ANKSTYVOJO GAMTAMOKSLINIO UGDYMO TENDENCIJOS

Abstract

The journal's introductory article (editorial) discusses current trends in science education. Inquiry-based learning, STEAM and project-based activities remain relevant to science education. In the process of inquiry-based learning, the formulation of a question, which determines the hypothesis, the design of the research model, and the search for an answer, rather than the immediate finding of an answer, is becoming increasingly important. A distinctive feature of learning by inquiry is the involvement of the students, which is not just about memorising facts or knowledge, but about deeply understanding what is being explored by delving into the unknown. It discusses the use of technology, the importance of the principle of visuality in science education, and the emerging need to learn science not only in the classroom, but also increasingly in natural educational environments. This is also useful in exposing topics related to sustainability. As in pre-primary education, the science curriculum in primary school develops seven competences, but there are six areas of achievement rather than three: knowledge of the nature and development of science, science communication, science exploration, knowledge of natural objects and phenomena, problem-solving and reflection, and the harmony between people and the environment. Keywords: inquiry-based learning, primary school, science curriculum, science education, visuality in science education