Gamtamokslinis ugdymas / Natural Science Education

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