ISSN 1648-3898. 2004, No.1(5)
JOURNAL OF BALTIC SCIENCE EDUCATION
Why choose physics – in Norway and Finland ?
Ellen K. Henriksen, Carl Angell
Department of Physics, University of Oslo, Norway
Jari Lavonen
Department of Teacher Education, University of Helsinki, Finland
Anders Isnes
Department of Teacher Education and School Development, University of Oslo, Norway
Abstract. Questionnaire data from Norway and Finland were compared to explore the factors that influence upper secondary school students' choice of subjects (notably physics). Results indicate that personal and emotional factors (interest, abilities), but also practical factors (entrance requirements, usefulness) are keywords for students' choice. Although both Finnish and Norwegian students claim to base their educational choice mainly on personal interest and ability, there is a tendency for Norwegians to be relatively more influenced by background and Finns to be more influenced by the educational system (teachers, entrance requirements). These differences are discussed in light of educational policy and sociological theory.
Thus, our recommendations based on this small study are:
· More attention should be given to educational choice guidance in secondary school – probably particularly so in Norway. Physics in particular might profit from this, and physics teachers should take an active role as "ambassadors" for their subject.
· If recruitment is to be improved, physics needs to get away from the image of being difficult and work-intensive; probably also from the prevailing culture of the subject (which is likely to be even harder to change).
· Finally, there is a need for more research exploring the interaction between students’ socioeconomic background, their interest and performance in various school subjects (notably physics), and their actual educational choices.
Key words: school physics, educational choices, educational policy.
Correspondence: Ellen Karoline Henriksen, Ph.D, senior lecturer, Department of Physics, University of Oslo, P.O. Box 1048; Blindern, 0316 Oslo, NORWAY. E-mail: e.k.henriksen@fys.uio.no
Carl Angell, Ph.D, associate professor, Department of Physics, University of Oslo, P.O. Box 1048 Blindern, 0316 Oslo, NORWAY. E-mail: carl.angell@fys.uio.no
Jari Lavonen, Ph.D, professor, Department of Teacher Education, University of Helsinki, P.O. Box 9, FIN-00014 University of Helsinki, FINLAND. E-mail: jari.lavonen@helsinki.fi
Anders Isnes, Associate professor, Department of Teacher Education and School Development, University of Oslo, P.O. Box 1099 Blindern, 0317 Oslo, NORWAY. E-mail: anders.isnes@ils.uio.no
SENIOR PUPILS’ VIEWS AND APPROACH TO NATURAL SCIENCE EDUCATION IN LITHUANIA AND LATVIA
Vincentas Lamanauskas
Siauliai University, Department of Education, Lithuania
Janis Gedrovics, Jekabs Raipulis
Riga Teacher Training and Educational Management Academy, Latvia
Abstract. The global tendency is obvious: interest in science is on the decrease, the number of pupils choosing university science curriculums has been constantly declining, and scientific knowledge in society (especially among young people) is inadequate. In our opinion, humanity verges on social cataclysms owing to inadequate natural science education as well as on insufficient and often improper knowledge of nature and human. Natural sciences give us most fundamental knowledge about the world of nature. Encouragement of young people’s interest in science is the essential scientific problem. As educational paradigms are being altered we must search for new quality approaches to teaching chemistry and other science subjects.
The research, which involved 350 senior pupils from Latvia and 762 from Lithuania, analyzes present-day situation in natural science education. We tried to analyze the factors that cause the interest in natural sciences to decline: inadequate content of teaching, issues related to teachers‘ competence, general attitude of society to natural sciences etc.
Thus, we may conclude that:
· the respondents positively evaluate natural science background, although their arguments differ. A part of them suppose that the knowledge acquired in basic school is sufficient. The others assume that natural science knowledge will not be necessary in the future. The pragmatic aspect is very clear. Quite a few pupils do not relate their future profession with natural sciences, and therefore believe that obtained information is fully enough;
· the respondents, obviously, are self-critical of already received natural science background at basic school. The role of a teacher, his/her competence and ability to engage pupils are highly relevant. An important point is to catch the moment when a pupils is “misunderstanding something”. Systematically growing gaps of knowledge negatively influence a learner’s approach to natural sciences in general. Then s/he is out of conceit, sees nothing important to learn, many things become uninteresting. A crucial aspect is a very small amount of practical, experimental works of natural history. An educational process of natural sciences is clearly theoretic. It should be stressed that natural sciences are mainly experimental. Therefore, experimentation has to be included into the educational process;
· the respondents’ approach to the future intentions is determined by public social-economic tendencies. Evidently, that rich life in the future is related to social, humanitarian and technological sciences;
Key words: natural science education, upper secondary school, interest in science.
