bluuebunny/crossref_metadata_2025_split huggingface dataset:
On peculiarities of distinguishing similar grammatical concepts
Authors: Garbačiauskienė M. 
Published: January 2019

1. Individual peculiarities of thinking are often explained by exceptionally nervous activity. However, the latter does not disclose the specifics of thinking capabilities. It is also necessary to consider the degree of assimilation of the laws of logical thinking.
2. Based on the assumption that human social experience, stated in the laws of logic, is assimilated differently by each child depending on his/her outer and inner conditions, the article aims at establishing individual ways of differentiation by comparing them with the logically correct way. The main criterion of righteous differentiation (and generally, comparison) is, firstly, considered as the constant ratio between the differentiation and the operation opposite to it—superposition, because determination of the identity of the compared objects limits and at the same time controls the differentiation process (the difference is determined only inside a certain sameness). Moreover, the degree of assimilation of the laws of logic is also attempted to consider.
3. Individual ways of differentiation have been investigated by performing different variants of the declarative experiment, involving 32 students of 6th-8th grades. Each participant of the experiment was given more than 20 tasks—to differentiate similar grammatical concepts. Furthermore, the investigated students were asked by the experiment leader to assess various (mostly wrong) examples of established differences.
4. Several ways of differentiation as the most uniform and characteristic to individual members of experiment may be distinguished:
a) Placement, i.e. determination of the difference without resorting to objects’ identity
b) Stating of the outer difference
c) Differentiation based on initial superposition (discerning a common feature)
d) Establishing the difference within an essential sameness
5. Individual differentiation is presumably anchored when a student’s thought often travels the incorrect path or stops in some earlier, more simplistic stage and, therefore, the action stage of the differentiation process takes place—premature generalization and automation is made.
Development of critical thinking in drawing lessons
Authors: Morkytė J. 
Published: January 2019

Systematic perception of reality and development of the very action of drawing facilitate the critical view and evaluation of own drawings. An ability to compare a picture to the reality cultivates further perception of the reality and fosters drawing skills. Therefore, in comprehensive schools, to improve drawing as a creative action to express own thoughts, it is necessary to teach children to see own and classmates’ pictures, feel the relation of the picture and the represented object.
Perception of pictures is cultivated by special systematic training. Based on natural attraction of children to compare pictures to reality, it is necessary to train a child to achieve firstly general and later professional and individual semblance, as well as conscious expression of the essence of an object.
Initially, the analyzed perception and images preserved in mind are systematized in an imaginary drawing. To achieve this, a concrete purpose is necessary, clarification of the consistency of the whole drawing, technical instructions. In organizing experience, the main role in primary grades is played by a teacher. S/he may show and finish a concrete drawing, especially when drawing from nature; it is advisable that children themselves can express verbally or mentally their prospective pictures.
It is necessary to strive that the form and individual semblance of the drawing is not obscured by superficial and easily achieved finding of similar details. Children must make sure that a picture with many details is not a good one. Only by conscious understanding which details are essential and by accordingly highlighting them, a child will learn to convey the reality things and understand the relation of own picture and the thing.
Seeing the picture in a new perspective, as if by the eyes of a spectator, is easier by making breaks, looking from far, in a mirror. Great role is played by mistake correction, analysis of drawings of the class students, assessment of pictures. Perception of pictures is educated by organizing small exhibitions, album compilation, systemized attending to art exhibitions.
Cultivated critical assessment of own and other children’s pictures deepen emotional experiences of children and increase their creative potential.
Social and pedagogical factors influencing the formation of Lithuanian children literature at the end of the 19th century
Authors: Auryla V. 
Published: January 2019

The article analyses the social and pedagogical factors which conditioned the formation of Lithuanian children literature at the end of 19th century. Most attention is paid to the fight of progressive people of that time for the democratization of education, education of the growing generation, preparation of Soviet-content reading books for children, preparation of realistic books for children in conditions of prohibition of Lithuanian writing.
According to the documents, it is revealed how catholic clergy spoke against Soviet-content books for children, cursed and burned some of the publications. V. Kudirka, J. Šliūpas, S. Matulaitis, J. Jablonskis, and P. Mašiotas fought against clericalism in children literature. In their battle they resorted to the ideas of Russian pedagogues V. Vodovozov and K. Ušinsky who maintained the idea that children must be taught in their mother tongues. These educators revealed the anti-pedagogical character of the scholastic education and showed the damage of religious didactic reading to children and thus laid foundations to the appearance of realistic children literature and its criticism.
The article discusses the literary works for children published in readers of that time and also written by J. Malinauskaitė-Eglė, J. Šliūpas, A. Kriščiukaitis-Aišbė.
A separate unit discusses the articles by P. Mašiotas about the theory of Lithuanian children literature and also the reviews by J. Jablonskis, S. Matulaitis, and J. Tumas-Vaižgantas on individual creative works of children literature and books for children.
The article concludes that catholic clergy, defending own and the governing class’ interests, was leading a ferocious battle against budding realist Lithuanian soviet-content children literature. This battle inferred much damage to Lithuanian children literature not only due to the Czarist prohibition of Lithuanian print, but also due to the fact that clergy adversely reacted to the progressive Lithuanian literature not containing religious content.
Creating a teenager's imagination
Authors: Dzikarienė V. 
Published: January 2019

