Work of Vilnius Pedagogical University in WP6 Dalius Dapkus

Main aim of the training package (planned in WP5): to promote the use of interdisciplinary relationships with the help of creation of problematical situations while teaching non- integrated science subjects at 7-10th grades. to promote the use of interdisciplinary relationships with the help of creation of problematical situations while teaching non- integrated science subjects at 7-10th grades.

The training package: Length: one day event; Length: one day event; Focus area: problemic teaching; Focus area: problemic teaching; School level: secondary school; School level: secondary school; Science content:integration of chemistry, physics and biology. Science content:integration of chemistry, physics and biology. Target audience: students and science teachers. Target audience: students and science teachers. Language: Lithuanian Language: Lithuanian

Why problemic teaching? Why it is important for Lithuania? Why it is important for Lithuania? Independence in 1990 & reformation of education system. Independence in 1990 & reformation of education system. A new quality of teaching of science subjects was stressed (non-integrated science subjects were taught till 1990). A new quality of teaching of science subjects was stressed (non-integrated science subjects were taught till 1990).

Problems appeared: How to teach without a special preparation? How to teach without a special preparation? Many teachers were educated during Soviet times, no experience with integration. Many teachers were educated during Soviet times, no experience with integration. These problems still exist. These problems still exist.

Integration of science subjects in LT: integrated course of science subjects is taught at primary school (1 – 4 grades) integrated course of science subjects is taught at primary school (1 – 4 grades) is continued in classes of lower secondary school (5 – 6 grades). is continued in classes of lower secondary school (5 – 6 grades). Biology, Chemistry and Physics become separate disciplines starting from 7 – 8 grades and taught without integration. Biology, Chemistry and Physics become separate disciplines starting from 7 – 8 grades and taught without integration.

Problems experienced in LT: International surveys (TIMSS, PISA) revealed that achievements of Lithuanian pupils became much better since International surveys (TIMSS, PISA) revealed that achievements of Lithuanian pupils became much better since Pupils have better skills to use theoretical knowledge (tradition from Soviet times to remember as much “dry” facts as possible). Pupils have better skills to use theoretical knowledge (tradition from Soviet times to remember as much “dry” facts as possible). In Lithuania, it is quite usual to read textbooks of natural sciences during lessons. In Lithuania, it is quite usual to read textbooks of natural sciences during lessons. But weak skills to solve problems, and skills of exploratory work are not sufficient. But weak skills to solve problems, and skills of exploratory work are not sufficient. Weak abilities to plan and realize experiments, to read and analyse measurements, to use different sources of information. Weak abilities to plan and realize experiments, to read and analyse measurements, to use different sources of information.

Problems: Pupils lack deeper understanding of concepts, processes and phenomena, they meet difficulties to use knowledge in practice. Pupils lack deeper understanding of concepts, processes and phenomena, they meet difficulties to use knowledge in practice. Quite a big percentage of pupils state that they never or very rarely observe or perform experiments or laboratory works, do not formulate hypothesis. Quite a big percentage of pupils state that they never or very rarely observe or perform experiments or laboratory works, do not formulate hypothesis. Pupils think that teachers try to explain different themes not relating with practice. They usually observe experiments performed by teachers, while independent group work is not popular. Pupils think that teachers try to explain different themes not relating with practice. They usually observe experiments performed by teachers, while independent group work is not popular. So pupils do not have comprehensive (holistic) view towards nature. So pupils do not have comprehensive (holistic) view towards nature. Young pupils express their positive attitude towards science subjects, while their popularity decreases in upper classes, and related professions are not popular. Young pupils express their positive attitude towards science subjects, while their popularity decreases in upper classes, and related professions are not popular.

Solutions? Interdisciplinary situations could be used during problem-based teaching. Interdisciplinary situations could be used during problem-based teaching. The shift of knowledge from one subject into the contents of the teaching situation of another subject provides new character, creates problemic situations, and encourages acquiring new information. The shift of knowledge from one subject into the contents of the teaching situation of another subject provides new character, creates problemic situations, and encourages acquiring new information. Problem-based teaching encourages activity of cognition and independence which helps to form the thinking and mental actions of pupils. Problem-based teaching encourages activity of cognition and independence which helps to form the thinking and mental actions of pupils.

So VPU group: Plans to study assumptions of interdisciplinary relationships of teaching subjects of sciences at 7 – 10th grades in order to encourage and facilitate the use of problem-based teaching in educational practice. Plans to study assumptions of interdisciplinary relationships of teaching subjects of sciences at 7 – 10th grades in order to encourage and facilitate the use of problem-based teaching in educational practice. These assumptions help creation of problematical (theoretical and practical) situations, formulation of problems themselves, creation of means of their solution and drawing of conclusions. These assumptions help creation of problematical (theoretical and practical) situations, formulation of problems themselves, creation of means of their solution and drawing of conclusions.

