Gamtamokslinis ugdymas / Natural Science Education

6-28

Authors: Vincentas Lamanauskas, Dalia Augienė

The formation of scientific research activity abilities in comprehensive school is undoubtedly, a very important sphere still awaiting of particular attention. Current teaching and learning process has basically changed looking from the paradigmatic point of view. Teaching subjects become the means of realization of learners’ demands and interests. Scientific research activity is not an entertainment but a very responsible, thorough work requiring great self- independence. During this activity children’s analytic thinking becomes stronger, information search and usage abilities are being developed, they can learn to analyze the accumulated material, make presentations, prepare research reports and so on. It is important to make more pupils interested in this activity. This shouldn’t be the privilege of gifted pupils only. However, talking about the developing of scientific research activity at school, several essential questions arise: • Is it possible to teach every child to perform research activity? • What to do if a pupil wants to take up scientific research activity but school can’t provide elementary conditions for this purpose (for example, there is no equipment, no competent leader and so on.)? • How to integrate effectively scientific research elements into teaching content? Research object is training of pupils’ scientific research activity abilities and interest in comprehensive schools. Research purpose is to describe current situation of organizing and performing scientific research, to define essential factors encouraging and disturbing the pupils’ interest in scientific research activity, to determine essential peculiarities of teachers’ competence in the sphere of organizing and performing scientific research activity. Expert inquiry was applied in the research. The kind of expert inquiry is “Delphi research” which foresees expert questioning for several times (stages). The research was carried out from March to May 2008. From the group preliminary formed from 45 experts, 30 took part in the research. Experts were communicated with using e-mail. The first data analysis round was followed by the preparation of the second stage questionnaire, which consisted of closed type questions. Second stage data have been processed employing mathematical statistics. The third stage questionnaire has been prepared according to the second stage generalised results. Generalizing the results, the following conclusion can be made: • Scientific research activity in comprehensive school is undoubtedly a meaningful, integral sphere, however, for developing such kind of activity in Lithuanian comprehensive schools not an adequate attention was paid up to now; • Comprehensive school teachers seeking to form scientific research abilities and to develop such activity in the training process face various difficulties: lack of administration support, lack of pupils’ motivation, shortage of material and financial resources, etc. • According to experts, the majority of pupils are more or less interested in scientific research activity, however in a greater part of schools there are no favourable conditions. More than two thirds of experts have evaluated the current teaching process as not very appropriate for scientific research activity and teachers’ competence in the formation and development of pupils’ scientific research abilities in the training process has been evaluated as average; • It is stated, that factors disturbing pupils’ interest in scientific research activity in the teaching process are: a) lack of teachers’ motivation, b) pupils’ orientation to choose an easier, less effort demanding way, c) poor material basis of schools, d) lack of methodology how to organize pupils’ scientific research work, e) insufficient teachers’ preparation for scientific research work. • It is stated, that essential encouraging factors in the pupils’ interest in scientific research activity are such: a) teacher’s personality and activity, b) pupils’ curiosity, their wish to develop knowledge, to show themselves, c) pupil’s abilities, d) different teaching subjects’ pupils scientific conferences, seminars and other similar arrangements, e) trips, excursions to scientific establishments, meetings with scientists. • It is stated, that for positive development of scientific research activity influence should have: a) giving priorities to young scientist competition winners entering high schools, b) balance and reduction of the amount of teaching material, c) more effective cooperation of schools and scientists, d) the raise of teachers’ qualification, improvement of pedagogical and psychological preparation and so on. The majority of experts think that in the nearest 5 years there won’t occur any essential changes in this sphere: situation in the development of scientific research activity will improve a little, teachers’ competence will slightly rise.

34-41

Authors: Marek Frankowicz, Iwona Maciejowska, Katalin Martinas, Katalin Radnóti, Anasztázia Rimai

Energy is a unifying concept that spans all the sciences, and is of fundamental importance in issues of social concern, such as the environment and the use of fuel resources. Children have preliminary notion of energy from everyday life, related with the problems of environment and economics (energy production, energy consumption, energy crises). At school, they are confronted with physical idea of ‘conserved energy’. In our survey we analyze the introduction of energy concept in Hungarian, Serbian and Polish introductory science textbooks and how that concept is assimilated by pupils We point out some common mistakes and imprecisions occurring in textbooks. We also present how the ways of introducing and explaining the notion of energy was changing over last decades and make some suggestions concerning possible changes for the future.

50-57

Authors: Tatsiana Savitskaya, Tatsiana Shybaila, Yaheni Varanec

The great importance of polymers in modern life has been shown. The paradoxicalness of the insufficient attention to polymer chemistry at school has been marked. The main difference between the composition and properties of low molecular compounds and polymer has been formulated. The results of the research of new polymers chemistry products – interpolyelectrolyte complexes of chitosan and cellulose water soluble derivative structure and properties have been presented. The use of interpolyelectrolyte complexes in the adsorption-flocculation water treatment process and as the enterosorbent veterinary preparation has been described.

