scholarly journals DIGITAL TEACHING/LEARNING CONTENT IN NATURAL SCIENCE EDUCATION PROCESS: EFFICIENCY EVALUATION

2011 ◽  
Vol 8 (2) ◽  
pp. 8-26
Author(s):  
Vincentas Lamanauskas ◽  
Violeta Šlekienė ◽  
Loreta Ragulienė ◽  
Renata Bilbokaitė
Keyword(s):  
Science Education ◽  
Learning Process ◽  
Natural Science ◽  
Digital Content ◽  
Efficiency Evaluation ◽  
Education Practice ◽  
Learning Content ◽  
Teaching Learning ◽  
Natural Science Education ◽  
Education Process

Over the latter years education practice has changed a lot. New ways, forms and means of teaching “are coming” to comprehensive schools. Even applying common teaching methods and forms, their application algorithm is changing. First of all, it is related to virtual environment. You can find plenty of important material for education practice in the internet. One of urgent fields is digital teaching/learning content. We can basically assert that digital teaching/learning content is a perspective way seeking to improve education process. However, it is not right to refer only to research works carried out in other countries. It is necessary to assess the context of the country, to accomplish representative evaluations in the population of Lithuanian students and teachers. Digital teaching/learning content, as research works carried out in other countries show, can be an effective means in the teaching/learning process. Lithuania is short of such research works. Quite often teachers practitioners “are experimenting” in a very limited space and restrict themselves to only individual digital content component creation, e.g., of various computer teaching programmes. The object of this research is the efficiency evaluation of digital presentations and lesson scenarios for “Nature and man “subject lessons. Digital presentations and lesson scenarios are arranged according to the textbook “In scientists’ footsteps 5”content. The main aim is to evaluate the arranged digital teaching/learning content. The evaluation was carried out in four main aspects: • Didactic; • Technological; • Usage; • Need. The research was going on from the beginning of January, 2011 to the middle of April, 2011. 20 teachers gave experimental lessons and carried out the evaluation of each of them. The evaluation paper was prepared. It contained 34 statements, connected with the employment of digital content. The statements were evaluated in the 5 range scale from “quite agree” to “quite disagree”. Also the teachers were asked to give comments which they considered to be necessary. Experimental lessons were given in the following order: • IB+PPT (Interactive board +Power Point presentation); • IB+AcIns (interactive board +Active Inspire presentation); • S+PPT (screen + PowerPoint presentation); • S +AcIns (screen + Active Inspire presentation). One group of teachers (11) were using interactive boards + PPT/AcIns + lesson scenarios in the lessons. The second group (10) were using the screen + PPT/AcIns + lesson scenarios in the lessons. In addition, some teachers tried IB/S + lesson content was given in pdf format. Research results show, that digital teaching/learning content together with arranged lesson scenarios for the realisation of the latter is undoubtedly, an innovative phenomenon in the educational practice. DTC (Digital Teaching Content) application in education practice is significant, because it directly educates students’ digital literacy as one of the essential abilities. DTC is basically interpreted as a component supplementing and integrating traditional teaching means. It has been stated, that DTC usage makes the lesson more effective regardless of the subject of the lesson (makes it more interesting, diverse, more attractive), develops students’ cognitive and psychosocial abilities, strengthens learning motivation, activates teaching/learning process itself. In addition, employment of DTC plays a supplementing role in education process applying various ICT, e.g., interactive boards, multimedia projectors and other. It has been stated, that prepared DTC in respect of realisation and extent of time is suitable and optimal. Optimal amount of slides is presented, the duration of slide usage in terms of time is optimal, and the foreseen activities are fully implemented. Referring to research results we can claim, that the priority is given to Active Inspire format. We can surely assert that DTC usage together with the other teaching /learning devices solves valeological - ergonomic problems. Time is saved, the usage of time allotted to learning is made more effective, teachers’ work itself is made easier, in this way forming possibilities to solve other important education questions. Key words: basic school, digital teaching and learning content, evaluation, natural science education.

