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Evaluation of the Teaching Methods Used in Secondary School Biology Lessons

100%

Porozovs J. , Liepniece L. , Voita D.

Signum Temporis

2015

tom 7

nr 1

60-66

The teacher’s skills in conducting the lesson and choice of teaching methods play an essential role in creating students’ interest in biology. The aim of the research was to study the opinion of secondary school students and biology teachers regarding the most successful teaching methods used in biology lessons and viable options to make biology lessons more interesting. The research comprised polling students and biology teachers from several schools, namely: 2 secondary schools in Jelgava, 2 in Riga and 1 in Vecumnieki. The responses revealed that 58% of students find biology lessons interesting. 56% of students indicated that their ability to focus attention during biology lessons depends on the task presented to them. Most of all they prefer watching the teacher’s presentations, listening to their teacher telling about the actual topic as well as performing laboratory work and group-work. Many students like participating in discussions, whereas a far smaller number would do various exercises, individual tasks, fill out worksheets or complete projects. Least of all students wish to work with the textbook. The methods most frequently applied by teachers are as follows: lecture, explanation, demonstration, and discussion. Teachers believe that their students prefer laboratory work and discussions as well as listening to their teacher and watching presentations or films. They also indicate at the necessity to link theory with practice and to involve information technologies. While teaching their subject biology teachers try to establish relationship between theory and real life in order to develop their students’ interest in natural processes.

Assessment of Emotional Stress and Hyperactivity in Children of Preschool and Early School Age

100%

Porozovs J. , Tolmača N. , Vandāns J.

Signum Temporis

2008

tom 1

nr 1

89-98

Introduction Nowadays, one can observe a developing problem: a rising number of children who are slow to succeed in learning and have difficulties in mastering the school program.Aim of the Study The aim of the paper is to assess the level of hyperactivity in children of preschool and early school age, to analyse factors promoting the formation of hyperactivity during pregnancy and early child development as well as to evaluate reactions of children to emotional stress.Materials and Methods There were 46 5-9 years old children observed under the current research. Parents of hyperactive children were given a questionnaire to be filled out: Connerse test in order to find the factors interfering with the development of the child during the mother's pregnancy and the early period of development of the child. In order to obtain the psychophysiological characteristics of the children and to assess the level of their emotional stress, photoplethysmograms (PPG) of children were taken.Results The results of the reasearch show that rather many hyperactive children experience untoward conditions in their early childhood. They may cause disturbances in the development of the nervous system and result in hyperactive behaviour.Conclusions Hyperactive children have more explicit photophlethismogram data fluctuations in comparison with the control group of children, and they evidence a higher emotional stress level during probation procedures. The older group of children (7-9 years old) succeed more in regulating their emotional state in comparison with the younger group of children.