Tiriamojo darbo organizavimas ir filmo kūrimas pirmoje klasėje nagrinėjant temą "Vanduo ir gyvybė"

LTStraipsnyje pateikiama geroji darbo patirtis organizuojant pradinių klasių mokinių pasaulio pažinimo ugdomąją veiklą (mokymąsi). Aprašomas pasiruošimas tiriamajam darbui "Dykumų rožės" (lot. Selaginella lepidophylla) "pažadinimas", jo atlikimas (hipotezės kartu su mokiniais iškėlimas, objekto stebėjimas, duomenų fiksavimas ir išvadų formulavimas) bei apmąstymas kuriant metodinę priemonę - vaizdo mokomąjį filmą (prieiga per internetą https://youtu.be/T2j4DLpU9tE), jį pristatant kitiems, išklausant pasisakymų. Straipsnyje atskleidžiami patrauklūs mokymosi metodai, kurie mokinius sudomina mokomąja tema, sudaro galimybę veikti patiems - atlikti tiriamąjį darbą, pasidalyti darbo sėkme su kitais.

ENOften, when preparing for the lesson, teacher relies on the authors of the teacher edition books. There are practical advices in these books, additional literature sources, factual material samples etc. But, at the same time, the teacher is invited to think and work creatively, to find such methods and means, which allow to improve quality and make subject more interesting, to help student acquire desired competences. I wish to share my pedagogical work experience - the idea of applying the experiment when teaching elementary school students subject "Water and life". In the process of examining this subject with the students, I suggest also to perform other, in my opinion, very graphical and unordinary experiment which exposes water importance to living organism - to waken the sleeping "Desert rose". The goal of the experiment: with the help of water, to waken from the state of hibernation prehistoric, from the age of dinosaurs, plant - Selaginella lepidophylla. The hypothesis is risen: pouring the water onto the plant will waken it, make it absorb the water, green and after 4 days, when the plant will be placed into dry place - it will "sleep" again, will dry out and roll into the shape of ball. I am convinced, that students must be able not only successfully perform the experiment, but also have to be taught to fluently describe the steps necessary to achieve the result and what skills to use.In other words, the students have to be able to render the information for other people. This is why I'm trying to find nontraditional methods to intrigue children to participate in such activities. This time I suggested to organize "Thrilling news" for nature lovers: to divide into roles, to film the action scenes about performed experiment and to show the film to parents and other elementary school students. Because my pupils are only first graders and every new activity fascinates and motivates them, I had no trouble going this direction. In the conclusion of the work, I can state that: while performing the experiment, the children comprehended the importance of water for the plant; they studied scientific research method; developed the ability to fluently describe the process, to express their opinion; received cognitive and communication skills.