scholarly journals DIGITAL TEACHING AND LEARNING CONTENT IN NATURAL SCIENCE EDUCATION: A CASE STUDY

2012 ◽  
Vol 50 (1) ◽  
pp. 46-55
Author(s):  
Vincentas Lamanauskas ◽  
Violeta Šlekienė ◽  
Renata Bilbokaitė ◽  
Loreta Ragulienė
Keyword(s):  
Science Education ◽  
Qualitative Analysis ◽  
Natural Science ◽  
Teaching And Learning ◽  
Digital Content ◽  
Learning Content ◽  
Lesson Content ◽  
Teaching Learning ◽  
Traditional Pedagogy ◽  
Natural Science Education

Teaching/learning technologies in comprehensive schools are rapidly changing. Increasing amount of information, growing pupils’ learning load raises the need to search for new, more effective teaching/learning methods. For a long time it has been thought, that it is an object of classical pedagogy and further research works are not urgent. However, in the process of rapid development of ICT, traditional pedagogy conception also inevitably changes. So-called “classical pedagogy” shifts to “online pedagogy”. An adjacent educational trend - a "shift from teaching to learning" is also related with this shift. New computer aids for increasing lesson content interactivity are being created in Lithuanian context. In the cooperation of a publishing house, teachers and scientists, a computer aid for the 5th-6th formers‘ biology lessons, was created. Therefore, a complex pedagogical evaluation research was carried out between January and April, 2011. 20 teachers participated in the digital content testing, who totally gave 577 lessons. In the lessons a) an interactive board (IL) was used, and a lesson content was prepared by Power Point (PPT) slide show or Active Inspire (AcIns) programme; b) projector (S), and a lesson content - by PPT or AcIns. The results, obtained on the basis of qualitative analysis, are presented in this article. It is thought, that the results of this research would contribute to implementation of computer technologies in other countries as well. Research results show, that digital teaching/learning content together with arranged lesson scenarios for the realization of the latter is undoubtedly, an innovative phenomenon in the educational practice. It is necessary to assess the context of the country, to accomplish representative evaluations in the population of Lithuanian students and teachers. Key words: digital content, qualitative analysis, natural science education, teaching and learning.

scholarly journals IMPORTANCE AND NECESSITY OF STRENGTHENING OF NATURAL SCIENCE EDUCATION IN A PRIMARY SCHOOL

2009 ◽  
Vol 6 (1) ◽  
pp. 4-7
Author(s):  
Vincentas Lamanauskas
Keyword(s):  
Science Education ◽  
Primary School ◽  
Learning Process ◽  
Natural Science ◽  
Teaching And Learning ◽  
Natural Sciences ◽  
School Level ◽  
The World ◽  
Natural Science Education ◽  
Primary School Level

Natural science education (NSE) - one of the most actual fields of activity of a comprehensive school. One of most acute problems of today's education - low interest to natural sciences and especially to chemistry. This problem is actual not only in Lithuania, but also all over the world. Many researches of last years specify necessity of perfection of natural science education at all levels of an education system and especially at a level of a primary school. Acquaintance to natural sciences in a primary school does not meet today's requirements. It is necessary to return teaching of natural sciences in primary schools. The main accent of process of natural science education in a primary school should become a different sort of researches and experiments. The teaching and learning process in primary school level should have strong focus on constructivist learning and the role of social interaction in learning. The teachers should be able to improve motivation for learning through enjoyment and giving children some control of their science activities. The primary goal of natural sciences in an primary school is acquaintance of pupils to world around, formation of a complete picture of the world to all complex interrelations that further, in the basic school, to pass to studying separate subjects of a natural cycle (for example, chemistry, physics, biology). One of many reasons of low interest to chemistry - insufficient attention to a component of chemistry in the content of a primary education. For the period of primary school pupils does not receive the basic initial knowledge in chemistry and research skills. On the other hand, teachers of primary classes are not prepared at a sufficient level in sphere of modern natural science education. We should help children learn more about the chemicals that surround them in their everyday life. Also we should to complete the design of equipment and supporting materials for chemistry at the primary school level. It is obvious, that science remains abstract and alien to young students and they are not attracted to further study. We should try to change such a situation. First of all, a complete system for doing practical work from grade 1 to 4 in science must be carefully designed. Finally, we can note, that encouraging interest in the natural sciences is the priority of education (teaching and learning) process in primary school. Key words: science education, primary school, priority of education.