7-14

Authors: Renata Bilbokaitė

Background There are lot of books that teachers use in teaching process, but books are still unable to represent difficult view and to enclose 3D features of object. To reduce this lack of information proceeding there can be used computer visualisation in the classrooms. Computer technologies can be essential tools for scientific teachers because of the extensive possibilities to show 3D representations. The teachers do not feel competent in knowledge of modern technology that is why they rarely use them in teaching processes. Clear computer based visualization helps students to understand difficult concepts and this leads to comprehension in science education. The more concepts and laws of nature they will now the more qualitative scientific education will be. The article is grounded on visual thinking and genetic structural model of intellect theories. According to these theories all things, if it is possible, should be visualised, because later it helps to create right mental models and perfect comprehension of objects. This research pretends to enclose computer based visualization tools and the mostly visualised objects in chemistry for the reason teachers could use them in chemistry lessons. The subject of research – the practice of possibilities of computer based visualization tools and objects in chemistry Aim – to enclose practice of possibilities of computer based visualization tools and objects in chemistry The research tasks: • To categorize tools of computer based visualization; • To analyze the practice of possibilities of categorized computer based visualization tools teaching chemistry; • To analyze - which objects are the mostly visualized teaching chemistry Methods. Scientific literature analysis, systemic structural analysis, reflection Results and conclusion: • All computer based visualization tools are important because of clear visualization and possi-bility to see very small objects. • Computer programs are designed for concrete theme; it may be proportion to plans of chemistry education. They are interactive; there are possibilities to subscribe them by internet. It must be installed to the personal computer. Internet programs are significant because of possibility to use them free having internet and installing needful software. Mostly all programs are verbalized in English language; this circumstances the good chemistry teachers’ knowledge of English language. Pupils can use them independently for self – education, to deepen general knowledge of chemistry. • Molecules and their structures are the most visualized objects in chemistry education; it means that molecules are one of the most difficultly perceivable concepts. It is recommended to use visualization tools teaching about molecules.

30-37

Authors: Iwona Maciejowska, Ewa Odrovaž

Employers, career advisors and subsequently some education authorities emphasize the im-portance of the development of a wide range of transferable skills during school and university educa-tion. In order to develop these skills it is not enough just to expose students to a lecture or to a set of laboratory exercises in which they closely follow instructions provided by the teacher. It is necessary to implement problem solving or so-called “active methods” to achieve the aim. Some outlines of lessons that composed of different methods encouraging students to be active are presented.

47-53

Authors: Alina Palionienė, Irena Kompauskienė

The exploratory activities from the early age are very important because then the stages of knowledge grow and develop, and also the basic elements of the discursive thinking appear together with them. According to V. Lamanauskas (2004), it is important to include every child from the very beginning into the active action of the nature study, and to evoke the desire to find, to know and to ex-plore. The teachers of Lithuania conceive the importance of the exploratory activities and, according to the inventory of standards of pre-school teaching, have produced the programmes. Such programmes allow the individual teaching and apply principle and technologies of teaching (learning) to the chosen basis of teaching philosophy. The Pakruojis kindergarten “Saulute” seriously noticed the importance of peculiarities of the region and using the integrate opportunities in the nature teaching. The planning performs in view of the age of children, their needs, peculiarities of the group, selecting toys, methods, range of the material, etc. According to the environment, the planning of all teaching process performs: activities for all group, for small groups of the children and individual activities. The teaching process includes the principle of humaneness, integration, individual, the creation of the environment, the planning and the organisation of the teaching process. “The room of the nature” is an integrate axis that guarantees the natural teaching. Its tools are mobile, informative, different and numerous. In the “room” there are a lot of material about plants, animals and nature, games, corners of the light, the sand and relax, the library, the Internet, etc. Teachers organise the educational projects that show the peculiarities of the region; use the integrate activities with art, mental development and etc. It is important to collaborate with the school because common studies help to find the teaching (learning) gaps. In the article there is a project of the kindergarten “room” with activities of the nature study for one year. The equipment of the separate “nature room” guarantees wider, more creative, more informative space for the development of children`s understanding about the nature.

6-14

Authors: Darinka Sikosek

This study is focused on the curricular innovations of methodological subjects for acquiring of teachers competences at undergraduate education where students as prospective chemistry teachers serve as a goal group. The redesign of the curricular forms thus introduced (such as Lectures, Seminars, Didactic /Laboratory Practical Courses and Mentor work) is based on consistent consideration of topical didactic principles. Research into the optimal forms for curriculum performance focuses particularly on their organisation, methodology and evaluation. These three model parameters serve to implement student activity and autonomy, goal-oriented process learning and democratic relations to ensure realisation of the competences necessary for carrying out the teaching and learning model. The active development and acquisition of subject didactic competences is accompanied by three issues: “What? How? Why? and the following infinitives: “to preserve, to innovate and to abandon”.

