Professional Documents
Culture Documents
3 ISSN 1648-939X
Gamtamokslinis
U G D Y M A S
Natural Science
E D U C AT I O N
Eстественнонаучное
ОБРАЗОВАНИЕ
Scientific Methodical Center „Scientia Educologica“, Lithuania,
the Associated Member of Lithuanian Scientific Society, European Society for the
History of Science (ESHS) and ICASE (International Council of Associations for
Science Education)
2016
This journal is indexed in a list of Science Education Journals (USA), Copernicus Index (Poland), Open Academic
Journals Index (OAJI), Directory of Research Journals Indexing (DRJI), WebQualis (QUALIS/CAPES), Directory of
Abstract Indexing for Journals (DAIJ), European Reference Index for the Humanities and the Social Sciences (ERIH
PLUS)
GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION. ISSN 1648-939X
Atsakingoji sekretorė
(Executive Secretary)
– MMC „Scientia Educologica“ (SMC „Scientia
Dr. Laima Railienė
Educologica“, Lithuania)
Nariai (Editors)
– Pasvalio Lėvens pagrindinė mokykla (Lėvens Basic
Nerutė Augustonytė School, Pasvalys, Lithuania)
– Hradec Kralove universitetas (University of Hradec
Prof. dr. Martin Bilek Kralove, Czechia)
Prof. dr. Andris Broks – Latvijos universitetas (University of Latvia, Latvia)
– Rygos mokytojų rengimo ir švietimo vadybos
Prof. dr. Janis Gedrovics
akademija (Riga Teacher Training and Educational
Management Academy, Latvia)
– Petrozavodsko valstybinis universitetas
Dr. Liudmila Korozhnieva (Petrozavodsk State University, Russia)
– Matej Bel universitetas (Matej Bel University,
Dr. Jarmila Kmetova Slovakia)
– Helsinkio universitetas (University of Helsinki,
Prof. dr. Jari Lavonen Finland)
– Jogailos universitetas (Jagiellonian University,
Dr. Iwona Maciejovska Poland)
Dr. Rita Makarskaitė- – Lietuvos edukologijos universitetas (Lithuanian
Petkevičienė University of Educational Sciences, Lithuania)
– Petrozavodsko valstybinis universitetas
Dr. Eleonora Melnik (Petrozavodsk State University, Russia)
***
NATURAL SCIENCE EDUCATION – is a periodical, peer reviewed, scientific-methodical journal,
issued by the SMC „Scientia Educologica“. It is an international journal, wherein the scientific and
methodical articles published in Lithuanian, English and Russian languages. This journal is intendent for
the teachers of general education schools, the lecturers of higher educational institutions and all, who are
interested in the problems of natural science education.
Leidžiamas nuo 2004 metų tris kartus per metus / Published since 2004 three times a year
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2016, Vol. 13, No. 3
Broks A. Thinking about thinking: Start-up for modern education for tomorrow ______94
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Santrauka
Įvadas
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Tyrimo metodologija
Lytis
Aukštoji mokykla
Studentas Studentė Iš viso
Šiaulių universitetas 57/48,3 59/32,4 116/38,7
Lietuvos edukologijos
6/5,1 123/67,6 129/43,0
universitetas
Vilniaus kolegija 55/46,6 0/0,0 55/18,3
Iš viso 118/39,3 182/60,7 300
Tyrimo instrumentas
Tyrimui buvo naudota anoniminė anketa Apie Facebook (FB) (1 priedas). Anketą
sudarė 3 dalių klausimynas. Pirma klausimyno dalis (8 klausimai) skirta respondentų
charakteristikai nustatyti. Antroje dalyje (9 klausimai) prašoma parašyti, kiek respondentai
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2016, Vol. 13, No. 3
turi FB draugų, koks yra socialinio tinklo naudojimo dažnis, kiek laiko praleidžia jame.
Trečią klausimyno dalį sudarė 49 įvairūs teiginiai apie FB galimybes, jo poveikį asmeniui
ir pan. Pirmąsias dvi klausimyno dalis sudarė atviro tipo klausimai, trečiąją – uždaro
tipo teiginiai, kurių vertinimai pateikti intervalinėje Likert‘o skalėje. Respondentų buvo
prašoma pažymėti jiems tinkamiausią vieną sutikimo su kiekvienu teiginiu lygį: 1 –
visiškai nesutinku, 2 – nesutinku, 3 – iš dalies nesutinku, 4 – neturiu nuomonės, 5 – iš
dalies sutinku, 6 – sutinku, 7 – visiškai sutinku.
Tyrimo rezultatai
Aprašomoji analizė
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1– 2– 3– 4– 5 – labai
Kintamieji niekada retai kartais dažnai dažnai, Dvid. Std.
