Volume/Issue :

Article type :

Original articles

Page No :

85-98

Abstract :

Students' activities in nature are a natural research laboratory where they get to know nature directly. However, more and more primary school students do not see nature naturally, but through a virtual window. It is possible to travel around the world virtually and get to know nature in a very short time, but to know it with human senses is only possible by being naturally in nature, feeling the greatness of nature and the joy of discovery. Smart technology helps to know nature, but it cannot replace natural cognition through experience. The correct initial discovery of the environment and the processes taking place in it not only helps to know and understand the surrounding world, but at the same time forms the corresponding values, the ability to live adequately in the natural-technical environment. Studies show that beginners spend little time in nature. According to treehugger.com, a survey of 10 countries shows that current beginners are outdoors for about half an hour a day, and one in nine "has not walked in a park, forest or other natural environment for at least 12 months. The aim of the research is to find out the contact of primary school students with nature and their attitude towards nature. Objectives: To analyze the literature on the importance of being in nature, its discovery and knowledge for primary school students. To determine the contact of primary school students with nature and their attitude towards nature through a semi-structured interview. From the results of the interviews to find out the connection between students / families leisure time and knowledge of nature. The study revealed: students' experiences of contact with nature are very different. The time spent in nature and the desire to be in it have a direct connection, the more often you are in nature, the more interesting it is and the more time you want to spend here. Students know a number of plants and remember the plants that bloom at the time and those that are presented with not only the name but something memorable about it. According to the students, it is necessary to know nature, to know poisonous and useful plants, dangerous animals, and it takes a lot of time to spend in nature. Students spend time in nature with parents, grandparents and teachers. Very few students mentioned parents as helpers in learning about nature. He was more like being with his parents in nature with his own knowledge of nature and having fun, warmly responding to the time spent in nature with his teacher, only feeling sorry that he rarely goes to nature. Students learn most about nature from their grandparents, as they not only introduce it, but tell a lot of interesting things about it. Throughout the conversation, it felt like an adult was important to the beginner to help him get to know him.

Keywords :

activities in nature, natural-technical environment, semi-structured interview, smart technology

References :

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Lamanauskas, V. (2001). Gamtamokslinis ugdymas pradinėje mokykloje [Science education in primary school]. Lucilijus.
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Sampson, S. D. (2016). Kaip užauginti gamtos vaiką [How to raise a child of nature]. Vaga.
Vilkonis, R. (2018). Neuždarykime vaikystės tarp sienų keturių [Let's not close childhood between four walls]. VŠI Šiaulių universiteto leidykla.
Žydžiūnaitė, V., & Sabaliauskas, S. (2017). Kokybiniai tyrimai: principai ir metodai: vadovėlis socialinių mokslų studijų programų studentams [Qualitative research: Principles and methods: A textbook for social science students]. Vaga.

Cite as :

Verbickienė, K. (2022). Pradinių klasių mokinių sąlytis su gamta: pažinimo problema ir edukacinės perspektyvos [Contact of primary school students with nature: Cognitive problem and educational perspectives]. Gamtamokslinis ugdymas bendrojo ugdymo mokykloje / Natural Science Education in a Comprehensive School, 28, 85-98. https://doi.org/10.48127/gu/22.28.85