scholarly journals NATURAL SCIENCE EDUCATION PROCESS IN PRIMARY SCHOOL: ORGANISATION AND IMPROVEMENT ASPECTS

2018 ◽  
Vol 24 (1) ◽  
pp. 24-32
Author(s):  
Vincentas Lamanauskas
Keyword(s):  
Science Education ◽  
Primary School ◽  
Experimental Research ◽  
Natural Science ◽  
School Teachers ◽  
Research Activity ◽  
Primary School Teachers ◽  
Education Improvement ◽  
Natural Science Education ◽  
Education Process

Natural science education in primary school is not only important, but it is also problematic. The importance, first of all, lies in the fact, that natural science education is an inseparable part of general education. Natural science education involves various components - ecological, environmental, healthy lifestyle, harmonious development and other. Experimental- research activity is especially important. Effective all component integration into education process in primary classes remains problematic. This is actual not only in Lithuania. It is obvious, that in order to understand natural science education peculiarities working with the younger age children, exhaustive research are necessary and on their basis modelled, adjusted and developed natural science education in primary school. Only qualitative natural science education, acquired in primary school, can guarantee proper continuation of natural science education in basic and secondary school. Research aim is to analyse primary school teachers’ position on natural science education question, i.e., to ascertain how teachers value personal preparation according to major natural science education fields, what natural science education improvement ways they discern, and what activity ways in natural science education process they like best. The research is quantitative, pilot, of limited amount. The research was carried out between January and February 2018. Working primary school teachers from various Lithuanian primary schools participated in the research. Totally, there were 60 teachers (all women) from more than 25 schools. The carried-out research allows asserting, that primary school teachers’ professional preparation in natural science education sphere remains actual. Practical work organisation is considered the most appropriate activity. Individual students’ differences are tried to be satisfied and considered the least by the teachers. Though teachers tend to demonstrate various experiments (16.0%), research activity is not prevalent (2.3%). A similar situation is observed speaking about technology involvement in education process. Teacher preparation to organise and realise natural science education in primary school is basically valued positively, however, it is diverse. The best preparation is fixated in biology science spheres (e.g., “Green plants” /PI=0.83, SD=0.22/, “People and other animals” /PI=0.80, SD=0.21/, “Life (vital) processes” /PI=0.73, SD=0.21/ and other). The weakest preparation is fixated in physics science fields (e.g., “Electricity (electrical) phenomena” /PI=0.55, SD=0.26/, “Forces and movement” /PI=0.56, SD=0.25/, “Light and sound” /PI=0.57, SD=0.26/ and other). The preparation in chemistry science field is considered average e.g., “Substance changes” /PI=0.64, SD=0.24/, “Substance mixture separation” /PI=0.61, SD=0.23/ and other). Preparation in scientific research field is also valued as average (PI=0.63, SD=0.18) (PI – preparation index). Respondents consider resources/equipment the most important way of natural science education process improvement. Teacher professional improvement possibilities are considered the least important way of improvement. Lessons based on research (or other educational activities) are not considered a very important way of natural science education improvement. More exhaustive research are necessary in future for analysing primary school teacher natural science competence problems, also seeking to better understand experimental-research activity organisation peculiarities in education process. Keywords: pilot research, primary school, professional improvement, science education.

scholarly journals THE PERFORMANCE OF LABORATORY WORKS IN BIOLOGY LESSONS USING CONNECTORS OF THE MICROSCOP, VIEW CAMERA AND TELEVISION

