Gamtamokslinis ugdymas / Natural Science Education

69

Authors: Editorial Board

Contents, Vol. 18, No. 2, 2021, GU/NSE

75-86

Authors: Gražina Šmitienė, Rūta Girdzijauskienė, Julija Melnikova, Aida Norvilienė, Gita Šakytė-Statnickė

Learning analytics is identified as one of the essential preconditions for ensuring the quality of learning for each student and is associated with the wider possibilities of organizing individualized learning. One of the priorities of Lithuanian education is the individualization and personalization of science and mathematics teaching, which is related to one of the priorities of Lithuanian education, that is recognizing the need to develop students' mathematics, science, and technology competencies as well as to foster a culture of innovation in schools. The importance of integrated teaching (learning) for the sustainable development of a student's science and mathematics competence is recognized. However, problems arise in addressing the issues of integrated science and mathematics organization in the classroom, in finding the most appropriate didactic solutions at the level of a student and a classroom. The benefits of learning analytics in modern education are not in doubt, but in educational practice the approach to it is ambiguous: the search for learning analytics tools, the system of its use, the definitions of benefits for the learner. It is acknowledged that in the discourse of the use of learning analytics in science education, there is little research, examples of pedagogical practice that contain analysis of the possibilities of digital platforms with artificial intelligence and learning analytics tools, and the analysis of teachers' experiences. In the conducted qualitative study (focus group discussion) with mathematics and science teachers, who have accumulated experience in working with digital platforms and applying artificial intelligence-based learning analytics, the possibilities of using learning analytics in the lesson have been disclosed. Focus groups participants are teachers who in 2021. September - December participated in a project with the aim to test learning analytics tools in science education and math lessons. The results of the study revealed that teachers do not question the benefits of integrating digital platforms with artificial intelligence-based learning analytics in identifying student (classroom) learning gaps, learning characteristics, and making evidence-based decisions about learning differentiation and individualization. The results of the focus group discussion with science education and mathematics teachers regarding the use of digital teaching and learning platforms integrating learning analytics in lessons revealed that the priority of learning analytics in lessons is to identify and capture gaps in students' learning achievements and knowledge in a timely manner. The analysis of a student (students) learning data that is provided by digital platforms, which integrate artificial intelligence and learning analytics, allows teachers to make the most appropriate decisions about the organization of teaching: to differentiate and individualize teaching, to consistently develop pupils' general competencies. The results of the discussion highlighted the benefits of learning analytics tools for the learner (students): learning analytics tools allow students to see personal progress; receive the tasks assigned to them individually; implement collaborative learning; engage (intellectually and emotionally) in learning activities; learn not only during lessons. An important criterion for the integration of mathematics and science lessons is the use of the learning analytics tools, the joint work of teachers in analyzing students' learning strengths and weaknesses, finding the best learning opportunities, and making similar or different lesson organization decisions. Participants of the study emphasized the importance of learning analytics data in planning and organizing integrated mathematics and science lessons, i.e. synergistic opportunities for learning analytics in the organization of integrated mathematics and science education. The results of the research do not allow making generalized conclusions that would be suitable for the whole Lithuania, however the results of the research revealed that the development of models for the application of learning analytics and the analysis of their effectiveness are important directions for further research.

93-104

Authors: Elena Vasilevskaya, Natalia Boboriko

Storytelling is a teaching method that presents learning material through personally significant stories and associates with the personal experience of the teacher and student. This method trains the ability to work with information, teaches to analyze situations and evaluate alternatives, correlates the studied theoretical material with practice, develops the skill of solving practical problems. Types of pedagogical storytelling and building of the story were reviewed. Using storytelling in higher chemical education is discussed. It is shown that literature and science literature, publications in the media, art, history of chemistry, current stage of the scientific research, and real production experience can be used as information sources for creating educational stories in chemical education. Examples of the use of storytelling in the preparation of students at the Faculty of Chemistry of the Belarusian State University are given.

