Gamtamokslinis ugdymas / Natural Science Education

69

Authors: Editorial Board

Contents, Vol. 18, No. 2, 2021, GU/NSE

75-86

Authors: Gražina Šmitienė, Rūta Girdzijauskienė, Julija Melnikova, Aida Norvilienė, Gita Šakytė-Statnickė

Learning analytics is identified as one of the essential preconditions for ensuring the quality of learning for each student and is associated with the wider possibilities of organizing individualized learning. One of the priorities of Lithuanian education is the individualization and personalization of science and mathematics teaching, which is related to one of the priorities of Lithuanian education, that is recognizing the need to develop students' mathematics, science, and technology competencies as well as to foster a culture of innovation in schools. The importance of integrated teaching (learning) for the sustainable development of a student's science and mathematics competence is recognized. However, problems arise in addressing the issues of integrated science and mathematics organization in the classroom, in finding the most appropriate didactic solutions at the level of a student and a classroom. The benefits of learning analytics in modern education are not in doubt, but in educational practice the approach to it is ambiguous: the search for learning analytics tools, the system of its use, the definitions of benefits for the learner. It is acknowledged that in the discourse of the use of learning analytics in science education, there is little research, examples of pedagogical practice that contain analysis of the possibilities of digital platforms with artificial intelligence and learning analytics tools, and the analysis of teachers' experiences. In the conducted qualitative study (focus group discussion) with mathematics and science teachers, who have accumulated experience in working with digital platforms and applying artificial intelligence-based learning analytics, the possibilities of using learning analytics in the lesson have been disclosed. Focus groups participants are teachers who in 2021. September - December participated in a project with the aim to test learning analytics tools in science education and math lessons. The results of the study revealed that teachers do not question the benefits of integrating digital platforms with artificial intelligence-based learning analytics in identifying student (classroom) learning gaps, learning characteristics, and making evidence-based decisions about learning differentiation and individualization. The results of the focus group discussion with science education and mathematics teachers regarding the use of digital teaching and learning platforms integrating learning analytics in lessons revealed that the priority of learning analytics in lessons is to identify and capture gaps in students' learning achievements and knowledge in a timely manner. The analysis of a student (students) learning data that is provided by digital platforms, which integrate artificial intelligence and learning analytics, allows teachers to make the most appropriate decisions about the organization of teaching: to differentiate and individualize teaching, to consistently develop pupils' general competencies. The results of the discussion highlighted the benefits of learning analytics tools for the learner (students): learning analytics tools allow students to see personal progress; receive the tasks assigned to them individually; implement collaborative learning; engage (intellectually and emotionally) in learning activities; learn not only during lessons. An important criterion for the integration of mathematics and science lessons is the use of the learning analytics tools, the joint work of teachers in analyzing students' learning strengths and weaknesses, finding the best learning opportunities, and making similar or different lesson organization decisions. Participants of the study emphasized the importance of learning analytics data in planning and organizing integrated mathematics and science lessons, i.e. synergistic opportunities for learning analytics in the organization of integrated mathematics and science education. The results of the research do not allow making generalized conclusions that would be suitable for the whole Lithuania, however the results of the research revealed that the development of models for the application of learning analytics and the analysis of their effectiveness are important directions for further research.

93-104

Authors: Elena Vasilevskaya, Natalia Boboriko

Storytelling is a teaching method that presents learning material through personally significant stories and associates with the personal experience of the teacher and student. This method trains the ability to work with information, teaches to analyze situations and evaluate alternatives, correlates the studied theoretical material with practice, develops the skill of solving practical problems. Types of pedagogical storytelling and building of the story were reviewed. Using storytelling in higher chemical education is discussed. It is shown that literature and science literature, publications in the media, art, history of chemistry, current stage of the scientific research, and real production experience can be used as information sources for creating educational stories in chemical education. Examples of the use of storytelling in the preparation of students at the Faculty of Chemistry of the Belarusian State University are given.

112-114

Authors: Editorial Board

End page, Vol. 18, No. 2, 2021, GU/NSE