Argumentavimo mokymas tyrinėjant dirbtinę ekosistemą - akvariumą
LTTyrimo objektas – pradinių klasių mokinių argumentavimo gebėjimų ugdymas. Tyrimo tikslas – ištirti 3–4 klasių mokinių, tyrinėjančių dirbtinę ekosistemą – akvariumą, gebėjimą argumentuoti. Tyrimo siekiai: 1. Organizuoti ugdomąją veiklą „Akvariumo karalystėje“ ir 3–4 klasių mokinius mokyti argumentavimo; Išanalizuoti mokinių veiklos lapų įrašus ir nustatyti, kaip jie geba argumentuoti atlikdami užduotis. [Iš straipsnio, p. 56]Reikšminiai žodžiai: Akvariumo tyrinėjimas; Argumentavimas gamtamoksliniame ugdyme; Argumentavimas pradinėse klasėse; Argumentavimo mokymas; Dirbtinė ekosistema - akvariumas; Gamtamokslinis ugdymas; Aquarium exploration; Argumentation in primary education; Argumentation in science education; Artificial ecosystem-aquarium; Natural science education; Teaching of argumentation.
ENArgumentation is essential in many sciences. For example, in mathematics it is sought to prove all new statements, theories, tasks, answers. There is also argumentation in biology science to explore ant prove molecular processes in the cell, the process of life evolution. Argumentation has widely explored in logic science, psychology, philosophy, and philology. The ability to argue logically and reasonably is also important in the everyday life of a person. Each of us every day provides some arguments for communicating with family members, colleagues, friends and any other person. Because of that argumentation is one of the essential components of our life. Therefore, it can be said that the ability to argue for a modern person is important because, by being able to provide logical arguments, he will be able to communicate successfully with other people. Looking from the perspective of the natural sciences, the argumentation in this science is no less important than in the sciences mentioned above. It plays an important role in science education.Such argumentation skills are useful in developing a “deep” perception and sound conclusions, especially when dealing with controversial approaches. Moreover, participation in argumentation, direct submission of arguments reinforces conceptual understanding. Scientists claim that ten-year-old child’s thinking has been already fluent, so ten-year-olds can take on more complex cognitive tasks. It means that in carrying out the task in the middle childhood, the child is able to give a logical conclusion, which indicates the ability to argue, to provide evidence, to justify the answer. Therefore, one can conclude that primary school pupils can be successfully trained in argumentation while teaching natural science content. The article presents the results received from analysis of the pupil’s answers which were given while exploring artificial ecosystem-aquarium. The article outlines how students are able to argue during exploration of the artificial ecosystem-aquarium. [From the publication]
