1. Work of Vilnius Pedagogical University in WP6 Dalius Dapkus

2. Work of VPU: WP5 - preparation of a training package; WP6 – its verification and realization, and a book chapter on implementation of inquiry-based methods in LT.

3. Main aim of the training package (done in WP5): to promote the use of interdisciplinary relationships with the help of creation of problematical situations while teaching non-integrated science subjects at 7- 10th grades.

4. The training package: Length: one day event; Focus area: problemic teaching; School level: basic school; Science content: integration of chemistry,physics and biology. Target audience: students and science teachers. Language: Lithuanian

5. Why problemic teaching? Why it is important for Lithuania? Independence in 1990 & reformation of education system. A new quality of teaching of science subjects was stressed (non-integrated science subjects were taught till 1990).

6. Problems experienced in LT: In Lithuania, main teaching methods commonly used during science lessons are explanation, narration, and performance of exercises. Problem learning, laboratory work, creative conversation, or information search are rarely used. About 30-50 per cent of pupils say that they search for information, participate in problem learning and creative conversation or laboratory work only once per month. Pupils lack deeper understanding of concepts, processes and phenomena, they meet difficulties to use knowledge in practice.

7. Problems: 80 per cent of students could not describe typical elements of problem teaching method. They simply think that it could be described as explanation, demonstration and discussion. The data shows that students are simply not familiar with the usage and advantages of inquiry-based methods very well.

8. Solutions? Better preparation of future science teachers at the university level; Professional development of didactic competencies of practising science teachers.

9. The training package should help: Students will get theoretical and practical knowledge of pedagogy and modern didactics. Will be acquainted with the contents of science subjects and mathematics at the school level. They will be taught how to use interdisciplinary relationships in educational practice and how to create problematical situations on the basis of interdisciplinary relationships using the inquiry-based methods. The students will be acquainted with international science related projects. That should help to form integral and holistic view towards teaching of science subjects and mathematics.

10. Next stage – implementation and verification of the training package Evaluation of the training package using expert method. Specialists of biology, chemistry and physics will be interviewed for the verification of the prepared teaching package. Period of work: October-November 2010.

11. Next steps : Realization of the training package: At the university level (students of physics, biology and chemistry will be taught how to create problematical situations); At secondary school’s level (seminars for science teachers – realization at school). Period of work: September – December.

12. Evaluation of the training package: Quantitative analysis (interview of students and teachers that participated in realization using questionnaires); Analysis of data and improvement of the training package. Period of work: January-February 2011.

13. Book chapter? The audience; How much scientific it should be.

14. Book chapter? Theoretical background is necessary, as different countries meet different needs. Examples of good practice while teaching science subjects.