Mokytojų pasirengimas organizuoti ir realizuoti gamtamokslinį ugdymą pradinėje mokykloje

LTNeabejotina, kad bendrojo gamtamokslinio ugdymo tikslas yra sistemingas gamtos mokslų pagrindų ir individualių, bendriausių gamtos dėsnių studijavimas bei jų pažinimas (biologijos, chemijos, fizikos, matematikos, astronomijos, geografijos pagrindų studijavimas suteikia moksleiviams bendrą supratimą apie įvairios materijos egzistavimo ir judėjimo formas, gamtos dėsnius ir dėsningumus ir kt.). Formuojamas gamtamokslinis raštingumas. Gamtamokslinis ugdymas kaip procesas yra tiesiogiai nukreiptas į gamtos mokslų srities patirties įsisavinimą (gamtos mokslų žinių, įgūdžių ir gebėjimų sistemos formavimą). Gamtamokslinio ugdymo procese ugdoma asmens orientacija gamtoje, atsižvelgiant į visuomenėje susiformavusias idėjas apie gamtos ir žmogaus santykių sistemą. Taip pat formuojamos ir ugdomos asmeninės savybės, pagrįstos vertybiniu požiūriu į gamtą ir supantį pasaulį. Pradinis gamtamokslinis ugdymas turi būti sistemingas, nuoseklus bei kokybiškas. Anot Walma van der Molen ir kt. (2010), mokytojai turėtų įgyti žinių apie svarbias mokslo ir technologijų sąvokas ir įgūdžių, reikalingų tokioms žinioms įgyti, palaikyti ir atnaujinti [...]. [Iš Įvado]

ENThere is no doubt that the purpose of general natural science education is the systemic study and knowledge of the basics of natural sciences and the individual, most general laws of nature. Natural science education as a process is directly aimed at assimilation of experience in the field of natural sciences (formation of the system of natural science knowledge, skills, and abilities). In the process of natural science education, a person's orientation toward nature is developed, taking into account the ideas formed in society about the system of relations between nature and man. Personal qualities based on a value approach to nature and the surrounding world are also formed and developed. Primary science education should be systemic, consistent, and of high quality. In a pilot study conducted in 2018, it was established that primary school teachers’ professional preparedness in the field of natural science education remains relevant. Although teachers tend to demonstrate various experiments, researching is not a dominating activity. Also, a similar situation is observed speaking about the use of technology in the educational process. Teacher preparedness to organise and implement science education in primary school is quite uneven. Thus, the main goal of this study is - to analyse preparedness of primary school teachers to organise and implement science education in primary school according to the main scientific fields and their knowledge (the level of knowledge) in the essential fields of natural sciences. This research study based on a prior conducted pilot study, supplements and expands it. 115 primary school teachers from more than 30 Lithuanian schools participated in the study. All subjects by gender are women.It can be reasonably stated that preparedness of primary school teachers in the field of science education is basically average. Preparedness according to the main fields of natural sciences varies quite widely. The best preparedness is fixed in such areas as environmental protection, healthy lifestyle, ecology, etc. These are the areas that express not only the natural science component but also the component of social education. However, in the fields that express the issues of chemistry and physical sciences, the preparedness, though evaluated as positive, is significantly lower. Teachers’ knowledge in the essential fields of natural sciences is also diverse. Teachers feel knowing environmental protection issues best, but the knowledge in the new fields such as Nanotechnology and Genetic Engineering is extremely low. It is necessary to consistently and systematically develop primary school teachers’ natural science competencies, i.e., the ability to organise research-based learning, practical activities in various educational environments (especially in nature). Subject preparation of primary school teachers in the field of natural sciences and especially strengthening the preparedness of future primary school teachers in the field of natural science education, and the change of study programmes in the aspect of natural science content is an urgent problem. Keywords: natural sciences, primary school, professional preparedness, science education. [From the publication]