Gamtamokslinis ugdymas / Natural Science Education

4

Authors: Iwona Maciejowska

Exploring the laws of nature is a fascinating field of study for any child. Unfortunately when growing up, this spontaneous curiosity of the world is replaced by the necessity to memorize many facts, names, and terms which are in many cases abstract or concern the microscopic level that is not seen with the naked eye. Even though it is widely encouraged to reject encyclopaedic study and to focus on problem-solving, in many schools the former model of education is still prevalent. As a result, students are able to discuss a plant taxonomy in detail, but they are not able to recognize trees in the park, they can recite the physical properties of many substances, but they cannot individually forecast whether, in the event of fire, it is better to crawl or jump from chair to chair, they know chemical names of hydrocarbons but cannot see that it is not appropriate to keep milk products in a plastic bottle used for mineral water. It is one of the problems that require constant efforts to be taken by chemistry didactic theoreticians and its practitioners as well. The second important problem is the lack of subject integration in countries where different fields of science (chemistry, biology, earth sciences) are not taught as one subject. In our chemistry lessons we teach students that oxygen does not dilute in water (oxygen collection from thermal decomposition of KMnO4 above water) and in our biology lessons we discuss the adaptation of organisms to breath oxygen diluted in water (gills). In our physics lessons we warn against touching electrical devices with wet hands, because water is a electrical conductor, and in our chemistry lessons students learn that water does not conduct electricity, contrary to electrolyte solutions. This is why it is necessary to work closely in inter-disciplinary teams. I think that everyone will contribute to taking up collective research topics, developing didactical materials for teachers, allowing knowledge integration and the application of scholastic knowledge to everyday life and also developing problem-solving skills. GU/NSE provides the possibility to present works that are highly theoretical as well as works that are more practical to a wider group of recipients. Now the only thing left to be done is to draw conclusions from the first ones and solutions from the second ones into educational practice.

13-20

Authors: Vincentas Lamanauskas

A human being as biosocial essence is tightly interrelated with nature and society. In the history of relations between human and nature it appeared in different forms and levels – a human being as a child, brother and the lord of it. Qualitatively new relations between the human being and nature must be established in the 21st century. Ecological problems, the expiration of natural resources, urbanization and other major aspects of modern life require a new approach to the relations between the human being and nature. The levels of relations between the human being and nature have always remained different: first, as a child of nature (a primitive man or a child glorifying nature), then as a brother of nature (little understanding nature and communicating with it) and finally, the human being as the lord of nature (trying to rule and change nature). In the 19th and 20th centuries the latter attitude was clearly reflected by natural science positivism, Marxism, technocratic utilitarianism and many other conceptions that preach the use of nature, the reconstruction of natural environment, consumerism with nature. In the 20th century the development of countries overmuch polarized towards technical, manufacturing and consumables enlargement determined a global ecological crisis. Modern science is actively looking for effective ways to solve ecological problems. The scores of the current ecological situation are being revealed. One of the most important reasons of the current situation is the factor that modern human beings have lost spiritual relations with environment. Mainly, the ecological crisis is being described as the crisis of the human itself including his consciousness, thinking, cultural environment and moral. The tendency that is prevailing today shows nature being qualified as a technocratic, urban, pragmatic value, a technological object which is employed in the process of progress. The following propositions can be specified: • Effective natural science education require conformable psychological substantiation; • Interaction with Nature varies and is specific within different periods of life; • The mission of the teacher is to wisely manage a developing process of “true” interaction with nature; • At all levels of the system of natural science education /aspects of the content of education and practical activity/ must continuously be accomplished the comprehension of the unity of living and inanimate nature; • Formation of the personal responsibility of young generation for future our planet /state of environment/- one of the priority tasks in the sphere science and technology education; • The content of science and technology education must include the analysis of reasons and consequences of contradictions in the system "nature-man- society". All our relations with nature turn out to be problematic. Formation of harmonic relations between nature and mankind becomes an important goal. It is obvious that in any activity one cannot exclusively rely on knowledge and mind, because these are not absolute values. It is understood that we cannot become the rulers over nature. A sphere of natural science developing is very wide, complicated and diversed, thus it requires a new point of view and common efforts of professionals from various areas. Rising global problems are general trouble all of us because there isn't any problem isolated from one another. The solution of them is possible when problems are being thoroughnessly analysed closely linking its interpendention.

32-37

Authors: Małgorzata Krzeczkowska

A need to combine school knowledge with everyday life knowledge, skill of understanding of natural world already exists during lessons of science nature at elementary school. To show to pupils, which information, news, skills are particularly important, useful and indispensable for far education, revision lessons be led. Teachers know that these lessons play an important role in process of teaching. All exercises should have definite content-related and didactic value. Taking into account the natural children’s knowledge, the amazing curiosity of world, spontaneity, passion for asking, teachers should prepare exercises in a proper way. Child’s creative abilities from literary, artistic, theatrical ones and its actual knowledge should be also used to prepare some selected activities.

45-50

Authors: Daina Možeika, Dagnija Cēdere

It can be observed that student’s interest in chemistry has a tendency to decrease in the schools of Latvia. As information technologies in the world develop possibilities to use computer and Internet in everyday life are increasing. Internet is becoming an integral part of daily life not only for adults, but also for school children. It should be mentioned, that appropriate information technology equipment is lacking in many natural science classrooms of schools in Latvia. Schools are trying to solve these situations by equipping chemistry classrooms with at least one computer and projector. Therefore, teachers have a chance to obtain skills for working with IT. The use of Internet and IT is stimulating factor to raise students’ interest in chemistry, therefore a method was developed which is based on enhancing students’ interest in chemistry by using Internet and IT at home. Under students’ extracurricular activities students search for information about a chemistry topic in Internet and prepare a presentation on it. Student’s attention and thoughts are concentrated on chemistry at full scale. The obtained information, impressions and memories are long term and enable to maintain interest in students. The students’ finished work is evoking interest in chemistry and a motivated attitude is formed against the subject, accomplished work and mainly against oneself. The method takes into consideration individual personal traits and expressions of students. Since the self-dependant work of students is fulfilling educational and developmental function it is also recommended to be used for teaching other school subjects.