Learn and play: an insight into quality of schoolyards in natural sciences education

Journal of Applied IchthyologyVolume 32, Issue 5 p. 978-981 Short Communication Unusually high production of oocytes in two invasive populations of topmouth gudgeon Pseudorasbora parva (Temminck and Schlegel, 1846) K. Švolíková, Corresponding Author K. Švolíková svolikova@fns.uniba.sk Department of Ecology, Faculty of Natural Sciences, Comenius University, Mlynská dolina, Bratislava, Slovakia Author's address: Kristína Švolíková, Department of Ecology, Faculty of Natural Sciences, Comenius University, Ilkovičova 6, Mlynská dolina, 842 15 Bratislava, Slovakia. E-mail: svolikova@fns.uniba.skSearch for more papers by this authorE. Záhorská, E. Záhorská Department of Ecology, Faculty of Natural Sciences, Comenius University, Mlynská dolina, Bratislava, SlovakiaSearch for more papers by this authorV. Kováč, V. Kováč Department of Ecology, Faculty of Natural Sciences, Comenius University, Mlynská dolina, Bratislava, SlovakiaSearch for more papers by this author K. Švolíková, Corresponding Author K. Švolíková svolikova@fns.uniba.sk Department of Ecology, Faculty of Natural Sciences, Comenius University, Mlynská dolina, Bratislava, Slovakia Author's address: Kristína Švolíková, Department of Ecology, Faculty of Natural Sciences, Comenius University, Ilkovičova 6, Mlynská dolina, 842 15 Bratislava, Slovakia. E-mail: svolikova@fns.uniba.skSearch for more papers by this authorE. Záhorská, E. Záhorská Department of Ecology, Faculty of Natural Sciences, Comenius University, Mlynská dolina, Bratislava, SlovakiaSearch for more papers by this authorV. Kováč, V. Kováč Department of Ecology, Faculty of Natural Sciences, Comenius University, Mlynská dolina, Bratislava, SlovakiaSearch for more papers by this author First published: 18 June 2016 https://doi.org/10.1111/jai.13107Citations: 5Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume32, Issue5October 2016Pages 978-981 RelatedInformation

Introduction. The article studies the problem of developing STEAM competence in undergraduates pursuing their first degree in natural science education. The authors justify the necessity of introducing the discipline called ‘STEAM-approach in natural science education’ into the curriculum. The purpose of the article is to assess the readiness of future teachers of natural science subjects to implement STEAM education. Materials and Methods. The research methodology follows integrative, complex and contextual principles and the essential ideas of STEAM education aimed at the formation of STEAM-competencies in future natural science teachers. The authors summarized existing approaches to identifying key competencies, developed the structure of STEAM competence and designed the syllabus for ‘STEAM approach in natural science education’ discipline. The academic discipline ‘STEAM approach in natural science education’ was integrated in the curriculum of ‘Biology and Geography’ undergraduate programme and tested in the educational process. Final evaluating procedures which assessed the level of developing the components of STEAM competence included the comparative analysis of data obtained by means of questionnaires of teachers and students and the comparative assessment of some components of the STEAM competence in the control and experimental groups. Experimental work was conducted in secondary education settings in the Republic of Belarus and in the Faculty of Natural Sciences at Belarusian State Pedagogical University named after Maxim Tank. The study involved 33 natural science teachers and 70 undergraduates doing their first degrees in the Faculty of Natural Sciences at BSPU named after Maxim Tank. The methods of theoretical analysis, comparison, questionnaire, testing, and statistical data processing were used in the study. Results. In the course of the research, the need for the formation of STEAM competence in future teachers of natural science subjects is substantiated; a system of their preparation for the implementation of STEAM education is developed and justified. The results of experimental work confirm that the effectiveness of training future natural science teachers to implement STEAM approach is determined by academic disciplines, which involve students in STEAM education. Conclusions. The results obtained prove the effectiveness of developing STEAM competence in future natural science teachers by means of targeted method training provided at the first stage of higher education. Teaching ‘STEAM approach in natural science education’ discipline as one of the elements of future teachers’ method preparation for implementing STEAM education contributes to the improvement of their STEAM competence.