N/% N/% N/% N/% N/%
Klausimai
15/5,0 79/26,3 82/27,3 84/28,0 40/13,4 3,17 0,07
draugams FB
Klausimai iš
8/2,7 62/20,7 102/34,0 85/28,3 43/14,3 3,30 0,06
draugų FB
Dvid. – dažnumo vidutinė vertė
Std. – vidutinės vertės standartinė paklaida
Faktorinė analizė
Visų faktorių suminė sklaida 61,16 %. Tiek procentų bendros informacijos atspindi
faktoriai. 6–12 lentelėse pateikti kiekvieno faktoriaus sąlyginiai pavadinimai ir jį sudarantys
teiginiai: faktoriaus sklaida, kuri paaiškina, kiek procentų faktorius atspindi informacijos,
faktoriniai svoriai Fi, parodantys, kokiu lygiu kiekvienas teiginys koreliuoja su faktoriumi,
kiekvieno teiginio vertinimo vidutinė vertė Nvid. ir jos standartinė paklaida Std.
Stipriausiai išreikštas 1 Faktorius (6 lentelė), paaiškinantis 10,66% informacijos.
Į šį faktorių pateko teiginiai apie galimybes FB’e sužinoti įdomios informacijos apie
universitetą, rasti naudingų šaltinių studijoms, apie akademinių grupių bendravimą.
Didžiausi faktoriniai svoriai teiginių susijusių su universitetiniu gyvenimu: Naudodamasis
FB aš geriau sužinau apie įdomius renginius savo universitete (Fi = 0,763, Nvid. = 4,53, Std.
= 0,110), Naudodamasis FB aš gaunu naudingos informacijos iš universiteto žmonių (Fi =
0,740, Nvid. = 4,75, Std. = 0,103), FB aš galiu rasti naudingų šaltinių savo universitetinėms
studijoms (Fi = 0,704, Nvid. = 3,98, Std. = 0,107). Faktoriaus teiginių vidutinės vertės
kito nuo 3,72 iki 4.88, kas rodo, kad dauguma respondentų išreiškia teigiamą nuostatą šio
faktoriaus teiginių aspektu, t. y., kad jie yra svarbūs studentų gyvenime, paįvairina studijų
metodus, padeda gauti naudingos informacijos univeristetinėms studijoms.
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6 lentelė. 1 faktorius.
Atlikus analizę lyties aspektu, gautas statistiškai reikšmingas skirtumas tarp vaikinų
ir merginų dviejų teiginių vertinimų: Naudodamasis FB aš gaunu naudingos informacijos
iš universiteto žmonių (merginos – Nvid. = 4,60, Std. = 1,82; vaikinai – Nvid. = 4,99, Std. =
1,60; p < 0,005, df = 295; t = 1,882) ir Aš naudoju FB sužinoti kas vyksta mano universitete
(merginos – Nvid. = 4,27, Std. = 1,99; vaikinai – Nvid. = 4,64, Std. = 1,83; p < 0,058, df
= 297; t = 1,623). Matome, kad vaikinai labiau nei merginos naudojasi FB’u, norėdami
sužinoti, kas vyksta universitete bei ieškodami naudingos informacijos studijoms.
Į 2 Faktorių pateko teiginiai, kuriuose socialinis tinklas Facebook vertinamas kaip
bendravimo priemonė leidžianti dalyvauti didelėse žmonių grupėse, aktyvinanti veiklą,
padedanti susirasti naujų draugų. 2 Faktorius paaiškina 10,38 % bendros informacijos.
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7 lentelė. 2 faktorius.
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8 lentelė. 3 faktorius.
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2016, Vol. 13, No. 3
df = 295; t = 3,576) merginos tvirčiau įsitikinusios, kad joms darantys įtaką bei svarbūs
žmonės nemąsto apie jų naudojimąsi FB. Be to, merginos labiau nei vaikinai nesutinka
su tuo, jog dėl FB dažnai apleidžia savo studijas universitete (merginos – Nvid. = 1,92,
Std. = 1,48; vaikinai – Nvid. = 2,48, Std. = 1,78; p < 0,000, df = 295; t = 2,984). Tačiau
tiek merginos, tiek vaikinai neigiamai vertina šio faktoriaus teiginius. Vadinasi, jie nėra
priklausomi nuo naudojimosi socialiniu tinklu, ir tai nedaro neigiamo poveikio jų nei jų
psichikai, nei studijoms.
Į 4 Faktorių (9 lentelė) pateko 7 teiginiai, kuriuose socialinis tinklas Facebook
vertinamas kaip malonumas ir bendravimo pramoga. 4 Faktorius paaiškina 9,95 % bendros
informacijos. Respondentams tikrai smagu naudotis FB (Fi = 0,780, Nvid. = 4,87, Std. =
0,105), tai yra pramoga (Fi = 0,738, Nvid. = 4,78, Std. = 0,108) ir malonumas (Fi = 0,728,
Nvid. = 4,40, Std. = 0,101). Pritariama, kad FB galimybės atitinka respondento poreikius
(Fi = 0,521, Nvid. = 4,61, Std. = 0,081), tačiau nepritariama, kad būdamas universitete
studentas nuolat būna prisijungęs prie FB (Fi = 0,448, Nvid. = 3,01, Std. = 0,112). Lyties
aspektu statistiškai reikšmingo skirtumo nepastebėta.
9 lentelė. 4 faktorius.
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10 lentelė. 5 faktorius.
