data to the international GLOBE data processing centre (USA), analyse the accumulated material, generalize it and introduce to school community, participate at scientific conferences, etc. The collected research data are particularly valuable for the scientists of GLOBE project, who constantly get information about natural processes occurring in different places of our planet. The data of meteorological measurements, which were carried out by the pupils of Fabijoniškės Secondary School in 2008–2010, show that the curves of air temperature dynamics in Vilnius city are characteristic to temperate climate zone. Regular observations of meteorological phenomena, which are carried out by the pupils participating in the international GLOBE programme, is a perfect example of informal training and public education, significant for the international development of natural sciences. The data obtained by our pupils and other investigators are presented on GLOBE website, which is a valuable and relevant material that can be used by the pupils, students and scientists from both our and other countries. A possibility to informally train knowledge of natural sciences at schools is closely related to the integration of advanced information technologies into subjects of natural sciences and has a wide didactic aspect. New information technologies and educational methods related to GLOBE programme encourage the participants (students and teachers) to be interested in the innovations of world science and education technologies as well as to improve the achieved skills.

22-28

Authors: Mikas Balkevičius

Regarding Rio De Janeiro Conference (1992), United Nations General Assembly declaration announcing 2005–2014 – as “Decade of Education for Sustainable Development”, author reviews some approaches in teaching Ecological ethics as humanitarian discipline within higher educational institutions in Lithuania and outlines tribute of Ceslovas Kalenda who is one of the famous contributor to Development of Ecological ethics as humanitarian discipline. Ecological ethics first integrated into study programmes in Vilnius Pedagogical University where it is developed as the branch of general ethics studies in pedagogical studies of teachers. Later on, Ecological ethics is developed within different courses, organizing different events, courses, seminars, conferences. The essence of Ecological ethics as humanitarian discipline is expressed in notion that Ecological ethics is the responsibility for everything what is alive. This responsibility should be fostered in young generations through forming Ecological imperative, nature-friendly attitudes in humans that are based on knowledge of the moral issues, moral sensitivity, and ability to solve environmental problems efficiently.

34-38

Authors: Virginija Birenienė, Eugenijus Kurilovas

The paper is aimed to present the results of the eQNet project research on reusability of learning objects (LOs) for Physics subject from Lithuanian repositories. Project research is based on the assumption, that a part of already created learning objects saved in European repositories could be successfully used in different learning contexts and even countries. The research has shown that there is a great number of LOs that can be used in different learning contexts and countries but one should know how to search, evaluate and use these LOs. The paper presents a number of recommendations how to search suitable LOs in the most popular Lithuanian repositories and how to evaluate their „travel well“ quality based on the project researchers‘ recommended quality model. The paper also presents a number of LOs examples from different Lithuanian repositories that have been analysed during the research.

44-48

Authors: Aušra Gutauskaitė

Changes in the lifestyle and humans needs induce a new approach to teaching and learning, education is focused to knowledge application in practice, skill and competence development. The new educational ICT and inquiry-based methods are being applied. There are many project financed by European Union which help primary and secondary school teachers increase student motivation for studying science. Different institutions in Lithuania responsible for education content formation with the help EU funds are searching for the ways to make teachers’ job easier, encourage their creativity, sharing the ideas, cooperation and communication in different projects. Participation in teacher training programmes such as LLP Comenius, Pestalozzi and European Schoolnet projects provide teachers with the opportunities of communication and cooperation with the colleagues from the other European countries. Teachers are able to influence the education process changes not only in their own country, but in whole European Union and share their experience within the educational community. Two new projects SPICE and Scientix for science teaching were launched by European Schoolnet. The primary objective of the SPICE project is to collect, analyse, validate and share innovative pedagogical practice particularly that which is based on inquiry-based learning, whilst enhancing pupils’ interest in the science. The purpose of Scientix project is the setting-up and management of a user-friendly Internet based information platform ensuring the regular dissemination and sharing of progress, and best practices in the field of science education and providing a feedback mechanism. Scientix will collect teaching material from hundreds of European projects and will make them available in all European languages for teachers upon request.

54-60

Authors: Vincentas Lamanauskas, Renata Bilbokaitė

A number of the latest investigations specify the necessity of improving science education at all levels of the education system. A decreasing interest in sciences is one of the most acute problems of present education. The purpose of this research is to analyse how students evaluate the natural science subjects. The results enclose that geography is the most interesting discipline for Baltic States’ students. Less interesting disciplines are biology, chemistry and physics. The least interesting discipline is mathematics. Comparing data between countries there was found out that all disciplines are interesting for Lithuanians. Students in Latvia the least interested in all mentioned disciplines. Biology, chemistry and physics are the most difficult disciplines for Baltic States’ students. Easiest discipline is geography. All disciplines looked more difficult for Lithuanians than to Latvians and Estonians. Comparing data between sexes that was found out that mostly all factors girls evaluated worse than boys, only geography was more difficult for male students. It is very important to compare the evaluation, attitudes of the students belonging to the same region country, because earlier carried out researches show that in spite of common natural science education tendencies, rather significant differences exist between countries. It is believable, that they are predetermined by various educational approaches, teachers’ competence and other different reasons.

69-73

Authors: Laima Railienė

A teacher and a student meet and act in a pedagogical situation. It can be natural or created artificially. In the common activity of a teacher and a student two components can be pointed out: teaching and learning. This process develops naturally if these two sides work together and there is a sequence of activity. Recently the emphasis is laid on learning quality and acquired common and subject competence. It is especially talked about constructively understood learning which means such an activity where person’s active role in forming knowledge and working with information values most. Nowadays more attention is paid to teaching and learning in class. Good results are achieved in communication. There is a great variety of methods. There isn’t and the best method for all cases. So, various methods are used for different circumstances. The aim of the article is to reveal the use of didactic game method in learning geography terms. Taking part in a game, a student becomes a participant of a situation. He / she may have solutions. Motivation and interest in geography is increasing. Games develop imagination, communication skills and form the strategies of behaviour. While playing students acquire a lot of important knowledge which they never forget because they experience everything themselves.

