Aira Bartuseviča, Dagnija Cēdere

Abstract. The attitude of an individual to various phenomena, the environment among them, to great extent depends on understanding these issues. The world experience with eco-team activities as a means of building environmental understanding has already been known for more than a decade. Alongside with the foreign experience, this article gives an insight in the process of eco-team formation in the Baltics, especially in Latvia.

The first results allow us to look upon eco-teams as a new and ambitious pedagogical strategy that is a good incentive to introduce the environmental education as a school subject to build a comprehensive and caring attitude towards the nature and the processes inside it.

The very participation in an eco-team is an education, it offers the individual real chances to contribute to the improvement of the environment, combining the theoretical knowledge obtained in the separate study subject classes with practical work. Consequently, it motivates the students to further action. Thus the knowledge acquired in the subject classes may promote useful activities in families, social life, at leisure and in everyday life.

The first results, the interest of students and teachers in this method imply that the eco-team is a new and promising pedagogical strategy, helping the students to develop an evaluative and caring attitude towards the surrounding environment and its processes as well as providing learning motivation for natural science subjects.

The initiative of eco-team coaches, the pedagogical skills of eco-team leaders and the activity of the current participants will to a large extent determine whether and to what extent will eco-team movement spread and succeed in Latvian schools and society in future.

Key words: eco-teams, environmental education.

Correspondence: Aira Bartuseviča, Ph.D. student, University of Latvia, The Center of Chemistry Education; K.Valdemara str. 48, Riga, LV-1013, Latvia.

E-mail: aira-bart@e118.lv

Phone: +371 7378719

Dagnija Cēdere, Dr.chem., University of Latvia, The Center of Chemistry Education; K.Valdemara str. 48, Riga, LV-1013, Latvia.

E-mail: dag@latnet.lv

Phone: +371 7378719

***

Abstract. The paper presented summarises the most important principles of problem - based teaching realised through problem - based tasks. A basis of the research, carried out in this area, are problem – based tasks from science subjects – mainly from biology and chemistry – for pupils of elementary schools and students of secondary schools. Solutions to these problems are presented as models realised through a problem- based programme expressed by a flow chart. This chart - designated for teachers - represents a design of micro-regulation that expresses a supposed structure of thinking activities of students and controlling activities of teachers in search for solutions to the respective problem - based tasks. The use of the programme in the teaching process widens a scope of individualised activities of teachers.

Within this research, 148 problem – based tasks have been gradually developed. In experimental classes of the eight and ninth grade of elementary schools and in the first and second year of secondary schools, practical verification of these tasks have been carried out. The most significant outputs of the research are referred to in the conclusion to this paper.

Key words: science teaching, model of the activity, problem tasks, development diagrams, problem-solving

Correspondence: Věra Čížková, Ph. D., Associated Professor, Department of Biological Education, Faculty of Science, Charles University; Viničná 7, Prague 2, Czech Republic.

E-mail: veciz@natur.cuni.cz 

(a pedagogical adviser of the Department of Biological Education, IOSTE member, ESERA member).

Hana Čtrnáctová, Ph. D., Associated Professor, Department of Chemical Education, Faculty of Science, Charles University; Albertov 6, Prague 2, Czech Republic.

E-mail: ctr@natur.cuni.cz 

(a head of the Department of Chemical Education, a chairperson of the Section of Chemical Education - Czech Chemical Society, a vicechair of the Division of Chemical Education FECS, IOSTE member, ESERA member)

***

Abstract. Integrated science courses in grade 1-11 in the Norwegian school system include biology, chemistry, physics and earth science. The arguments used for integrated science are of scientific, pedagogical and practical nature. Between 1993 and 1997 primary and lower secondary education went through a comprehensive reform process and a new science curriculum was introduced. Until 1997 science in primary schools was not a separate subject, but part of an integrated subject including social studies. The reform of primary education resulted in re-establishment of science as a separate school subject. Another revision of the curricula of all school subjects will take place within a few years. The revision should pay special attention to the problem of overloaded science courses, not allowing for enough time for practical work, and to the need for a more coherent science curriculum for all stages from grade 1 to 13.

Key words: science education, curriculum, educational policy.

Correspondence: Peter van Marion, Associate Professor, Programme for Teacher Education, Norwegian University of Science and Technology NTNU; Laaven, Dragvoll Gaard, N-7491 Trondheim, Norway.

Email: peter.van.marion@plu.ntnu.no 

***

Abstract. As an attempt to fight the crisis in natural sciences education author’s concept and the main structure of general physics subject at the upper secondary education level is reported. Systems approach had been adopted and philosophical as well as psychological background was prepared to develop a modern structure and context of the subject when starting the upper secondary (senior high school) education in physics. Diverse macro, micro and mega world bodies and mediums in motion – observations, physical and mathematical modeling of motion for understanding of the scientific method and main achievements in physics research and engineering makes a general guideline of reported design and practical realization of subject.

First, let us make the note that this paper reports only the main principles of author’s ideology as well as only the main structure of general physics subject at upper secondary education level. In details such projects usually are heavily authorized – many details of subject realization are very personal and not very interesting for general discussion. So, excuse me, dear readers, for details which are not described here fully enough. We need direct in-service meetings and special publications for more detailed description of the proposed subject structure and its practical realization.