The project MaT²SMc is implemented in the frame of EU Lifelong Learning Programme. The main idea of the project is to find a way to increase students' motivation to learn in the key subjects mathematics and science. From one side, mathematics teachers should understand that there is a meaningful and realistic context to use mathematics. From the other side, science teachers should understand that the mathematics competences required for more effective science teaching and learning. In such a context the collaboration of science and mathematics teachers is very relevant. Currently it is obvious that mathematics and natural science teachers‘ collaboration on integration purposes at school is limited by some factors. Collaboration of mathematics and natural science teachers should be expanded, for this purpose, it is necessary to create all necessary conditions and didactic providing (support). Partners of the project are: Palacky university, Faculty of Science (Czechia); University of Nicosia (Cyprus), University of Vienna, Faculty of Mathematics (Austria), University of Šiauliai, Natural Science Education Research Centre (Lithuania), University of Sunderland, Faculty of Education & Society (UK), Constantine the Philosopher University in Nitra, Faculty of Natural Science (Slovakia), University of Palermo, Faculty of Educational Studies (Italy). During the project implementation it is expected to develop didactic materials in a real European context. There is a dire need to strengthen the learning of basic skills in mathematics and science by fostering and promoting collaboration among the teachers. There are at least three main activities: common lesson planning, collaborative projects and team-teaching. Dissemination of project results will be very important for the partners. In all participating countries the knowledge and skills learned under the project will be distributed to all the target groups, for example, universities, students and teachers, schools. All partners believe that the outputs of the project will be useful in all science teacher training institutions in EU countries. Key words: international project, mathematics and science teachers, natural science education, teacher training.

This review is devoted to the 20th national scientific practical conference „Natural Science Education in a Comprehensive School – 2014“. It is obvious, that this conference is devoted to topical issues of natural science education. Every year teachers from different schools of Lithuania, and also the teachers and scientists from different foreign countries attending the conference. The first national conference „Natural science education in comprehensive school“ took place in Upyte, Panevezys district, Antanas Belazaras basic school. At that time, the organisers did not have a clear vision concerning the future of that conference, because that was the time when Lithuanian education „construction“ was going on. The beginning was very hard – there were no finances, no support. However, there was a clear perception – this is necessary, this is important. The years passed. The second conference took place in 1996, the third in 1997… and now we have 2014. Owing to colleagues and like-minded people, this conference is up to now. The 20th national scientific practical conference took place. What is more, it „grew up“ – both quantitatively and qualitatively. During the mentioned period, various natural science subject, primary class teachers, pre-school education, non-formal education specialists, education managers, high school teachers, scientists and so on took part in the conference. We were learning from each other. It is obvious, that natural science and technological education success and effectiveness are determined not only by current and newly written textbooks, computers and other modern technologies, renovated school material basis, but, first of all, by education managers’ and organisers’ attitude and understanding. Equally the same understanding should also get stronger in natural science subject teachers’ consciousness. I hope, that conferences contribute significantly to this, and all participating in them, carry out a noble mission – develop natural science and technological education movement not only in Lithuania, but also outside its borders. Time is ruthless, memory is not all-powerful. We must save the memory and future education activities’ reference point. Twenty years is a certain epoch, during which a lot of changes occurred in the field of natural science and technological education. Some of the changes were that gave good results, the others – poor. However, all this is experience. A man is great and powerful in his mind; however, very often of a poor soul. He does not lack willingness and possibilities to create, however, at the same time he does not lack the willingness to destroy what has been created. Nature scientists’ worry is absolutely grounded. Today, it is not only natural education that is discussed about. It is more and more often discussed in a very broad context: natural science – technological – noospheric education. Therefore, a personal responsibility falls on us, natural science education specialists, for natural science education system creation and development. This is our primary responsibility and duty. Key words: national conference, science education, science and technological education movement.

