Gamtamokslinis ugdymas / Natural Science Education

12-19

Authors: Vincentas Lamanauskas, Janis Gedrovics

Teaching natural sciences (particularly chemistry) in comprehensive school remain the main problem-causing field. The attention devoted to the sciences is decreasing. A global tendency is clear: interest in science is decreasing, the number of university students choosing science curricula has been constantly declining, and scientific knowledge in society (especially among younger people) is inadequate. In our opinion, humanity verges on social cataclysms owing to inadequate natural science education as well as on insufficient and often improper knowledge of nature and human being. Natural sciences (including chemistry) give us most fundamentally knowledge about the world of nature. The encouragement of the young people`s interest in science is the essential scientific problem. Due to the alteration of the educational paradigms we must search for new quality approaches to teaching chemistry and other sciences. The majority of investigations demonstrates that natural sciences are not popular in comprehensive school. The schoolchildren of forms 11 and 12 (762 respondents) took part in a survey carried out in September 1993. The results of the survey reveal that the most favorite subject is biology and the least acceptable is chemistry (Lamanauskas, 2003). A comparative study of Lithuanian and Latvian comprehensive school students provides similar tendencies (Lamanauskas, Gedrovics, Raipulis, 2004) and repeatedly illustrates that biology and chemistry hold the same positions among the Lithuanian pupils. The Latvian pupils gave priority to geography while chemistry was not much preferred. Thus, this research analysis schoolchildren`s approach to natural sciences. The object of research is to examine some aspects of chemistry and other natural sciences teaching/learning in basic school of Lithuania and Latvia. The major aim is to define the pupils` favourite natural sciences, to give a self - assessment of their knowledge about natural sciences and the fields of studies they intend to choose after graduation. The survey has been carried out in order to reveal the tendencies of teaching/learning chemistry and natural sciences in forms 8, 9 and 10.

27-30

Authors: Asta Davidavičienė

Environmental problems have become of great importance in our country and all over the world. Recently teachers are to use as informative and actual topics in educational process as possible. Ecological topics can be discussed and expanded in English lessons. With the help of them speaking and writing skills of students are developed. Besides, environmental themes are popular and actual in English language, and students have possibilities to get involved into the solving of problems concerning the whole humanity. Pupils communicate willingly according to given themes, express their thoughts more fluently, oppose more bravely using strong arguments. Critical thinking is developed as well. Also, not very active students and pupils with weak abilities to communicate are able to accept decisions and cooperate. In addition, some examples of integration ecological themes and ways of healthy living in English lessons are presented in the article. In conclusion, environmental education is of great importance because specific ecological terminology is presented, students are taught to give definitions and carry out surveys, analyze data, learn to sum up information, and give their suggestions. Studied material gives information how to save the environment, reduce and reuse solid waste, reminds the main principles of healthy way of living, as well as harm of smoking.

34-38

Authors: Elena Šapokienė

In the given publication the author shows as successful informal education can affect needs of youth actively to participate during education of young generation not only in transfers of the experience of methods of knowledge of the nature saved up in club, beautiful mutual relations and co-operation in teenage age, but also in aspiration in this process to grow. The pedagogical inquiry of members of extramural environmental club " VIOLA ", former schoolboys who became students of different universities in Lithuania and abroad later, is realized in sommer camp for children, requiring social support. The main attention in clause with concentration not so on the organization of activity in camp, however on introspection of pedagogical activity of students, on process of transition from education to self-education. Group of students have addressed to the author of clause with idea to check up on means of the project " Culture, the nature and I ". Activity of camp was is organized in 3 small groups on 12 - 14 children. Two students in one group. For separate theoretical or practical employment scientists have been invited also. The material for clause is collected by interrogation of students after closing camp. The questionnaire was made with 5 questions: what first impression having seen wards was; how it was possible "to overcome" children's not desire to work, reach knowledge, to communicate, create; than you were enriched or afflicted; what impressions of last day of camp; would risk once again to repeat the project? In generalization it is ascertained, that the project has gone right, and activity of club has passed to new quality. Publishing this material the author of clause wanted to draw attention of teachers to an opportunity to continue communication with former pupils, offering the academic youth to participate and grow during formation of young generation in the summer.

45-48

Authors: Margarita Vilkonienė

Feature of process of formation of children (5 - 6 years old children) in pre-school group that primary activity of children of the given age game and research of the nearest environment. The teacher working in group of pre-school education, should be gifted with the big imagination and patience what to combine children's aspiration all activity to transform into game with their natural desire to learn all around. At the same time it is necessary to bring up the active, independent pupil for successful education in a primary school. To organize supervision above objects of wildlife, in opinion of the author, it is easier, as it initially is more emotional, than supervision above objects not wildlife. That the last became more attractive activity, cognitive activity should be combined with game elements. In clauses one example of such overlapping is represented to readers. Start for the described activity became a usual situation in the winter when children, having returned from a school court yard, have told, that “the snow is not sticky!”. Right after it who that has made a question “Why sometimes the snow is sticky, and sometimes is not present?” The teacher at once has taken advantage of a situation and has suggested children to bring in a class of a snow for finding-out of this question. The idea with pleasure has been accepted. Children have brought some buckets of a snow in a class. Except for the basic question, others rose also, on an example, what such a snow of what it is made where disappears? Children felt a snow, smelt, examined through a magnifier, melt them between hands, blowing warm air from a mouth, warming up fire spirit bulbs; by a sand-glass have measured time, comparing speed of thawing. A snow children even weighed. Children have made sure, that the snow has no smell, it is made with small crystals of ice. Children have noticed, that holding a snow in hands of a palm become wet, and snowflakes break up, become shapeless, soft and sticky. Someone has exclaimed it is already possible to mould pies. Having taken a snow above fire it became water. Measuring time, children have established communication between time of thawing and an ambient temperature. They were surprised with the fact, that the full bucket of a snow weighs the same as also one third of bucket of water after thawing. As children have made sure that the snow not absolutely pure and is not suitable for eating. While everyone have been borrowed in researches, the snow in buckets started to thaw and became sticky. It is a high time to check up conclusions. Mittens on palms, polyethylene bags on a floor, a snow on bags and in before in the country of snow gnomes!