Aš naudoju FB dalyvauti
1. 0,627 4,63 0,099
panašių interesų grupėse
Aš naudoju FB gauti
2. patarimų apie tai, kuo aš 0,620 4,46 0,102
domiuosi
Aš naudoju FB surasti
3. 0,594 4,72 0,108
savo senus draugus
Aš naudoju FB gauti
4. prieigą prie interneto 0,585 3,82 0,107
šaltinių FB
Aš naudoju FB susisiekti
5. su buvusiais mokyklos 0,570 5,05 0,108
draugais
Aš naudoju FB sužinoti 8,88
6. 0,497 5,47 0,095
kas yra naujo
Aš naudoju FB sužinoti
7. informaciją apie kitus 0,490 4,92 0,100
žmones
Bendravimas su
žmonėmis FB mane
8. sudomina apie tai, kas 0,441 4,30 0,102
vyksta už universiteto
ribų
Aš naudoju FB susisiekti
9. 0,435 4,44 0,107
su naujais žmonėmis
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6 Faktoriaus (11 lentelė) apima tik 3 teiginius (sklaida 6,50 %) apie respondentų
ketinimus ir toliau naudotis FB. Teiginių faktoriniai svoriai gana dideli, vidutinės teiginio
vertinimo vertės taip pat patvirtinančios norą likti FB draugų rate. Analizė lyties aspektu
parodė statistiškai reikšmingą skirtumą pirmojo teiginio vertinime: Tikėtina, kad aš ir toliau
naudosiu FB ateityje (merginos – Nvid. = 5,83, Std. = 1,339; vaikinai – Nvid. = 5,47, Std.
= 1,500; p < 0,040, df = 295; t = -2.199). Merginos labiau nei vaikinai užtikrintos, kad joms
reikia ir toliau naudotis FB.
11 lentelė. 6 faktorius.
Aš įprastai naudosiu FB ir
3. 0,825 5,54 0,090
ateityje
12 lentelė. 7 faktorius.
Teiginio vertinimo
7 FAKTORIUS Faktoriaus Faktoriniai
sklaida, svoriai,
FB – aiškus ir vidutinė standartinė
nesudėtingas socialinis % Fi vertė paklaida
tinklas
Mano veiksmai FB yra
1. 0,624 6,08 0,070
aiškūs ir suprantami
2. FB yra lengva naudotis 4,76 0,600 6,19 0,073
Lengva išmokti
3. 0,563 6,11 0,072
naudotis FB
Atlikus analizę lyties aspektu, statistiškai reikšmingas skirtumas gautas tik vieno
teiginio vertinime: FB yra lengva naudotis (merginos – Nvid. = 6,29, Std. = 1,147;
vaikinai – Nvid. = 6,03, Std. = 1,414; kai p < 0,006, df = 296; t = -1,747). Merginos labiau
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nei vaikinai užtikrintos, kad FB naudotis yra lengva. Galbūt merginos išnaudoja ne visas
FB galimybes, o vaikinai nuolat ieško naujovių. Vertinant kitus šio faktoriaus teiginius
statistiškai reikšmingo skirtumo lyties aspektu negauta.
Išvados
Dauguma respondentų kasdien, t. y. 7 dienas per savaitę, būna prisijungę prie FB.
Daugiausia respondentų prisijungia po 3 ir daugiau kartų per dieną ir vidutiniškai per dieną
FB naudojasi apie 1,6 val. Nemaža dalis respondentų būna prisijungę pastoviai. Dauguma
respondentų išreiškia teigiamą nuostatą teiginių apie galimybes FB’e gauti įdomios
informacijos apie universitetą, rasti naudingų šaltinių studijoms, apie akademinių grupių
bendravimą aspektu. Tai rodo, kad jie yra svarbūs studentų gyvenime, FB paįvairina studijų
metodus, padeda gauti naudingos informacijos univeristetinėms studijoms.
Nors socialinis tinklas Facebook vertinamas kaip malonumas, bendravimo
pramoga, priemonė leidžianti dalyvauti didelėse žmonių grupėse, padedanti susirasti naujų
draugų, tačiau respondentai nelinkę aukštai vertinti bendravimo FB’e teikiamų aktyvinimo
galimybių. Nepaisant to, kad respondentai daug laiko praleidžia FB’e, jie teigia, kad nėra
priklausomi nuo naudojimosi socialiniu tinklu, ir kad tai nedaro neigiamo poveikio nei jų
psichikai, nei studijoms.
Respondentai teigia, kad išmokti naudotis FB yra nesunku, kad tai nesudėtingas ir
suprantamas socialinis tinklas. Jie tvirtai įsitikinę, kad ir toliau liks savo FB draugų rate bei
ateityje tęs naudojimąsi FB.
Tyrimo rezultatai rodo, kad daugumos teiginių vertinime statistiškai reikšmingo
skirtumo nepastebėta. Tiek merginos, tiek vaikinai vidutiniškai vienodai vertina daugumą
teiginių, nors kai kurių teiginių vertinime išryškėjo statistiškai reikšmingi skirtumai.
Merginos yra aktyvesnės susisiekiant su mokyklos draugais, sekant naujienas, gaunant
informacijos apie kitus žmones. Tuo tarpu vaikinai labiau nei merginos naudojasi FB’u,
norėdami sužinoti, kas vyksta universitete bei ieškodami naudingos informacijos studijoms.
