scholarly journals NATURAL SCIENCE AND TECHNOLOGY EDUCATION: VALUES COMPONENT

2015 ◽  
Vol 14 (6) ◽  
pp. 704-705
Author(s):  
Vincentas Lamanauskas
Keyword(s):  
Technology Education ◽  
Natural Science ◽  
Technology Development ◽  
Science And Technology ◽  
Developed Countries ◽  
Natural Sciences ◽  
Young Generation ◽  
Science And Technology Education ◽  
Number Of Factors ◽  
The One

One cannot doubt in the importance of Natural science and Technology education. Over the last two or three decades, attention to Natural science and Technology education has been significantly growing. On the one hand, science and technology development was encouraging this, on the other hand, one can observe a decreasing young generation interest in natural sciences and technologies. Paradoxical contrast – in technologically developed countries youth interest in natural sciences is significantly decreased. Completely different situation is in so-called developing countries. About such a situation a lot has been written, discussed, plenty of scientific research have been carried out and so on. It is obvious, that such a situation is determined by a great number of factors. However, in spite of this, education system has to change, to search for effective natural science and technology education forms and methods. The most important goal is suitable and adequate natural science and technology education of the young generation. However, what does suitable and adequate mean? What is suitability and adequacy content? Is it only quantitatively and qualitatively new knowledge and abilities? Conception, oriented only to pragmatics (only to knowledge, qualifications and/or competencies) in a certain sense is faulty.

scholarly journals NATURAL SCIENCE AND TECHNOLOGY EDUCATION: IMPORTANCE OF VALUES

2015 ◽  
Vol 12 (3) ◽  
pp. 124-126
Author(s):  
Vincentas Lamanauskas
Keyword(s):  
Technology Education ◽  
Natural Science ◽  
Technology Development ◽  
Science And Technology ◽  
Educational Practice ◽  
Future Perspective ◽  
Self Confidence ◽  
Science And Technology Education ◽  
Life Problems ◽  
Existence Values

In recent years, both in Lithuania and in other countries, natural science and technology development is given emphasis to. Decreasing youth interest in natural sciences and/or technology has become a big concern. On the one hand, such concern is reasonable, because youth motivation choosing the studies at universities is usually directed to social and humanitarian sciences. Such a situation is determined by a number of reasons. Anyway the choice of a further way is closely connected with the values of the younger generation. Progress in science and technology is very high. Progress in the sphere of formation of values of society sharply lags behind. So, value component of natural science and technology education should become a priority in all education system, at all its levels. Values should be systematically inoculated, directing young people to become mature personalities. This means the ability to apply the acquired knowledge and abilities practically, to solve everyday life problems, to educate self-confidence, feel responsibility and be able to adapt to the changing environment and seek to save the environment, suitable for the man’s existence. Values are formed not adapting to the situation “here and now”, but orienting to future perspective “there and then”. Value component of natural science and technology education should occupy a proper place in educational practice, and should be more exhaustively examined in a scientific sense. Key words: science education, technoogy education, values formation.

scholarly journals GAMTAMOKSLINIO IR TECHNOLOGINIO UGDYMO TOBULINIMAS: KELETAS ŠTRICHŲ [SCIENCE AND TECHNOLOGY EDUCATION DEVELOPMENT: SOME FEATURES]

2015 ◽  
Vol 7 (2) ◽  
pp. 56-58
Author(s):  
Vincentas Lamanauskas
Keyword(s):  
Technology Education ◽  
Science Teachers ◽  
Education System ◽  
Natural Science ◽  
Teaching And Learning ◽  
Rapid Development ◽  
Science And Technology ◽  
Scientific Conference ◽  
School Practice ◽  
Science And Technology Education

The perspectives of the improvement of natural science and technology education remains actual at all levels of an education system. Rapid development of science and technologies creates new challenges for an education system. Undoubtedly, natural science and technology education is a major factor of economic development of society. Deep concern is created by that fact that in some countries the tendency of decrease in the interest of youth to science in general is observed. It is obvious that it is necessary to reconsider the existing strategies of natural science and technology education. In this regard it is important to develop qualitatively new strategies and techniques of teaching and learning. A key task, there is a development of professional competences of science teachers, systemic improvement of teacher education in universities. Two important events are briefly presented in this editorial. The first Baltic Symposium on science and technology education was organized in Lithuania in June 2015. During the symposium participants shared experience, presented the latest scientific researches, and also examined some perspectives of natural science and technology education in the Baltic States. The second event is scientific methodical conference “Natural Science Education in a Comprehensive School” which is focused on school practice. It was organized in the Veisiejai gymnasium in April 2015. The presented scientific events undoubtedly have an influence on a development of science and technology education in general. Key words: science and technology education, scientific conference, school practice.