2008 ◽  
Vol 5 (1) ◽  
pp. 23-27
Author(s):  
Irina Barabanova
Keyword(s):  
Information Technology ◽  
Science Education ◽  
Key Words ◽  
Natural Science ◽  
Work Groups ◽  
Practical Work ◽  
Teaching Biology ◽  
The One ◽  
Natural Science Education ◽  
Education Process

There is arising several problems doing the practical or laboratory works at school. One of them is that there are no laboratories fitted separated from classes. If the teacher wants to do practical or laboratory wok he must ask the pupils to do a part of work at home. This separates the lesson; there are no possibilities to compare properly or to generalize the results of the work. The problem can be solved connecting the lessons; also, this is not always possible because of the elements of the education process organization. My experience shows that there are possibilities to do enormous spread of independent or exploratory work properly organizing the lesson, giving a chance to generalize the work and to make conclusions. When the school got the cameras for microscopes and when all of them were connected with computer the new possibilities have been arisen for education process (1 picture). There are possibilities to show microscopic objects exploring them during the lesson when computer is connected with television. This expands the possibilities of the lesson, saves the time, the work is getting more consequent (3 picture). I am presenting the one version of the lesson using the microscopic camera, computer and television in education process. The chosen structure and the methods of the lesson permit to use productively the time in the lesson. Even if there are no laboratories still there are possibilities to do and to generalize the work. The work groups having less practical working skills are doing their work properly because the information is public. There are enough time to divide the results of the resource and to compare them among the work groups. The data of the research are straighter because the micro-preparations and measurements using for counting are equal. The counting is very comfortable, undemanding for special efforts. The disadvantage of the lesson is that the lesson can be organized only when the equipment is prepared and for this teacher must spend the time. It is easier to do the work with the salt soak than with the sugar soak and this is not mirrors exactly the features of the osmosis. Key words: forma natural science education, teaching biology, practical work, information technology.

NATURAL SCIENCE EDUCATION HISTORY: RELEVANCE ASPECT

2013 ◽  
Vol 10 (1) ◽  
pp. 4-7
Author(s):  
Vincentas Lamanauskas
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Natural Science ◽  
Practical Experience ◽  
Education History ◽  
Learning Approaches ◽  
Long Period ◽  
General School ◽  
Teaching Learning ◽  
Natural Science Education

In the latter years education in Lithuania has been analysed in various aspects. However, it is obvious that almost all research works are focused on analysis of nowadays problems, sometimes not escaping certain prognostic elements (future education insight). This is certainly a good thing. However, concentrating attention only to present, the experience is forgotten which Lithuanian teachers, researchers accumulated earlier. It can be safely stated, that natural education experience in Lithuania is abundant, however very poorly investigated. Since 1995 only a few reports devoted to natural science education history questions have been presented in annually held national practical conferences „Natural Science Education at a General School“. Over that period totally 442 articles on various natural science education questions were published. Only 8 articles (1, 8 %) deal with historical natural science education aspects. Comprehensive school natural science teachers could devote more attention to these questions as well. Quite a big help could provide history teachers. As it is known, many comprehensive schools have ethnographical or school history museums. It is probable, that valuable material on natural science education history might be found in these museums. Such material must be systematized and publicized. Pupils might be included into such an activity applying project or other activity forms. Experience about natural science subject teaching / learning at different levels and types accumulated over a long period of time in Lithuanian educational institutions should be systematized, stored, analysed. It is without doubt, that this experience is unique, because Lithuanian education system was influenced by various didactic trends. Finally, over the last two decades various “imported” ideas and experiences have been admired too much forgetting at the same time about the own one. After all, the ideas which were checked over a long period of time and remained, practical experience, teaching / learning approaches and technologies become didactics classic.

scholarly journals NATURAL SCIENCE EDUCATION: PROBLEMS AND INNOVATIONS

2013 ◽  
Vol 10 (3) ◽  
pp. 4-6
Author(s):  
Lyudmila Korozhneva
Keyword(s):  
Science Education ◽  
Learning Process ◽  
Natural Science ◽  
Cognitive Activity ◽  
Educational Process ◽  
Basic Knowledge ◽  
Methodological Foundation ◽  
Teacher Student ◽  
Natural Science Education ◽  
Selection Of