Correspondence: Vincentas Lamanauskas, Professor of Educology at the University of Điauliai, a doctor of social sciences, the chairman of a public scientific methodic centre ”Scientia Educologica”; P. Vishinskio Str. 25, LT-76351 Siauliai, Lithuania. E-mail: vincentas@osf.su.lt Phone: +370 687 95668.
Janis Gedrovics, Dr.chem., Mag. paed., Docent, Riga Teacher Training and Educational Management Academy, Faculty of Pedagogics, Imantas 7, linija No.1, LV-1083 Riga, Latvia. Phone +370-78 08 120; E-mail: janis.gedrovics@rpiva.lv
Jekabs Raipulis, Dr.biol., Assoc. Professor, Riga Teacher Training and Educational Management Academy, Faculty of Pedagogics, Imantas 7, linija No.1, LV-1083 Riga, Latvia. Phone: +370 78 08 120.
Eila Jeronen
Department of Educational Sciences and Teacher Education, University of Oulu, Finland
Abstract. The article aims to interpret professional development of teachers, focusing specifically on the development of professional conceptions of student teachers in an Initial Teacher Education during their final school practice period in Biology and Geography. The study is a qualitative case study. The resultant data is based on reflective diaries and teaching practice reports written by the student teachers, and on recordings and videotapes from supervision meetings and lessons. The data was analysed by using inductive and deductive content analysis methods. According to the student teachers, their awareness of themselves as teachers and of teaching of Biology and Geography developed. At the beginning, they reflected their status, whereas at the end they considered the work of a teacher as a whole and what kind of teachers they want to be.
Context and values issues should be stressed more, both in initial and In-service education. This is important because teachers should be able to observe and value environmental and human rights problems. They should be willing to construct connections, not only with parents, but also with society. Initial teacher education and In-service education should be linked to each other. The teacher educators should participate in professional In-service education more than they currently do. Based on collaborative research and development projects between teachers and teacher educators, it would be possible to create a strong and prestigious professional teacher culture, basing on shared expertise and responsibility, and continuously developing theory.
Key words: professional development, professional conceptions, strategies of student teachers, school practice, reflection.
Correspondence: Eila Jeronen, Ph.D., University lecturer, Department of Educational Sciences and Teacher Education, University of Oulu; P.O.B. 2000; 90014 Oulu, Finland. Phone: +358 8 553 3702; E-mail: Eila.Jeronen@oulu.fi
Benita Bagata, Andrejs Geske, Rita Kiselova
University of Latvia
Abstract.
The task of research was to find
out if the TIMSS (Trends in Mathematics and Science Study)
The study showed than on average, the achievements of the schoolchildren of the Valmiera region are more considerable than those at national level in general. Moreover, the representatives of the city site rather than the participants of the rural area were more successful in the Valmiera region as well as throughout the country. However, analysis indicates that some schools of the rural area have achieved impressive results while knowledge of a number of the learners of the city remains rather poor. The data is important to education leaders of the region because school situation and the results of this research can help to carry out the assessment of every school. The obtained information regarding pupils’ performance in each of the subject content groups is essential for schools. In general, we may consider that a parallel TIMSS study undertaken in one of the regions of Latvia has been very successful and education leaders, school principals and teachers of the area received valuable information.
Key words: science education, international comparative science study, TIMSS, achievement.
Correspondence: Benita Bagata, Master degree in education, Faculty of Education and Psichology, Jurmalas gatve 74/76, Riga, LV-1083, Latvia. E-mail benita.bagata@lu.lv
Andrejs Geske, Dr.oec., associate proffesor, Faculty of Education and Psichology, Jurmalas gatve 74/76, Riga, LV-1083, Latvia. E-mail andrejs.geske@lu.lv
Rita Kiselova, Master degree in education, Faculty of Education and Psichology, Jurmalas gatve 74/76, Riga, LV-1083, Latvia. E-mail: rita.kiselova@lu.lv
Social Skills Development through the Basic School Course of Natural Science
Rudite Andersone
The University of Latvia
Abstract. One of the targets of natural sciences is the development of social skills of a student. The process involves a few important aspects such as education objectives (knowledge, social and learning skills, values), upbringing objectives, patterns of lessons, and needs of a student. Research shows that regarding the patterns of lessons different opinions exist between students and teachers. Currently, we are facing this problem. The documents of the European Union represent new views on the goals of education which also include the development of social skills.
