Pradinių klasių moksleivių aktyviosios pažintinės veiklos įtaka žinioms apie negyvąją gamtą

ENThe aim of this research is to analyse how teachers and children evaluate practical cognitive activity, to compare practical methods of getting knowledge and passively assimilated information, to evaluate the role of observation and experiment in teachers’ practical work. The results of this research show that it is important to combine learning through discovery and direct teaching in the process of education, because the majority of the lst-2nd formers give preference to experiments during Natural Science lessons (accordingly 17,0 %, 30,0 %, 45,0 %, 23,0 %). Meanwhile, many teachers still work using the textbooks and oral methods of teaching, and only 55,0 % of the questioned teachers demonstrate experiments or create conditions for the children to experiment themselves. While comparing the results of practical methods and passively assimilated knowledge, it turned out, that the lst-2nd formers, who experimented during the lessons got more information than the others, but their knowledge of inanimate nature is not deep and full enough, as the themes of the lessons about water and air in the curriculum and visual teaching materials are not consequently developed. The results of the 3rd-4dl formers are similar. Most tasks are done correctly, as the children use not only the knowledge they have got at school, but also their own experience and information from other sources. Key words: Natural Science knowledge, practical cognitive activity, observation, experiment.