This study tested for differences between instructors in three college faculties in the frequency with which they exhibited various classroom teaching behaviors, and in the correlation of these behaviors with perceived teaching effectiveness. Trained observers assessed the frequency of 95 classroom teaching behaviors shown by 124 teachers in the arts and humanities, the social science, and the natural science faculties. Teaching effectiveness was measured by formal end-of-term student ratings averaged over a three-year period. Behaviors reflecting “interpersonal orientation” occurred more frequently in arts and social science teachers than in natural science teachers, whereas behaviors reflecting “task orientation” occurred more frequently in natural and social science teachers than in arts teachers. However, the pattern of correlations between teaching behaviors and overall effectiveness ratings was quite similar in all three faculties. Results are discussed in terms of understanding, evaluating, and improving college teaching.

GliaVolume 64, Issue 10 p. 1609-1610 Editorial Glial ionic excitability: The role for sodium Christine R. Rose, Corresponding Author Christine R. Rose Institute of Neurobiology, Faculty of Mathematics and Natural Sciences, Heinrich Heine University Düsseldorf, Düsseldorf, GermanyAddress correspondence to Christine R. Rose, Institute of Neurobiology, Faculty of Mathematics and Natural Sciences, Heinrich Heine University Düsseldorf, Germany. E-mail: rose@uni-duesseldorf.de or Alexei Verkhratsky, Faculty of Life Sciences, The University of Manchester, UK. E-mail: Alexej.Verkhratsky@manchester.ac.ukSearch for more papers by this authorAlexei Verkhratsky, Corresponding Author Alexei Verkhratsky Faculty of Life Sciences, The University of Manchester, Manchester, United KingdomAddress correspondence to Christine R. Rose, Institute of Neurobiology, Faculty of Mathematics and Natural Sciences, Heinrich Heine University Düsseldorf, Germany. E-mail: rose@uni-duesseldorf.de or Alexei Verkhratsky, Faculty of Life Sciences, The University of Manchester, UK. E-mail: Alexej.Verkhratsky@manchester.ac.ukSearch for more papers by this author Christine R. Rose, Corresponding Author Christine R. Rose Institute of Neurobiology, Faculty of Mathematics and Natural Sciences, Heinrich Heine University Düsseldorf, Düsseldorf, GermanyAddress correspondence to Christine R. Rose, Institute of Neurobiology, Faculty of Mathematics and Natural Sciences, Heinrich Heine University Düsseldorf, Germany. E-mail: rose@uni-duesseldorf.de or Alexei Verkhratsky, Faculty of Life Sciences, The University of Manchester, UK. E-mail: Alexej.Verkhratsky@manchester.ac.ukSearch for more papers by this authorAlexei Verkhratsky, Corresponding Author Alexei Verkhratsky Faculty of Life Sciences, The University of Manchester, Manchester, United KingdomAddress correspondence to Christine R. Rose, Institute of Neurobiology, Faculty of Mathematics and Natural Sciences, Heinrich Heine University Düsseldorf, Germany. E-mail: rose@uni-duesseldorf.de or Alexei Verkhratsky, Faculty of Life Sciences, The University of Manchester, UK. E-mail: Alexej.Verkhratsky@manchester.ac.ukSearch for more papers by this author First published: 10 August 2016 https://doi.org/10.1002/glia.23012Citations: 8Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article.Citing Literature Volume64, Issue10Special Issue: Intracellular Sodium Dynamics in Glial Cells; GliotherapeuticsOctober 2016Pages 1609-1610 RelatedInformation

