Aim. The aim of the research is to provide a scientific justification for the integrated development of general and subject-specific competences of primary school pupils. Methods. The exploratory qualitative case study was conducted in a private school in Lithuania. The integrated activities covered the content of Lithuanian language and science education, as well as general competences such as communication and digital competences. The activity was implemented in grade 4 with 12 pupils (8 boys and 4 girls). A semi-structured interview with the class teacher was also conducted. Results and conclusion. The data from the empirical study were analysed according to the following thematic clusters: interest in the activity, group work, searching for information in the encyclopaedia and in electronic sources, working with a robot when integrating the digital skills and the content of science education, descriptions of animals as a summarising and consolidating activity. The study found that if the educational process is well thought out, if the pupils are interested, they can work independently and support each other in explaining the content, while the teacher becomes an observer, a facilitator, and can concentrate on the pupils’ individual activities during this process. Well-designed tasks with the robot develop not only digital literacy skills, but also the reinforcement of subject content related to the use of concepts. Originality. The case study provides valuable insights into the implementation of an educational process that integrates general and subject-specific competences, and the detailed description of the activities shows which tasks support students’ independent learning.
In the 21st century, the speed of technology, information and communication tools and economics obliges teachers to prepare the young generation to be able to adapt quickly to the rapidly changing living conditions. The rapid growth of various ICT tools in schools opens up ample opportunities for change in the educational process. Today ICT itself is not an innovation, but it provides new opportunities for education by developing and changing at a fast pace. Therefore, the use of ICT in education has the potential to become the key tool for implementing new pedagogical ideas, i.e. to become a pedagogical innovation or an innovative pedagogical process, which will help to achieve qualitatively new results in human learning and creativity development. Moreover, by using ICT, teachers can help students to acquire knowledge and understand the taught material as well as make lessons a lot more stimulating. The aims of analysis to show the employment and the usage of ICT tools in science lessons. Children can perform various tasks with iMO cubes, an interactive map, interactive T-shirts as well as Photon and Blue bot robots. The employment of interactive iMO cubes is a new and unique way to learn by creating a dynamic learning environment. The integration of movement in the educational process helps to create a more stimulating atmosphere which interests young learners even more. An interactive T-shirt is a tool which helps the 3rd-4th grade students to get acquainted with the structure of the human body, internal organs, blood circulation, digestive and urinary systems. An interactive T-shirt is scanned with the help of the tablet and the "Virtual tee" app. "Photon Robot" is an educational tool that helps teachers in various lessons, such as programming, maths and science. Blue-bot robots are already a prevailing learning tool in both kindergartens and schools. It is programmed manually or with the help of the Blue-Bot program. Robots are often used in science lessons, children programme robots and name pictures, they also choose the correct answer and create sequences. All these tools interest and motivate students as well as help them to review their knowledge. Keywords: ICT tools, iMO cubes, interactive T-shirt, Photon Robot, Blue-Bot, interactive map.
Nowadays teachers always seek for new ways and methods to raise a creative, motivated individual, who is always willing to learn new things. That brings teachers to an ongoing issue – lack of student motivation. Traditional teaching methods became ineffective with the new generation. To them, all the lessons look the same, boring, and plain, and that’s why teachers have to find new methods, activities, tools to motivate the students to be active, to indulge in the activities and keep their focus throughout all of the lesson. One of the ways to motivate the students is integrated education. The main axis of integration could be science education. A variety of school subjects can be integrated with science education, such as Lithuanian language, mathematics, English, etc. This analysis provides some examples of how, by integrating the Lithuanian language and science lessons, students could be taught to write descriptions, to spell prefixes and proper nouns, and verbal tenses. The integration of mathematics and science could serve to teach students the units of measurement and basics of statistics through research, experiments, and measuring activities. Integration of English provides students with an opportunity to learn the scientific concepts not only in Lithuanian, but also in English. In science education lessons, teachers strive to provide students with the basics of competencies, knowledge, and skills needed to get to know themselves and the world around them. By working with the content of several school subjects at the same time, students acquire a holistic approach, while lesson topics are explored in greater depth. Keywords: motivation, integrated education, science education, lessons.
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