112-114

Authors: Editorial Board

End page, Vol. 18, No. 2, 2021, GU/NSE

3

Authors: Editorial Board

Contents, Vol. 18, No. 1, 2021, GU/NSE

7-12

Authors: Vanja Kolar Ivačič

Creativity is closely linked to 21st century competencies. For students in secondary education, it is important to maintain and encourage creativity as part of fine arts classes. This can be achieved through meaningful integration of information and communication technology, as this allows students to express themselves in a more engaging and in-depth way. To help empower class teachers, this research presents a successful example of good practice. Courses are planned in several stages, starting from goals of the subject in relation to digital competencies. The app for the tablet and the digital pen is selected according to the criteria of quality, simplicity of use and relevance. Technology is included in the lessons with the goal to achieve a significant upgrade of the learning experience. Students evaluate their artistic expression as positive and successful. With this activity, students develop their creative and artistic expression abilities to the greatest extent. Their graphic products meet the art task and are aesthetically perfective for their age. The expressive elements within the computer graphics are originally rhythmically arranged.

22-28

Authors: Elena Rudolf

Flipped learning represents an active and effective learning method with a focus on students, to whom new subject matter was introduced in advance. By using flipped learning, it is possible to evolve collaborative peer-work, explore the teaching content more efficiently, evolve students' critical thinking and create new opportunities for learning, in which students develop new mathematical problems by themselves, based on the discussed content. With the substitution of teacher's and student's role and preliminary autonomous studying of new teaching contents the student performing flipped learning gained new skills and was able to develop his autonomy. Other students from the experimental group played an active role in the process of studying at home and in the classroom, while the teacher was merely the moderator and advisor throughout the learning process. The time intended for checking homework in traditional lessons was spent on mutual collaboration, research of mathematical concepts and seeking answers to nascent questions. The findings of this mini research point to a significant difference in the understanding of discussed mathematical concepts and students' motivation for learning in favour of the experimental group. The method of flipped learning with use of ICT and teacher's support represents an effective and creative way of learning. The aim of this research is to examine how the student can take the role of flipped learning performer and, with support of the teacher, create his own video with interactive tasks in application EdPuzzle. The impact of flipped learning and use of applications on motivation for learning, understanding, permanence of knowledge and progress of self-regulation are brought to the centre of attention.

36-44

Authors: Sonja Trškan

The aim of the research is to evaluate a project on the subject of reliefs, which included the use of modern digital technology from the perspective of secondary school students. Since the formative assessment of students also includes a critical self-evaluation of the final products, anonymous surveys were used to determine how the students evaluated the project work, and the use and usefulness of digital technology in geography lessons. Results of this research showed that digital technology encourages students to become more engaged and interested in learning, to reflect on their work and learning, to follow the evaluation criteria, and to achieve better learning outcomes.

55-62

Authors: Darinka Žižek

This research presents one of many possibilities of how to check and repeat knowledge at the end of the school year and at the same time provide an answer to questions often asked by students who are disinterested in learning mathematics: "Where will we need it?" or "Why do we learn this?" To provide them with an answer and motivate them at the same time, this research focused on actively encouraging students to find the answers themselves and thus find the importance of learning mathematics. With a changed way of repeating and consolidating the material at the end of the school year, the aim of this research is to reduce the fear of mathematics and increase the motivation of students in the following year. Students, divided into groups, choose the topic or examples of the use of mathematical knowledge of the first year of secondary technical and professional education in everyday life, and thus shape the learning situation (LS). The goal of preparing the LS is for students to make sense of the subject matter with examples from everyday life. For the selected LS, they prepare a short story with tasks that they solve by calculation, prepare presentations and also, present the LS to the classmates. During the formation of the LS and the preparation of presentations, students are active (active learning methods: task search, knowledge of the subject matter, interviews, problem solving, use of mathematical applications, teamwork, problem solving…) and cooperate with each other. They are constantly developing more 21st century competencies (self-regulation, collaboration, problem solving) and digital competencies. With the formation of the LS, the world of mathematical knowledge gets a little closer to students, they lose their fear of mathematics and become more motivated.