80-87

Authors: Laimutė Salickaitė-Bunikienė, Irena Stankevičienė, Julija Baniukevič

This paper presents ten-year performance review of Extramural young chemists school “Cognition” which is organised by Lithuanian youth information and technical creativity centre. Goals of this kind of activities are discussed here in the context of the ongoing educational investigation. One of them is Programme for International Student Assessment OECD PISA 200 PISA which is conducted by Organisation for Economic Cooperation and Development (OECD). The article also emphasized the need to balance non-formal and formal education ratio to student career. Foreign countries have already recognized that formal education is not more important than the informal one because these two forms of education are complementary and necessary to achieve the unity of education. Students who successfully completed a full program of the school, say that studies in Extramural young chemists school “Cognition” gave them more knowledge and understanding about chemistry subject. What is more, it helped them to find friends and become more autonomous and independent. This confirms that Extramural young chemists school “Cognition” (NJChM) is suitable for general education informal part of the chemical training (module).

98-107

Authors: Violeta Šlekienė, Loreta Ragulienė

This article deals with the problem of interdisciplinary integration of physics and mathematics, while learning physics in the basic school. Physics, mathematics and other subjects are as the context in which science concepts, the other knowledge, skills acquired specific meanings and are understandable. In order to establish the physics and mathematics knowledge systems, it is very important to generalize, to consolidate the acquired knowledge in relation to each other. Didactic importance and functions of interdisciplinary integration in education process is discussed. The analysis of contents of Physics and Mathematics textbooks and physics and mathematics syllabus of basic school in the aspect of interdisciplinary integration is done. It revealed that in all the Physics textbooks interdisciplinary integration with the mathematics dominates more or less, though some problems exists herewith. The main problem is that acquirement and application of physics and mathematics knowledge is not synchronize: part of mathematics knowledge is keep forgetting, another part – is still unknown. On the purpose to solve raised problem didactic material of mathematics knowledge revision is given. In order to make the education process more efficient, it is proposed to repeat or briefly introduce the necessary new mathematical operations required at physics lesson for the teaching new topic.

113-128

Authors: Daiva Vaičikauskienė, Rita Makarskaitė-Petkevičienė

In primary school it is important not only to introduce school learners into the world of values but also to strive for awareness of such values, their experience and determination to base own life on these values. The directiveness, harmony and value of the personality depends on the what kind of values are internalised and how it is done. Internalisation of values is a consistent process: an individual chooses, evaluates values and behaves according to them. Therefore, development of values within the process of teaching should meet the following requirements: values have to be freely chosen; values are chosen out of several alternatives; values are chosen after intensive consideration; values are chosen as the desired and anticipated good; behaviour has to be in tune with the chosen values. It is easier to observe these requirements, when the content of education is full of appropriate textual and visual material, situations, etc., which are suitable for development of value-based principles. Being integral and comprising not only spheres of natural but also social education, the subject of surrounding world learning creates perfect possibilities for development of school learners‘ value-based principles. The values developed through the subject of surrounding world learning may be divided into four groups (functional aspects): 1) values are related with the self; 2) values related to communication with others, 3) values related with society, 4) values related with natural environment. The article analyses three alternative textbooks of surrounding world learning: “Raktas“, “Mano pasaulis“ and “Gilė“ for 1st and 2nd forms. An attempt was made to identify if the authors of the textbooks aim to develop value principles and what methods are offered for their development. It was revealed that different teaching/learning aids present slightly different approaches. Texts are successfully applied in the textbook “Raktas“: text can be read by both the teacher and by school learners (differentiation of activity). Value principles of school learners are developed through various situations that textbook characters find themselves in. Visual material is used for development of value principles in the textbook “Mano pasaulis“. The authors of “Gilė“ and “Raktas“ use open questions for development of value-based principles. School learners may also acquire value principles performing tasks. The number of such tasks increases in “Raktas“ from year to year, their number decreases in “Mano pasaulis“, whereas the number of such assignments remains the same in “Gilė“. The survey revealed that values of communication with other people receive more attention in all the three textbooks for 1st form. The textbooks “Gilė“ allocate least attention to the development of values related to the self.

136-144

Authors: Liliya Edinskaya, Аleksandra Urbanovich

Nowadays a pupil with his unique personality and inner world is in the centre of education. Therefore, the main objective of the present-day teacher is to choose the right forms and teaching methods which would correspond the target goal of education which is to develop pupil’s individuality. The most ancient means of children’s education is a game. Games supplement the traditional forms of education as well as encourage the teaching-learning process to be active and enjoyable for pupils. A game gives pupils the opportunity to experiment and manipulate. In addition to this, games have strong emotional effect on pupils; form a lot of their new skills and abilities such as communicative skills, ability to work in a group, decision making, and taking responsibility. Furthermore, games develop pupils’ organizational skills, empathy; they encourage them to be helpful and supportive to others while solving difficult problems. As a result, the use of playing techniques in teaching allows to accomplish a range of pedagogical objectives. Geography games in combination with other pedagogical technologies increase the efficiency of the geographical education. However, even the most successful game cannot alone assure the achievement of all educational goals; that is why, games should be viewed as a constituent part of the system of all educational forms and methods used in teaching. Perception stereotype which has formed to the majority of pupils often is the cause of their negative attitude towards playing activities during the lesson. On the one hand, pupils are used to think that activity suggested by the teacher at school during the lesson cannot be emotionally attractive to them. On the other hand, pupils might consider a game during the lesson as something inappropriate and irrelevant for their age as well as not so helpful in mastering/learning new material. Consequently, it is important to change pupils’ view point of a game by making it an ordinary and useful form of education. Efficiency of any game depends on meeting a number of requirements: • to think over the purpose of the game; • to motivate the pupils; • to follow all the three organizational stages of the game; • to combine skillfully both group and individual work during the game; • to make pupils solve cognitive and challenging questions; • to use all the necessary means of education; • to involve all the pupils in the game; • to organize appropriately the process of assessment and self-assessment of the pupils. Every good game, in the first place, contains considerable physical and mental effort.