A problem of the notion natural science education (NSE) exists (English Science; Russian Естествознание /Естественнонаучное образование/, природоведение, окружающий мир, latvian Dabaszinatniskâ izglitiba/Dabas maciba, German Naturwissenschaft, French Sciences de la Vie et de la Terre, Norwegian Naturvitenskap/naturfag etc.). The concept is not properly and appropriately defined and this is a future task of didactics. On the other hand, in discussion on primary school this concept is not very suitable. Therefore, less complicated concepts basically defining natural science education such as The World Science, Me and the World, Nature and Human Being, Environment Study, We and the World, etc. are frequently applied. The most frequent and widely used term in Lithuania is natural science education. In the Lithuanian language – gamta (nature) + mokslas (science) + ugdymas (education) make one compound „gamtamokslinis“ and together with a term „ugdymas“ – „gamtamokslinis ugdymas“. Analogically the term is built in the Latvian language – daba (nature) + zinâtne (science) + izglitiba (education) – „dabaszinatniskâ izglitiba“. It should be emphasized that the present day educational terminology holds many obscurities. It is difficult to precisely choose an equivalent of the term in English. Researchers are expected to work hard as adjusting terminology is a very complex job in this field. I suppose that the explanation of the concept of natural sciences in a broad sense is logical. The concept „natural science education“ is the most appropriate in this context. The present natural science knowledge is related to the processes taking place in technical and social life, in the fields of ecology, health service, hygiene, demography, natural resources, etc. From this point of view, a term „natural science and technology education“ /NSTE/ seems to be reasoned today. The researchers’ communities have even certain problems in the field (for example, they have different attitudes towards natural science education and its place in the system of general education). In our opinion, natural science education is a field of social sciences (primarily educology). Public society approach to natural science education (general needs, general level of culture, traditions in the light of interaction with nature, the need to have society and the young generation of a privileged natural science background, etc.), its optimal conditions of implementation (the standards of natural science education and material, human, etc. resources undertaking their success), the development of the needs and motivation of nature study (in a broad sense) (improving the need to perceive nature throughout all studies in comprehensive school, enhancing cognitive relation with nature, etc.), natural science results: knowledge, abilities, relations (studying natural sciences, etc.) are the crucial components of natural science education. Secondary comprehensive education is the only stage for the young generation creating an opportunity to receive fundamental systemic natural science-technological education. Received NSTE (natural science-technological education) for the majority will be the only form to acknowledge this field as they will not have such a possibility for many reasons in the future. Having assessed the produced and expected changes of the educational system it is essential to stress that natural science education feels a lack of attention in the structure of the educational system (formal, informal). Key words: science education, concept, structure, technology education.

Russia's invasion of Ukraine is the continuation of Soviet communism's aggressive expansion. But as under communism, freedom of thought will prevail.

Analysing extra education much attention has been given to its general activities and results by various researchers. However, no research has been made on influence of extra education in natural sciences on developing schoolchildren’s knowledge acquisition so far. This article deals with extra education at junior physicists’ school “Photon”. “Photon” was founded in 1973 at Siauliai University, Faculty of Natural Sciences, Department of Physics. Every year 800–900 9th form schoolchildren from various secondary schools in Lithuania enter this Junior Physicists’ School. The studies last for four years. The pupils have to solve 60 different problems every year. The pupils send the solved problems to the "PHOTON" Council, which sends them back after the correction of mistakes together with the booklets of the correct solutions. “Photon” school is an extra educational institution, so schoolchildren continue their studies there until their needs and interests are satisfied. 17300 schoolchildren have completed their studies at “Photon” school. The aims of this article are: to present the tasks, principles and activities of extra education junior physicists’ school “Photon”; to research schoolchildren’s learning motivation and needs for extra education; to analyse the abilities of popularisation of physics and the acquisition of knowledge at this school. Methods of research: analysis of cumulate experience, survey of schoolchildren and physics teachers, systemic, comparative analysis. The research has been carried out in 2002–2007 year. 1460 young physicists school “Photon” – schoolchildren of 9th–12th forms and 180 teachers of physics from the various schools of Lithuania have been involved in the research. The received data was processed using statistical research methods. For analysis of the research data software SPSS (Statistical Package for Social Sciences) has been used. Research has showed, that „Photon“ school is a good form of deepening and expanding knowledge and raising interest in Natural sciences. The main factors defining preferential studies at “Photon” school are needs for knowledge, self – development and novelties. Those factors are directly connected with future plans, ways of overcoming difficulties and opportunities to get good results. “Photon” trainees are highly self – motivated, their need for knowledge and novelty is very strong and long – term. Leisure activities at “Photon” summer school foster positive emotions and creative favourable environment to reveal needs and aptitudes and to educate a creative personality. Schoolchildren appreciate activities there in the following way: “made new friend”, “interesting activities”, “got acquainted with famous Lithuanian scientists”. Educating factors are being stressed at “Photon” summer school. Trainees were enthusiastic experimenting in laboratories and participating in seminars. A 35 year activity of “Photon” school, active schoolchildren‘s and teachers‘ participation have revealed significance of its existence educating harmonious and creative personalities. Key words: extra education, school “Photon”, popularisation of physics, correspondence studies, seminars, summer school.

