Gamtamokslinis ugdymas / Natural Science Education

8-23

Authors: Vincentas Lamanauskas, Violeta Šlekienė, Loreta Ragulienė

It is obvious that ICT makes the process of teaching/learning more effective and beneficial whereas the education system starts functioning faster. The development of ICT and the process of globalization determine alteration in the education system as well as in the whole society. The implementation of new technologies in the educational process raises new possibilities for both teacher and learner, enhances edu-cation quality and makes the educational process more versatile. Hence, the object of research is the use of computer-based technologies in the process of teach-ing/learning sciences. Research is aimed at establishing the positions of 1st year students on applying com-puter-based technologies in comprehensive school learning sciences and at disclosing the frequency of using these technologies in the classroom during the lessons on sciences, and also to find out some infor-mation about students` own skills in using computer technologies. Pilot research Student and Computer-Based Technologies was conducted in October – November, 2009. To collect the required data, an anonymous questionnaire was prepared. Research sample consisted of 211 respondents who were 1st year university students (freshmen). To collect the required data, an anonymous questionnaire including four main blocks was prepared. • The level of ability to use computer (in total, 30 parameters were included, for example, ability to use programs and documents, ability to operate fail search system etc.). • The methods of using computers (5 parameters were included, for example, learned during in-formatics classes; during classes in other subjects; during extracurricular activities; helped family members, friends etc.; individual learning). • The evaluation of the frequency of applying computer-based technologies during the classes of sciences (5 parameters were included, for example, the frequency of using a computer projector by the teacher; the frequency of demonstrations done by the teacher, the frequency of applying computer-based technologies by the students for the purpose of practical experimentation; the frequency of communication between students and teachers outside the classroom etc.). • Opinions on applying computer-based technologies during the classes of sciences at school. 20 closed type questions were addressed, for example, using computer-based technologies to make lessons more interesting, to increase motivation, for communication purposes etc. In the majority of cases, the students learn to use computer independently, whereas next comes help provided by friends and family members. The lessons of informatics have a higher impact on the learners from regional centres and female students. The classes on other subjects and extracurricular activities have no significant impact on increasing knowledge of work at computer. It has been established that computer-based technologies are very rarely used during the lessons of other subjects. The teachers relatively fre-quently used computer during the lessons of physics and biology, les frequently - during the classes of chemistry and physics. The teachers of sciences very rarely use computer-based technologies outside the classroom, i.e. for tutoring, giving advice, performing different tasks. The respondents think that using computer-based technologies in the classroom during the lessons of sciences has the highest impact on cognitive abilities (knowledge acquisition, self-sufficient studies etc.). However, they do not find important the impact of technologies on motivation for learning, practical use, communication and collaboration between students. Moreover, applying computer-based technologies in the classroom helps with concentration, prevents from distracting attention and does not lead to stressful situations, i.e. has no negative impact on the state of health and personal development. The level of ability to use computer (for example, ability to use programs and documents, ability to operate fail search system etc.) Computer knowledge and abilities does not depend on the duration of computer usage per day. The best skills are demonstrated in ability to carry out the simple functions of editing of the text, to use search systems and e-mail. The weakest skills, according to respondents, are connected with abilities to create websites, to establish and change parametres of computer programs, and also to instal new computer programs. Some differences depending on the sex of respondents are estab-lished also. For example, male students are better in ability to use complex functions of operating systems, than female students.

29-37

Authors: Violeta Šlekienė, Loreta Ragulienė

This article reveals the importance of the visual principle in physics education process and its implementation using mechanics demonstrations. Visual principle is a guiding principle of educational activities in selecting the contents and the methods of teaching. Physics is an experimental science. Students can successfully master the basics of Physics provided the source of knowledge is a physical experiment based on the visual didactical principle. To optimize the teaching process it is necessary to visualize phenomena, processes or objects. Visualization is significant for problem solving in research and teaching. Physics demonstrations inure to this aim very well. Physics demonstration experiments illustrating mechanical phenomena for grade XI are presented and analyzed. The most of mechanical phenomena are characterized by different kinds of forces and energy. The relationships between them are showed by demonstration experiments. Demonstration experiments for determining the coefficient of friction, the body weight change of accelerating falling and the potential energy minimum principle are discussed. The place of the demonstrations and the possibilities of applying them during physics teaching are analyzed. Reasoning sequences for giving a logical sense to these physics demonstrations are introduced. These sequences have been based on the system of specially thinking schemes and prepared as a guide determining the steady movement toward a correct result. The demonstration and its reasoning sequence enable the pupils to understand essence of new subject, to colligate, to make conclusions. Reasoning sequences, prepared for demonstration experiments are efficient in training pupils’ way of thinking.