This article examines certain features of school-aged children's imagination.
Based on the creative writings tasks of kids in 5th-8th grade, collected throughout the experiment, teen imagination dependence on the general characteristics of this period of development are revealed.
Imagination activity largely focuses on "unusual events" in which the author of the work itself actively participates.
The material shows that teenagers, unlike younger students, are able to not only recreate a given text, but also operate using their imaginative experience in a given situation. They often create dynamic, living, decorated, immediate, emotional experiences and synthetic images. It speaks of sufficient mental potential for creative imagination development during adolescence.
The analysis of creative writing also found that teen imagination is underdeveloped, ala diagrammatic manifestation, one-sided stories, failure to combine separate images into a single synthetic image. The native language and literature program are not running sufficiently at eight year schools along these lines, and also teachers do not make use of all opportunities to help develop creative imagination papers
Lithuanian primers at the end of the nineteenth century to the beginning of the twentieth century
Authors: Simaška K. 
Published: January 2019

The history of primers is connected to schools and developments in educational, pedagogical, methodological, and psychological thought, and with children's literature, literary language, and development issues for writing rules.
This article provides only a general overview of the primer analysis period in order to show how the primers were improved together the social/cultural conditions.
At the end of the nineteenth century in the most difficult conditions of cultural life (a lack of native language books in schools) there were primers created on the basis of syllabication for purposes of the clergy; they were printed abroad. The first Antanas Kriščiukaitis primer consisting of the synthetic acoustic-based approach, which was not religious, was only released in 1895 thanks to the advanced efforts of intellectuals.
After the 1905 revolution, there was some noticeable recovery of pedagogical thought following certain cultural improvement. A wide range of primers was published at that time, mostly those of P. Višinskis (1905) and K. Skabeikis (1909), which helped the analytical/synthetic sound method of teaching reading basics. Their content, these primers best complied with the requirements raised by the 1905 Revolution: separate the school and the church, introduce general free education in the native language, etc. These primers were designed for folk schools; they thought neither prayers nor any religious material.
The authors of the primers (A. Kriščiukaitis, P. Višinskis, and G. Skabeikis) were heavily influenced in terms of methodological tools by Russian educators, especially L.N. Tolstoy, K.D. Usinsk, V.A. Flerov, and others. These educators' experience was creatively adapted to the conditions of Lithuanian schools.
Solid geometry classes at an eight-year school
Authors: Drėgūnas V. 
Published: January 2019

Under the new math curricula some solid geometry course issues (simple geometric body surface and volume calculation, straight lines and planes between positions) already dealt eight-year school. Teaching solid geometry material to students at eight-year school is of great importance in terms of polytechnic education and, therefore, consideration of this material must be appropriately addressed.
There are substantial differences between the RSFSR and our national programs regarding this question. RYSFR eight-year schools focus on solid geometry in the geometry classes of grades 7-8; meanwhile, the schools of our republic teach solid geometry in the arithmetic classes of grades 5-7 and geometry in 8th grade. Our schools pay much less attention to this material than they do in the RTFSR; certain topics are completely absent from the curricula, e.g. cones and spheres.
Because of the differences in teaching solid geometry our local math teachers are unable to fully utilize the solid geometry text books written in Russian. Our own methodical and pedagogical publishers do not cover this material at all. Because solid geometry has to be taught inductively at eight-year schools, a method that not all math teachers are used to, some things may be unclear to them. Teaching these topics is further complicated because the only textbook available is a translations of Nikitinas's Russian language solid geometry book, which is not adapted to our schools.
The main purpose of this article is to familiarize the reader with the principles at play in our Republic regarding math teachers explaining solid geometry, as well as to examine the most suitable methods of proving geometric body surface and volume formulas in this stage of education. Based on experience acquired teaching solid geometry in certain Leningrad schools as well as Lithuanian ones, we came to the conclusion some parts of Nikitinas's textbook must be rejected; the examination of spatial body surface and volume formulas is based on evidence collected using the limits theorem which is not addressed in eight-year school because of its complexity. We would suggest replacing this evidence with experimentation verified by demonstration. The experimental method requires much time to convince the students of the correctness of formulas, but it enables them to memorize solid geometry matters better and more consciously. The article describes various formula verification techniques that we use in practice.
The first steps in professional training in Soviet Lithuania in 1919
Authors: Mikėnas V. 
Published: January 2019