One of the objectives of outdoor space planning and campus building is to accommodate students need for learning activities and social interactions. The Faculty of Mathematics and Natural Sciences one of the 15 faculties in the University of Sumatera Utara has a uniqueness in the use of gathering space on campus. By using mixed research methods, it found many students use almost their time in outdoor communal space. The students transform the outdoor space between building from relax space to be learning activities space. Because of limited outdoor spaces and many works have to be finished the students adapt the outdoor space for their needs with their own ways. Their activities and interaction create space that fit to them and characterize the area.

In 2022, the national scientific-practical conference “Natural science education in a comprehensive school – 2022” was held remotely (online). Such conference format was determined by the ongoing Covid-19 pandemic; therefore, the conference for the third time already, could not take place in its usual format. It is obvious that the plenary session “united” different continents – Africa (speaker Dr. Angela James from Republic of South Africa), Latin America (Dr. Solange Locatelli from Brazil), Europe (Dr. Martin Bilek from Czech Republic, Dr. Malgorzata Nodzynska-Moron from Poland, and Dr. Rita Birzina from Latvia). All plenary reports in their own way were interesting and relevant. Prof. M. Nodzynska-Moron’s report was dedicated to non-formal natural science education realities. Various practical examples were presented, non-formal natural science education experiences were analysed. Prof. M. Bilek analysed chemistry didactics issues in his report. A special attention was paid to virtual chemistry experiments, as well as to experiments using computer tools. Prof. A. James discussed the implementation of STEM programme while working with primary school teachers. Preparation and practical implementation aspects of such programme were analysed, concrete educational experiences were presented. In the first section, the reports were mainly devoted to the problems of pre-school, primary and general natural science education. A total of 9 reports were presented. In the second section, issues of natural science and technological education in gymnasium and in higher education institutions were discussed. A total of 10 reports were presented. It is interesting that in the second section, three reports of foreign researchers were presented. The topics of the research were diverse, basically various areas of natural science and technological education were discussed. It is important that the participants were active, intense discussions and sharing of experiences took place. The results of the ongoing international project “Bridge2Teach” were presented at the conference. More information about this project can be found on the project website (https://www.bridge2teach-project.eu). Various natural science education topics were presented in other reports. On the second day of the conference, a seminar was held for natural science teachers “Integrated science education in Lithuania: achievements and future perspectives” (The project is funded by the Lithuanian Science Council No. P-REP-21-8). Insights, recommendations, and conclusions of the research. Most conference reports were presented in the form of articles and published in the conference proceedings. One can find full texts in the database at: https://oaji.net/journal-archive-stats.html?number=1984&year=2022&issue=19320 Keywords: online platform, national conference, science education, science teachers, science pedagogy