44-48

Authors: Laima Railienė

The majority of performed scientific researches show that one of the most important aspects in a secondary school is how to make the teaching process more varied, not so boring and tiresome for students. Students appreciate not only dynamism of a lesson but also teacher‘s human features: subject competence, tolerance, understanding, sociability, etc. Geography in a secondary school is the most intergrated subject including the spheres of nature and people’s life. There is no absolutely useful or useless teaching method or style that could be effectively used or rejected in teaching geography in a secondary school. Any method and style is good if it helps to achieve teaching aim. Teaching methods and styles have to be co-ordinated in a geography lesson. One of such methods that could be used effectively in a geography lesson is students’ independent work. What are advantages and disadvantages of this method? How can it help students to get and con-solidate knowledge? All these items are discussed in this article.

51

Authors: Vincentas Lamanauskas

On behalf of the editorial board of the Gamtamokslinis ugdymas / Natural Science Education, it is my honor to dedicate this short message to Professor Elena Šapokienė. Professor Elena Šapokienė, 81, died on November 20, 2009. The cause of death was a long illness. E.Šapokienė was a member of Editorial Board of this journal. Also she was famous researcher in science education not only in Lithuania but abroad too. Her research centered on the development of science education in general and on the promotion of environmental education and environmental protection particularly. Specifically, she investigated different aspects of environmental education of youth and adults and suggested many important recommendations related to the improvement of this activity. Generally speaking, her contribution into development of science (and not only) education is obviously significant. She worked so intensively for many years in different fields of education. I want to point out one important moment that nothing made Professor Šapokienė prouder than seeing her former students excel. Professor Šapokienė was more than a professor. She was a leader of Utenos extramural youth club „Viola". She was available to students and other people (or col-leagues) aproximately at every time to help them not only with the official matters, but also to serve as a friend, mentor and counselor. It is reasonable to state that Professor Šapokienė was assured that young environmentalists` activity helps to solve main problems of the Lithuanian education reform: youth integration, activities for youth, development of independent thinking and building democratic society. Though we grieve for the loss of such a distinguished scholar, we rejoice in knowing that so many of us had the privilege of knowing such a wonderful person. I am sure that her impact on the science education and particularly on the environmental education will be felt for years to come.

12-18

Authors: Renata Bilbokaitė

It is very important for science education to have perfectly prepared aids that could show invisible phenomena and could foster deeper motivation. Also, visualization as a learning and teaching tool could stimulate the perception. This leads to the opinion that represented objects could be shown in the classroom as essential part of education and its organization. Visualization in science as an essential teaching/learning tool has become of great importance nowadays because the technological progress is raising high requirements for education. Problem question – whether computer based visualization stimulates cognitive processes and what exact processes it activate? Research methods: analysis of information resources, questioning, qualitative method. Research methodology: model of genetic structural intellect, the theory of dual code, visual thinking theory. Participants of the research. 209 schoolchildren from secondary schools participated in the research. Random sampling was chosen when schoolchildren in grades 9 and 10 had a possibility to participate in the research. The research instrument, a questionnaire with open-ended and closed questions, was designed. There were 209 schoolchildren (92 schoolchildren from grade 9, 107 – from grade 10) in the sample. The respondents were about 14–17 years of age (2 schoolchildren–14 years old, 73 schoolchildren–15 years old, 111 schoolchildren–16 years old and 23 schoolchildren–17 years old). The respondents’ distribution by gender: 72 girls and 45 boys of grade 10, 45 girls and 47 boys of grade 9. The results. Computer based visualization makes easier perception processes because it activates perception operations. Views in the screen help to compare details in visual form and to distinguish the main features. Also it helps to see objects in the whole objects and other things connected with them. All these facts help students to perceive visual information and to understand verbal one too. The results of the research enclose that computer based visualization help to memorize information. It is already known that it is easier to remember visual information and computer screen makes qualitative effect to the memory. At least, students reflect that computer based visualization helps to imagine things that are very abstract or diffi-cult. According to students they are able to create images and mental models about phenomena when they see some similar analogs in the screen. To sum up, there could be done a prediction that computer based visualization could foster deeper work of perception, memory and imagination.

