Gamtamokslinis ugdymas / Natural Science Education

7-19

Authors: Angelija Mačiukaitė

The aim of the present research is to examine the attitudes of students with special educational needs (SEN) towards the study subject of “The World Around Us” and educational environment. Research subjects were 370 mainstream primary school students. Primary school students more often like than dislike the examined subject. Preferred activities during classes are a conversation, group work and games; however, even in the pre-ferred activities the students with SEN participated less often. The majority of the students like the topics about nature, plants and animals, while in the sphere of social environment they are more interested in the topics about the past and traditions, about their native land and foreign countries. The research demonstrated that provided with comprehensive and sincere support, students with different kinds of SEN can take an active part in the lessons and in extra activities, they are able to work next to their peers.

32-38

Authors: Laima Railienė, Rasa Baltušytė

The article provides the advantages and disadvantages of the use of Smart board in the integrated lesson of geography and biology. Some problems are discussed, related with the recent new teaching device at school. The evaluation and possibilities of usage of the Smart board are provided in the article as well as the methodology of the integrated geography and biology lesson in the 11th form. A Smart board is an instrument to make the teaching more interesting, faster and simpler whereas the knowledge of the pupils‘ becomes deeper and more generalizing. The basis of this work is curiosity of the pupils, and the help to satisfy this curiosity on the teacher‘s side. However, it should be mentioned, that the process of preparation for the lesson due to realise the teaching process discussed, is prolonged but this is justified by the increased teaching motivation of the learners. The pedagogical technology includes the sequence of operations, which provides a possibility to achieve high results while using low input; introduces the way of systematic thinking in education, what provides a possibility to thoroughly manage the teaching process.

49-57

Authors: Eleonora L. Melnik

Realizing existing environmental problems the contemporary humanity is seeking new ways of interaction with environment. On the one hand it lies in development of innovative technologies in manufacturing process which reserve natural resources and focus on enhance-ment of environment. On the other hand it implies introduction of environmental knowledge into all spheres of education. Psychological science claims that a person of postindustrial soci-ety is spiritually distanced from nature and the increasing formal religiosity doesn’t prevent them from developing a pragmatic view on their being. Striving to take everything from life “right now and right here” has made an impact on development of values. They have changed for the worse. The process of human mentality change is long-term. It requires organization of special institutions which would study these issues from the early childhood to make a child understand the role of environment as the most important value needed for preserving the life on the Earth. That is why it is very important for children to want and for teachers to able to carry out this process jointly. World viewing component of environmental education is intended to find out human’s belonging to the world – whether a person is “in” the world, “out” of world or “above” the world – and to organize the system of knowledge which would correspond to this understanding of human’s place in the world where envi-ronment would act as the main value of life and work. It is significant to change the character of relationships between the contemporary society and the environment; it should be developed on the basis of such principles as subordination, coordination and correlation. It is necessary to research the order of interrelations, the character of interrelation of elements and transformation of elements in the environment. Supporting the statement that knowledge is the basis of any education we claim that the content of environmental education being a part of general education with its complex and integrated character can provide comprehensive study of the environment to students. Nature, human being and society - biological and social – genetic unity of existence should be reflected in education standards: programmes, study-books, methodological literature, etc. The content of education determines the form of training: traditional lessons, outdoor training, excursions, research and project activity of students. Environmental education should have lifelong character: from childhood till elderly. Continuity of education – from the past to the present and future- should be implemented in the sphere of knowledge as well as in the sphere of traditional relationships with nature and people. It is also reasonable to consider such characteristics as direct results of educational activity – knowledge, skills, experience, kinds of activity and achievements; and indirect results – changes in social life of humans, their behavior and relationships with nature and people. On the whole the analysis of the problem of environmental education in Russia shows that the interest of young people to natural science is on the same level of that in other Euro-pean countries and it is not high. However as a result of reforms of secondary and higher edu-cation the natural science subjects have become electives. It can be expected that low level of interest to such subjects as physics, chemistry and biology will turn into decrease of number of those who would like to get knowledge of these subjects. Considering the demographic situation in the country we can predict decline of teaching load, absence of demand for such teachers and, at the end, loss of pedagogical staff in schools and universities. That is why mentioned above projects on upgrading environmental education with the goal to improve the environmental situation in the country and nature preservation remain in the status of scientific projects. That is to say that there is an understanding of the necessity to improve education for better life in the country but now it is still on the stage of formal declaration.