153-161

Authors: Olga Poddubnaya, Irina Kovaleva

A scientific and practice independent study of students should be the basis of the educational process in the reform of higher education. There are demanded not only strong and fundamental knowledge, but also the willingness to plan, adjust research meaningful activities in a society of high technologies. Creative work, including a research, is an essential part of students' independent work. The article describes the experience of the organization in research work of students of initial courses at the Department of Chemistry, agroecology faculty of Belarusian State Agricultural Academy. The activity of the research association "Students’ Society Competent Solution of the Unique Tasks" (SSCSUT)) helps to promote the creative and intellectual potentials of the students who want to take part in the research proposed for the upper classes. Students are involved in the creative learning process by creating the conditions for the implementation of independent research and practical work. Olympiad movement in chemistry is a form of creative organization of independent students' work. Thanks to the annual International Chemistry Olympiad, the Department of Chemistry of EE (establishment of education) "BSAA" communicates with universities in ecological and biological and agricultural sections of the CIS countries. Olympiads identifies subject erudition of students, the ability to operate the acquired information. That Olympiad opens for many future specialists new opportunities for their academic and professional growth.

167-168

Authors: Editorial Board

GAMTAMOKSLINIS UGDYMAS BENDROJO LAVINIMO MOKYKLOJE-2011 XVII nacionalinės mokslinės-praktinės konferencijos straipsnių rinkinys, Vilnius, 2011 m. balandžio mėn. 29–30 d. *** NATURAL SCIENCE EDUCATION AT A GENERAL SCHOOL-2011 Proceedings of the Seventeenth National Scientific-Practical Conference, Vilnius, 29–30 April, 2011

3-5

Authors: Editorial Board

GAMTAMOKSLINIS UGDYMAS BENDROJO LAVINIMO MOKYKLOJE-2010 XVI nacionalinės mokslinės praktinės konferencijos straipsnių rinkinys, Anykščiai, 2010 m. balandžio mėn. 23–24 d. NATURAL SCIENCE EDUCATION AT A GENERAL SCHOOL-2010 Proceedings of the Sixteenth National Scientific-Practical Conference, Anyksciai, 23-24 April, 2010

7-14

Authors: Violeta Aniūnienė, Zosė Aškinienė

Creativity means connection among the idea, imagination, experience, feelings, urge, under-standing and action. That is exactly what should be done at school: new people’s training, to shape pupil’s relationship with the future, to accent the direction and critical point of view of the knowledge process. „Novelty is possible only when someone who used to be the spectator begins to act.”– says C.Scharnbergas. The components of the lesson: structure’s development; the advisable choice of training methods, seeking the realization of educative and educable aims; the training of critical thinking; the organization of self-contained work; summing-up revision; the creation of educational atmosphere during the lesson; the usage of visual and technical educational devices; the creation of virtual learning and social atmosphere; the reflection of training process, self-reflection; the evaluation of achievements, self-assessment. All these turnings of components have the influence on the lesson’s quality and efficiency. Enterprise is the unique combination of decisions, innovations and risks; this is the natural and acquired human’s qualities, which help him to be innovative, active and risky; to go ahead with the new ideas and projects; this is the ability to organize and run your life and business successfully; this is the mode of mentality and action.

20-26

Authors: Renata Bilbokaitė

The research results enclose that computer based visualization is helpful tool in classrooms. It stimulates motivation of students and of teachers too, because they want to motivate the learners in the education process. Teachers said that computer based visualization stimulates cognitive processes. This means that visualization fosters deeper perception, imagination; students easily are able to remember and to concentrate their thinking and attention. Teachers also noticed that using computer based visualization in the classrooms they notice feedback. This stimulating assumption is realized as deeper students’ reflections, generalizing abilities and activity in the lessons. The last thing that stimulates chemistry teachers to use computer based visualization is eliminated factor of danger which leads to safe conditions in the classroom. There was found out that there were three main reasons why chemistry teachers sometimes do not use computer based visualization. First of them is weak material bases in schools, teachers feel lack of computer in their classrooms, they do not have full computerized auditory, also, there is not enough computer aided programs and software in Lithuanian language. The second restrictive factor is lack of time. Teachers explain that they do not have enough time for preparations for using computer based visualization in lessons.. The last thing is the weak teachers’ role in school. This means that some of teachers do not have enough competencies to use computer based visualization, some of them do not have motivation and lot of teachers do not have enough information about visualization.

32-40

Authors: Gláucia Silva Bierwagen

Currently, the use of the Technologies of Information and Communication (TICs) are an important tool to the education process and learning in Science Education, but the use of these by itself is not guarantee of success to the construction of the knowledge. It is important that the use of the TICs is planned, having the pupil as central element of the learning, and values the interaction and contribution allowing a more significant learning. Blog possesss great potential to be used as practical tools in the educative ones. Be-yond being a playful environment, sufficiently known of the pupils and to attract great interest of the young, it is a gratuitous tool, of easy use and possesss resources that allow the accomplishment of interactive and cooperative educative activities. But, for its better exploitation in the environment of education and learning is important that the professor dominates its use, identifies its potentialities and has notion of as it can be used.

47-50

Authors: Rasytė Gaidienė

Natural Science competence of students is being successfully developed by the projects in non-formal education, because it enables to meet cognitive interests of students, to develop their practical skills, critical thinking and creativity, to work responsibly and on their own, also an environmental thinking is being formed. Pupils are enabled to prepare for future life, to learn to apply knowledge in everyday’s life and choose a profession.

56-60

Authors: Gediminas Girdžius

Modern teaching is often coincided with the use of modern communicating technologies, visualization and similar innovations. Modern technologies and computers are being put above everything forgetting the main target of school: the person and his education. One could hear serious lectors speaking that the internet or the most up-to-date teaching methods are not being used but... is that the most important? People often forget that computer is only a box, means of work while we must mould a personality that would be able to live in this world and deal with occurring challenges. I am not saying that modern technologies are not necessary just they should not be deified. If we manage to feel the pupil and see a human inside him, we will do the way more then hundreds of computers.