Event Abstract Back to Event Testing the resource-reallocation hypothesis: influence of maternal testosterone on immune system of Japanese quail (Coturnix japonica) chicks Zuzana Kankova1*, Monika Okuliarova1 and Michal Zeman1, 2 1 Faculty of Natural Sciences, Comenius University, Department of Animal Physiology and Ethology, Slovakia 2 Slovak Academy of Sciences, Institute of Animal Biochemistry and Genetics, Slovakia Immunomodulatory effects of testosterone are frequently discussed but the effects of maternal testosterone (mT) are less studied. Deposition of mT into the egg yolk is generally considered as epigenetic mechanism, enabling transfer of information from the mother to her offspring and better coping with environmental challenges after hatching. In our study we challenge the hypothesis about reallocation of resources between mT-enhanced growth and immune system in Japanese quail selected for high (HET) and low (LET) egg testosterone content since HET quail exhibit faster growth than LET quail. From day 4 after hatching, half of animals (n= 40) was subjected to protein restriction (control group 21%, restricted group 15% of protein content). Subsequently, cell-mediated immune response to phytohemmaglutinine (PHA) and acute phase response to lipopolysaccharide were examined. Acute phase response was evaluated as plasma corticosterone concentrations (Cort), heterophil/lymphocyte (He/Ly) ratio and total immunoglobulin (IgY) levels. Protein restriction negatively influenced body weight and performance in PHA-test. The increase of basal and stimulated Cort and He/Ly ratio and no changes in total IgY levels were observed. HET quail showed higher body mass and total IgY levels and lower He/Ly ratio than LET quail, while PHA index and Cort concentration did not differ between lines. No significant interaction was found between food restriction and genetic line. Therefore, it is unlikely that reallocation of resources induced by mT acts as the main mechanism affecting the immune system of offspring and a compromised immune response probably does not limit selection for high maternal androgen deposition. Keywords: maternal testosterone, protein restriction, cell-mediated immunity, acute phase response, Coturnix japonica Conference: 15th International Congress of Immunology (ICI), Milan, Italy, 22 Aug - 27 Aug, 2013. Presentation Type: Abstract Topic: Innate immunity Citation: Kankova Z, Okuliarova M and Zeman M (2013). Testing the resource-reallocation hypothesis: influence of maternal testosterone on immune system of Japanese quail (Coturnix japonica) chicks. Front. Immunol. Conference Abstract: 15th International Congress of Immunology (ICI). doi: 10.3389/conf.fimmu.2013.02.00194 Copyright: The abstracts in this collection have not been subject to any Frontiers peer review or checks, and are not endorsed by Frontiers. They are made available through the Frontiers publishing platform as a service to conference organizers and presenters. The copyright in the individual abstracts is owned by the author of each abstract or his/her employer unless otherwise stated. Each abstract, as well as the collection of abstracts, are published under a Creative Commons CC-BY 4.0 (attribution) licence (https://creativecommons.org/licenses/by/4.0/) and may thus be reproduced, translated, adapted and be the subject of derivative works provided the authors and Frontiers are attributed. For Frontiers’ terms and conditions please see https://www.frontiersin.org/legal/terms-and-conditions. Received: 10 Mar 2013; Published Online: 22 Aug 2013. * Correspondence: Dr. Zuzana Kankova, Faculty of Natural Sciences, Comenius University, Department of Animal Physiology and Ethology, Bratislava, Slovakia, z.kankova@gmail.com Login Required This action requires you to be registered with Frontiers and logged in. To register or login click here. Abstract Info Abstract The Authors in Frontiers Zuzana Kankova Monika Okuliarova Michal Zeman Google Zuzana Kankova Monika Okuliarova Michal Zeman Google Scholar Zuzana Kankova Monika Okuliarova Michal Zeman PubMed Zuzana Kankova Monika Okuliarova Michal Zeman Related Article in Frontiers Google Scholar PubMed Abstract Close Back to top Javascript is disabled. Please enable Javascript in your browser settings in order to see all the content on this page.

Preliminary; The USU Faculty of Mathematics and Science is an educational institution, to create an effective and efficient workplace, efforts are needed to achieve these goals. From the observations made, the phenomenon of problems that occur in job involvement and job training causes decreased performance. Destination; to determine the effect of training and overwork on the performance of ASN at the USU Faculty of Mathematics and Natural Sciences. Method; conducted associatively using a sample of 68 respondents. The data analysis technique used statistical analysis. The results of this study indicate that: (1) partially training in improving the performance of the State Civil Apparatus (ASN), Faculty of Mathematics and Natural Sciences, University of Sumatra North. (2) partially work involvement has an effect on improving the performance of the State Civil Apparatus (ASN), Faculty of Mathematics and Natural Sciences, University of North Sumatra (3) Simultaneously Training and work involved in improving the performance of the State Civil Apparatus (ASN), Faculty of Mathematics and Natural Sciences, University of Sumatra North.