scholarly journals SOME METHODOLOGICAL IDEAS IN THE SPHERE OF HUMAN INTERACTION WITH NATURE

2007 ◽  
Vol 4 (3) ◽  
pp. 13-20
Keyword(s):  
Science Education ◽  
Technology Education ◽  
Natural Science ◽  
Science And Technology ◽  
Human Interaction ◽  
Ecological Crisis ◽  
Human Being ◽  
Science And Technology Education ◽  
Ecological Problems ◽  
Natural Science Education

A human being as biosocial essence is tightly interrelated with nature and society. In the history of relations between human and nature it appeared in different forms and levels – a human being as a child, brother and the lord of it. Qualitatively new relations between the human being and nature must be established in the 21st century. Ecological problems, the expiration of natural resources, urbanization and other major aspects of modern life require a new approach to the relations between the human being and nature. The levels of relations between the human being and nature have always remained different: first, as a child of nature (a primitive man or a child glorifying nature), then as a brother of nature (little understanding nature and communicating with it) and finally, the human being as the lord of nature (trying to rule and change nature). In the 19th and 20th centuries the latter attitude was clearly reflected by natural science positivism, Marxism, technocratic utilitarianism and many other conceptions that preach the use of nature, the reconstruction of natural environment, consumerism with nature. In the 20th century the development of countries overmuch polarized towards technical, manufacturing and consumables enlargement determined a global ecological crisis. Modern science is actively looking for effective ways to solve ecological problems. The scores of the current ecological situation are being revealed. One of the most important reasons of the current situation is the factor that modern human beings have lost spiritual relations with environment. Mainly, the ecological crisis is being described as the crisis of the human itself including his consciousness, thinking, cultural environment and moral. The tendency that is prevailing today shows nature being qualified as a technocratic, urban, pragmatic value, a technological object which is employed in the process of progress. The following propositions can be specified: • Effective natural science education require conformable psychological substantiation; • Interaction with Nature varies and is specific within different periods of life; • The mission of the teacher is to wisely manage a developing process of “true” interaction with nature; • At all levels of the system of natural science education /aspects of the content of education and practical activity/ must continuously be accomplished the comprehension of the unity of living and inanimate nature; • Formation of the personal responsibility of young generation for future our planet /state of environment/- one of the priority tasks in the sphere science and technology education; • The content of science and technology education must include the analysis of reasons and consequences of contradictions in the system "nature-man- society". All our relations with nature turn out to be problematic. Formation of harmonic relations between nature and mankind becomes an important goal. It is obvious that in any activity one cannot exclusively rely on knowledge and mind, because these are not absolute values. It is understood that we cannot become the rulers over nature. A sphere of natural science developing is very wide, complicated and diversed, thus it requires a new point of view and common efforts of professionals from various areas. Rising global problems are general trouble all of us because there isn't any problem isolated from one another. The solution of them is possible when problems are being thoroughnessly analysed closely linking its interpendention. Key words: natural science education, interaction with nature, technological education, modern society.

scholarly journals NATURAL SCIENCE AND TECHNOLOGY EDUCATION: „RESETTING“ MEANING AND NECESSITY

2015 ◽  
Vol 12 (2) ◽  
pp. 60-64
Author(s):  
Vincentas Lamanauskas
Keyword(s):  
General Education ◽  
Technology Education ◽  
Natural Science ◽  
Science And Technology ◽  
Social Situation ◽  
Further Education ◽  
The Other ◽  
Education Professionals ◽  
Science And Technology Education ◽  
Education Change

Natural science and technology education is an inseparable part of general education. It is obvious, that this process embraces a rather wide group of people, according to the age – from the birth till the completion of general education. It is a very important period, during which a certain natural science and technology education is acquired. It might seem that rather many scientific, methodical, didactic and other articles, books have been written, analyzing NSTE problems. On the other hand, NSTE process continues, (has to be continued) further on. Of course, speaking about university and other level studies, a further education is different both according to the size and length and the other parameters. Though natural science and technology education is reformed in Lithuania, however, the results are not very pleasing. An urgent task remains for the whole educational community, how to achieve that natural science and technology subjects were attractive to the pupils that they tried to relate their future career with natural sciences and technology. It is understandable, that only school is not capable to solve that complex task. The situation is determined by the country’s common political-economic and, of course, social situation. However, properly organised natural science and technology education in comprehensive school can significantly change the situation. So, I think, and I hope, that natural science and technology education professionals, researchers, teachers, practitioners not only perceive science and technology education "resetting" meaning and necessity, but also will stay in continuous search of rational methods in the field of education change and innovation. Key words: general education, education change, science and technology education.