66-70

Authors: Rita Kareckienė, Zita Talutienė

Within information society traditional teaching technique does not serve anymore when a teacher gives the material and a student has to repeat it correctly. Up–to–date educational process requires to apply teaching methods advisedly in order to develop students‘ self–sufficiency. Living in fast moving world it is necessary to get ready to solve various problems. Project method motivates a child to carry out a direct activity. Participating in project activity, students analyse the environment, observe, compare, evaluate. This way their motivation increases. Project method helps to up–to–date curriculum and apply it to everyday life. Educational projects stimulate the expansion of new modern teaching forms, search for new forms of school work organisation, motivate collaboration among teachers. Students participating in project supplementation satisfy their internal needs and intelectual skills. While doing the tasks, they communicate, help each other and share the responsibility together, Projects are attractive forms of activity connecting teaching and learning.

74-78

Authors: Irma Krivickienė

Nowadays there are essential changes in our society and school. The attitude towards stu-dents, teaching and learning methods, community relationships, conception of school culture and school management is changing, as well. Recently we face students‘ unsustaned interest in learning. It‘s a phenomenon of all Lithuanian schools. One of the ways to increase students‘ motivation is the method of excursions. Already three years I have been practicing this method for summing up in the lessons of „Sulphuric acid“, „Nutric acid“ and „Manure“ for 10th formers. We are used to visit stock companies „Lifosa“ in Kėdainiai and „Achema“ in Jonava, because these factories are not far from our school. To achieve students‘ interest and and give them knowledge I submit questions in advance. Students‘ task is to answer these questions while listening to the guide and gathering information from other sources. Introducing the reports and answering their friends‘ questions students show how much they have done and how attentively they followed the information and listened during the excursion. I am confident that educational excursions not only vary the process of learning but also have a great influence on planning students‘ career. Students‘ become interested in the profession of chemist, that is rather perpective and, as a result, every year there appear graduates who choose chemistry studies. This method helps to achieve the following aims: to stimulate self – sufficient thinking, actively interpret the covered material, to learn by experience, to get acquainted with va-rious ideas, objects, surroundings and technologies.

84-89

Authors: Eugenijus Kurilovas, Virginija Birenienė

The paper is aimed to analyse the application of multiple criteria decision analysis model and method for evaluation of quality of digital learning resources (objects) for Physics subject. The applied model and method have been used practically for evaluation of learning objects while implementing European Lifelong Learning programme‘s eQNet project in Lithuanian comprehensive schools in winter 2010.

100-107

Authors: Vincentas Lamanauskas, Renata Bilbokaitė, Janis Gedrovics

A number of the latest investigations specify the necessity of improving science education at all levels of the education system. A decreasing interest in sciences is one of the most acute problems of present education. The purpose of this research is to analyse how students evaluate the cur-rent situation on using different teaching/learning methods and means in the process of science education. Research was carried out in Lithuania, Estonia and Latvia (Lamanauskas, Vilkonis, 2008). This article presents more exhaustive research results, which were obtained after carrying out comparative analysis between the respondents of two countries – Lithuania and Latvia. The methods of inquiry (questionnaire) and systemic and comparative analysis etc. were employed in research. The on-line questionnaire prepared in national languages was used. To ensure the quality of translation and an adequate understanding of the questionnaire, the questions were interpreted by the translators-native speakers. Moreover, they were required to have experience of pedagogical work. The questionnaires were completed in the rooms for teaching informatics under the supervision of a teacher-coordinator. It is very important to compare the evaluation, attitudes of the students belonging to the same region country, because earlier carried out researches show that in spite of common natural science education tendencies, rather significant differences exist between countries. It is believable, that they are predetermined by various educational approaches, teachers’ competence and other different reasons.

113-120

Authors: Loreta Ragulienė, Violeta Šlekienė

The integration of two subjects helps students to acquire the information easier as well as to be more active in the lessons. Each teacher should know the possibilities, methods and the types of integration. Having in mind the fact that the integrated course of natural sciences comes to the end in the 6th form, the integration of physics and biology becomes particularly important while teaching physics in 7th – 10th formers. The integration of physics and biology in the physics lessons will help to reveal the essence of various physical phenomena. Consequently, the students will understand the integration of the world and nature. Analysis of the relationship over time between physics and biology has shown that during the biology lessons students learn a lot of examples that can be applied in physics lessons and vice versa. Physics and biology teachers should work more closely together in an integrated view of natural things. The results of pedagogical experiment revealed that the physics lessons, in which integration of physics and biology was applied, were much more interesting and attractive. Physics became clearer for these students. This suggests that the integration of biology and physics has a positive impact learning physics.

126-133

Authors: Eugenija Rudnickaitė

The results comparative analysis of events visitors registration data of the project „The gate-way to studies of Natural Sciences” in 2008 and 2009 provided information on the distribution of visitors according age groups and visits initiators. It enabled to establish the future milestones of unconventional natural sciences education activities at the museum of Geology of the Faculty of Natural Sciences of Vilnius University. Organize events focusing on particular age range. For families some events organize on Saturdays. Similar events organize annually. Scientists directly interacted with visitors during the events, demonstrated their research ob-jects and methods, formed positive image of a scientist. Looking at the tendencies of changes in visitors numbers and visits initiators will allow to make a more productive event schedule.