Ombugadu A1*, Jibril AB1, Dawam NN2, Ahmed HO1, Ayim JO1, Benson RF1, Pam VA1, Aimankhu OP1, Uzoigwe NR1, Njila HL3, Pam DD1, Echor BO3, Deme GG5, Micah EM1, Maikenti JI1, Nkup CD6, Mafuyai MJ7, Musa Y8, Angbalaga GA9, Da’an SA1,10, Aliyu, A. A.1, Ayuba SO1, Odey SA1, Anyebe GE1, Adejoh VA1, Lapang MP1, Attah SA1, Samuel MD1, Polycarp IA1, Neslea AM1, Dogo KS1 and Mwansat GS1 Author Affiliations 1Department of Zoology, Faculty of Science, Federal University of Lafia, Nasarawa State, Nigeria. 2Department of Microbiology, Faculty of Natural Sciences, Plateau State University Bokkos, Nigeria 3Department of Science Laboratory Technology, Faculty of Natural Sciences, University of Jos, Plateau State, Nigeria. 4Department of Zoology, Faculty of Natural Sciences, University of Jos, Plateau State, Nigeria. 5State Key Laboratory of Ecology and Conservation, Institute of Zoology, Chinese Academy of Science, Beijing 100101, PR China. 6Department of Biology, College of Arts, Science and Technology, Kurgwi, Qua’an Pan LGA, Plateau State, Nigeria. 7Department of Pest management Technology, Federal College of Forestry, Jos, Plateau State, Nigeria. 8Department of Midwifery, School of Nursing Lafia, Nasarawa State, Nigeria. 9Department of Microbiology, Faculty of Science, Federal University of Lafia, Nasarawa State, Nigeria. 10Department of Natural Science, Oswald Waller College of Education, Lifidi, P. O. Box 39, Shendam LGA, Plateau State, Nigeria. Received: July 06, 2021 | Published: July 16, 2021 Corresponding author: Ombugadu A, Department of Zoology, Faculty of Science, Federal University of Lafia, Nigeria, E-mail: akwash24@gmail.com DOI: 10.26717/BJSTR.2021.37.005975

Natural science and mathematics are closely related. Natural sciences investigate natural phenomena, which are described by mathematical equations and relationships, mathematical models of natural phenomena are created. The same concepts, logical thinking tools, analysis, experimentation, etc., are used both in mathematics and natural sciences. However, very often the students see mathematics and natural sciences as completely different subjects, and very often it is impossible the lessons learnt of one subject to apply to another. Therefore, it is necessary to interrelate the knowledge of these subjects so that the pupils can form knowledge systems, they can understand that what they learn at school is the whole, not a collection of separate, single, unrelated facts. The pupils should also understand not only what unites, but also what separates natural sciences and mathematics: natural science research object is material world, whereas mathematics investigates abstract laws, irrespective of whether they have the meaning in the material world. The teachers often work individually, there is little of integrated activity. A little wider and deeper cooperation is noticed in natural science teachers’ group. One of the project MaT2SMC tasks is to prepare didactic material, adjusted to cooperative teaching (Math&SE). Therefore, the international natural science and mathematics scientist team prepared teaching/learning material, which is useful both for mathematics and natural science teachers. The material is prepared, seeking to increase the competencies of both subjects at the same time, giving a possibility for interdisciplinary teaching and cooperation between natural science and mathematics teachers, which appears from common lesson planning and teaching teamwork. This material was approved in various countries and analysed by two project experts. The material was piloted in seminars, in which mathematics and natural science pedagogues, students – future teachers and pupils participated. The feedback showed, that the given approach to mathematics and natural science education is a successful way for the creation of positive atmosphere during the teaching process. Teachers and pupils are naturally involved into the investigated problem, they become more open for communication. Key words: integrated activity, interdisciplinary teaching, knowledge systems, science education.