Merginos labiau nei vaikinai įsitikinusios, jog dėl FB jos neapleidžia savo studijų, kad
joms ir toliau verta naudotis FB ir kad FB naudotis yra lengva.
Literatūra
Brown, J. J. (2008). From Friday to Sunday: The hacker ethic and shifting notions of labour,
leisure and intellectual property. Leisure Studies, 27, 395–409.
Gudonienė, D., Rutkauskienė, D., Lauraitis, A. (2013). Pažangių mokymosi technologijų
naudojimas ugdymo procese [Advanced learning technologies in education].
Informacijos mokslai, 66, 96–107.
Facebook (2012). Statistics of Facebook. Palo Alto, CA: Facebook. Retrieved from http://
newsroom.fb.com/content/default.aspx?NewsAreaId=22.
Lamanauskas, V. (2012). Social networking websites: New educational space. Problems of
Education in the 21st Century, 39, 5–7.
Lamanauskas, V., Šlekienė, V., Ragulienė, L. (2012). Socialiniai tinklapiai ir jų panaudojimo
galimybės. Gamtamokslinis ugdymas / Natural Science Education, 2 (34), 6–24.
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Lamanauskas, V., Šlekienė, V., Ragulienė, L., Iordache, D., Pribeanu, C., Bilek, M., Aberšek,
B., Kordigel-Aberšek, M., Cavas, B., Mazurok, T., Melnik, E., Ellilyanen, N. (2014).
Usage of social networking websites: Structure of university students` position. In.:
B. Aberšek, (Ed.), 2nd International Scientific Conference on Philosophy of Mind
and Cognitive Modelling in Education (Conference abstract proceedings, May 26–28,
2014, Maribor). Maribor: Faculty of Natural Sciences and Mathematics, University of
Maribor, 16–17.
Markoff, J. (2007). The tangled history of Facebook. New York Times. Retrieved from http://
www.nytimes.com/2007/08/31/business/worldbusiness/31ihtfacebook.5.7340806.html
Schonfeld, E. (2010). Facebook closing in on 500 million visitors a month. TechCrunch.
Retrieved from http://techcrunch.com/2010/04/21/facebook-500-million-visitors-
comscore.
Wilson, R. E., Gosling, S. D., Graham, L. T. (2012). A review of Facebook research in the
social sciences. Perspectives on Psychological Science, 7 (3) 203–220.
Priedas
Anketa
apie Facebook (FB) naudojimą
Šios anketos tikslas yra surinkti duomenis moksliniam tyrimui apie Facebook naudojimą.
Anketai užpildyti jums reikės 10–15 min.
ANKETA ANONIMINĖ
Jūsų atsakymai nebus analizuojami individualiai.
Bus pateikti tik apibendrinti tyrimo duomenys.
Prašome užpildyti anketą iki galo. Jūsų nuomonė mums labai svarbi.
Užpildykite lentelę
Amžius Lytis (V/M)
Universitetas Fakultetas
Mokyklos baigimo vieta Aukštosios mokyklos vieta
Studijų lygis (B/M/D) Studijų metai (kursas)
Atsakykite į klausimus
Kiek draugų turite savo FB paskyroje?
Kiek iš Jūsų FB draugų yra universitetų studentai?
Kiek iš Jūsų FB draugų yra Jūsų universiteto studentai?
Kiek iš Jūsų FB draugų yra universiteto dėstytojai?
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Visiškai Visiškai
nesutinku …..................... sutinku
Nr. Teiginys
1 2 3 4 5 6 7
Aš naudoju FB sužinoti informaciją
1 o o o o o o o
apie kitus žmones
Aš naudoju FB sužinoti, kas vyksta
2 o o o o o o o
mano universitete
Aš naudoju FB susisiekti su naujais
3 o o o o o o o
žmonėmis
Aš naudoju FB gauti patarimų apie tai,
4 o o o o o o o
kuo aš domiuosi
Aš naudoju FB gauti prieigą prie
5 o o o o o o o
interneto šaltinių
Aš naudoju FB dalyvauti panašių
6 o o o o o o o
interesų grupėse
Aš naudoju FB susisiekti su buvusiais
7 o o o o o o o
mokyklos draugais
Aš naudoju FB surasti savo senus
8 o o o o o o o
draugus
Aš naudoju FB bendrauti su savo
9 o o o o o o o
draugais
10 Aš naudoju FB sužinoti kas yra naujo o o o o o o o
Bendravimas su žmonėmis FB mane
11 sudomina apie tai, kas vyksta už o o o o o o o
universiteto ribų
Bendravimas su žmonėmis FB kelia
12 o o o o o o o
norą imtis kažko naujo
Bendravimas su žmonėmis FB kelia
13 o o o o o o o
domėjimąsi apie ką galvoja kiti žmonės
Bendravimas su žmonėmis FB kelia
14 o o o o o o o
domėjimąsi apie kitas pasaulio vietas
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Pastabos ir komentarai
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Summary
Facebook, having more than a billion users and being acceptable in more than 70
languages, is changing the ways of communication and sharing information of hundreds of
millions of people. Lithuanian users is not an exception. Rapidly changing Facebook, has
become an actual scientific research object. Scientists universally are investigating Facebook’s
influence on social life. However, Facebook is still quite a new phenomenon in science,
and still uncertainty exists defining the most effective its research and usage methods and
possibilities. In the last decade, a tendency has been observed, that Facebook is used not only
for entertainment, leisure or communication, but more and more its educational functions and
possibilities come to light.