31-37

Authors: Aivars Krons

This is an International Year of Astronomy (IYA 2009) when we pay great attention to astronomy education. The International Year of Astronomy is a year-long celebration of astronomy, taking place in 2009 to coincide with the 400th anniversary of the first recorded astronomical observations with a telescope by Galileo Galilei. Author presents a modern approach to teaching astronomy and planetary sciences, centered on visual images and simulations of planetary objects. The basic idea is to take the students to other celestial objects as tourists, and to teach science through the observations of various natural phenomena in these new environments. The power of scientific visualization, through still and dynamic images, makes such a journey an exciting learning experience. The introduction of new technologies (3D animations, virtual reality) greatly enhances the visualization capabilities the teacher can use, allowing him to simulate actual flights over the terrain of other planets and to study them as if observing from a spaceship in orbit. The present article focuses on the study of the Moon, planets, asteroids and Galaxies by means of observations, interpretations, and comparison to planet Earth. Students learn to recognize geological and atmospheric processes, discuss astronomic phenomena, celestial bodies and discover that the same basic physical laws govern all objects in the Solar system and Universe.

46-50

Authors: Laima Railienė

Geography is the most integrated subject in a comprehensive school. It could not manage the geog-raphy learning without knowledge of biology, history, mathematics and other subjects. That is why concepts and terms faced in the geography lessons by pupils are very various. There are different opinions that are not necessary to memorize the geographical concepts and terms but their knowledge is required during various tests. Teaching / learning of terms and concepts in the seventh grade of secondary school is heavy enough process. It is difficult to pupils to distinguish some concepts and terms. The main task of the teacher it is logical selection of concepts and terms which pupils should learn well. Studying of different terms and concepts it is very important to organise process of teaching/learning creatively. It is applied such methods as didactic game, mini-projects, work with the Internet and other sources of the information. How geographical concepts and terms should be taught in the seventh grade for better memorizing and knowing how to use them in their daily activities are discussed in this article.

58

Authors: Vincentas Lamanauskas

A short description of the Fifteenth National Scientific-Practical Conference, Kedainiai, 24-25 April, 2009, Lithuania.

8-18

Authors: Jūratė Mocartienė, Rita Makarskaitė-Petkevičienė

The article presents the results of the research in adoption of the content of the programme “Water” developed by the scientists from the University of Rostock. The sample of the research included school learners from the 2nd and 3rd forms. The data of three testings were analysed and the evaluated change in the school learners’ knowledge development proved that application of the methodology of the programme “Water” significantly improved the respondents’ knowledge of water, its structure, states, the water cycle, the mechanism of water treatment and self-cleaning. This knowledge includes and expands not only learning about the environment, but also develops school learners’ ecological attitude to nature and natural resources. However, only well-established long-term knowledge (which is the focus of the programme under discussion) will ensure the application of this knowledge in the further process of natural science education. The article also presents the analysis of school learners’ reflections on learning, which shows that the respondents, involved in the investigation of the discussed object (i.e. water in this case) demonstrated a better acquisition of the presented material since visual aids, motivation and active involvement of learners are as relevant as the presented information itself. The conducted research allowed to evaluate the role of the programme “Water” in long-term knowledge adoption, that is, learning and internalisation of concepts. The change in test results showed that information provided together with the concepts daily used by children, which gradually are changed into scientific ones, has a positive effect on formation of concepts of natural science education, their un-derstanding and learning.

28-32

Authors: Laimutė Salickaitė-Bunikienė, Rita Račiulaitytė, Andrej Rožkov, Aušra Gaidamavičienė