NATURAL SCIENCE AND TECHNOLOGY EDUCATION: BalticSTE2017

2017 ◽  
Author(s):  
Vincentas Lamanauskas ◽  
Keyword(s):  
Technology Education ◽  
Natural Science ◽  
Science And Technology ◽  
Technological Education ◽  
Baltic Region ◽  
Global Perspectives ◽  
Science And Technology Education ◽  
Education Today ◽  
The Baltic ◽  
Science Symposium

The 2nd international science symposium “BalticSTE2017” materials are in your hands. This book presents some important issues related to the science and technology education today and in the future. It highlights different aspects of this important area. Though the name of the symposium itself emphasizes the Baltic region, however the symposium’s report panorama is very wide. The works of scientists from Brazil, Czech Republic, Slovenia, Poland, South Korea, Turkey, Italy, Finland, Croatia, Bosnia and Herzegovina, Russia, USA, Slovakia, Portugal are published here. The newest natural science and technological education area research are presented in them, global perspectives are shown, insights are drawn.

scholarly journals NATURAL SCIENCE EDUCATION: SOME FEATURES ABOUT THE ISSUE OF CONCEPT AND STRUCTURE

2010 ◽  
Vol 7 (1) ◽  
pp. 4-7
Author(s):  
Vincentas Lamanauskas
Keyword(s):  
Science Education ◽  
Technology Education ◽  
Educational System ◽  
Natural Science ◽  
Natural Sciences ◽  
Broad Sense ◽  
Young Generation ◽  
Technological Education ◽  
The World ◽  
Natural Science Education

A problem of the notion natural science education (NSE) exists (English Science; Russian Естествознание /Естественнонаучное образование/, природоведение, окружающий мир, latvian Dabaszinatniskâ izglitiba/Dabas maciba, German Naturwissenschaft, French Sciences de la Vie et de la Terre, Norwegian Naturvitenskap/naturfag etc.). The concept is not properly and appropriately defined and this is a future task of didactics. On the other hand, in discussion on primary school this concept is not very suitable. Therefore, less complicated concepts basically defining natural science education such as The World Science, Me and the World, Nature and Human Being, Environment Study, We and the World, etc. are frequently applied. The most frequent and widely used term in Lithuania is natural science education. In the Lithuanian language – gamta (nature) + mokslas (science) + ugdymas (education) make one compound „gamtamokslinis“ and together with a term „ugdymas“ – „gamtamokslinis ugdymas“. Analogically the term is built in the Latvian language – daba (nature) + zinâtne (science) + izglitiba (education) – „dabaszinatniskâ izglitiba“. It should be emphasized that the present day educational terminology holds many obscurities. It is difficult to precisely choose an equivalent of the term in English. Researchers are expected to work hard as adjusting terminology is a very complex job in this field. I suppose that the explanation of the concept of natural sciences in a broad sense is logical. The concept „natural science education“ is the most appropriate in this context. The present natural science knowledge is related to the processes taking place in technical and social life, in the fields of ecology, health service, hygiene, demography, natural resources, etc. From this point of view, a term „natural science and technology education“ /NSTE/ seems to be reasoned today. The researchers’ communities have even certain problems in the field (for example, they have different attitudes towards natural science education and its place in the system of general education). In our opinion, natural science education is a field of social sciences (primarily educology). Public society approach to natural science education (general needs, general level of culture, traditions in the light of interaction with nature, the need to have society and the young generation of a privileged natural science background, etc.), its optimal conditions of implementation (the standards of natural science education and material, human, etc. resources undertaking their success), the development of the needs and motivation of nature study (in a broad sense) (improving the need to perceive nature throughout all studies in comprehensive school, enhancing cognitive relation with nature, etc.), natural science results: knowledge, abilities, relations (studying natural sciences, etc.) are the crucial components of natural science education. Secondary comprehensive education is the only stage for the young generation creating an opportunity to receive fundamental systemic natural science-technological education. Received NSTE (natural science-technological education) for the majority will be the only form to acknowledge this field as they will not have such a possibility for many reasons in the future. Having assessed the produced and expected changes of the educational system it is essential to stress that natural science education feels a lack of attention in the structure of the educational system (formal, informal). Key words: science education, concept, structure, technology education.

scholarly journals SCIENCE AND MATH TEACHERS’ COLLABORATION: HOW TO DEVELOP IT SEEKING PUPIL’S SUCCESS AT SCHOOL

2014 ◽  
Vol 62 (1) ◽  
pp. 5-7
Author(s):  
Vincentas Lamanauskas
Keyword(s):  
Comparative Research ◽  
Technology Development ◽  
Science And Technology ◽  
Developed Countries ◽  
International Organization ◽  
Interest In Science ◽  
Math Teachers ◽  
Science And Technology Education ◽  
International Comparative Research ◽  
International Comparative