In 2016, a research was carried out (totally, 300 Lithuanian high school first to fourth
course students participated in the research) about Lithuanian high school students’ use of
social network Facebook (FB), seeking to reveal how and what functions of a social network
FB Lithuanian high school students use, how they value it, what is their opinion about FB
influence on a person and what are the possibilities of FB educational use.
It has been stated, that most of the students, assuming, that FB is a good communication
device, express a positive attitude in the aspect of the statements about possibilities to obtain
interesting information about university in Facebook, to find useful sources for the studies,
about academic group communication. This shows that they are important in students’ life, FB
diversifies study methods, helps to obtain useful information for university studies. Though
students spend a lot of time in Facebook, they assert that they are not dependent on using social
network, and that this does not have a negative influence neither on their psyche nor the studies.
Keywords: educational environment, Facebook, social networking websites, university
studies.
Vincentas Lamanauskas
PhD., Professor, Department of Education & Psychology, University of Šiauliai, Lithuania.
E-mail: v.lamanauskas@ef.su.lt
Website: https://projektas.academia.edu/VincentasLamanauskas
Violeta Šlekienė
PhD., Senior Researcher, Siauliai University, P. Visinskio Street 25-119, LT-76351 Siauliai, Lithuania
E-mail: violeta@fm.su.lt
Loreta Ragulienė
PhD., Senior Researcher, Siauliai University, P. Visinskio Street 25-119, LT-76351 Siauliai, Lithuania
E-mail: loretar@gmail.com
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Sutuma Edessa
Addis Ababa University, Addis Ababa, Ethiopia
Abstract
The research was conducted on the impacts of insufficient instructional materials and
higher education systems of teaching biology on the qualification of graduates as outputs.
Data collection methods were through variables of in-depth interview questions and
face-to-face observations, whereas both quantitative and qualitative methods were employed
to analyze evidences comparatively.
Data sources were graduates of biology of different universities, who joined the post
graduate diploma in teaching (PGDT) teachers training program of Addis Ababa University to
be biology teachers, and evidences were gathered while the trainees were attaining the course
biology teaching methods.
Interview questions were distributed to 200 trainees and respondents provided their
judgments both in written or oral forms. The face-to-face observations were conducted on
20 of the trainees while conducting the tasks of biology teaching methods using observation
checklists.
As a result, the impacts of the insufficient instructional materials and higher education
systems were accounted for 56.83% and impacts on competence of the graduates of biology
in performing expected biological tasks were accounted for 71% that made learners at an
average 63.915% unsuccessful.
The research was concluded with great divorce of theory and practice due to the impacts
of insufficient inputs of instructional materials and poor education systems, in which graduates
ended with incompetence and joblessness.
Keywords: biology teaching, instructional materials, higher education.
Introduction
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The impact was accelerated by the extension of the number of higher institutions
and ignorance of educational facilities, adequate staffing with qualified professionals and
effective education systems. In fact, the higher education system is a key bridge to provide
lifelong experiences to graduates that enable them to perform skillful professional tasks
after completion.
The issue of the study was identified while graduates of biology who joined the
teachers training program of the Postgraduate Diploma in Teaching (PGDT) at Addis
Ababa University had difficulties in understanding the content knowledge of biology and
conducting designated tasks of classroom, lab and experimental activities.
Accordingly, the subject of the research was to find out answers to the question,
why graduates of biology could not perform their professional career properly in relation
to higher educational systems inputs and outputs.
The main aim of the research was to investigate the extents of the higher educational
systems inputs (access to all instructional materials, learning facilities and the effectiveness
of teaching) and attest with the skills and competencies transferred to do professional jobs
as outputs.
Methodology of Research
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Access to handouts was for about 52%, 33% depended up on lecture notes and lost the
rest 15% was without. Access to reference materials was 29%, about 31% used informal
resources and 40% were completely without.
The access to new investigations of scientific researches of biology with the ongoing global
level information was accounted for 60% whereas the rest 40% was impossible.
The teaching effectiveness of the higher education systems was 27% student-
centered approach, 59% traditional mode and the rest 14% was conducted through
indirect contacts, whereas 85% of the learning hours were corrupted by none-educational
appointments. Assessment techniques used in the higher education systems were 70%
through termed exams, 28% quizzes and 2% assignments. The level of assets the higher
education systems put was insufficient and distressing, showing higher impacts on all
round development and capacity of biology graduates and made all things hard to cope
with. Most of the teaching methods in use were traditional or teacher-centered, depended
up on theory without practice and remained ineffective, in which students sat for writing
exams without any feedbacks or information on the course they due to learn.