The objective of International Scientific-Practical Conference „MuseumScouts“ – Transforming Learning – Teachers developing innovative practice using interactive technologies and teamwork“ was promote dialogue between cultures and modern methods of students' education, bringing together people interested in information technology application in education, to examine the humanitarian and natural education topics, share experiences and disseminate it. As well as to stimulate the development of education process, pupil self-teaching and search of new effective teaching methods. This conference was a great opportunity to share the lessons of the creation of interactive experiences. The conference deals with the contemporary problems of teachers. These are the quality of hu-manitarian and natural education, relations of people and the different cultures as both formal and informal education object, information technology application in formal and non-formal education. In this in-ternational conference the representatives of schools participating in the Museum Scouts project (CBT + L Computer Based Training + Learning GmbH (Herrshing, Germany), the Institut fuer independent Envi-ronment (Berlin, Germany), Pedagogische Hochschule des Bundes (Linz, Austria), blended learning Network ( Ponte de Lima, Portugal), The Hermatige Technical College (Durham, the UK), Graduate School of Education of the University of Bristol (the UK), Lithuania schools of general education) will share their experiences. Conference meetings was of mutual cooperation, training and learning, based on modern information technology application in education. CBT + L Computer Based Training + Learning GmbH (Herrshing, Germany) program EVOLUTION in frames of the project was dedicated to secondary school teachers of all subjects, looking for new approaches and seeing interesting things integrity of its relationship with different direction and content of museums. Most of the lessons have been created by using the information on the great cultural arts, cultural and scientific values stored in various museums. These values are important not only for human spiritual development, but, as experience shows, can be limitless, training promoting, raising the appropriate contents source of knowledge. The relationship that can be easily found between educational content and museums of arts, nature, and technology creates the preconditions of interesting, new content subjects with content meeting the educational process requirements. Clearly visible and foster is close cooperation between several subjects and the cooperation of teachers, because well-designed training materials for use in lessons or extra-curricular activities help to properly shape worldview and values. It is very important to expanding knowledge society with the capability to use all modern information technologies and their opportunities and self-learning, not only now but also throughout life.

38-42

Authors: Danutė Plytnykienė, Ramunė Vėželytė

Pre-school institution is the first stage of formal education system in the Republic of Lithuania. Each institution creates its own particular education system, coordinates methods, raises tasks corresponding to the requirements of children, family, closest natural environment and society. The report provides a naturalistical training model reflecting the nature study in various systems of education and in formation of cultural values. The report also underlines the fragment of training contents reflecting the particularity of institution’s programme and the integrity of naturalistical training. According to the analysed attitude of values the natural world is conceived as undivided and inte-gral. Cultural values are engrained in children’s senses on the basis of naturalistical training. This capacitates children to become mature personalities, thus being able to apply acquired knowledge and competences, to solve problems of every-day life, to cultivate self-confidence, to feel responsibility and to be able to adjust to the changeable environment.

47-54

Authors: Alexander E. Sobolev, Vladimir I. Lutsik, Tatyana N. Mukhina, Tatyana A. Gorbunova

In this article, the experience of the creation and examination of the continuous natural science educational system “secondary school – high educational establishment” at the Tver State Technical University and the municipal educational establishment “Secondary school No. 45 of Tver” was discussed. The basic forms of such collaboration were considered, and its concrete examples were given. It is shown that the correct organization of the integration process promotes improvement of the quality of education and the perfection of the educational and scientific processes both at the school and in the university. An approbation of the idea of development of the senior profile school as one of the segments of the regional scientifically-educational complex and its transformation into the professional senior school was put in the basis of the system of continuous natural science education. Sharing of the material resources of school and university has brought the essential contribution to the development of the educational process, has enriched it with the variety of new possibilities. In particular, the integrated approach to the application of modern software and hardware has allowed creating the uniform multimedia lecture&laboratory complex using the majority of modern educational technologies. The successful example of the integration of natural science education in the system “secondary school – university” was realization of the joint project of Tver State Technical University and secondary school no. 45. This project was devoted to the working out and application of new educational technologies and models of continuous natural science education on the basis of use of the modern educational equipment for studying of nanotechnology and nanomaterials (in addition to the existing sections of the school program on physics, chemistry and biology). Being unique in Tver region, this laboratory is working now both for schoolboys and for students. It is found that performance of this project not only promoted the equipment development of the educational process but also has led to the essential updating and perfection of its methodical part and content.

61-64

Authors: Elena Vasilevskaya

An interview with the academician of National academy of Sciences of Belarus, the head of the department of the general chemistry and didactics of teaching of chemistry of the Belarusian State University, professor Anatoly Ivanovich Lesnikovich.