Training package dealing with the creation of problematical situations for science teachers working with 7–10th grade pupils. The analysis of the National General Programs regulating teaching of science subjects and themes for the 7–10th grade pupils. The analysis of the National General Programs regulating teaching of science subjects and themes for the 7–10th grade pupils. The analysis of national science textbooks for the 7– 10th grade pupils, in order to identify how it is possible to elaborate problematical situations. The analysis of national science textbooks for the 7– 10th grade pupils, in order to identify how it is possible to elaborate problematical situations. Distinguishing of the phenomena that are presented in science textbooks and are taught during biology, chemistry and physics lessons. Distinguishing of the phenomena that are presented in science textbooks and are taught during biology, chemistry and physics lessons. Methodologies of interdisciplinary problematical situations are prepared on the basis of these phenomena. Methodologies of interdisciplinary problematical situations are prepared on the basis of these phenomena.

The key strategies should be realized during three phases: The analysis of contents of General Programs (2008) of natural sciences and mathematics on the basis of relationships of integration. The analysis of contents of General Programs (2008) of natural sciences and mathematics on the basis of relationships of integration. Approximation of possibilities of parallel integration of natural sciences and mathematics in the school contents. Approximation of possibilities of parallel integration of natural sciences and mathematics in the school contents. Preparation of didactic training packages of natural sciences and mathematics devoted for the problem-based teaching on the basis of interdisciplinary integration. Preparation of didactic training packages of natural sciences and mathematics devoted for the problem-based teaching on the basis of interdisciplinary integration.

The first phase: the analysis of contents of General Programs (2008). How many chapters suitable for interdisciplinary integration could be recognized in biology, chemistry and physics programs? How many chapters suitable for interdisciplinary integration could be recognized in biology, chemistry and physics programs? Is it possible to realize parallel interdisciplinary integration (i.e. to analyze chapters with integral contents) at the same time? Is it possible to realize parallel interdisciplinary integration (i.e. to analyze chapters with integral contents) at the same time? How and when it would be possible to realize problem-based teaching on the basis of interdisciplinary integration? How and when it would be possible to realize problem-based teaching on the basis of interdisciplinary integration?

Six comparative tables will be prepared: Physics-chemistry, physics-biology, chemistry-physics, chemistry-biology, biology-chemistry, biology-physics. Physics-chemistry, physics-biology, chemistry-physics, chemistry-biology, biology-chemistry, biology-physics. Scheme: the contents of a chapter, timetable of realization of a chapter, possible relationships with another science subject and mathematics. Scheme: the contents of a chapter, timetable of realization of a chapter, possible relationships with another science subject and mathematics.

The second phase: harmonisation of contents of biology, chemistry, physics with mathematics. The second phase: harmonisation of contents of biology, chemistry, physics with mathematics. The third phase: preparation of a teaching package. The third phase: preparation of a teaching package.

Verification of the training package: experts (specialists of biology, chemistry and physics) working in the expert board under the control of Lithuanian Ministry of Education and Science will be interviewed for the verification of the prepared teaching package. experts (specialists of biology, chemistry and physics) working in the expert board under the control of Lithuanian Ministry of Education and Science will be interviewed for the verification of the prepared teaching package. Experienced science teachers will involved. Experienced science teachers will involved.

Realization of the training package: at the university level (students will be taught how to create problematical situations – realization during pedagogical practice); at the university level (students will be taught how to create problematical situations – realization during pedagogical practice); at secondary school’s level (seminars for science teachers – realization at school). at secondary school’s level (seminars for science teachers – realization at school).

Evaluation of the training package: Quantitative analysis (interview of students and teachers that participated in realization using questionnaires); Quantitative analysis (interview of students and teachers that participated in realization using questionnaires); Analysis of data and improvement of the training package. Analysis of data and improvement of the training package.

Work so far: Analysis of contents of National General Programs and science textbooks – started. Analysis of contents of National General Programs and science textbooks – started. Comparatible tables (physics-chemistry, physics- biology, chemistry-physics, chemistry-biology, biology-chemistry, biology-physics) – started. Comparatible tables (physics-chemistry, physics- biology, chemistry-physics, chemistry-biology, biology-chemistry, biology-physics) – started. Finding of parallel relationships with mathematics – started. Finding of parallel relationships with mathematics – started. Gathering of information on inquiry-based techniques used at schools (questioning of teachers, pupils and students performing pedagogical practice) – started. Gathering of information on inquiry-based techniques used at schools (questioning of teachers, pupils and students performing pedagogical practice) – started. Web page – activated. Web page – activated.