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1

Using Analogies in Teaching Physics: A Study on Latvian Teachers' Views and Experience

100%
Jonāne L.
Journal of Teacher Education for Sustainability
|
2015
|
vol. 17
|
issue 2
53-73
EN
The role of analogies as tools for teaching difficult science concepts has been widely discussed in science education. The application of analogies in the context of sustainable education involves richer potential. The purposeful use of appropriate analogies can facilitate analogical thinking and transfer skills, as well as develop abilities which are required for life and lifelong learning, including successful integration into modern society and facility within our technology saturated world. Analogical thinking supports development of students’ higher order thinking skills. The aim of this study was to identify Latvian physics teachers’ views on the importance of analogies and the methodology of their usage in physics education, as well as to discover innovative examples of analogies. The study involves both quantitative and qualitative methodology: survey of 35 secondary school physics teachers and group interviews with 18 experienced physics teachers. The findings reveal that, in general, now and then Latvian physics teachers use analogies in their pedagogical practice, although they are mostly simplistic and with illustrative character. Some teachers use analogies in order to help students build new knowledge through activating, transferring, and applying existing knowledge and skills in unfamiliar situations.
2

The Didactical Aspects of Integrated Natural Science Content Model for Secondary School Education

100%
Jonāne L.
Journal of Teacher Education for Sustainability
|
2008
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vol. 9
45-57
EN
The main aspects of democratic system of education are a humanistic approach, individualization, and differentiation. Ongoing discussions focus on the best way to teach natural sciences for pupils in humanitarian, social or vocational education programs in the context of sustainable development. For these types of programs, the natural science curriculum should provide all learners with the opportunity to achieve scientific and technological literacy (STL) that is to develop pupils' capacities to function as responsible citizens in the world increasingly affected by science and technologies. This paper highlights specific guidelines for the development of science curricula that are both interdisciplinary and socially relevant. The author emphasizes the context of interaction between human beings, society, and environment. These aspects are introduced in the new school science curriculum of Latvia. The survey of teachers' attitudes towards integrated natural science curriculum and study of pupils' achievements reflects the possibility of promoting scientific literacy of pupils.
3

Non-Formal Energy Education in the Context of Sustainability: Perspective of Latvian Educators

63%
Jonāne L., Salītis A.
Journal of Teacher Education for Sustainability
|
2009
|
vol. 11
|
issue 1
65-74
EN
Energy as one of the main concepts of sustainable development currently challenges the society in general and education in particular. The paper reflects on study that is a part of EU COMENIUS project. It explores the situation in Latvia with energy topic in non-formal education in the context of education for sustainable development. The teachers and out-of-school experts' views on non-formal energy education are identified using the constructed tools in relation to: 1) teaching materials; 2) readiness to teach energy education, and 3) out-of-school places for this topic. Structured interview and survey were conducted with 20 experts of out-of-school places and 50 teachers. Both qualitative and quantitative data analysis methods were applied. Different conceptual approaches, the best practice examples, challenges and needs, and the main chances for improvement and development in the field were inferred from the data. The recommendations could be useful both locally and globally for education policymakers, teacher training institutions, administrators for improving connections between formal and non-formal education, pre-service, and in-service teacher training.
4

Inspiring Teachers for Energy Education: An Illustrative Case Study in the Latvian Context

51%
Pipere A., Grabovska R., Jonāne L.
Journal of Teacher Education for Sustainability
|
2010
|
vol. 12
|
issue 1
37-50
EN
Energy education has become a priority in light of the aims and tasks of the second half of UNESCO Decade of Education for Sustainable Development. This paper focuses on the case of inspiring teachers for energy education in the Latvian context, implemented within the COMENIUS project Inspire School Education by Non-formal Learning. The structure and content aspects of the in-service teacher training course are provided after the introduction to the theme. The methodological approach used in this study is integration of illustrative case study with the elements of programme implementation and programme effects case study. The data were collected by survey, focus group and questionnaire to obtain the teachers' feedback on the training course, its materials and to receive the teachers' self-evaluation on the implementation of the lesson units at their schools. It was concluded that the course had been very successful both from the point of view of the teachers and the course leaders. The described case study could serve as an example for those who would be interested in the design and implementation of similar courses in other contexts and circumstances.
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