143-148

Authors: Alma Šarlauskaitė

Water takes up 71 percent of earth surface. 97 percent of total amount are salty, 2, 3 percent of water are confined. Only 0, 7 percent is drinking water. Major part of water used is under the earth and it is called groundwater. It is got from well shafts, artesian wells. There are about 500 000 well shafts in Lithuania. Global environmental contamination obliges the educators educate environmental attitudes on pupils, stimulate aims to make familiar with environment, interest in what food we eat and what water we drink. Water in wells can be contaminated with chlorine, iron, copper, nitrates, nitrites which exceed pH norms and have much melted mineral materials and various microorganisms. The aim of the article is to discuss widely the materials which contaminate water in well shafts and present water quality testing as a method for non–formal environmental education. Re-sults on testing well shafts of the inhabitants who live in Kelme District Pakrazantis Neighbourhood are presented here. In the wells tested we have not found free chlorine, iron, copper. It was found that 23% of total amount of wells tested exceeded the amount of nitrates. 8% of wells exceed the amount of nitrites. 4, 3% of water tested in wells does not comply with pH norms. In 65, 2% of wells tested the hardness of water exceeds the allowable norms two or more times. Most of wells are equipped not according to the norms of hygiene. They are near domestic buildings, technical yard, house, waste water well. Big gaps are between the curbs. There is no fence made of clay equipped. It is necessary to continue well quality water testing and to spread the information collected. Inhabitants must be promoted to take care of drinking water and equip wells appropriately, it is necessary to clean them constantly and make water quality testing.

158-164

Authors: Giulnaz Smirnova, Jurgita Smilgienė

In the work the forms of after – school activity of geography, their particularity and organization, attitude of the schoolchildren towards after – school activity of geography are analyzed. The theme is relevant as reviewing current scientific literature it may be stated that it is not paid much attention to after – school activity in the field of geography and there is little research conducted, besides the profession of a teacher requires to gather knowledge not only on the particularity of the conduction of the lesson, but also to be interested in organization of schoolchildren activity after lessons. The aim of the research: 6 and 8 form students’ attitude towards extra – curriculum geography activities. Methods of the search: analysis of science literature and educational materials, questionnaire, quantitative and qualitative analysis of the research data. The scope of the research: 6 and 8 form pupils from Siauliai „Romuva” and Zokniai schools took part in the research. After analysis of literature on the theme chosen and generalization of the results of the re-search it may be stated that if work at the lessons of geography with after – school activity of the subject is coordinated properly and creatively, the quality of teaching and education of geography may be improved distinctly. The results of the research show that, interest the schoolchildren wish to participate in after – school activity of geography and they are mainly attracted by entertaining after – school activity. The teachers rarely use information and communication technologies in after – school activity of geography.

171-180

Authors: Ludmila Volozonoka, Mariona Baltkalne, Igors Svikis, Viktors Veliks

Today different teaching methods and applications may help young people and teachers in educational process. Teachers may use different multimedia sources that enhance learning capacity. Computers and computerized device's that allows create different e–learning system's which combine audio-visual stimulus or learning materials and biofeedback measurement devices like EEG for controlling efficiency of the studying process. Our result agrees with other scientist groups’ results in case of the reaction to visual stimuli that depends on the different types of temperament. Therefore when course materials are developed teachers must keep in mind that students’ perception of the material depends on the temperament, especially in children group with attention deficit hyperactivity disorder (Batto, 2008). Other suggestion from our study is that is possible using biofeedback devices for measuring efficiency of audio– visual contents that is using in the learning.

181-192

Authors: Janis Gedrovics

The analysis of the international ROSE project results (obtained 2003–2008) has revealed that overall 15-years-old Latvian students have grown less enthusiastic about school science sub-jects. Consequently the number of students regarding science subjects, in particular – chemistry and physics, as difficult has increased. The opinion that the knowledge about science gained at school will prove useful in everyday life, including career building, is still strong among respondents. However, only a small number see themselves working in the field of science and technology. We can also notice that students have started seeing sciences as considerably less important in situations concerning their care for personal health and their better understanding of nature problems. Though in total, positive responses still remain in the majority. We have also established that during the five years (2003 – 2008) girl’s attitude to science statistically has become far less positive than in the case of boys. And, on the whole, 15–year old have grown more homogenous in their opinions about school science subjects. Senior students feel more positively about biology. Although the comparison of the 9th and 12th formers brings us to the conclusion that pupils’ attitude towards a particular science subject does not change significantly over their school years.

195-202

Authors: Elena V. Teleshova

The maintenance of the given work is devoted the analysis rather actual now a problem connected with necessity and possibility of formation and development of educational-intellectual abilities of students at studying of is natural–scientific disciplines (on an example of a subject of „chemistry“). We reveal and prove didactic possibilities of use of the integrated chemical and biological practical works for the purpose of the decision of the given problem. The subjects and structure of the developed practical works allows to vary their carrying out depending on problems and possibilities of concrete educational institutions. Offered practical works are characterized by following features: a) differentiation of works and multi-variant approach of tasks; b) communication with a uniform biology-chemical picture of the world; c) a practical orientation of tasks; d) research orientation of educational process; e) realisation of the personal-focused approach. We offer use of fragments of the given practical works as with propaedeutic (at studying of the integrated course of natural sciences in an elementary school), and with summarising function after studying of subjects chemistry and biology. Formation of educational–intellectual abilities of students at studying of subjects of a natural–scientific cycle can be effective if in educational process to use such form of the organization, as the integrated practical work (on an example chemical and biological).