In summary of evaluation, educational inputs of the higher education systems
(instructional materials, learning facilities and teaching effectiveness) was ended with
43.17% adequacy the rest 56.83% of insufficiency or wastage. The face-to-face observation
was to attest the effectiveness of the higher education systems inputs in relation with the
abilities of graduates of biology to conduct assigned tasks practically. Checklists were
used to promptly value the performances of graduates to execute assignments within the
contexts of higher education level and record scores in percentile expressions through
conducted tasks of classroom discussion, operation of microscopes and uses of equipment,
lab works, and actualization of simple experiments and skills of executing biological tasks
as outputs. Accordingly, higher education graduates of biology overall conducted only
29% of tasks of biology effectively, but were unsuccessful in the rest 71% of the expected
tasks.
The output of the higher education was ended with 71% impacts on graduates in
every aspects of executing professional works showing that theory and practice were
divorced and made graduates unsuccessful and incompetent. The facets to what extent
graduates of biology put learnt knowledge into effect and conducted assigned tasks after
graduation was only 29%, which was irrelevant to the lost 71% of educational inputs
comparatively.
Results of Research
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Degree of
Tasks Status of performances of the variables performance
(%)
Discussing Better conceptualization and definitions 32
the contents
knowledge of Missing too much and posed to vulnerable
68
biology knowledge
Understood some of the concepts 18
Microscopy Unable to understand and operate microscopes
82
easily
Used lab equipment, observed objects and
31
Biology lab reported
activities Difficulties in using lab equipment, identifying
69
objects and writing up lab reports
When demonstrated they try similar activities 22
Simple
experiments in Incompetent to use equipment, chemicals and do
biology 78
designated experiments of biology
Some tried to write meaningless items for given
42
tasks
Assignments
Insufficient and incompetent to conduct the work
58
of excellence
Discussion
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are often slow to respond to the changing needs, not only in biology, but in the wider
fields and fail to anticipate or shape careers that facilitate opportunities of finding jobs.
Among the various systems of instructions proposed so far, modular instruction is one
of the newly introduced teaching materials in which learning is either partly or entirely
based on modules to alleviate the current problems of instructional materials shortages
and may meet the needs of today's students more adequately with respect to the content
knowledge and quality of learning than the traditional ways. In spite of this, biology
graduates exercised little practical activities so that the time invested on learning remains
wasted when the expected practical performances in biology remained ineffective.
The issue of capacity constructing to perform biological tasks after completing
higher education deals with the concept to what extent learners have understood, retained
gained experiences and constructed skills of pertinent works.
The scenario of the higher education institutions today mostly emphasizes on the
extension and production of graduates in mass, which is mismatching and putting great
negative impacts on the professional quality of graduates and ended with increasing the
numbers of jobless. Overall, the relations between the current higher education teaching,
learning and assessment efficiency or inputs were mostly divorced from the required
quality of outputs or proficiency as well abilities of doing practical works. Although there
are strong needs for innovative delivery methods to improve the quality of education, the
escalating numbers of students joining the higher education institutions every year from
different backgrounds, come up with the shortages of educational resources, facilities and
qualified staff to administrate the programs.
Qualification in any profession is an experience accumulated throughout attaining
the full chains of elementary, primary, secondary and higher education systems with
substantial coverage of the prescribed contents and if any of the chains are corrupted, the
outcome faces several disadvantages. In fact, practice is increasingly the dynamic agent
of changes in the academic landscape, but graduates of biology achieved little experience
in materializing the concepts of biology and exercising practically during their three years
study and lost self- confidence on the degree they hold.
The summary of comparative evaluation of the higher education system inputs
with the outputs in practices evidently mismatched so that the impacts of insufficient
instructional materials and education systems including all schooling facilities have
deteriorated the quality of higher education.
Higher education systems are expected to provide practicable knowledge and know-
how that could enable graduates to understand and do practically in relation to what they
have learnt. Accordingly, the following points of solutions are recommended.
1. Ethiopian higher education systems require providing adequate instructional
resources and facilities with qualified staffing who can transfer satisfactory
know-how, sustain and provide practicable knowledge to graduates.
2. The instructional materials of biology of the higher education systems need
to be consistent and content innovative to connect theory practice that enable
graduates to perform professional tasks.
3. Assessing areas of strengths and weakness in-action and on-action, feedbacks
and renovation of the materials could maintain the balances of teaching and
learning and minimize the overwhelming impacts of bad teaching.
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References
Sutuma Edessa
PhD., Researcher, Department of Science and Mathematics Education, College of Education and
Behavioral Studies, Addis Ababa University, Ethiopia.
E-mail: Sutuma2006@yahoo.com
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Vincentas Lamanauskas
Šiauliai University, Lithuania
Andrej: In Slovenia, 9-years elementary school is compulsory and covers primary (ISCED
1) and lower secondary school (ISCED 2) levels (Table 1). The majority of the schools are
public and only a handful of schools are private following the same programme as public
schools or programmes based on Waldorf and Montessori pedagogics. All public schools
follow the same programme, curricula and subject syllabi approved by governmental
bodies. The majority of the subjects are compulsory, and only in the last three years’
elective subjects are offered (Table 2).