* Latvia’s Education Concept emphasises that the objective of the educational process is to offer an opportunity for each student to develop him/herself mentally and physically and to build a strong, free, responsible and creative personality. It should be realised that both a student and a teacher share their responsibility in the organization of the process of natural science studies. Taking into consideration the above mentioned information we can assume that the efficiency of natural science lessons increases if different forms of studying are introduced. The variety applied in practice allows students to acquire different types of relationship, to co-operate with their piers and to be responsible for their decisions and actions;
* Studying methods and the forms of their implementation including models and techniques are chosen to prepare for a natural science lesson. A choice depends on the didactic objective students’ level of readiness to study and on a teacher’s background and knowledge. Didactic material for lessons demands an interchange of study forms as the changes in the content of studies demands study forms changes used to explore the topic. Educational objectives serve as the basis for using study forms;
Key words: social skills, learning patterns, natural science education
Correspondence: Rudite Andersone, Doctor of Pedagogy, Docent, University of Latvia, Institute of Pedagogy and Psychology, Kronvalda bulvaris 4; Riga LV-1015, Latvia. Phone/Fax: +371 7034896. E-mail: ruditean@latnet.lv
FORMATION OF A CONTEMPORARY TEACHING/LEARNING MODEL OF CHEMISTRY IN BASIC SCHOOL
Aira Bartuseviča, Dagnija Cçdere
University of Latvia, Faculty of Chemistry, The Center of Chemistry Education in Latvia
Abstract. A new contemporary teaching/learning model of chemistry in basic school in Latvia is proposed and discussed in the paper. Society’s needs, contemporary demands and sustainable development are driving forces of the model. A meaningful mode of chemical thinking, a careful and understanding attitude towards environmental processes, and skills and attitudes useful for practical life result from the application of the mentioned model. The model, together with accompanying didactical material – student’s laboratory workbook, teacher’s guide and students’ worksheets, was tested in several basic schools of Latvia.
Developed teaching/learning model of chemistry at basic school allows:
· Introduction the student into the unified understanding of intellectual, natural, and material values.
· Demonstration of the student-centered approach in the teaching process of chemistry as the most effective system of pedagogical method in Latvia at the present time.
· Implementation qualitative changes in curriculum, proving the significance of applied chemistry and applied skills as useful for human’s practical life.
Key words: chemical education, teaching/learning model, basic school.
Correspondence: Aira Bartuseviča , Candidate for a Doctors Degree, University of Latvia, The Center of Chemistry Education, K.Valdemara str. 48, Riga, LV-1013, Latvia. E-mail: aira.bartusevica@lu.lv ; Phone: +371 7378719
Dagnija Cçdere , Dr.chem., University of Latvia, The Center of Chemistry Education, K.Valdemara str. 48, Riga, LV-1013, Latvia. E-mail: dagnija.cedere@lu.lv ; Phone: +371 7378719.
Palmira Pečiuliauskienë, Alfonsas Rimeika
Vilnius Pedagogic University, Lithuania
Abstract. Research seeks to establish comprehensive school graduates‘ abilities to complete drills (knowledge and comprehension) and problem solving assignments (knowledge application) on physics. In 2000 – 2003, following the indexes confirmed by the exam centre, the tasks of the national A-level exams were grouped into arduous, hard, optimal, easy and very easy. The assignments of each of the groups were classified into drills and questions to be solved. It has been discovered that none of the groups of difficulty of the assignments of physics has ever statistically approved a deviation of relative frequency. Thus, when completing drills and problem solving assignments of physics a deviation of schoolchildren‘s abilities is also statistically invalidated.
The assessment of tasks agreeably to resolution of an assignment indicates that more problem solving assignments than drills of physics are included into the groups of the tasks of a proper and very proper resolution. A statistically approved deviation of relative frequency of drills and problem solving assignments of physics that can be found in the groups of a proper and very proper resolution reveals that the learners whose abilities in completing problem solving assignments are more outstanding better cope with all tasks of the national A-level exams in physics.
Key words: didactic assignments, physics teaching, natural science education.
Correspondence: Palmira Pečiuliauskienë, Doctor of Social Sciences, Associate Professor, Vilnius Pedagogic University /Lithuania/, Department of Physics Didactics, Studentř 39, LT-2004 Vilnius, Lithuania. Phone: +3702704112. E-mail: fizdidkat@vpu.lt
Alfonsas Rimeika, Doctor of Natural Sciences (Physics), Associate Professor, Vilnius Pedagogic University /Lithuania/, Department of Physics Didactics, Studentř 39, LT-2004 Vilnius, Lithuania. Phone: +3702752234. E-mail: fizdidkat@vpu.lt