208

Authors: Editorial Board

GAMTAMOKSLINIS UGDYMAS BENDROJO LAVINIMO MOKYKLOJE - 2010 XVI nacionalinės mokslinės-praktinės konferencijos straipsnių rinkinys, Anykščiai, 2010 m. balandžio mėn. 23–24 d. *** NATURAL SCIENCE EDUCATION AT A GENERAL SCHOOL-2010 Proceedings of the Sixteenth National Scientific-Practical Conference, Anykščiai, 23–24 April, 2010

3-4

Authors: Editorial Board

GAMTAMOKSLINIS UGDYMAS BENDROJO LAVINIMO MOKYKLOJE-2009 XV nacionalinės mokslinės praktinės konferencijos straipsnių rinkinys, Kėdainiai, 2009 m. balandžio mėn. 24–25 d. NATURAL SCIENCE EDUCATION AT A GENERAL SCHOOL-2009 Proceedings of the Fifteenth National Scientific-Practical Conference, Kedainiai, 24–25 April, 2009

12-21

Authors: Zosė Aškinienė, Giedrė Kvietkauskienė

The meaning of teaching and learning in education system is indicated as interacted activity. Success of learning depends on how student is able to work in team where they are prepared for learning all the time and also are able to adapt to the changing environment. The world needs people who can think critically, who can collaborate, take decisions on their own and who are responsible for their actions. Education is an integral process for seeking maturity of personality. Constantly developing society requires perfection from each person specially from a teacher so that knowledge and ability correspond to work market and motivate progress of student and teacher. Natural science is concurrent from education in school. The aim is to introduce students with basic nature laws, to teach to recognize them in the environment. Experimental works help a lot for training students‘ logical skills. During experimental works besides of solidifying knowledge and finding reasons of main laws also skills are being trained. Integration of disciplines help teachers to work more effectively, creatively, correspond to students‘ needs, make equal opportunity to all the students to reach best results. Integration of disciplines is a factor which determine a success of education content individualization. It is important to develop students‘ interest in nature science, to perform tasks on their own, to seek for the information in various sources and structurize it, to work with alternative sources, to qualify. Integration gives an opportunity to analyse problem in different contexts, helps to educate objective and general abilities, requires a new organization of education content and process, motives to reach for balance and collaboration.

25-31

Authors: Renata Bilbokaitė

Motivation is one of the main research areas in education because it helps to learn. External visualization could foster to learn difficult things and to create internal desire to learn. All these types of motivation could be gathered as a general background of learning in science education. According to the research the students like to learn biology and physics. Pupils do not like to learn chemistry because it is very difficult and they do not understand it. In this situation visualization can serve for the aim to foster motivation. It is possible to say that students mostly like to learn biology because lots of phenomena are visible in the nature or they are visualized in the books. The biological objects are clear comparing them with chemistry or physics. The other science disciplines are more difficult that biology because students must ode and encode visual and verbal information; also they must be able to use their knowledge in the practice. As the solution of this problem there in the education process could be used computer based visualization. It could foster students’ motivation to learn difficult phenomena. Also, computer based visualization could help to remember thing and to hold information in the long term memory. Visualization could educate visual thinking and to help perceiving information.

38-45

Authors: Ana Diadiūra, Renata Miliauskaitė, Danuta Paškevič, Laimutė Salickaitė-Bunikienė, Andrej Rožkov

Today secondary education schools face increasingly higher standards. One of the most important tasks is to set the level of education, determine the ability level of students, their interests and wishes, desire towards future profession, provide with opportunity to try different ways of studying. Here Information Technologies is what we have to use at our lessons as a part of a lesson delivering the necessary message from other subjects. IT help to make a lesson more interesting and informative. It helps to find new ways of studying, reveal hidden talents and learn to study individually and in a team either. There have already been used some special programs at chemistry lessons, such as Moodle, Atotour, Hot Potatoes and Crocodile Chemistry. Recently dr. Laimutė Salickaitė-Bunikienė from Vilnius University Chemistry Department kindly suggested to participate in the international Socrates Comenius 2.1 project what made us stronger in our decision to use all those programs mentioned above at chemistry lessons and integrate some other subjects into our lessons. Special attention was paid to the information from archives of some Vilnius museums. Our chemistry teachers undertook EVOLUTION program courses then and started planning the contents of their lesson with that educational program. For example, at the lesson about metals a lot of additional materials about metal’s chemical and physical features, its production and use in industry, pollution problems, etc. were used. Our students had a very good chance to visit the Restoration Centre at Vilnius University Chemistry Department with its head Pranas Gudynas. There were presented some samples of metals collected by professor Kazis Daukšas. The students interviewed dr. Laimutė Salickaitė–Bunikienė about metal restoration, and what chemicals are used to restore different kinds of metals. After that we searched for some extra information in the Internet and made some tests for self–assessment on acquainted material. It was easy to join all sorts of information that students had got from University museum, however, for some students it was really hard to learn the subject. One of the reasons is that our adult students cannot do full–time at school and have to spend most of the time at work and with their families. Some students find it too difficult for them to work with the program. Also, proper tools and approaches should be used to create a successful virtual lesson. Students of 11 m, o, p, 12a, b classes actively participated in the excursions to Vilnius Technical Museum accurately examined the first exhibits of calculating machines produced in Lithuania, took many pictures and some videos. Much useful information was found on the website designed to present the calculation technical opportunities in the history of the „Sigma“ company – http://www.sigma–vsmg–skb.org Learning to work with EVOLUTION program and present useful information for the lesson gave the students an opportunity for active learning activity and information processing skill’s development. Also, working with this program required good computer skills. The most difficult for the students to understand was: program tree, tree components locking and copying, photographs and picture reduction with Paint and Irfan View programs. Together with students we had to learn and get used to operate with the main tools of the program and create an interactive lesson. EVOLUTION program let you do this: - Together with students prepare interactive virtual lessons so that the students would not be passive participants during the lesson but actively participate in the activity; - During the lesson students could learn main theoretical materials, which are richly illustrated by visual materials; sound and video materials make lesson more attractive and visual; - Students can study at their convenient time and pace, individually learn the program topics, and check their knowledge completing some tests and practical tasks. Running the project „Development of Computer Equipment in Lithuania“ following stages were used – preparation, data collection, tasks formation, project completing, summarising. The lesson can be saved in a data base and used by individually studying students as a useful way in distant education. The International Socrates Comenius 2.1 project „Museumscouts“ promotes new ways of teaching and education in general. With the help of „EVOLUTION“ program a virtual lesson was created, were a lot of in-formation from museum archives was used

52-58

Authors: Danuta Golnis

The UN General Assembly proclaimed the year 2007–2009 as International Year of Planet Earth in order to turn people’s attention to global changes of the nature and to make planet Earth safer. One of the goals of teachers who teach natural sciences is to make this subject more attractive, clear and easy to understand. The aim of the research is to find out how deep is students’ knowledge about Planet Earth and how students (forms 7–8) understand and explain natural phenomena. The respondents were given tasks and questions about Planet Earth and natural phenomena. Conclusions. Summarizing the results of the carried out research the following conclusions can be drawn: • The quality of teaching natural sciences is still considered to be relevant. It is difficult for students to explain everyday phenomena which they observe. So it means that the teaching material is not related to real life. • The knowledge of students’ about natural phenomena is not thorough Such and similar researches is one of the ways to evaluate students’ competences, to find out their strengths and weaknesses and to help students to observe the level of their knowledge. Traditional teaching methods, presentation of the new material and individual students’ work don’t guarantee that all students will gain the basic knowledge. Methods and teaching material should be chosen according to students’ abilities.

