Gamtamokslinio ugdymo problematika: retrospektyvinė ir perspektyvinė analizė

LTAtliekant šią analizę remtasi anksčiau atlikto tyrimo metodologija ir rezultatais (Lamanauskas, Laurukėnienė, 1999). Publikacijos taip pat išanalizuotos pagal švietimo sistemos lygmenis, didaktines gamtamokslinio ugdymo sritis. Išanalizuotas ir publikacijų skirstinys pagal užsienio šalių ir Lietuvos autorius. Apskaičiuoti publikacijų skirstinių absoliutieji (N) ir santykiniai dažniai (%), aptartos kai kurios gamtamokslinio ugdymo raidos tendencijos, pateikiamos įžvalgos.

ENIn recent years, science education has been frequently accepted as an inseparable and ex tremely important part of comprehensive schooling. On the other hand, science education is very often interrelated with technology and humanitarian education which means it is necessary to develop general rather than specific teaching of sciences in school so that every student should receive science and technology education adequate for our time. All of us should remember that science is the quest for knowledge, not the knowledge itself (D. Roller, cited by DuschI, R. A. 1990). Natural science education can be characterised by a variety of content provisions, forms and methods of teaching/learning, practical activities. All these are expected to make the process more effective to widen intellectual knowledge and skills of students, to provide conditions for students activities, to develop students reasoning skills, to influence their aesthetical outlooks etc. The natural science education is very actual today in both developing and developed coun tries. Qualitative natural science education is necessary for each person living in the modern world. Various researches show, that natural sciences have lost former charm in the developed countries. On the contrary, youth in developing countries have positive interest to natural sciences. An assessment of the researched results reveals a clear objection. The findings of students' achievements at national level announced that the priorities of teaching sciences in basic school were gradually changing as orientation towards knowledge was declining and achievements in abilities to perceive sciences were getting better. However, otherwise research showed that the learners' achievements in the field of sciences still were not remarkable enough and a part of those did not manage to conduct even the simplest experiments. It is obvious, that the role of teachers in the science education process is invaluably impor tant.