6-28

Authors: Vincentas Lamanauskas, Dalia Augienė

The formation of scientific research activity abilities in comprehensive school is undoubtedly, a very important sphere still awaiting of particular attention. Current teaching and learning process has basically changed looking from the paradigmatic point of view. Teaching subjects become the means of realization of learners’ demands and interests. Scientific research activity is not an entertainment but a very responsible, thorough work requiring great self- independence. During this activity children’s analytic thinking becomes stronger, information search and usage abilities are being developed, they can learn to analyze the accumulated material, make presentations, prepare research reports and so on. It is important to make more pupils interested in this activity. This shouldn’t be the privilege of gifted pupils only. However, talking about the developing of scientific research activity at school, several essential questions arise: • Is it possible to teach every child to perform research activity? • What to do if a pupil wants to take up scientific research activity but school can’t provide elementary conditions for this purpose (for example, there is no equipment, no competent leader and so on.)? • How to integrate effectively scientific research elements into teaching content? Research object is training of pupils’ scientific research activity abilities and interest in comprehensive schools. Research purpose is to describe current situation of organizing and performing scientific research, to define essential factors encouraging and disturbing the pupils’ interest in scientific research activity, to determine essential peculiarities of teachers’ competence in the sphere of organizing and performing scientific research activity. Expert inquiry was applied in the research. The kind of expert inquiry is “Delphi research” which foresees expert questioning for several times (stages). The research was carried out from March to May 2008. From the group preliminary formed from 45 experts, 30 took part in the research. Experts were communicated with using e-mail. The first data analysis round was followed by the preparation of the second stage questionnaire, which consisted of closed type questions. Second stage data have been processed employing mathematical statistics. The third stage questionnaire has been prepared according to the second stage generalised results. Generalizing the results, the following conclusion can be made: • Scientific research activity in comprehensive school is undoubtedly a meaningful, integral sphere, however, for developing such kind of activity in Lithuanian comprehensive schools not an adequate attention was paid up to now; • Comprehensive school teachers seeking to form scientific research abilities and to develop such activity in the training process face various difficulties: lack of administration support, lack of pupils’ motivation, shortage of material and financial resources, etc. • According to experts, the majority of pupils are more or less interested in scientific research activity, however in a greater part of schools there are no favourable conditions. More than two thirds of experts have evaluated the current teaching process as not very appropriate for scientific research activity and teachers’ competence in the formation and development of pupils’ scientific research abilities in the training process has been evaluated as average; • It is stated, that factors disturbing pupils’ interest in scientific research activity in the teaching process are: a) lack of teachers’ motivation, b) pupils’ orientation to choose an easier, less effort demanding way, c) poor material basis of schools, d) lack of methodology how to organize pupils’ scientific research work, e) insufficient teachers’ preparation for scientific research work. • It is stated, that essential encouraging factors in the pupils’ interest in scientific research activity are such: a) teacher’s personality and activity, b) pupils’ curiosity, their wish to develop knowledge, to show themselves, c) pupil’s abilities, d) different teaching subjects’ pupils scientific conferences, seminars and other similar arrangements, e) trips, excursions to scientific establishments, meetings with scientists. • It is stated, that for positive development of scientific research activity influence should have: a) giving priorities to young scientist competition winners entering high schools, b) balance and reduction of the amount of teaching material, c) more effective cooperation of schools and scientists, d) the raise of teachers’ qualification, improvement of pedagogical and psychological preparation and so on. The majority of experts think that in the nearest 5 years there won’t occur any essential changes in this sphere: situation in the development of scientific research activity will improve a little, teachers’ competence will slightly rise.

34-41

Authors: Marek Frankowicz, Iwona Maciejowska, Katalin Martinas, Katalin Radnóti, Anasztázia Rimai

Energy is a unifying concept that spans all the sciences, and is of fundamental importance in issues of social concern, such as the environment and the use of fuel resources. Children have preliminary notion of energy from everyday life, related with the problems of environment and economics (energy production, energy consumption, energy crises). At school, they are confronted with physical idea of ‘conserved energy’. In our survey we analyze the introduction of energy concept in Hungarian, Serbian and Polish introductory science textbooks and how that concept is assimilated by pupils We point out some common mistakes and imprecisions occurring in textbooks. We also present how the ways of introducing and explaining the notion of energy was changing over last decades and make some suggestions concerning possible changes for the future.

50-57

Authors: Tatsiana Savitskaya, Tatsiana Shybaila, Yaheni Varanec

The great importance of polymers in modern life has been shown. The paradoxicalness of the insufficient attention to polymer chemistry at school has been marked. The main difference between the composition and properties of low molecular compounds and polymer has been formulated. The results of the research of new polymers chemistry products – interpolyelectrolyte complexes of chitosan and cellulose water soluble derivative structure and properties have been presented. The use of interpolyelectrolyte complexes in the adsorption-flocculation water treatment process and as the enterosorbent veterinary preparation has been described.