66-70

Authors: Rita Kareivienė, Auksė Kavaliauskienė, Gražina Masandavičienė

Project activity at school is the powerful tool of modern process of teaching/learning. Project „Travel of a droplet of water“ offers many more interdisciplinary environmentally educational activities for educators and learners. The goal of Project is to facilitate and promote awareness, appreciation, knowledge and stewardship of water resources through water–related activities that are hands–on, easy to use etc. Project is focusing on the teacher as a facilitator for learning. This modern approach steers away from the traditional method of teachers passing down knowledge to their students. The main project idea was implementation different educational activities in action (learning by doing). It is emphasized that project activity should be as continuous process, as such activity is long–term educational process at school.

74-78

Authors: Regina Kaušienė

Projects in sciences are very important. Students learn how to search, select, and evaluate new in-formation in science, environment, and new technologies. Teachers have to spend much time in leading of them. It is easier to do this job using distance learning courses. How it is possible? I use my Moodle course of Organic Chemistry for 11’Th form for project „Petroleum and Alternative Sources of Energy“ a few years. There is special forum for discussing themes and problems, which student are ready to solve. First steps doing this project they have to find interesting item for themselves, think about hypothesis, research plan. Distance learning course is good place to give calendar of works, evaluation criteria for students. I use Rubric’s for evaluations, which are very popular in America. It is difficult to take a look on all works in lessons. If there are many students it is even impossible. Consulting is effective than teacher have enough time to study what students had done. This is possible if students send works by email or put them in distance learning course. Finally students get advices for their projects at much shorter time, because they don’t need time to wait for chemistry lesson. They can ask for help by email or in discussion board. Students can help each other too. Schedule of project helps to plan time and better prepare for presenting their works. In summary all the work is more effective and better organized thanks to distance learning course.

84-94

Authors: Vincentas Lamanauskas

In recent years, science education has been frequently accepted as an inseparable and extremely important part of comprehensive schooling. On the other hand, science education is very often interrelated with technology and humanitarian education which means it is necessary to develop general rather than specific teaching of sciences in school so that every student should receive science and technology education adequate for our time. All of us should remember that science is the quest for knowledge, not the knowledge itself (D. Roller, cited by Duschl, R. A. 1990). Natural science education can be characterised by a variety of content provisions, forms and methods of teaching/learning, practical activities. All these are expected to make the process more effective to widen intellectual knowledge and skills of students, to provide conditions for students activities, to develop students reasoning skills, to influence their aesthetical outlooks etc. The natural science education is very actual today in both developing and developed countries. Qualitative natural science education is necessary for each person living in the modern world. Various researches show, that natural sciences have lost former charm in the developed countries. On the contrary, youth in developing countries have positive interest to natural sciences. An assessment of the researched results reveals a clear objection. The findings of students’ achievements at national level announced that the priorities of teaching sciences in basic school were gradually changing as orientation towards knowledge was declining and achievements in abilities to perceive sciences were getting better. However, otherwise research showed that the learners’ achievements in the field of sciences still were not remarkable enough and a part of those did not manage to conduct even the simplest experiments. It is obvious, that the role of teachers in the science education process is invaluably important. If the student shows interest to natural sciences first of all it is a merit of the teacher. On the other hand, a duty of scientists, managers of education is to create all necessary conditions for effective work of the teacher. Also adequately to pay for the important and hard work. Another main point is that it is very important to transfer the information to students, but it is much more important to learn them to think. Usually students are not capable to acquire a teaching material in appropriate level. In total 442 scientific and methodical publications were analysed in research. All articles published in collections of 15 conferences during 1995–2009 are analysed. Having summarized the results of the carried out research the following conclusions can be drawn: • the changing and development of natural science education in the comprehensive schools in Lithuania is sufficiently quick, but not effective enough; • the analysis of publications in all collections displays that the main topic of interests is science education process. The area of environmental and ecological education is on the second position. That reflects the popularity and urgency of these two areas; • the pressing of the subjects of science education stimulates the educators to work with creative power, to look for the new teaching/learning methods and strategies; • the majority of publications are prepared by the Lithuanian authors – scientists and teachers, other experts in the field of science education. It is obvious that all 15th collections of scientific and methodical papers will be of great use for all – both teachers–practicians (in the theoretical sense of the competence), and scientists (in the sense of the connections with the secondary school), and to those, who works in the field of development of the natural science education. The topics of articles very wide.

101-106

Authors: Laima Railienė

ICT in Republic‘s secondary schools are closely connected with the development of the society, common informative culture, students‘ outlook widening, etc. Modern geograpfy is variable and integral sphere of perception. Nowadays it is different to imagine life without geography. Geography knowledge is of practical type, because it is very important for all of us to know the world where we live in, be able to orientate in the space, social environment, etc. ICT, in this case the Internet, helps to give knowledge, widen outlook. The article shows how it helps to learn new material, systemize already known things and review them.

