Gamtamokslinis ugdymas / Natural Science Education

4-6

Authors: Vincentas Lamanauskas

It is obvious, that collaboration plays an increasing role among science and mathematics teachers. It is quite useful if different ideas on science and mathematics teaching are shared among teachers. Teachers have better opportunities to experience collaboration. The collaborative process supports the transdisciplinarity of science and mathematics teaching. Teachers are able to develop an understanding of how mathematics and science concepts can be taught in creative, playful and effective way. The project MaT²SMc is implemented in the frame of EU Lifelong Learning Programme. The main idea of the project is to find a way to increase students' motivation to learn in the key subjects mathematics and science. From one side, mathematics teachers should understand that there is a meaningful and realistic context to use mathematics. From the other side, science teachers should understand that the mathematics competences required for more effective science teaching and learning. In such a context the collaboration of science and mathematics teachers is very relevant. Currently it is obvious that mathematics and natural science teachers‘ collaboration on integration purposes at school is limited by some factors. Collaboration of mathematics and natural science teachers should be expanded, for this purpose, it is necessary to create all necessary conditions and didactic providing (support). It is obvious, that collaboration of mathematics and science teachers is important for improvement of quality of natural science education.

17-22

Authors: Daiva Saladžiuvienė, Vaida Bureikienė

Does learning more about trees teaches a child to preserve them better? Lithuania is a land of forests. We simply cannot imagine our lives without trees and grasslands. They play a huge role in our lives and they are vital to nature in general. The experience of an educator, being able to observe children‘s day-to-day activities, has proven that the relationship between a nowadays child and nature is quite problematic. Not only do they not know much about it, sometimes they can become harmful to nature. Children like to play in a meadow, pick flowers, but sometimes they also like to violate trees and litter. Parents don‘t always have time to tell their children about environmental protection, so they leave it to the teachers. The main goal of this project was to give children knowledge about nature, the damage people can cause upon it and, most importantly, induce children‘s love towards the world around them and a desire to cherish nature. The project continued for 4 weeks in a pre-school group (age 6-7). In the course of this project we conversed, read children literature about nature, children made rules, created little books about trees, solved crosswords, searched encyclopedias, performed experiments and took photographs of various objects outdoors. We also visited a museum of Vilnius forests and an oak grove in Dūkštai, where children picked garbage, planted seeds and had a chance to create freely. The theme of our project proved itself to be quite relevant – children gained more knowledge about the nature and understood the harm people can cause on our environment.

32-41

Authors: Urška Godler

The pupils at the Hruševec Šentjur primary school learned the German language by using iPads, applications and online interactive exercises. They learned about rooms in the house, furniture, equipment and prepositions. The goals were: to learn German words together with their articles, use prepositions and describe a house or apartment and a room, which was the final and most desired goal. All the pupils were actively engaged and motivated and managed to achieve all the set goals.

48-52

Authors: Vincentas Lamanauskas

This review is devoted to the 20th national scientific practical conference „Natural Science Education in a Comprehensive School – 2014“. It is obvious, that this conference is devoted to topical issues of natural science education. Every year teachers from different schools of Lithuania, and also the teachers and scientists from different foreign countries attending the conference. The first national conference “Natural science education in comprehensive school” took place in Upyte, Panevezys district, Antanas Belazaras basic school. At that time, the organisers did not have a clear vision concerning the future of that conference, because that was the time when Lithuanian education “construction” was going on. The beginning was very hard – there were no finances, no support. However, there was a clear perception – this is necessary, this is important. The years passed. The second conference took place in 1996, the third in1997… and now we have 2014. Owing to colleagues and like-minded people, this conference is up to now. The 20th national scientific practical conference took place. What is more, it “grew up” – both quantitatively and qualitatively. During the mentioned period, various natural science subject, primary class teachers, pre-school education, non-formal education specialists, education managers, high school teachers, scientists and so on took part in the conference. We were learning from each other. It is obvious, that natural science and technological education success and effectiveness are determined not only by current and newly written textbooks, computers and other modern technologies, renovated school material basis, but, first of all, by education managers’ and organisers’ attitude and understanding. Equally the same understanding should also get stronger in natural science subject teachers’ consciousness. I hope, that conferences contribute significantly to this, and all participating in them, carry out a noble mission – develop natural science and technological education movement not only in Lithuania, but also outside its borders. Time is ruthless, memory is not all-powerful. We must save the memory and future education activities’ reference point. Twenty years is a certain epoch, during which a lot of changes occurred in the field of natural science and technological education. Some of the changes were that gave good results, the others – poor. However, all this is experience. A man is great and powerful in his mind; however, very often of a poor soul. He does not lack willingness and possibilities to create, however, at the same time he does not lack the willingness to destroy what has been created. Nature scientists’ worry is absolutely grounded. Today, it is not only natural education that is discussed about. It is more and more often discussed in a very broad context: natural science – technological – noospheric education. Therefore, a personal responsibility falls on us, natural science education specialists, for natural science education system creation and development. This is our primary responsibility and duty.