7-14

Authors: Renata Bilbokaitė

Background There are lot of books that teachers use in teaching process, but books are still unable to represent difficult view and to enclose 3D features of object. To reduce this lack of information proceeding there can be used computer visualisation in the classrooms. Computer technologies can be essential tools for scientific teachers because of the extensive possibilities to show 3D representations. The teachers do not feel competent in knowledge of modern technology that is why they rarely use them in teaching processes. Clear computer based visualization helps students to understand difficult concepts and this leads to comprehension in science education. The more concepts and laws of nature they will now the more qualitative scientific education will be. The article is grounded on visual thinking and genetic structural model of intellect theories. According to these theories all things, if it is possible, should be visualised, because later it helps to create right mental models and perfect comprehension of objects. This research pretends to enclose computer based visualization tools and the mostly visualised objects in chemistry for the reason teachers could use them in chemistry lessons. The subject of research – the practice of possibilities of computer based visualization tools and objects in chemistry Aim – to enclose practice of possibilities of computer based visualization tools and objects in chemistry The research tasks: • To categorize tools of computer based visualization; • To analyze the practice of possibilities of categorized computer based visualization tools teaching chemistry; • To analyze - which objects are the mostly visualized teaching chemistry Methods. Scientific literature analysis, systemic structural analysis, reflection Results and conclusion: • All computer based visualization tools are important because of clear visualization and possi-bility to see very small objects. • Computer programs are designed for concrete theme; it may be proportion to plans of chemistry education. They are interactive; there are possibilities to subscribe them by internet. It must be installed to the personal computer. Internet programs are significant because of possibility to use them free having internet and installing needful software. Mostly all programs are verbalized in English language; this circumstances the good chemistry teachers’ knowledge of English language. Pupils can use them independently for self – education, to deepen general knowledge of chemistry. • Molecules and their structures are the most visualized objects in chemistry education; it means that molecules are one of the most difficultly perceivable concepts. It is recommended to use visualization tools teaching about molecules.

30-37

Authors: Iwona Maciejowska, Ewa Odrovaž

Employers, career advisors and subsequently some education authorities emphasize the im-portance of the development of a wide range of transferable skills during school and university educa-tion. In order to develop these skills it is not enough just to expose students to a lecture or to a set of laboratory exercises in which they closely follow instructions provided by the teacher. It is necessary to implement problem solving or so-called “active methods” to achieve the aim. Some outlines of lessons that composed of different methods encouraging students to be active are presented.

47-53

Authors: Alina Palionienė, Irena Kompauskienė

The exploratory activities from the early age are very important because then the stages of knowledge grow and develop, and also the basic elements of the discursive thinking appear together with them. According to V. Lamanauskas (2004), it is important to include every child from the very beginning into the active action of the nature study, and to evoke the desire to find, to know and to ex-plore. The teachers of Lithuania conceive the importance of the exploratory activities and, according to the inventory of standards of pre-school teaching, have produced the programmes. Such programmes allow the individual teaching and apply principle and technologies of teaching (learning) to the chosen basis of teaching philosophy. The Pakruojis kindergarten “Saulute” seriously noticed the importance of peculiarities of the region and using the integrate opportunities in the nature teaching. The planning performs in view of the age of children, their needs, peculiarities of the group, selecting toys, methods, range of the material, etc. According to the environment, the planning of all teaching process performs: activities for all group, for small groups of the children and individual activities. The teaching process includes the principle of humaneness, integration, individual, the creation of the environment, the planning and the organisation of the teaching process. “The room of the nature” is an integrate axis that guarantees the natural teaching. Its tools are mobile, informative, different and numerous. In the “room” there are a lot of material about plants, animals and nature, games, corners of the light, the sand and relax, the library, the Internet, etc. Teachers organise the educational projects that show the peculiarities of the region; use the integrate activities with art, mental development and etc. It is important to collaborate with the school because common studies help to find the teaching (learning) gaps. In the article there is a project of the kindergarten “room” with activities of the nature study for one year. The equipment of the separate “nature room” guarantees wider, more creative, more informative space for the development of children`s understanding about the nature.