1Lietuvos edukologijos universitetas, Ugdymo mokslų fakultetas, Edukologijos katedra, Studentų g. 39, 08106 Vilnius, palmira.peciuliauskiene@leu.lt 2 Lietuvos edukologijos universitetas, Ugdymo mokslų fakultetas, Edukologijos katedra, Studentų g. 39, 08106 Vilnius, dzeraldas.dagys@leu.lt Anotacija. Straipsnyje ieškoma atsakymo į klausimą, kaip sudominti naujosios (Z) kartos mokinius fizika. Jame nagrinėjama pagrindinės mokyklos mokinių vidinė fizikos mokymosi motyvacija ir tarpasmeninė sąveika fizikos eksperimentinėje veikloje. Gvildenama, kokie (realūs ar virtualūs) fizikos laboratoriniai darbai geriau skatina naujosios kartos mokinių fizikos mokymosi motyvaciją. Teorinis straipsnio pagrindas -apsisprendimo (angl. self-determination) teorija, kuri vidinę mokymosi motyvaciją leidžia nagrinėti tarpasmeninės sąveikos aspektu. Fizikos eksperimentinė veikla mokykloje yra ypatinga tuo, kad mokiniai turi galimybę komunikuoti tarpusavyje, dirbti grupėmis. Straipsnyje gvildenama, kokias galimybes tarpasmeninei sąveikai sudaro realūs ir virtualūs fizikos laboratoriniai darbai. Esminiai žodžiai: vidinė fizikos mokymosi motyvacija, tarpasmeninė komunikacija, naujoji (Z) karta. ĮvadasAktualumas. Visuomenės raida susijusi su žmonių kartų kaita. XXI a. antrojo dešimt-mečio mokyklose mokosi naujosios kartos, kurią sociologai vadina Z karta, mokiniai. Z kartos (gimę 1995-2012 m.) pradžia tapatinama su interneto atsiradimu, su sparčiu informacinių ir komunikacinių technologijų vystymusi (Hove, Stauss, 1991;Miller, 2011). Z kartos santykį su technologijomis taikliai apibūdino A. Cross-Bystrom (2010):

As the educational paradigm undergoes changes, new challenges for performance and competence of higher education institution teachers arise. The article deals with theRequirements for teacher’s competence set by university administration and students, and whether these requirements are similar. In the beginning, definitions of teacher’s competence dealt with in scientists’ papers are reviewed, the structure of teacher’s competence is discussed. The article explores the requirements for teacher’s competence set by university administration and students. The research carried out shows that nevertheless there is a divide between requirements for teachers’ competence set by university students and university administration. It should be noted that university administration pose requirements which are regulated on the national level of the Republic of Lithuania, i.e. provisions of the Law on Higher Education and Studies of the Republic of Lithuania; whereas the definitions of competences investigated by scientists remain as a theoretical construct, a scientific outcome. The requirements set by students include these teachers’ competences (pedagogical, meta-learning, technical, etc.) which interact with the efficiency and quality of the teaching process.

The paper analyses the basic school students (8th grade students) information literacy according to the theoretical SCONUL which encompass seven literacy components (seven pillars): 1) Determining the goals and the need for information (manages to determine the need for information); 2) projecting process of searching information (manages to assess current knowledge and identify gaps); 3) planning (manages to construct strategies for determining sources of information); 4)  collecting and storing of the information (manages to identify sources and access the needed information); 5) assessing the information (manages to review, compare and assess the information); 6) managing the information (manages to deal with the information in professional and ethical manner); 7) presentation of the information (manages to apply gained knowledge: present results of researches, summarise new and old information, develop and spread new knowledge). It is identified that the information literacy of new generation is expressed by the ability to determine the goals and the need for information, the ability to project the process of information search, the ability to collect and store the information, the ability to deal with the information in professional and ethical manner when achieving the intended objectives. The levels of these skills are not the same quantitatively. The ability of determining the goals and the need for information is mostly expressed whereas the ability of collecting and storing of the information is weakest. Blocked-data ANOVA shows that the various information abilities under SCONUL evaluation model differ significantly (p = 0.000 for α = 0.05). The ability of determining the goals and the need for information and the ability of projecting process of searching information are based on metacognitive thinking skills whereas the ability of collecting and storing of the information and the ability to deal with the information in professional and ethical manner are based on cognitive thinking skills. The metacognitive abilities of new generation based on the information are better expressed than cognitive ones. The statistical significance of the difference has been confirmed by blocked-data ANOVA.

Abstract. The article presents a theoretical inquiry-based learning (hereinafter can be called IBL) methodology insights on natural science education. Seeking for an answer to the questions such as when did inquiry-based learning first appeared, which educational philosophy it derived from. It examines on what principles inquiry-based learning is rested on. An overview of IBL models, introduced information on exploration levels. Revealing inquiry-based learning advantages.