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Developing General and Subject Competences of Primary School Pupils in the Context of Integrated Education: the Case of one Lithuanian School

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Ponomariovienė J., Jakavonytė-Staškuvienė D.

Journal of Education Culture and Society

2022

vol. 13

issue 2

659-680

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.

Cooperative learning issues in elementary education: a Lithuanian case study

81%

Jakavonytė-Staškuvienė D., Žemgulienė A., Sakadolskis E.

Journal of Education Culture and Society

2021

vol. 12

issue 1

445-468

Aim. Cooperative learning (CL) is a widely recognised pedagogical practice which involves students working together to achieve common goals that they could not complete individually. Johnson and Johnson are among the main theorists behind the movement. In 1994 they announced five elements essential for the successful incorporation of CL in the classroom: (a) positive interdependence; (b) face-to-face promotive interaction; (c) individual and group accountability; (d) interpersonal and small group social skills; (e) group processing. In this study we seek to understand how primary school teachers implement cooperative learning and include the above-mentioned aspects in their classes. Methods. The qualitative case study was conducted at a primary school in Vilnius, Lithuania. Two lessons were recorded, transcribed, and analysed to gather evidence concerning variables that mediate cooperative learning. The teachers planned the lessons together, using the principles that are outlined in a professional development method called Japanese lesson study. The study involved two teachers and 40 (20+20 pupils in two classes) fourth graders. Also, interviews were conducted with the teachers and three pupils from each class. Results and conclusion. The forms of cooperative learning observed in the classrooms were markedly different, even though the lesson plans were almost identical. In Lesson 1 the teacher paid more attention to interdependence, interaction, and reflection. Consequently, students mentioned cooperation, assistance, and specifics of group workmore frequently. In Lesson 2, there was more traditional group work than CL schemes, and less interdependence, interaction, and reflection. The five essential elements were unequally represented in the lessons, highlighting the varied understanding of CL. ‘In situ’ research revealed which elements of cooperative learning need to be stressed inteacher pre-service and in-service settings. The study also deepened the understanding of which aspects are more difficult to implement, or which have made significant inroads into classroom practice. Originality. Situational research involving both CL and Japanese Lesson Study techniques provide valuable insights into the professional development of teachers who aim to improve their classroom practice.

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2 Journal of Education Culture and Society

2 Jakavonytė-Staškuvienė D.

1 Ponomariovienė J.

1 Sakadolskis E.

1 Žemgulienė A.

1 2022

1 2021

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Developing General and Subject Competences of Primary School Pupils in the Context of Integrated Education: the Case of one Lithuanian School

Cooperative learning issues in elementary education: a Lithuanian case study