117-125

Authors: Violeta Šlekienė, Loreta Ragulienė

Information and communication technologies (ICT) become one of popular fumiest object of discussion of late years. Technologies of computers make influence to many live ranges, especially for system of education. Computers are use wide in process of physics education. One possibility of computer’s appliance is electronic educational implements. This paper deals with the electronic educational implement opportunities to use for education. The electronic educational implement „Electromagnetic Phenomena“ is presented and discussed. It is adapted for the studies of physics. Educational material, as theory, tasks, tests, experiments, visualized phenomena, laboratory works are presented. This is good educational mean which helps to realize appointed educational goals for teachers while teaching about Electromagnetic Phenomena in the lessons of physics for pupils of 9th grades. This implement can be used for various educational goals: explanation of new topics, as additional demo–mean, mean of the phenomena visualization, for revision, fixation and control of the knowledge. Implement of computer learning makes ease work of teacher; helps for learner assimilate introduced information. This educational computer implement gives biggest facility self teaching. This implement is simple to use and therefore teachers or pupils knowing not so much about Informational Technologies should not be embarrassed.

129-135

Authors: Zinaida Žvinklienė

The environmental education of pre-school children is based on their personal experience and their knowledge. Good conditions should be created for environmental education: for observation, experiments, games. Under the guidance of their personal experience children find the answers to the questions and make conclusions. The adults give examples of the correct behavior with the environment, they encourage children to notice the negative influence to the environment , find the reasons and solve the problems. Children observe, they arrange and clear-up the environment. Different actions take place, children take party in traditional holidays, environmental activities. Environmental knowledge is integrated into the children’s activities. We have seminars and projects and share the experience with the teachers of the district, representatives of the community.

145-153

Authors: Janis Gedrovics, Dagnija Cedere

In the 1990s Latvia started experiencing essential changes in the whole education system, including what regards the subject of chemistry. In 1993 the University of Latvia established the Centre of Chemistry Didactics, with the main aim to train chemistry teachers in accordance with the new educational paradigm. The centre offered courses for teachers’ further education and created new methodological materials. Students taking their MSc in chemistry didactics also took part in working out new teaching-learning methods and researching the teaching-learning processes. A significant role in the development of chemistry education has been played by the project „Science, maths and technologies subjects - development of the curricula and the further education of teachers”, which was carried out with the support from European Social Foundation (2005–2008). Currently chemistry education focuses on increasing pupils’ activity and cognitive interest as well as on the development of their researching and problem solving skills. School chemistry is more closely linked to practical life. A survey has been carried out comparing pupils’ (9th and 11th formers’) answers, given in 1998 and 2008, to basic questions about chemical transformations. The comparison reveals that during these ten years no significant change has taken place. Pupils still display quite poor understanding of the basic issues in chemistry. This allows for the conclusion that the majority of pupils are still learning chemistry without understanding the subject properly, but only to get a good mark.

162-165

Authors: Irina Zhikina, Inna Portyanskaya

In this article one of the variations of transiton from subject integration to out-of-school project-analyse activity of students is being examined .A concrete example is given as the „A lyrical point of view on physical phenomena’s ” project , the goal of which is the foundation of a multimedia composition of phenomena’s or processes and conceptions which should be presented from the point of view of different educational disciplines. Originally designed to motivate weaker students to study exact sciences, the project caused a huge interest among students and schools with different specialization therefore evolved into a city project within the past few years. At the moment the multimedia database is successfully growing.

170-177

Authors: Eleonora Melnik, Irina Schekoldina

Surrounding environment with its subjects, processes and phenomena is perceived by a child holistically. Understanding of the world is developed on the basis of his or her personal experience and knowledge in accordance with the law of natural and attitude of society to the world. Regular and systematic knowledge is acquired by children during their school years. In primary school knowledge is based on emotional peculiarities of children at the age of 9-10. This is the age when child’s subject features start to form, they continue to grow and develop during the whole life giving a person autonomy and social significance. Child’s skill to recognize different subjects, phenomena of natural and social character of the world around and to find existing connections in this environment indicates his or her understanding of the complete picture of real world. Personal identity as subject of activity and communication in the environment is important for children of primary-school age because it helps to understand and accept the world around, realize its content and define significance for themselves. Conclusions: 1. One of the positive results of the research conducted is that children define „place as space” with which a child connects his or her appearance in this world. The category of place is used as a tool indicating the character of „borders” between a person and physical environment and defining the person’s status of „Openness-restraint” concerning the world around. However, places different in scale (city, republic and country) were clearly described as place of birth. 2. Place does not contain subject characteristic. 3. Place does not contain description of natural and social phenomena. 4. All participants of the research denied the suggestion to make a story.

182-191

Authors: Margarita Shishonok, Eugene Makarenko, Vladimir Pankov

The article has information-analytical character and is devoted to an actual problem of natural science education: the admission of students-chemists in classical university. The demand for chemists is great today. The stuff of entrants-chemists, their knowledge level, the competition for chemical faculty, the lowest passing score determine the quality and quantity of the future specialists who are potential workers at European countries since the integration processes. For the first time entrance campaign in Belarus was carried out without examinations at faculty, and entrants were taken in just on the basis of the centralized testing results. The analytical handling of the entrance campaign results has been executed in the form of diagrams. As a result, the total admission on budgetary and paid training forms on „Chemistry“ specialty came to 154 persons. The lowest passing score – 255. The competition for one budgetary study vacancy is equal to 1,74. The majority of entrants was taken in „Research-and-production activity” and „Pharmaceutical activity” qualifying directions. There has been taken twice less persons in „Research and educational activity” direction, as it has turned out, than in pharmaceutical one. The minimal entrants’ number was taken in „Preservation of the environment“ qualifying direction.

199

Authors: Editorial Board

GAMTAMOKSLINIS UGDYMAS BENDROJO LAVINIMO MOKYKLOJE - 2009 XV nacionalinės mokslinės-praktinės konferencijos straipsnių rinkinys, Kėdainiai,2009 m. balandžio mėn. 24–25 d. *** NATURAL SCIENCE EDUCATION AT A GENERAL SCHOOL - 2008 Proceedings of the Fifteenth National Scientific-Practical Conference, Kedainiai, 24-25 April, 2009