23-27

Authors: Irina Barabanova

There is arising several problems doing the practical or laboratory works at school. One of them is that there are no laboratories fitted separated from classes. If the teacher wants to do practical or laboratory wok he must ask the pupils to do a part of work at home. This separates the lesson; there are no possibilities to compare properly or to generalize the results of the work. The problem can be solved connecting the lessons; also, this is not always possible because of the elements of the education process organization. My experience shows that there are possibilities to do enormous spread of independent or exploratory work properly organizing the lesson, giving a chance to generalize the work and to make conclusions. When the school got the cameras for microscopes and when all of them were connected with computer the new possibilities have been arisen for education process (1 picture). There are possibilities to show microscopic objects exploring them during the lesson when computer is connected with television. This expands the possibilities of the lesson, saves the time, the work is getting more consequent (3 picture). I am presenting the one version of the lesson using the microscopic camera, computer and television in education process. The chosen structure and the methods of the lesson permit to use productively the time in the lesson. Even if there are no laboratories still there are possibilities to do and to generalize the work. The work groups having less practical working skills are doing their work properly because the information is public. There are enough time to divide the results of the resource and to compare them among the work groups. The data of the research are straighter because the micro-preparations and measurements using for counting are equal. The counting is very comfortable, undemanding for special efforts. The disadvantage of the lesson is that the lesson can be organized only when the equipment is prepared and for this teacher must spend the time. It is easier to do the work with the salt soak than with the sugar soak and this is not mirrors exactly the features of the osmosis.

36-42

Authors: Loreta Ragulienė, Violeta Šlekienė

Analysing extra education much attention has been given to its general activities and results by various researchers. However, no research has been made on influence of extra education in natural sciences on developing schoolchildren’s knowledge acquisition so far. This article deals with extra education at junior physicists’ school “Photon”. “Photon” was founded in 1973 at Siauliai University, Faculty of Natural Sciences, Department of Physics. Every year 800–900 9th form schoolchildren from various secondary schools in Lithuania enter this Junior Physicists’ School. The studies last for four years. The pupils have to solve 60 different problems every year. The pupils send the solved problems to the "PHOTON" Council, which sends them back after the correction of mistakes together with the booklets of the correct solutions. “Photon” school is an extra educational institution, so schoolchildren continue their studies there until their needs and interests are satisfied. 17300 schoolchildren have completed their studies at “Photon” school. The aims of this article are: to present the tasks, principles and activities of extra education junior physicists’ school “Photon”; to research schoolchildren’s learning motivation and needs for extra education; to analyse the abilities of popularisation of physics and the acquisition of knowledge at this school. Methods of research: analysis of cumulate experience, survey of schoolchildren and physics teachers, systemic, comparative analysis. The research has been carried out in 2002–2007 year. 1460 young physicists school “Photon” – schoolchildren of 9th–12th forms and 180 teachers of physics from the various schools of Lithuania have been involved in the research. The received data was processed using statistical research methods. For analysis of the research data software SPSS (Statistical Package for Social Sciences) has been used. Research has showed, that „Photon“ school is a good form of deepening and expanding knowledge and raising interest in Natural sciences. The main factors defining preferential studies at “Photon” school are needs for knowledge, self – development and novelties. Those factors are directly connected with future plans, ways of overcoming difficulties and opportunities to get good results. “Photon” trainees are highly self – motivated, their need for knowledge and novelty is very strong and long – term. Leisure activities at “Photon” summer school foster positive emotions and creative favourable environment to reveal needs and aptitudes and to educate a creative personality. Schoolchildren appreciate activities there in the following way: “made new friend”, “interesting activities”, “got acquainted with famous Lithuanian scientists”. Educating factors are being stressed at “Photon” summer school. Trainees were enthusiastic experimenting in laboratories and participating in seminars. A 35 year activity of “Photon” school, active schoolchildren‘s and teachers‘ participation have revealed significance of its existence educating harmonious and creative personalities.

51-60

Authors: Olga V. Sergeyeva

The second article of the series deals with the main trends in the development of the methods to obtain nanoparticles – so called “bottom-up” and “up-bottom”. In the first case small particles are formed as a result of combination of the smaller ones (atoms as a limit), in the second – as a result of dispergation of the bulk matter. The electronic structure and the properties of the particles therewith could be different in the dependence on the way they were obtained (by means of dispergation or the atomic aggregation). Atoms and very small clusters can be stabilized by methods of cryochemistry discussed in the article. Nanoparticles formation by means of chemical and radiochemical synthesis, synthesis in the heterophase systems, providing the effective control of particle size and shape, the ways to obtain core-shell and hollow particles are considered next as well as the principles of the mechanical and chemical (redox) dispergation of the solids, leading to the ultradispersive and nanosized particles formation.