Gamtamokslinis ugdymas / Natural Science Education

7-17

Authors: Vincentas Lamanauskas, Violeta Šlekienė, Loreta Ragulienė

Modern society receives a relatively big part of information using information commu-nication devices. Information search possibilities are rapidly growing. On the other hand, the amount of information itself is expanding. One of the quickest ways of finding information is using internet search engines, e.g., “Google”, “Yahoo”, “AltaVista” and others. Their usage undoubtedly makes big influence on education. Pupils’ ability to find the necessary informa-tion is highly relevant. Thus, information search literacy is an inseparable component of gene-ral education. It is not enough only to find information, it is necessary to use it in the most effective way. Seeking to improve pupils’ information skills, it is necessary to know current position of an analysed question. The object of this research is information search using ICT. The aim of the research is to analyse how comprehensive school upper class students use ICT for information search. It has been ascertained by a research what additional information sources pupils use, where and how they get necessary literature, what information search engines and what electronic information sources they use most frequently. At least a few times per week apart from textbooks respondents use other literature as well (books, dictionaries, handbooks) for learning purposes. They use encyclopaedias very seldom or don’t use them at all. Pupils usually read books and newspapers which they have at home. They also use internet and library service; however, it is not popular to borrow books from friends or buy them. Pupils use internet daily both for leisure and learning. Girls more often than boys use internet for learning and for leisure – they use it equally. Respondents usually search information through Google search engine, less frequently – through Delfi. The other search engines and catalogues mentioned in the questionnaire are used very seldom, especially HotBot, Penki, On.lt and others. Both girls and boys, town and region pupils equally use search engines and catalogues. From electronic information sources respondents most frequently use internet encyclopaedia Wikipedia. Internet books and e magazines are read once a month on average, virtual library is scarcely used. It is absolutely not popular to use such sources as Nerandu.lt, tingiu.lt, Speros.lt.

29-34

Authors: Laima Railienė

The article analyses the possibilities and advantages of geography integration trying to develop the educational process in a secondary school. Every teaching strategy style must always be carefully selected, paying attention to students‘ age experience and abilities. Re-cently, abilities‘ use in practice is more emphasized than theoretical knowledge. Geography is the most integrated subject at school. The majority of other subjects‘ knowledge is needed in teaching how to do geography projects and research works. Therefore, subject integration is very important. It allows to select the most important various subjects knowledge and get the most optimal result.

48-53

Authors: Irina Zikina, Inna Portjanskaja

From the point of view of psychologists and pedagogues the most productive age for studying fundamental fields of scientific knowledge is 10 – 13 years. In order to achieve opti-mal results in formation of natural science understanding in younger grades studies should be carried out with adherence to vertical and horizontal successive connections and start in ele-mentary school, although the age characteristics of child’s development not always allow to form complex definitions. This process can be adopted through use of sensitive age-specifications, accomplishing studies through game elements and project education. Paying attention to elementary school student ecological education, integrated projects for elementary school were developed and are carried out. By this moment one of the projects has reached to the second stage of its implementation. Knowledge and skills acquired during the first stage of the project (laboratory work methods and so on) helped to boost the work of students in nature science class. Students gained motivation towards learning the subject and self-reliance in performing tasks of creative and exploratory nature, knowledge became more meaningful and attitude towards nature became more cautious.