Development of education system in various countries is based on some definite con-cepts which form its methodological foundation. Those include systematic, activity, subject, competence, learner-centered and culturological approaches. Natural science education is one of the education areas changing much more rapidly than the others; and the directions of these changes depend on the problems comprehension and selection of approaches to their solution. Content of natural science education and the process of its learning are among the problems whose solution could facilitate students’ cognitive activity. The content of natural science education of schoolchildren is presented in the textbook “The World around Us”. There are more than ten alternative editions of textbooks recom-mended for teaching in schools nowadays. Therefore we face the need to develop a system of basic (supportive) knowledge that could enable the schoolchildren to continue their natural science learning at the next stage. The present article gives a brief characteristic of basic knowledge on the school subject. The appropriate learning process organization is vital for the basic knowledge included in the educational programs and textbooks to become the supportive means in schoolchil-dren’s activity. It should be noted that while the content of education is pre-determined, a teacher determines the process of its learning and chooses the methods of teaching. Good results in natural science education could be achieved provided that the teacher’s activity is innovative and focused on educational process improvement. Scientists and teachers search innovative ways of teacher-student interaction as well as support for student’s position as the subject of the learning process. Keywords: methodological foundation, the content of natural science education, the basic knowledge, innovations.

scholarly journals THE PARALLELS OF TRADITIONAL AND CONSTRUCTIVE NATURAL SCIENCE EDUCATION

2011 ◽  
Vol 8 (1) ◽  
pp. 4-7
Author(s):  
Vincentas Lamanauskas
Keyword(s):  
Science Education ◽  
Science Teaching ◽  
Learning Process ◽  
Natural Science ◽  
Teaching And Learning ◽  
Main Idea ◽  
Psychological Theory ◽  
Traditional Teaching ◽  
Constructivist Approach ◽  
Natural Science Education

It is obvious that the constructivist perspective is becoming a dominant paradigm in the field of the natural science education. “Constructivism” is not a specific pedagogy but a psychological theory of knowledge. The main idea of this theory is that humans construct knowledge and meaning from their experiences. Central to constructivism is the notion that learners play an active role in ‘constructing’ their own meaning. In general it is true. However, this theory can not be against the traditional way of teaching and learning. Constructivist approaches require learners to be active and confident in themselves and their abilities. However, learners may not always be active in the teach-ing and learning process. Quite often, learners` abilities are quite limited. In this situa-tion, a constructive approach is hardly effective. Why we want to have a behaviorally active learner? According A. Mayer (2004) educators produce materials that require learning to be behaviorally active and not be "cognitively active." Is it constructivist approach is OK nowadays? Are we sure? Who can deny that the traditional teaching / learning is wrong? Science curricula and teaching methods are changing continuously. Traditional teaching has also changed. Such teaching is fundamentally different compared to the teaching of a few decades ago. Both the curriculum and the context are different. Teaching and learning process is unthinkable without modern ICT. This itself requires a qualitatively new approach in science teaching from the teacher`s side. Our imagination that traditional education is the same as one hundred years ago is incorrect. Is it reasonable to promote ‘constructivism’ as a theory appropriate for science teaching in an uncritical way? There is no universally correct theory. This question should be discussed as large as possible in different context by scholars and teachers. Key words: constructivist approach, science education, traditional teaching.

