Švietimas: politika, vadyba, kokybė /Education Policy, Management and Quality

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Authors: Editorial Board

Cover page, SPVK/EPMQ, Vol. 10, No. 3, 2018

102-104

Authors: Dalia Augienė

In Lithuanian context, professional consultation, information and career education is considered one of the most important factors, encouraging occupation, labour force adaptation to market conditions, entrepreneurship and equal possibilities. Lately, it is more and more related to social and economic policy. General education school and the subjects functioning in it: the students themselves, class teachers, subject teachers, administration play the main role in career education process. A special role in students’ career education have career specialists. School career specialist helps the student to cognise his professional calling, personal abilities, interests, to acquire career planning and its management abilities, to accumulate necessary knowledge and skills, general competencies for career goal implementation, to learn flexibly react to changes, to be able to make appropriate decisions, to acquire lifelong learning motivation, to solve personal life questions. School has to assure effective development of career competencies, which are necessary to consciously and successfully create and manage your career, and respecting student’s inclinations, values and abilities, to help him cognise himself, the activity world, and to choose future career.

115-127

Authors: Renata Vaitulionienė, Dalia Augienė

The National Programme for the Development of Studies, Scientific Research and Experimental (Social and Cultural) Development for 2013–2022 claims that the society has become active, unanimous and lifelong learning, what is more, each person is open to changes, responsible and creative. The laws highlight that an educational institution has to ensure that every student attending it knows where, when and how to get the service of career education and vocational counselling. The research aimed at revealing functions of education specialists working in five biggest municipalities in Marijampole county, as well as guiding the implementation of career education in gymnasiums within Marijampole region. In order to find education specialists‘ opinion, a structured interview was carried out. The research data revealed that the service of career education is available in educational institutions. However, according to the position of the respondents, the service is not adequate to satisfy students` needs. The service of career education is not consistent, furthermore, career education specialists do not have an opportunity to achieve high quality in service provision since it lacks adequate financial support.

135-139

Authors: Editorial Board

3rd INTERNATIONAL BALTIC SYMPOSIUM ON SCIENCE AND TECHNOLOGY EDUCATION „SCIENCE AND TECHNOLOGY EDUCATION: CURRENT CHALLENGES AND POSSIBLE SOLUTIONS“ Dear Colleagues, On behalf of the organizing committee, we are delighted to welcome you to Šiauliai, Lithuania, for the III International Baltic Symposium on Science and Technology Education, BalticSTE 2019. The Symposium will be held in Šiauliai (Lithuania) in June 2019 during days 17-20.

5

Authors: Editorial Board

Cover page, SPVK/EPMQ, Vol. 10, No. 2, 2018

60-62

Authors: Rita Makarskaitė – Petkevičienė

In this introductory article it is spoken about preschool education, having a discussion with the preschool education expert Ona Monkevičienė. In the conversation with the professor it is discussed: how preschool education in Lithuania differs from preschool education in other countries; what the performed research “Advanced pedagogical practice and pedagogical innovations in the kindergarten” showed; what is expected from the new project “Innovations in the kindergarten” and so on.

75-90

Authors: Rita Makarskaitė-Petkevičienė

Educational environments – both natural, and internal, and virtual, digital – help to implement education content, motivate education process participants. Lithuanian students’ non-formal education centre has been working purposefully for eight years seeking for the outburst in the country schools creating educational environments and using them for educational needs. In this article impressions and discoveries are generalised, experienced participating in the national evaluation commission work of the Republic school educational environment contest of 2018 and recommendations are presented for the school outdoor educational environment creation and activity development. Corresponding to the aim, it was sought to answer the following questions: 1) Why is Republic school educational environment contest so important and what is its mission? 2) What are the tendencies of fostering and use of Lithuanian school outdoor educational environments for education? 3) What should be recommended for schools, willing to maximally use outdoor educational environments for educational purposes? Positive 33 school experience is discussed, creating outdoor educational environments and applying them for education. It is examined, why it is useful to have an outdoor educational environment plan; why outdoor classes are necessary and what they could be; what environments meant for games, languages, artistic education the researched schools have established; how outdoor educational environments are used for natural science education and so on. It is discussed, what else the visited schools lack in outdoor educational environments, how one should supplement them. Recommendations are given, what direction school communities should go, so that outdoor educational environments are maximally employed in the child’s education.

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Authors: Editorial Board

End page, SPVK, Vol. 10, No. 2, 2018

1

Authors: Editorial Board

Cover page, Vol. 10, No. 1, 2018.

4-7

Authors: Rita Makarskaitė-Petkevičienė

In this introductory article the question is raised about teaching/learning devices in schools, what their mission is in the constructivist learning conditions. European Union project “Provision of schools with nature and technology science devices is introduced and information is provided about the Project internet café (http://www.vedlys.smm.lt/), which already contains activity descriptions, students’ activity sheet samples and other. Today, it is very little to know - about, today one needs to know - why, to know – how, to know – who, to know – when. Having such a situation in schools, one needs not only teachers working in a different way, but also different educational environments and the devices helping to find “different” knowledge are also necessary.

27-46

Authors: Aušra Žemgulienė, Aistė Babachinaitė

This research addresses the issue of development of argumentation and understanding historical sources abilities in 4th year classes. The theoretical section has revealed that the foreign studies propose to change educational system moving from the direct memorization, the knowledge reproduction to the knowledge interpretation, reasoning and using historical sources not only to obtain the necessary information, but to use it as evidence to create historical understanding. This approach is influenced by constructivism ideas, which encourage students to be active in the learning process. The basic idea is that history learning encourages students to think critically and defend their views by advancing sound arguments. When students is involved in argumentation process, they not only express their minds, but also they use language to improve their intellect and reasoning skills. We called argumentation as giving reliable arguments from historical sources to support statement. The aim of the research is to identify how argumentative skills changes while working with historical sources through well-planned educational activity. The following research methods have been employed: the educational and psychological literature analysis, the education program analysis and the questionnaire of the tasks (taking into account primary education curriculum in Lithuania) whose data have been investigated using the qualitative analysis methods. Organization of educational activities and repeated research on abilities. The conclusions show that 4th formers are sufficiently successful in giving statements and arguments to support statement while working with historical sources. They are insufficiently able to give sound arguments, because it requires to understand source’s reliability. The additional educational activities have slightly contributed the improvement of the 4th formers’ argumentative skills. They used the primary and secondary sources to construct a statement supported by the arguments and some evidence. Students have noticed that the arguments found in the primary sources are far more convincing and sounder than in the secondary sources. After this activity students are sufficiently successful in making a statement and giving arguments and reliable evidence to support statement. The research data have revealed that using historical sources in argumentation tasks developed not only argumentation (language subject), but also understanding historical source as evidence (history subject) abilities.

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Authors: Editorial Board

End page, Vol. 10, No. 1, 2018