The importance of science and technology is obviously increasing. Such spheres as biotechnology, environmental security, biochemistry, synthetic biology, neurobiology and other have been strongly affected and even changed by science and technology progress. And that affect is growing. It is paradoxical, but over the last decade a decreased youth interest in science and technologies has been observed in many world countries. One of the first serious research studies on that question was initiated and carried out by IOSTE (International Organization for Science and Technology Education, http://ioste.nmmu.ac.za/). The research “The Relevance of Science Education”, http://roseproject.no/) showed that there are essential differences among various countries. One of the most worrying problems is, that in so-called developed countries (e.g., Japan, Norway, Finland, Great Britain and other) the youth interest in science and technologies is poor, the biggest part of youth do not relate their career with science and technologies. Whilst, in so-called developing countries (e.g., Uganda, Philippines, Trinidad and Tobago, Botswana and other) the youth relate their future career with science and technology development and think that this is a guarantee for better life and success. The first international comparative research was carried out in 2004 and repeated in 2008. The results, basically, were similar.

scholarly journals NATURAL SCIENCE AND TECHNOLOGY EDUCATION: SAARMSTE CONFERENCE TOPICALITIES

2016 ◽  
Vol 13 (1) ◽  
pp. 4-6
Author(s):  
Vincentas Lamanauskas
Keyword(s):  
South Africa ◽  
Technology Education ◽  
Stem Education ◽  
Natural Science ◽  
Science And Technology ◽  
Educational Practice ◽  
Annual Conference ◽  
Technological Education ◽  
Science And Technology Education ◽  
And Mathematics

Science and technology education remains very important educational areas. In recent years, we can observe quite a big concern related to the science and technology education in Lithuania. High quality natural science and technological education of the younger generation is indisputably important both economically and socially. It is also clear that more and more emphasis on STEM education issues can be observed. 24th annual conference of the Southern African Association for research in mathematics, science and technology education (SAARMSTE) took place in 12-15 January 2016 in Pretoria, South Africa. The conference main topic was “Researching a sustainable environment and sustaining research in Mathematics, Science and Technology Education”. During this conference an experience of the international MaT2SMc project was presented. The project idea, the essential developments and the results and benefits for the educational practice were discussed with colleagues, researchers from the countries in the South Africa region. In addition, the prepared book entitled “Materials for Teaching Together: Science and Mathematics Teachers collaborating for better results“ was presented. Conference reports thematic overview is given here. It is obvious that the conference was considered relevant STEM education issues.

scholarly journals THE FIRST INTERNATIONAL BALTIC SYMPOSIUM ON SCIENCE AND TECHNOLOGY EDUCATION BalticSTE2015 „STATE-OF-THE-ART AND FUTURE PERSPECTIVES”: A REVIEW OF SYMPOSIUM

2015 ◽  
Vol 12 (3) ◽  
pp. 156-162
Author(s):  
Vincentas Lamanauskas
Keyword(s):  
Technology Education ◽  
Natural Science ◽  
State Of The Art ◽  
Science And Technology ◽  
Technological Education ◽  
Future Perspectives ◽  
Baltic States ◽  
Education Movement ◽  
Science And Technology Education ◽  
The Baltic

This year, on June 15th-18th, the 1st international Baltic Symposium on Science and Technology Education „State-of-the-art and future perspectives“ (BalticSTE2015) took place. The symposium was organized by the scientific methodological centre “Scientia Educologica” and Šiauliai university, Lithuania. The symposium on this topic in the Baltic States was organized for the first time. It is a unique opportunity for the scientist of the Baltic States to show the achievements in the sphere of natural science and technology education. On the other hand, it is an opportunity to examine the latest researches in the world, to come into business contacts etc. This kind of symposiums is held regularly in Asia, Africa, South and North America and is primarily intended to facilitate the development of science and technology education in the region. This symposium attended by guests from Taiwan, Brazil, Canada, Turkey, Iran, Russia, Slovenia, Slovakia, the Czech Republic, Italy, Latvia, and Poland. The symposium proceedings were prepared and published. Totally 34 short papers are published in which various natural science and technology education problems are discussed. So, 1st International BalticSTE2015 symposium is a history already. As always, not everything was successfully recorded, not all interesting questions discussed. One has to believe, that natural science and technology education movement will continue and develop. The 2nd symposium is expected to take place in Šiauliai, in June, 2017. Key words: international symposium, science education, science and technological education movement.

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