Researching the issues has revealed that proletarian revolution, the establishment of the Soviet government, and the general organization of teaching in Lithuania were a direct consequence of the Great October Revolution.
The Darbo Lietuva Newspaper (Labor Lithuania), headed by the Communist Party, took advantage of the experience of Soviet Russia and declared that training is related to employment and there is a principle of training unified professional school in Lithuania.
Vocational training tasks were formulated in the spirit of the proletarian revolution, closely related to the political, economic, and cultural construction of socialism.
Vocational training was regarded as part of the revolutionary struggle, an essential element of a holistic education of the younger generation.
However, short-term existence the Soviet regime did not allow the implementation of these things.
The establishment and activities and the pioneers organization in bourgeois Lithuania (1923–1940)
Authors: Savickytė V. 
Published: January 2019

The first children's communist groups, called Spartacus, began in bourgeois Lithuania as early as 1923. On December 20, 1923, the Lithuanian Komsomol Central Bureau discussed the activities of these groups. Because both children and youth belonged to these groups the CB decided to single out children's group, which was for those under 14. Therefore, December 20, 1923, is considered to be the pioneer organization's founding day in the Lithuanian SSR.
Since 1924 the pioneer organization began to use all legal means of action. In August 1926 it held its first general Lithuanian pioneers conference, which elected a central leadership.
After the fascist coup of pioneers organization had to go underground. The 1932 Lithuanian Communist Party Central Committee plenum recommended the Communist Youth League organizations use all possible legal ways of working with children. As part of the instructions of the Party, Komsomol organizations improved work with children, because as early as in 1937 Komsomol organized activities attended by 600-700 children.
The formation of certain course concepts of ancient history in fifth grade
Authors: Vaitkevičius J. 
Published: January 2019

One of the most important tasks assigned to a Soviet school is scientific outlook formation. The basis of this outlook is knowledge of our environment and patterns of social life. These patterns are revealed to a person only upon mastering deep and solid knowledge of patterns. Thus, each subject in school must provide sufficient knowledge.
We analyzed the quality and quantity of fifth grade students' knowledge about ancient history. It turned out that knowledge is soon forgotten and sometimes even distorted over time. This, of course, complicates learning about the evolution of society, the emergence of classes, the formation of states, etc.
The cause of forgetfulness, first of all, is the structure of the curriculum, textbooks, and teaching aids. Textbooks are stuffed with knowledge, so-called knowledge elements; besides, even though all the facts are closely linked, they are presented individually, without a system, in isolation. Curricula and teaching aids also do not form systematic knowledge for students.
Therefore, teachers frequently give themselves the objective of merely providing new knowledge and do not base it on the old. As a result, a systematic scientific worldview does not form, and students retain merely the breadcrumbs of knowledge. Formerly acquired knowledge becomes soon forgotten when not included in an overall analysis.
Verbal memory productiveness in a two-language system
Authors: Jacikevičius A. 
Published: January 2019

Verbal memory productivity in a single-language system has been studied in many dimensions in the works of H. Ebinhauzas, A. Nečiajevas, A. Smirnovas, P. Zinčenka, and other Soviet and foreign psychologists. However, the research does not reveal bilingual people's verbal memory patterns. This article summarizes the experimental results obtained investigating verbal memory in a two-language system (Lithuanian and Russian). Here are some results of available data based on eighth grade students of Lithuanian schools under identical conditions of perception: they remember 24.6% less verbal material in a second language (Russian) than their native Lithuanian; a first year remembers 22% less material in his second language than in his first, but Lithuanians studying Russian language and literature remember 0.7% more of what they learn in Russian by the fifth year of study. This shows that the measures of verbal memory of a second language are less productive for as long as a given language is not finally learned. Research has shown that learning a new language is not detrimental to the productivity of verbal memory. People who command two languages well can equally remember and reproduce a wide range of oral information in either language. Intraverbal communications in both languages are necessary for the successful transfer of remembered material from one language to another.
The reactionary bourgeoisie in Lithuanian education policy in terms of professional training issues in elementary school (1919-1940 curricula analysis)
Authors: Mikėnas V. 
Published: January 2019

