Gamtamokslinis ugdymas / Natural Science Education

53

Authors: Editorial Board

GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION ISSN 1648-939X /Print/, ISSN 2669-1140 /Online/ *** 2022, Vol. 19, No. 2

57-65

Authors: Małgorzata Nodzyńska-Moroń

Non-formal science education is a significant part (component) of general education which includes different educational activities carried on outside the framework of the formal system, to provide selected types of learning to particular sub-groups of the population. The study describes the use of informal education opportunities by the inhabitants of Krakow in Poland. Various possibilities offered by living in an old, historic academic city are described. The level of knowledge of these attractions by the inhabitants and the level of their use were examined. It was examined whether the use of informal education by the inhabitants of Krakow depends on their age, level, and type of education.

82-96

Authors: Elena Rudolf

Gamification with the use of ICT and with the support of the teacher represents an intense, effective, and creative way of learning. By using it in lessons, it is possible to develop collaborative learning, activate student's prior knowledge and contribute to a better understanding and permanence of knowledge. Cooperative learning gives students the opportunity to explore the learning content more deeply during class and evolve critical thinking, while at the same time having a positive effect on the class climate and the building of close mutual relationships. With both didactic approaches it is possible to create new opportunities for learning, e.g., when the students themselves come up with new problems out of the discussed topic. The aim of the article is to examine how students accept the use of didactic method of gamification in the form of online applications Quizlet live and Socrative space race. In the centre of attention is the impact which gamification and the use of online applications have on students' motivation to learn, and how they simultaneously with collaborative learning contribute to better students’ results, understanding, and permanence of knowledge. Hypotheses on positive impact of gamification and collaborative learning on students' motivation for learning, understanding and students' academic achievements were confirmed by the research.

104-111

Authors: Vincentas Lamanauskas

In 2022, the national scientific-practical conference “Natural science education in a comprehensive school – 2022” was held remotely (online). Such conference format was determined by the ongoing Covid-19 pandemic; therefore, the conference for the third time already, could not take place in its usual format. It is obvious that the plenary session “united” different continents – Africa (speaker Dr. Angela James from Republic of South Africa), Latin America (Dr. Solange Locatelli from Brazil), Europe (Dr. Martin Bilek from Czech Republic, Dr. Malgorzata Nodzynska-Moron from Poland, and Dr. Rita Birzina from Latvia). All plenary reports in their own way were interesting and relevant. Prof. M. Nodzynska-Moron’s report was dedicated to non-formal natural science education realities. Various practical examples were presented, non-formal natural science education experiences were analysed. Prof. M. Bilek analysed chemistry didactics issues in his report. A special attention was paid to virtual chemistry experiments, as well as to experiments using computer tools. Prof. A. James discussed the implementation of STEM programme while working with primary school teachers. Preparation and practical implementation aspects of such programme were analysed, concrete educational experiences were presented. In the first section, the reports were mainly devoted to the problems of pre-school, primary and general natural science education. A total of 9 reports were presented. In the second section, issues of natural science and technological education in gymnasium and in higher education institutions were discussed. A total of 10 reports were presented. It is interesting that in the second section, three reports of foreign researchers were presented. The topics of the research were diverse, basically various areas of natural science and technological education were discussed. It is important that the participants were active, intense discussions and sharing of experiences took place. The results of the ongoing international project “Bridge2Teach” were presented at the conference. More information about this project can be found on the project website (https://www.bridge2teach-project.eu). Various natural science education topics were presented in other reports. On the second day of the conference, a seminar was held for natural science teachers “Integrated science education in Lithuania: achievements and future perspectives” (The project is funded by the Lithuanian Science Council No. P-REP-21-8). Insights, recommendations, and conclusions of the research. Most conference reports were presented in the form of articles and published in the conference proceedings. One can find full texts in the database at: https://oaji.net/journal-archive-stats.html?number=1984&year=2022&issue=19320

3

Authors: Editorial Board

Contents, GU/NSE, Vol. 19, No. 1, 2022

7-14

Authors: Katja Gajšek

When people enter the gallery of contemporary art, they are met with interactive projections which fill up the room, react to the observer and take them on new adventures. Programmers, animators, architects, musicians, draftsmen, graphic artists, and engineers participate in this kind of works of art as co-creators of the work. The classic notion that an artist is someone who can draw or paint beautiful is misguided in modern art. Today the so-called artists are people who use all their knowledge and skills at their disposal to convey their message or view of the world. Art has always reflected the time in which it was created. So how do we include content in art lessons that require students to develop competencies they will need in the 21st century? Animated film as a style of artistic expression is not exactly modern but is something new in the curriculum of fine arts. I tried different techniques and procedures to teach students the concepts of creating animations. From drawn animation, stop-motion animation to computer animation. The latter has many production methods and procedures, but I think combining animation and programming the students can achieve many goals and competencies necessary for their future lives or careers. The student has to understand how the animation is created, and plan how to implement the programming code to display their wishes. Programming develops logical thinking, which allows children to break down complex problems into smaller and more manageable ones which are easier to solve. My goal for the students is they learn to use construction knowledge, collaboration, communication, and ICT in art classes and additionally learn how to program.

22-36

Authors: Suzana Kotnjek

The 21st century brought many changes to the Slovenian school system. The idea of teaching using more modern, active methods and forms of learning and teaching where the student follows the idea "What I hear, I forget. What I see, I remember. What I do, I understand!" was necessary. Information and communication technology development enabled all participants in learning and teaching to look outside the box and beyond the horizon. It enabled students to be more involved in the pedagogical process and encouraged their activity. The Covid-19 pandemic literally overnight changed the learning and teaching process. The students were confused and scared, and the teachers faced the professional challenge and the desire to motivate their students and reach their educational goals. Using online applications (Liveworksheets, Edpuzzle, WordItOut, Wordwall), developing reading comprehension, formative assessment, flipped learning, making videos, and multilingual teaching in combination with classic methods is a successful example of a months-long cross-curricular integration of science and English. The evaluation of the work and the students' reflection showed how vital good lesson planning is, as well as the fluidity and almost imperceptible intertwining of the two subject areas (Chemistry-English and Biology-English). Immediate feedback helped to reach the learning goals faster and better. Multilingualism is an essential step toward the school of the future. The quality of the acquired knowledge and skills was visible in the final report - the student's grades.

42-46

Authors: Klementina Weis

This work presents the activities of a teacher that creates and leads an educational process, which is co-created by students, according to their abilities. The aim of such learning process is early computer science and computational thinking education. The theoretical part explains problem-oriented teaching, computational thinking and why it should be developed already in the lower grades of primary school. Then the teaching activities are presented that enable students to learn computer science without devices. Problem oriented activities are based on a created stimulating learning environment with emphasis on critical thinking and creativity development. The activities were prepared in such a way that students of this age are familiar with the elements used.

48-50

Authors: Editorial Board

End, GU/NSE, Vol. 19, No. 1, 2022