Gamtamokslinis ugdymas / Natural Science Education

9-22

Authors: Angelija Mačiukaitė, Irena Balčiūnaitė

When students with special educational needs (SEN) started to be educated in inclusive classrooms of the mainstream school, some issues concerning the organisation of the process of (self) education in the subject World Study came to the fore. The present research aims at revealing the views of mainstream primary school teachers on the difficulties of preparation for the classes on World Study and the process of organisation of (self) education, when students with SEN are educated in the same classroom. 62 mainstream primary school teachers took part in the research. The survey was conducted on the basis of a special questionnaire. It was established that half of the research participants expressed the opinion that they experience difficulties in preparing for the World Study classes in inclusive classrooms. The difficulties are in adapting the content of education, in the choice of teaching aids and methods, in preparing tasks for independent study. The difficulties caused by the preparation for World Study in inclusive classrooms, in teachers’ opinion, are related more to the education of different ability students, provision of individual support, combining teaching methods, giving attention to the student and stimulation of motivation. It is more difficult to give attention to every student with the greater number of students with SEN. The process of education is also made more difficult due to the fact that students with SEN are seldom active and very rarely can work independently.

35-41

Authors: Laima Railienė

In the process of geography teaching and learning it is very important to reach students’ personal progress. Geography is taught not only in the lesson. Practical tasks, projects and research activity development play major significance in geographical world wideness formation. Basic school common programmes say that students have to do research work in nature, watch their living environment. Performing practical tasks in their environment, students have to know how to use research equipments and geography information resources, formulate aims and hypothesis, give conclusions. Students’ research work in the school’s geographical path plays a great role in environmental acquaintance. Here students get more practical skills, develop their theoretical geography knowledge.

56-63

Authors: Vincentas Lamanauskas

This review is devoted to the 9th international scientific practical conference „Information & Communication Technology in Natural Science Education - 2014“. It is obvious, that this conference is devoted to topical issues of applying the ICT in natural science education. Every year, scientists from different foreign countries attending the conference. The conference took place 23 – 24 October 2014 in the Conference centre of Siauliai University in Siauliai. The main conference sponsor was SMC “Scientia Educologica”. This year, scientists from Brazil, Italy, Czechia, Latvia, Lithuania took part in the work of conference. It is obvious that an exchange of ideas, experience and opinions very useful to the development of science. The first International conference „Information & Communication Technology in Natural Science Education“ took place at the University of Šiauliai. It was organized in the frame of an International science project „ARiSE“ (http://www.arise-project.org/). It is obvious, that natural science and technological education success and effectiveness are determined not only by current and newly written textbooks, but also by computers and other modern ICT technologies. Application of ICT in the teaching and learning has not only positive, but also negative aspects. Application of ICT in the teaching and learning has not only positive, but also negative aspects. It is necessary to analyze influence of ICT not only at a level of development of cognitive processes, but also at the level of human social development.