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Tertiary education
Compulsory exams at the end of secondary education
General Vocational
Grades Age Vocational Matura Matura course*
Matura Matura
Vocational-technical
13 - 14 18 - 19
education**
Short
General Technical Vocational (3-4
10 - 13 15-18 vocational
(4-years) (4-5 years) years)
(2-3 years)
Upper secondary education
7-9 12 - 14 Third cycle (lower secondary education) – 3 years
4-6 9 - 11 Second cycle (primary education) – 3 years
1-3 6-8 First cycle (primary education) – 3 years
Elementary education
Note. *general upper secondary second chance education; **2 years of technical upper secondary
education built on previously completed programme
Table 2. Compulsory and elective STEM subjects with biological content and weekly
hours dedicated to the subjects in compulsory 9-year public schools.
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Andrej: Recently all elementary and secondary school teachers in Slovenia, regardless of
educational stream(s) are obliged to achieve at least 60 ECTS from educational subjects
(from total of 300 ECTS at the university master levels). Additionally, during the first three
years, when employed as teachers, they should pass a state professional exam.
Courses for prospective Biology teachers are offered as a two-stream study at
the Faculty of education of University of Ljubljana and Faculty of Natural Sciences
and Mathematics of University of Maribor. The difference is, that in Ljubljana study is
offered as 4 years at the baccalaureate level and additional year at the Master level. In
Maribor they offered unified 5-years study. The other difference is that in Ljubljana only
combinations of Biology - Chemistry and Biology - Home economics are available, while
in Maribor students can combine Biology with Chemistry, Physics, Mathematics, Technics
and Computer sciences. With two stream combination teachers are allowed to teach at
elementary schools, and most secondary schools. Exception are gimnazija programmes
(general upper secondary school) preparing for the General Matura state exams. Gimnazija
teachers are by rule one stream Biology teachers, an educational programme offered at the
Department of Biology at the Biotechnical Faculty of University of Ljubljana. Additionally,
someone who finished Master level study of non-educational Biology at the Universities
of Maribor and Ljubljana, can get licence by addition of 60 ECTS of missing educational
subjects, offered as in-service university courses.
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Andrej: Students in general like biological topics, however they do not necessary share this
opinion about all topics taught in schools and they would prefer if they will be taught in a
more interesting and engaging way. Because Biology is compulsory in the last two years
of elementary school, we do not have external measure of interest at these levels. The same
is true for general secondary education, where Biology is elective at first as preparation
course for Matura exam in the fourth year. We are nowadays witnesses that interest toward
election of one of the science subjects, biology included, at Matura exams raise again,
however numbers are still far below numbers of them who elected social science subjects.
Biology study at the university levels, and most streams of the life science studies (e.g.
Medicine, Veterine) do not have problems with filling study places, what is not a case
of many other science disciplines and engineering studies. The real problem for future
position of Biology and Science in schools is lack of interest to elect streams leading
toward educational careers.
What are the qualities of a good biology teacher (or science teacher, in general) from
your point of view?
Andrej: From my personal experiences as a teacher and teacher educator, I cannot point to
only one single trait, but to a combination of them. Not necessary in this order, a Biology
teacher should be curious and able to share enjoyment of inquiry of new knowledge and
experiences with students. Teachers should be aware that knowledge is fluid and dynamic
and that some issues what were taught as a law in their student times are not valid anymore.
Research experiences can help because skills gained in process of scientific publishing can
be transferred into work with students. Everyone who at some point start to believe that
teaching career is Valley of Tears leading toward Green pastures of retirement should leave
school immediately.
Biology education currently faces several critical issues. What, in your opinion, are
the key challenges in biology education?
Andrej: Biology is in my opinion the most complex of all science disciplines, because
living systems are in reality systems combined of many hierarchical systems and connected
to the social sciences as well. The most important challenges should be: 1) Development
of appropriate strategies that will help students to transfer and connect knowledge between
hierarchical levels from subcellular levels to ecosystem. 2) Avoiding trap of descriptivism
and reductionism, because life is a process not a thing. 3) Replacement of first-hand
experiences with organisms in school laboratories and nature with virtual worlds. 4)
Because of fast development of discipline, we should rethink what really matters and what
is biology and what is not.
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I would like to sincerely thank colleague Andrej Šorgo for this interesting interview.
Biology education is an important and integral component of the general (comprehensive)
education. Cognition of nature, its main processes and laws it is urgent in the context of the
sustainable relations with the nature (natural environment).
Vincentas Lamanauskas
PhD., Professor, Department of Education & Psychology, Siauliai University, P. Visinskio Street 25,
LT-76351 Siauliai, Lithuania.
E-mail: v.lamanauskas@ef.su.lt
Website: http://www.lamanauskas.puslapiai.lt
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INFORMACIJA AUTORIAMS
Moksliniai straipsniai. Tekstas turi būti mokslo straipsniams būdingos struktūros: trumpa anotacija (jos pabaigoje
pateikiami pagrindiniai žodžiai); įvade atskleidžiama tyrimo problema ir aktualumas, prob-lemos ištyrimo laipsnis, tyrimo
tikslas ir kt., metodologija (tyrimo konceptualusis pagrindas ir metodika); tyrimų rezultatai; išvados; nurodyta naudota
literatūra.