INTERDISCIPLINARY RELATION REALISATION DIDACTIC POSSIBILITIES: SUBJECT HEAT TRANSFER PHYSICAL MODEL

2015 ◽  
Vol 12 (2) ◽  
pp. 75-86
Author(s):  
Violeta Šlekienė ◽  
Loreta Ragulienė ◽  
Vincentas Lamanauskas
Keyword(s):  
Heat Transfer ◽  
Science Education ◽  
Science Teachers ◽  
Natural Science ◽  
The Other ◽  
Natural Phenomena ◽  
Integrated Education ◽  
Teaching Learning ◽  
Natural Science Education ◽  
Education Science

One of the natural science education aims is to help students understand what is going on in nature, how and why? In other words, how natural phenomena function. Quite often, going deeper into natural phenomena, seeking to cognise them, we split the cognition process itself into separate spheres or parts. In this case we have separate teaching/learning subjects, such as Biology, Physics, Chemistry and other. It is understandable in itself, in order to sufficiently exhaustively perceive and understand the analysed spheres. On the other hand, it is equally important to integrally perceive the phenomena and/ or processes going on in nature. In the second part of the 20th century, the developing synergetics states, that everything in nature is integrally interrelated. Education science and practice constantly search for the ways how to realise transdisciplinarity in natural science education process. Integrated education programmes are created and improved and the other teaching/learning devices. However, integrated natural science education content is the only one from the system elements. Integral and transdisciplinary should be the process itself. One of the ways to realise such process is Natural science and Maths teachers’ cooperation. In this analysis, relationship realisation didactic possibilities between the subjects of Natural science (Physics, Chemistry, Biology) and Maths are analysed, analysing heat transfer model. Giving one lesson example, Natural science (Physics, Chemistry, Biology) and Maths subject relationship realisation didactic possibilities are revealed in the presented analysis. Specimen scenario of the heat exchange research Water containing a clay jug is presented. The pupils, having performed the experiment in Natural science lessons, draw the graphs of temperature and humidity change in time, integrally analyse the results obtained during the experiment. For the result analysis they apply Mathematics knowledge about dependent and independent variables, remember how the relationship between two variables is expressed by graphs. The lesson’s structural parts are presented: discussion of theoretical material, explanation of practical work meaning and experiment procedure, the experiment and the task performance, discussion of the obtained results and their meaningfulness will enable natural science teachers to give a lesson about heat transfer, using integration possibilities. The research is carried out during implementation of the international project „Materials for Teaching Together: Science and Mathematics Teachers collaborating for better results“. Number of the contract: 539242-LLP-1-2013-1-AT-COMENIUS-CMP/. Key words: integrated education programmes, heat transfer, science education, science teachers, transdisciplinarity in science education.

scholarly journals DIDACTIC POSSIBILITIES OF REALISATION OF INTERDISCIPLINARY RELATIONS: SUBJECT FRUIT JUICE PROPERTY

2015 ◽  
Vol 12 (3) ◽  
pp. 127-137
Author(s):  
Violeta Šlekienė ◽  
Loreta Ragulienė ◽  
Vincentas Lamanauskas
Keyword(s):  
Science Education ◽  
General Education ◽  
Natural Science ◽  
Science And Technology ◽  
Natural Sciences ◽  
Young Generation ◽  
Teacher Competence ◽  
Didactic Material ◽  
Teaching Learning ◽  
Natural Science Education

Natural Science Education improvement remains one of the most important current challenges in education system. In general, 21st century raises new challenges for Natural science, Mathematics, Technology teachers. Young generation interest in Natural Sciences and Technology is poor. It is predicted that in not so far future, a shortage of qualified specialists will be felt in this sphere. It is obvious, that Natural science and Technology education basics is being formed in general education school. How to strengthen the pupils’ Natural science and Technology learning motivation, to increase their interest? This is one of the most important questions of today’s education. On the other hand, improvement has to be carried out in different directions. Not only motivation strengthening is important, but also creating proper educational environments (spoken here about green environment, so-called outdoor didactics, teacher competence and so on). Extra didactic material preparation for teachers becomes an urgent question. It is very important to help teachers prepare for practical work lessons and to give them, using ordinary and digital devices for the performance of practical-experimental works. In this analysis, a didactic scenario is presented realising an interdisciplinary – integral teaching/learning. The investigated topic is “Juice properties”. Natural sciences and Mathematics teachers’ collaboration possibilities are revealed. Key words: interdisciplinary relations, natural science education, titration, vitamin C.

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