Secondly, author would like to turn special attention to the fact that we need seriously to think about the terminology of physics education as well as science and engineering for international cooperation when using English words and language structures. To express author’s thoughts in definite logical structures for foreign people, who do not know Latvian language, International English Latvian version is used. Why? Our thoughts in our native languages very often are impossible to express precisely in native English. The logical structures are typical for each native language and we need to work very correctly in our mutual interaction in order not to loose sense of native logical structures, when changing languages. By the way – what does "native English" mean? British or American English? Billions of people today all around the world use and develop International English – so did also the author of this report, expressing his Latvian language based thoughts – logical structures in English for readers with different native languages. International English gives us wide possibilities to enrich our native languages and develop our national systems of education and professional terminology without producing formal senseless mixtures of words – widespread loosing of precise thought structures based on native languages.

Key words: physics education, general education, upper secondary education, didactics, research and development of education.

Correspondence: Andris Broks, Associate professor, doctor of Physics, University of Latvia, Faculty of Physics and Mathematics; Zellu 8 - F402, Riga, Latvia, LV – 1002.

Е-mail: andrisbroks@hotmail.com

Phone: + 371- 6567120 (mobile).

***

Abstract. Science education becomes more and more important in contemporary society. Its effects depend mainly on teachers. No wonder that in many countries the problem of science teachers’ education becomes of significant importance. This article presents topical problems connected with education and improvement of science teachers in Poland. First of all, there will be characterized the ways leading to obtain qualifications for doing teacher’s job, the regulations and important factors affecting the course and results of science teachers’ education. Then after discussing main principles governing science teachers’ education, their practical application will be presented based on the example of chemistry teachers’ education at M.C. Skłodowska University.

As results from the presented analysis the quality of science teachers education is mainly affected by the following factors:

-         suitable requirements concerning the way and conditions of teachers education resulting from the policy of given country in this respect;

-         proper choice of candidates for studies mainly conditioned by the situation in the society;

-         ways and conditions of education provided in individual universities.

A direct influence of science teachers’ educators is possible only for the last factor. Therefore proper planning of the teacher education process and providing good conditions at each university play an important role. This requires creating a team of people engaged in this kind of job and at the same time searching for better organization and teaching methods used in this process. Precise description of aims resulting from the professional profile of the science teacher is significant in planning of science teacher education. Its aim should be first of all acquisition of proper skills by the students, indispensable in work of prospective teachers. In this context development of international cooperation, thanks to which searching for common ways of more effective science teachers’ education is possible, assumes significant importance.

Key words: science education, education of teachers.

Correspondence: Ryszard M. Janiuk, Department of Chemical Education, Maria Curie-Sklodowska University, Poland; Pl. M.C. Sklodowskiej 3, 20-031 Lublin, Poland.

E-mail: rmjaniuk@hermes.umcs.lublin.pl 

***

Abstract. Research has shown that teaching based on social issues makes science more relevant to students. Students are motivated to learn, if the science content is understandable, interesting and connected with their everyday life.

The goal of this study was to determine which issues were relevant to students and the reasons for this. Issues were presented in the form of scenarios – as a story that leads students into learning science by considering the wider goals of education. Three different categories of scenarios were defined: subject oriented, social issue-based focused on student personal experience and social issue-based, focused on global societal problems. All scenarios were developed by science teachers during a STL training course.

Two hundred and seventy two grade seven to nine students from two schools (suburban town and city) were asked to choose and evaluate the three most interesting scenarios from nine. The results of the study showed gender based differences. Girls were interested in issues that were connected with their health and outlook. Boys liked to study more about the things, which happen in society.

If we use the scenario as a “model” for relevance of science education for students, the following conclusions can be highlighted: 

·        Boys and girls see the relevance of science education differently and this depends also on age group. It is important to consider gender differences and students age group in designing teaching scenarios for the classroom. For making teaching more relevant for students, teachers should create various types of scenarios. Girls like to study more about things, which are connected with them (with their health and how they look). Boys are more eager to learn about problems that happen in the society (economical and environmental problems);

·        Students’ and teacher’s opinions on relevance differ. 1/3 of teacher created scenarios, were irrelevant in the eyes of students.  The outcomes show that the most uninteresting scenarios belong to the subject-oriented category (54% of students who answered this question didn’t like the subject oriented scenarios);

·        Students free reasoning helps to develop frames for creating relevant scenarios for teaching.

Keywords: relevance, science education, STL teaching scenarios, issue-based teaching.

Correspondence: Moonika Teppo, MSc student in the Centre of Science Didactics, University of Tartu; Science teacher in Tamme Gymnasium, Tartu; 46 Vanemuise Street, Tartu, Estonia.

Fax: 37 27 374 082

E-mail: moonika.teppo@mail.ee 

Miia Rannikmäe, PhD, senior researcher in the Centre of Science Didactics, University of Tartu; Lai 4, Tartu, EE-2400, Estonia.

E-mail: miia@ut.ee

***

Abstract. Geography is a system of sciences which contains about 900 science branches. Geography links spheres of the natural and social knowledge, assuring our integrated perseption of the world. Recently, scientists attached great importance to geographical researches of society, therefore, geography is considered to be a social science in many parts of the world. But geography is a science about surroundings by its nature.

Geography as a school subject differs from geography as a science. Though recently geography as a subject has acquired a social aspect, but nature geography dominates in its program. Intersubject integration with natural sciencies as biology, chemistry and physics has a great importance in analysing it. The knowledge of these sciencies is necessary in analysing social geography, too.

Good organization of training process has got great influence on successful memorizing of geographical knowledge. For this purpose, there are used different types of geography lessons, class and non class activity models, which were created for the better quality of training process, therefore, they are used to deepen and consolidate knowledge of students’ learning.

Key words: training process, social aspect, natural geography, integrated links.

Correspondence: Laima Railienė, Dr, senior researcher in the Centre of Educational Research (Science Education Branch), Siauliai University; P.Višinskio Str. 25, LT-5400, Siauliai.

Phone: +370 686 93015

E-mail: laimara@sala.lt 

***