Gamtamokslinis ugdymas / Natural Science Education

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Authors: Editorial Board

GAMTAMOKSLINIS UGDYMAS 2023, Vol. 20, No. 1 *** NATURAL SCIENCE EDUCATION 2023, Vol. 20, No. 1 *** ISSN 1648-939X /Print/, ISSN 2669-1140 /Online/

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Authors: Rita Makarskaitė-Petkevičienė

The journal's introductory article (editorial) discusses current trends in science education. Inquiry-based learning, STEAM and project-based activities remain relevant to science education. In the process of inquiry-based learning, the formulation of a question, which determines the hypothesis, the design of the research model, and the search for an answer, rather than the immediate finding of an answer, is becoming increasingly important. A distinctive feature of learning by inquiry is the involvement of the students, which is not just about memorising facts or knowledge, but about deeply understanding what is being explored by delving into the unknown. It discusses the use of technology, the importance of the principle of visuality in science education, and the emerging need to learn science not only in the classroom, but also increasingly in natural educational environments. This is also useful in exposing topics related to sustainability. As in pre-primary education, the science curriculum in primary school develops seven competences, but there are six areas of achievement rather than three: knowledge of the nature and development of science, science communication, science exploration, knowledge of natural objects and phenomena, problem-solving and reflection, and the harmony between people and the environment.

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Authors: Raminta Matijošiūtė

STEAM (Science, Technology, Engineering, Arts, Mathematics) is emerging as an important link in modern education, seamlessly integrating different disciplines and fostering creativity and critical thinking. STEAM is particularly useful for children aged 5-8, whose genuine interest and curiosity actively engage them in learning this educational approach. It not only enriches students, but also inspires teachers to use innovative approaches to teaching different subjects. Science education is increasingly becoming an integral part of STEAM, in line with Lithuania's education strategy "Lithuania 2030". Successful STEAM education depends on a supportive school environment, effective leadership and teacher competences. This educational concept is in line with the objectives of the Strategy for Progress, with its emphasis on personalised learning and the formation of an innovative society. In the study, the integration of STEAM subjects allowed pupils to explore the links between disciplines and to apply theoretical knowledge in practice. The results revealed successful learning: students acquired knowledge about medieval castles and developed creativity, problem-solving, teamwork and critical thinking skills by designing and building castles in groups.

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Authors: Vincentas Lamanauskas

This year, the scientific conference "Natural Science Education in a Comprehensive School - 2023" was held in its usual format. It is worth mentioning that during the Covid-19 pandemic, three conferences were held remotely, in 2020, 2021 and 2022. This two-day conference focused on science and technology education, which is a recent priority in society. There is a need to improve the teaching of science subjects and technology at all levels of general education. Particular attention should be paid to early science education. Ensuring adequate science and technology education means providing children with an education that teaches them to reason, think logically, explore, be creative and active. The plenary session of the conference was international and very interesting. A total of four keynote speeches were presented during this session. It is clear that the Plenary "bridged" different continents - Africa, Latin America, Europe. Professor Andris Broks discussed systemic issues in science and technology education, with a particular focus on the major challenges and changes of the present. Speakers from South Africa and Brazil shared their experiences in organising research activities for future teachers. Experiences from both countries in the training of science teachers were explored. The plenary also discussed developments in science education in the updated General Curricula in Lithuania. Informal discussions at the conference focused on educational experiences during the pandemic. All participants acknowledged that education in a pandemic is significantly more difficult. This is especially true for various non-formal education activities, or activities that take place outside the regular classroom (e.g. various project activities, research activities, etc.). Participants, especially those who are more or less regular attendees, stressed the importance of a "live" meeting. After all, informal communication has the main purpose of enabling a person to understand and be understood. This cannot be achieved in an online (remote) conference. It was hoped that the work of the conference would continue. 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=2023&issue=20002