An analysis of the bourgeois Lithuanian primary school curriculum professional training issues reaffirmed that the bourgeoisie has neglected its management during professional training, and rather tried to use it to maintain class inequality.
While the bourgeois government diverted the full government apparatus and nationalist ideology against the Marxist-Leninist ideas of professional training, persecuted and tried to distort them in every way, they remained alive and functioned for the school and students.
The Lithuanian Communist Party-led revolutionary movement and the united professional schools in the USSR experience promoted professional training progressive movement in Lithuania. Professional training elements were formulated on this basis: introduction to the world of work, working people's activities, and rudimentary work skills positively acted upon training process as well as being a positive source of scientific outlook in bourgeois Lithuania. Thus the ruling bourgeoisie attempts to suppress the ideas of progressive professional training were fruitless, and when the anti-fascist movement intensified and Lithuania was ripe for revolution, fascist leaders lost their balance and in order to distract the attention of progressive teachers from the analysis of the Soviet school and scientific work and teaching, they began to feverishly change programs (1936, 1939, 1940). This testifies to the weakening of the position of the bourgeoisie, the workers fighting for their rights are gaining strength, which led to the overthrow of the bourgeois government and the restoration of Soviet power in Lithuania, so all the conditions emerged for deployment of science-based professional education in schools.
Pedagogical trends in the contents of Lithuanian primers (the end of the 19th century to the beginning of the 20th century)
Authors: Simaška K. 
Published: January 2019

This is about the Lithuanian nation's struggle for democratic schools, teaching in their native language created the conditions for the recovery of educational thought, which in turn gave a positive impetus to the renewal of primers. Several dichotomies existed between educator publicists (J. Adomaitis-Šernas, J. Šliūpas, P. Višinskis, et al.) and others opposed to church obscurantism; anti-human morality opposed to secular, experience-based morality; and the dogmatic training process understanding opposed to active and conscious learning. They proved that the scientific, perceptual-based instruction allows the formation of the correct approach to the world around them and has extensive educational value.
Representatives of the petty bourgeoisie free education (A. Jakučionis, K. Skabeika, S. Matijošaitis, etc.), despite repeating the errors inherent in this approach, expressed democratic views on school tasks and debated about the clerical bourgeois education.
A new approach to the tasks, content, and the learning process in elementary school also had an impact upon primers. Initial training in reading tasks are mixed up with initial world studies tasks in order to prepare students for further systematic training; it was used in a variety of languages and ways of thinking. This allowed for easy, fair, and deliberate reading to develop.
Many of the primers had a positive educational value. They spread the word about a materialistic approach to life and irreligious morals, condemned czarist oppression, and in some cases social injustice, too.
On relationship abstraction and concretization in assimilation of grammar
Authors: Garbačiauskienė M. , Pajarskaitė J. 
Published: January 2019

Many authors who study the psychological features of grammar assimilation state that lexical and specific word meaning impedes the assimilation of grammatical meaning. The article attempts to show that this happens only when the first meaning is assimilated inaccurately and too narrowly. Correctly assimilated objective word meaning and primary lexical abstractions are necessary for secondary grammatical abstractions.
This conclusion is made based on the study of assimilation of noun meaning. The results of experiment showed that it is possible to distinguish two stages of abstraction, based on concretization, in assimilation of noun meaning. In the first stage, the concrete feature of a noun is abstracted and notes the object features that are recognized by sensory organs. In the second stage, the subject begins to understand that one an object is all that includes the system of some features, and thus the noun term includes also abstract nouns.
Since difficulties that arise in assimilation of abstract nouns are related with understanding the meaning of nouns, it is important to go deeper into their meaning, which can help more than just focusing on formal features.
The question of primary school social purpose in the beginning of 19th century in Lithuania
Authors: Lukšienė M. 
Published: January 2019

The article is written based mostly on the archive materials and reviews one of the major episodes in educational history in the beginning of 19th century in Lithuania: feudal cast seeks to restrict and to steer into desired direction a growing need for education in the period of development of mass consciousness.
In the beginning of 19th century Lithuanian people shows much initiative in the field of education: the number of village schools in mother tongue and the number of students is growing, and the number of peasant children in some schools account for about a half of the students, for example in the western part of Lithuania.
Despite the difficult social conditions in feudal period, the cast of intelligentsia form gradually. Eventually, it becomes the major participant of creative process of Lithuanian democratic culture.
The desire of mass education sets three directions of education. The extreme reactional groups in feudal cast view peasants exceptionally as a work force which needs religious teachings without elementary basic knowledge. The liberal aristocracy places focus on greater work efficacy that is reached by educated worker. Thus the representatives of this approach proposed the implementation of professional education in peasant elementary schools. Representatives of the third approach believed that masses need free admission to all schools without any restrictions.