| Abstract [eng] |
Education is not just a transfer process of dry facts. Every teacher seeks that his/her lessons would be interesting, would help children to realise schoolwork, would develop their creativity and wish to learn more. Active teaching/learning methods, which not only enable to realise better learning content, but also develop abilities of children to think critically, use the acquired knowledge both in traditional and new circumstances. In this research I wanted to reveal how schoolchildren and teachers appreciate various both traditional and active methods of teaching (learning), whether their attitudes are different. What teaching methods are usable by teachers, on what base they choose one or another teaching method in their work? The object of the research is teaching methods in natural science education. The aim of the research: to ascertain and select improvement methods of natural science education. The investigation was done by using questionnaire for teachers and schoolchildren and analysis of scientific literature sources. The inquest was performed in S.Daukanto Secondary School of Šiauliai City (8 teachers and 108 schoolchildren of 6-7 classes were questioned) and in Medelynas Basic School (7 teachers and 110 schoolchildren of 6-7 classes were questioned). It was established that the schoolchildren like the teaching/learning methods, which encourage their independence, activity, creativity, involvement in achievements and novelties of science, abilities to solve problems independently. Although the teachers and the schoolchildren give their voices for observance of natural phenomena, excursions – discoveries, however this activity is not exercised in both schools. The schoolchildren of 6 – 7 classes still not understand that if they like the teaching (learning) method, thus they will effortlessly soak up the offered knowledge. An integrated natural science education should be realised in comprehensive schools, as by now, teaching of separate disciplines of natural sciences is prevailing in Lithuanian schools. Information of related disciplines should be integrated and students should be capacitated to research, make conclusions, archive plentiful and various information, improve and change, augment their knowledge, etc. The course of natural science disciplines has to be integrated considering peculiarities of schoolchildren age and has to be adapted unreservedly to local regional situation. The schoolchildren realise schoolwork by different methods of teaching (learning), thus they evaluate the produced teaching (learning) methods very diversely and controversially. |
