Gamtamokslinis ugdymas / Natural Science Education

8-23

Authors: Vincentas Lamanauskas, Violeta Šlekienė, Loreta Ragulienė

It is obvious that ICT makes the process of teaching/learning more effective and beneficial whereas the education system starts functioning faster. The development of ICT and the process of globalization determine alteration in the education system as well as in the whole society. The implementation of new technologies in the educational process raises new possibilities for both teacher and learner, enhances edu-cation quality and makes the educational process more versatile. Hence, the object of research is the use of computer-based technologies in the process of teach-ing/learning sciences. Research is aimed at establishing the positions of 1st year students on applying com-puter-based technologies in comprehensive school learning sciences and at disclosing the frequency of using these technologies in the classroom during the lessons on sciences, and also to find out some infor-mation about students` own skills in using computer technologies. Pilot research Student and Computer-Based Technologies was conducted in October – November, 2009. To collect the required data, an anonymous questionnaire was prepared. Research sample consisted of 211 respondents who were 1st year university students (freshmen). To collect the required data, an anonymous questionnaire including four main blocks was prepared. • The level of ability to use computer (in total, 30 parameters were included, for example, ability to use programs and documents, ability to operate fail search system etc.). • The methods of using computers (5 parameters were included, for example, learned during in-formatics classes; during classes in other subjects; during extracurricular activities; helped family members, friends etc.; individual learning). • The evaluation of the frequency of applying computer-based technologies during the classes of sciences (5 parameters were included, for example, the frequency of using a computer projector by the teacher; the frequency of demonstrations done by the teacher, the frequency of applying computer-based technologies by the students for the purpose of practical experimentation; the frequency of communication between students and teachers outside the classroom etc.). • Opinions on applying computer-based technologies during the classes of sciences at school. 20 closed type questions were addressed, for example, using computer-based technologies to make lessons more interesting, to increase motivation, for communication purposes etc. In the majority of cases, the students learn to use computer independently, whereas next comes help provided by friends and family members. The lessons of informatics have a higher impact on the learners from regional centres and female students. The classes on other subjects and extracurricular activities have no significant impact on increasing knowledge of work at computer. It has been established that computer-based technologies are very rarely used during the lessons of other subjects. The teachers relatively fre-quently used computer during the lessons of physics and biology, les frequently - during the classes of chemistry and physics. The teachers of sciences very rarely use computer-based technologies outside the classroom, i.e. for tutoring, giving advice, performing different tasks. The respondents think that using computer-based technologies in the classroom during the lessons of sciences has the highest impact on cognitive abilities (knowledge acquisition, self-sufficient studies etc.). However, they do not find important the impact of technologies on motivation for learning, practical use, communication and collaboration between students. Moreover, applying computer-based technologies in the classroom helps with concentration, prevents from distracting attention and does not lead to stressful situations, i.e. has no negative impact on the state of health and personal development. The level of ability to use computer (for example, ability to use programs and documents, ability to operate fail search system etc.) Computer knowledge and abilities does not depend on the duration of computer usage per day. The best skills are demonstrated in ability to carry out the simple functions of editing of the text, to use search systems and e-mail. The weakest skills, according to respondents, are connected with abilities to create websites, to establish and change parametres of computer programs, and also to instal new computer programs. Some differences depending on the sex of respondents are estab-lished also. For example, male students are better in ability to use complex functions of operating systems, than female students.

29-37

Authors: Violeta Šlekienė, Loreta Ragulienė

This article reveals the importance of the visual principle in physics education process and its implementation using mechanics demonstrations. Visual principle is a guiding principle of educational activities in selecting the contents and the methods of teaching. Physics is an experimental science. Students can successfully master the basics of Physics provided the source of knowledge is a physical experiment based on the visual didactical principle. To optimize the teaching process it is necessary to visualize phenomena, processes or objects. Visualization is significant for problem solving in research and teaching. Physics demonstrations inure to this aim very well. Physics demonstration experiments illustrating mechanical phenomena for grade XI are presented and analyzed. The most of mechanical phenomena are characterized by different kinds of forces and energy. The relationships between them are showed by demonstration experiments. Demonstration experiments for determining the coefficient of friction, the body weight change of accelerating falling and the potential energy minimum principle are discussed. The place of the demonstrations and the possibilities of applying them during physics teaching are analyzed. Reasoning sequences for giving a logical sense to these physics demonstrations are introduced. These sequences have been based on the system of specially thinking schemes and prepared as a guide determining the steady movement toward a correct result. The demonstration and its reasoning sequence enable the pupils to understand essence of new subject, to colligate, to make conclusions. Reasoning sequences, prepared for demonstration experiments are efficient in training pupils’ way of thinking.

44-48

Authors: Laima Railienė

The majority of performed scientific researches show that one of the most important aspects in a secondary school is how to make the teaching process more varied, not so boring and tiresome for students. Students appreciate not only dynamism of a lesson but also teacher‘s human features: subject competence, tolerance, understanding, sociability, etc. Geography in a secondary school is the most intergrated subject including the spheres of nature and people’s life. There is no absolutely useful or useless teaching method or style that could be effectively used or rejected in teaching geography in a secondary school. Any method and style is good if it helps to achieve teaching aim. Teaching methods and styles have to be co-ordinated in a geography lesson. One of such methods that could be used effectively in a geography lesson is students’ independent work. What are advantages and disadvantages of this method? How can it help students to get and con-solidate knowledge? All these items are discussed in this article.

51

Authors: Vincentas Lamanauskas

On behalf of the editorial board of the Gamtamokslinis ugdymas / Natural Science Education, it is my honor to dedicate this short message to Professor Elena Šapokienė. Professor Elena Šapokienė, 81, died on November 20, 2009. The cause of death was a long illness. E.Šapokienė was a member of Editorial Board of this journal. Also she was famous researcher in science education not only in Lithuania but abroad too. Her research centered on the development of science education in general and on the promotion of environmental education and environmental protection particularly. Specifically, she investigated different aspects of environmental education of youth and adults and suggested many important recommendations related to the improvement of this activity. Generally speaking, her contribution into development of science (and not only) education is obviously significant. She worked so intensively for many years in different fields of education. I want to point out one important moment that nothing made Professor Šapokienė prouder than seeing her former students excel. Professor Šapokienė was more than a professor. She was a leader of Utenos extramural youth club „Viola". She was available to students and other people (or col-leagues) aproximately at every time to help them not only with the official matters, but also to serve as a friend, mentor and counselor. It is reasonable to state that Professor Šapokienė was assured that young environmentalists` activity helps to solve main problems of the Lithuanian education reform: youth integration, activities for youth, development of independent thinking and building democratic society. Though we grieve for the loss of such a distinguished scholar, we rejoice in knowing that so many of us had the privilege of knowing such a wonderful person. I am sure that her impact on the science education and particularly on the environmental education will be felt for years to come.