Prie straipsnio (žemiau literatūros sąrašo) turi būti santrauka (jos pabaigoje pagrindiniai žodžiai) ang-lų kalba (apie
150–200 žodžių). Straipsnio pavadinimas taip pat pateikiamas anglų kalba.
Literatūros sąrašas sudaromas abėcėlės tvarka, nenumeruojamas, pavyzdžiui, Vaitkevičius J. (2000). Gamta ir
žmogus: kai kurie sąveikos aspektai gamtamokslinio ugdymo kontekste. Kn. Gamtamokslinis ugdymas bendrojo lavinimo
mokykloje: VI respublikinės mokslinės-praktinės konferencijos straipsnių rinkinys. Vilnius, p. 75–78.
Tekste esančiose nuorodose skliausteliuose rašoma autoriaus pavardė ir metai, pavyzdžiui, (Vaitke-vičius, 2000).
Pateikiant tikslią citatą, nurodomas ir puslapis – (Vaitkevičius, 2000, p. 75).
Kiekvieno straipsnio metrikoje (žemiau santraukos) turi būti nurodyta, kada jis įteiktas redakcijai (data), institucija
(-os), kuriai (-ioms) autorius (-iai) atstovauja, autorių adresai (ir elektroninio pašto).
Straipsnių apimtis iki 7 psl. Tekstas renkamas „PC Windows“ („WinWord“ V2.0, V6.0, V7.0, „Word 98“, „Word
2000“) teksto redaktoriumi. Raidynas „Times New Roman“, dydis – 12 pt, teksto intervalas normalus. Dėl didesnės straipsnio
apimties tartis su redakcija. Straipsniai recenzuojami.
Metodiniai straipsniai. Tekstas renkamas laikantis tų pačių reikalavimų. Tačiau straipsnio struktūra gali būti
trejopa, atsižvelgiant į straipsnio turinį:
a) apibendrintos pedagoginės patirties aprašymas. Šiems straipsniams būdingas istorinis aspek-tas, per ilgesnį
laikotarpį atskiro pedagogo ar ugdymo įstaigos sukauptos patirties analizė, apibendrinimas bei įvertinimas;
b) gamtamokslinio ugdymo kokybės vertinamojo tyrimo rezultatai. Tokia straipsnio forma tiks ug-dymo kokybės
kontrolę vykdančioms šalies, apskričių, miestų, rajonų institucijoms, įskaitant ugdymo įstaigas, gamtamokslinio ugdymo
kokybės tyrimų rezultatams publikuoti;
c) pedagoginės veiklos tyrimo rezultatai. Tokiame straipsnyje autorius galės pateikti gamtamoks-linio ugdymo
naujovių efektyvumo tyrimo konkrečioje mokykloje ar klasėje rezultatus, įvertinant taikytų priemonių, inovacijų efektyvumą,
teikiant rekomendacijas. Ši straipsnio forma bus aktuali aktyviausiems, kūrybingiausiems, mėgstantiems ir drįstantiems
eksperimentuoti pedagogams.
Išsamus reikalavimų metodiniams straipsniams aprašymas pateiktas žurnalo „Gamtamokslinis ug-dymas“ interneto
svetainėje adresu http: / / www.gu.projektas.lt / GUwww / autoriams.htm
Autoriai taip pat turi pateikti informaciją apie save: vardas (būtinai visas), pavardė, institucija, parei-gos, tikslus
adresas. Autorius turi raštu patvirtinti, kad straipsnis nebuvo pateiktas kitam leidiniui.
Straipsnius pateikti elektroniniu paštu.
Redakcijos adresas: Mokslinis metodinis centras „Scientia Educologica“, Donelaičio g. 29, LT-78115 Šiauliai. El.
paštas: gu@gu.puslapiai.lt, gamtamu@mail.ru; telef. +370 687 95 668.
The journal GAMTAMOKSLINIS UGDYMAS publishes scientific, methodical (investigations of educa-tional expe-
riences, case study of science education, action research and etc.) articles and other original materials relating to the results
of investigations and new experiences in the field of natural science educa-tion. All materials sent to the GU should not
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The authors should fulfill the following instructions: The word processed manuscripts of the articles, single spaced and
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The text must be elaborated in Word for Windows or compatible word processors, using 12 point Times New Roman letters.
The manuscript must have a maximum 7-8 pages, included figures, tables and bibliog-raphy. The language must be clear
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The structure for article: Title, names and surnames of the authors, the institution to which they belong, abstract (50-
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Adresas Address
MMC „Scientia Educologica“ SMC „Scientia Educologica“
Donelaičio g. 29, LT-78115 Šiauliai, Lietuva Donelaičio Street 29, LT-78115 Šiauliai, Lithuania
El. paštas gu@gu.puslapiai.lt E-mail: gu@gu.puslapiai.lt
Tel. (8 687) 95668 Phone: +370 687 95668
Interneto svetainė http:/ /www.gu.puslapiai.lt Home page: http:/ /www.gu.puslapiai.lt
Kontaktinis asmuo Laima Railienė Contact person: Laima Railienė