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Value of school excursions in biology, their place in a system of biology
teaching forms. Features of excursions to a museum, a zoo, a greenhouse.
The biology as a subject is urged to arm pupils with the systematized knowledge
of various manifestations of wildlife. To solve these complex problems is impossible
without pupils’ acquaintance with the living creatures directly in the conditions of
their natural environment. For this purpose the teacher uses one of the most important
forms of teaching and educational process - excursion. Excursions bring up pupils in
other, different from school, circumstances and in the course of unusual cognitive
activity.
Mynbayev K., Aytkulov A.M. Kystaubayeva Z.T., Zhuzbayeva G. O., Pogosyan
G. P. have developed practical and methodical justification of excursions in biology
in Kazakhstan
They pointed to the need of a lesson interrelation with excursion as only in the
nature there is a possibility to draw the pupils’ attention to those phenomena which
studying is inaccessible in a class.
School excursion is a form of teaching and educational work with a class or the
group of pupils which is conducted out of school with the informative purpose
moving from object to object in their habitat or simulated conditions, by the teacher’s
choice and on the subjects connected with the program.
Excursions are included into lessons from 6 to 11 grades. Therefore the teacher
defines in advance the terms of excursions in a long-term plan, and at the
corresponding lessons before excursions creates a situation of the necessity of these
phenomena acquaintance directly in the nature. The teacher also provides feedback -
inclusion of materials of excursion in the subsequent lessons, recommends pupils to
remember what they have seen and learnt during the excursion, uses the natural
objects collected during excursion as a demonstration material on practical works.
A special feature is the possibility of excursions to give active knowledge of the
living objects in natural communities. This knowledge, received at the lessons,
extends and goes deep during an excursion time. Conditions for abilities to be guided
by districts formation, to reveal difficult links in the nature, and also to study seasonal
changes in the nature are created. Pupils learn to find in the nature the objects on the
teacher’s tasks, to analyze, compare and connect natural phenomena, gain skills of
naturalistic work, skills of elementary scientific research of the nature.
Besides cognitive value excursion has a great educational potential. Pupils,
perceiving objects under natural conditions, and also natural smells, sounds, paints,
are trained to see, feel fine in the nature surrounding them; they form the responsible
relation and love to the nature, to the homeland. Excursions play important role in the
implementation of training and life linking.
Natural objects observation in their natural conditions allows pupils to learn,
involving knowledge from different disciplines. It promotes the formation of a
complete picture of the world.
Often during excursion the teacher offers necessary explanations, accompanying
them with a display of natural objects. Such excursions help to illustrate the material
which was studied earlier at a lesson.
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In other cases the teacher after the short introduction suggests pupils to carry out
an independent supervision, to collect this or that natural material which is required at
an explanation of the new educational contents directly in the nature. During such
excursion work on studying of live natural objects is carried out on individual tasks.
Carrying out a task, pupils learn to work in group, receive the first skills of complex
research of the natural phenomena. The material (taking into account the
conservation rules) necessary for electives and on extracurriculars is gathered. Skills
of collecting plants, working in a garden, skills of collecting and herbalizing are thus
gained.
Further the collected material is put in the form of a herbarium, collection,
photos, videos, written report. The tasks, which pupils will carry out after the
excursion at home are possible. They are compositions, drawings, photos, videos and
written reports on the done work. The knowledge received at excursion, results of
supervision and collected materials are surely realized at the subsequent lessons.
Excursions may be botanical, zoological, biological, ecological and complex
taking into account the educational maintenance of separate biology courses.
The program in biology provides excursions for each training course from 6 to
11 grade and recommends scope of program educational excursions in the nature,
museums and for various manufacturing enterprises at the expense of time which is
taken away on studying of the corresponding subjects of a course, but excursions can
be extra. When planning excursions the teacher considers local natural objects and
conditions, and also close interrelation with the materials studied on subjects of each
training course of biology. Quite often the program has some topics of excursions and
the teacher has a possibility to carry out any of them for choice. They are directed on
studying both separate types, unique objects and phenomena, and on studying of
natural communities. Excursions can be organized at school (on the school territory),
on agricultural production (in a greenhouse, on a farm), in a research institute, in a
botanical garden, park and so forth.
Excursions in the 6th grade program
Flora round us. The autumn phenomena in the life of plants. Life of plants in
winter. Trees and bushes in a leafless condition. Flora on a window sill. Travel with
house plants. A meeting with representatives of departments of a kingdom of plants
in a city park (or a forest park). Spring awakening of organisms of a kingdom of
plants. Wood (or park) as a natural community. Spring in the life of natural
community. Life of plants during the spring period of year.
Excursions in the 7th grade program
A variety of the animals living in conditions of the city. A variety of the animals
living in rural areas. Animal population of a reservoir. Variety of animals of the
native land. Surprising fauna (excursion to a museum or a zoo). Acquaintance with
the birds of the wood (or park). Domestic and wild animals (excursion to the museum
of local lore or a zoo). Life of natural community in the spring. The spring
phenomena in a water natural community.
Excursions in the 8-9th grades program
Biological diversity round us. Adaptation of organisms to the environment and
its relative character. Wildlife history in the school region (visit to a local museum of
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