6-24

Authors: Vincentas Lamanauskas, Violeta Šlekienė, Loreta Ragulienė

Over the latter decade a rapid development of information communication technologies has been going on in various directions. Technological possibilities have increased very significantly (Lamanauskas, 2012). The development of internet and technologies related with it has been extremely fast. A lot of internet service providers have appeared in the market, their number still continues to grow. The internet diaries, social portals, technologies allowing live communication on the internet (Internet Relay Chat, IRC), talk programme Windows Live Messenger (MSN), ICQ forums and other have occurred and are spreading. Thus, today a consumer can create his profile on the internet, can make friends, communicate in the interest groups and so on. It can be stated, that every human being contributes in his own way to the internet and at the same time to ICT development, in general. It is obvious, that together with technological problems also arise social internet problems. Social networking websites are closely related with economical, psychological, educational, valeological and other aspects. There is a shortage of researches grounding socio-educational social network aspects. Research purpose is to ascertain how Lithuanian university students use social net-working websites, how they value them, what opinion they have about various social networking websites, what they know about them. The main research questions are: What social networking websites do students know and use most frequently?; What social networking website functions do students use and why?; Do students like social networking websites and why?; What do students know about how social networking websites use published personal and other type of information?; What is students’ attitude to opportunities provided by social networking websites? It has been stated, that the majority of the respondents use the internet a few times a day, besides, more than a half of them visit social networking websites a few times a day as well. Only a small part of the respondents haven‘t created their personal profile in social net-working websites. More than a third of the respondents very favourably value social network-ing websites, they like them. Even those who don‘t like social networking websites, all the same, periodically visit them. It has been asserted, that though the respondents know a lot of social networking websites, the most frequently visited and most popular are three: You Tube, Facebook, Google+. The most important functions are: communication, learning and exchanging information, texting. It is worrying, that only a small part of the respondents know how social networking websites use published and other type of information. Though SNW is an excellent means of communication, a perfect opportunity for finding out various news, for making friends and so on, students are firmly convinced, that communication in virtual space will never substitute direct people‘s relations. Such their position is valued as positive. On the other hand, it is obvious, that educational social networking potential has rather poor expression in students‘ evaluation and it raises a grounded concern.

36-42

Authors: Eugenija Rudnickaitė

Year 2012 in Lithuania is announced as the Year of Museums, nevertheless the num-ber of museums and educational programs dedicated to Natural Sciences did not increase. Geosciences are very significant part of the whole complex of Natural Sciences. How-ever, geological disciplines are not included in Education Programm of Secondary Schools, therefore Museums of Geology became very important. Lithuania can not brag about a big number of geological museums, and most of them are not close enough for a class trip. Such luxury is only available mainly for schools in Vil-nius. Although, during recent years more and more geological knowledge is available at re-gional parks new information centers (Gražutės, Sartų, Nemuno kilpų, Ventos, etc.). It is con-venient to nearby schools. But what about the rest? The idea of this article is to show, that a geological „museum“ can be found in schools surrounding environment: school yard, close by river slope, dug out quarry, by a water spring or a hill. Specific examples are presented how an unregistered user, visiting Lithuanian Geologi-cal Survey internet site (www.lgt.lt), can find enough information about his schools’ surround-ings geological structure (on the surface and underground), protected geological object (geotops), interesting outcrops, probable pollution sources, mineral resources, etc.

7-17

Authors: Vincentas Lamanauskas, Violeta Šlekienė, Loreta Ragulienė

Modern society receives a relatively big part of information using information commu-nication devices. Information search possibilities are rapidly growing. On the other hand, the amount of information itself is expanding. One of the quickest ways of finding information is using internet search engines, e.g., “Google”, “Yahoo”, “AltaVista” and others. Their usage undoubtedly makes big influence on education. Pupils’ ability to find the necessary informa-tion is highly relevant. Thus, information search literacy is an inseparable component of gene-ral education. It is not enough only to find information, it is necessary to use it in the most effective way. Seeking to improve pupils’ information skills, it is necessary to know current position of an analysed question. The object of this research is information search using ICT. The aim of the research is to analyse how comprehensive school upper class students use ICT for information search. It has been ascertained by a research what additional information sources pupils use, where and how they get necessary literature, what information search engines and what electronic information sources they use most frequently. At least a few times per week apart from textbooks respondents use other literature as well (books, dictionaries, handbooks) for learning purposes. They use encyclopaedias very seldom or don’t use them at all. Pupils usually read books and newspapers which they have at home. They also use internet and library service; however, it is not popular to borrow books from friends or buy them. Pupils use internet daily both for leisure and learning. Girls more often than boys use internet for learning and for leisure – they use it equally. Respondents usually search information through Google search engine, less frequently – through Delfi. The other search engines and catalogues mentioned in the questionnaire are used very seldom, especially HotBot, Penki, On.lt and others. Both girls and boys, town and region pupils equally use search engines and catalogues. From electronic information sources respondents most frequently use internet encyclopaedia Wikipedia. Internet books and e magazines are read once a month on average, virtual library is scarcely used. It is absolutely not popular to use such sources as Nerandu.lt, tingiu.lt, Speros.lt.

29-34

Authors: Laima Railienė

The article analyses the possibilities and advantages of geography integration trying to develop the educational process in a secondary school. Every teaching strategy style must always be carefully selected, paying attention to students‘ age experience and abilities. Re-cently, abilities‘ use in practice is more emphasized than theoretical knowledge. Geography is the most integrated subject at school. The majority of other subjects‘ knowledge is needed in teaching how to do geography projects and research works. Therefore, subject integration is very important. It allows to select the most important various subjects knowledge and get the most optimal result.

48-53

Authors: Irina Zikina, Inna Portjanskaja

From the point of view of psychologists and pedagogues the most productive age for studying fundamental fields of scientific knowledge is 10 – 13 years. In order to achieve opti-mal results in formation of natural science understanding in younger grades studies should be carried out with adherence to vertical and horizontal successive connections and start in ele-mentary school, although the age characteristics of child’s development not always allow to form complex definitions. This process can be adopted through use of sensitive age-specifications, accomplishing studies through game elements and project education. Paying attention to elementary school student ecological education, integrated projects for elementary school were developed and are carried out. By this moment one of the projects has reached to the second stage of its implementation. Knowledge and skills acquired during the first stage of the project (laboratory work methods and so on) helped to boost the work of students in nature science class. Students gained motivation towards learning the subject and self-reliance in performing tasks of creative and exploratory nature, knowledge became more meaningful and attitude towards nature became more cautious.