@article {1087,
	title = {PUBLIC SCIENCE EDUCATION: ROLES AND CONTRIBUTIONS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Editorial},
	chapter = {696-699},
	abstract = {Why we need Science in our life? Why, when, and how people should learn scientific facts and acquire skills originated from application of specific scientific methods? Whether Science education is limited exclusively with the mission to prepare students to their life in the world of Physical/chemical/biological objects or vice versa it has a special cognitive potential that gives rise to the ability of every person regardless on its professional and social occupation to solve problems more effectively? JBSE publishes articles in which our authors try to answer all these questions exploring the issues of science education in different contexts. At the turn of the millennium, people have met a lot of new realities referring to issues in technologies, psychology, social relations etc. The life has changed drastically during a few last decades and a lot of traditional things seem to be perceived completely differently. How all those changes influenced the attitude to Science, how this is reflected in social and humanitarian issues, and finally, which ways should be proposed for Science Education in new reality?},
	keywords = {public opinion, science education, social relations},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.696 },
	url = {http://oaji.net/articles/2021/987-1633974397.pdf},
	author = {Todar Lakhvich}
}
@article {1101,
	title = {PUBLIC SCIENCE EDUCATION: SOME MORE ROLES AND CONTRIBUTIONS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Editorial},
	chapter = {864-867},
	abstract = {In previous editorial (Lakhvich, 2021) we have discussed three comprehensive roles of Science Education, determining its contribution to our life: if briefly, (1) Science Education  gives the methodology to digest facts via the experiment, reasoning, and discussion; (2) Science Education gives rise to the development of logics, problem-solving skills, complements the command of language, social communication and etc.; (3) Science Education develops specific person{\textquoteright}s thinking skills involved in inquiry, experimentation, evidence evaluation, speculation argumentation, and finally, inference. In this issue we pursue the topic discussing two more roles the Science Education contributes to our life. },
	keywords = {educational ideology, science discipline, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.864},
	url = {http://oaji.net/articles/2021/987-1639221873.pdf},
	author = {Todar Lakhvich}
}
@article {541,
	title = {MODELLING IN SCIENCE AND EDUCATION: THE WAY TO GET THE BETTER RESULTS IN REAL THROUGH THE USE OF AN IDEALIZED UNDERSTANDING},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Editorial},
	chapter = {4-6},
	abstract = {The initial period of Science was almost completely empirical. Both Science itself and Science Education were based on the experiment. Then Science gained the new paradigm which was rather formal by nature and fundamental in methodological meaning. Still the tool for interconversion between the empiric and theoretical moieties seems to be the core point of the consideration and can be associated with the problem of modeling, which is one of the most important in modern Science. Earlier we postulated (Lakhvich, Kostareva, Lehankova, 2009; Lakhvich, 2010) that adequate modelling and visualization in particular is to be the core element for the modern Educational model and paradigm for Science. A great number of publications, devoting to the problem, confirm dramatically its relevance. Still the discussion in many aspects manifested the initial stage of the recognition, models mostly being discussed in terms of object recognition and computational modeling. We consider the category of modelling is more comprehensive and can be discussed in various aspects, some of them are all-pervading philosophy principle (Harnad, 1987), psychological tool for cognition (Lakhvich, Kostareva, Lehankova, 2009) and finally the model having for Science its own complex structure.},
	keywords = {computational modelling, educational model, science education, theoretical investigation, ways of reasoning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.04},
	url = {http://oaji.net/articles/2017/987-1493049329.pdf},
	author = {Todar Lakhvich}
}
@article {616,
	title = {STUDENT RESEARCH: ACQUIRING KNOWLEDGE ABOUT THE NATURE AND PROCESS OF SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Editorial},
	chapter = {832-835},
	abstract = {In April of 2017, I was working with the team of FEBS (Federation of European Biochemical Societies) Education Ambassadors from different European countries and Education Committee members in Universit{\'e} Paris Descartes. This was a significant event, involving FEBS Constituent Societies, to create a platform at the Europen level to brainstorm on educational issues across Europe. The discussions focused on what would be done in order to meet the mission and vision of FEBS on educational issues  ̶  to promote education throughout Europe. Along with the other very important issues (curriculum, inventory of key skills, good practice, etc.) the working group on learning resources has elaborated short and long term objectives to formation of an appropriate learning database in the field of Biochemistry and Molecular Biology education. The participants discussed a lot about the importance of inquiry based approach which includes in particular the conduction, evaluation and presentation of Student Research. },
	keywords = {learning database, research method, student research},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.832},
	url = {http://oaji.net/articles/2017/987-1513970657.pdf},
	author = {Todar Lakhvich}
}
@article {384,
	title = {SCIENCE AND COMMUNICATION: HOW TO TRANSFER KNOWLEDGE?},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {October/2014},
	pages = {Continuous},
	type = {Editorial},
	chapter = {592{\textendash}595},
	abstract = {A couple of months ago I came back to the University after vacations: well rested, full of ideas and having strong desire to tell the students everything I knew about my {\textquotedblleft}beloved{\textquotedblright} organic chemistry. The counterpart was even better (in all the cases they were younger: {\textquotedblleft}cela se passe de commentaries{\textquotedblright}): a large majority of the students are smart, attractive, and well put together. Just seemed to be the best time and place for effective teaching-learning (as we like to say in articles) process. As usual, I had a joy during the first lecture (feeling happy of touching once more I liked so much and engaging in my own understanding of the subject) and after the first seminar where students followed generally the logics and the way of professor thinking. However, a few days later during the classes followed by the romantic period of our acquaintance I faced the problem: the students barely understood some very easy things. Not because they didn{\textquoteright}t know, not because they were lazy, vs they could understand the more difficult things (I work at Medical University with the highest students{\textquoteright} percentile). They couldn{\textquoteright}t understand very simple things because sometimes we were speaking in different languages. To some extent and in some cases, it{\textquoteright}s a problem of interlingual interference of the mother tongue (Chittima Kaweera, 2013): one third of my students are overseas and we need to communicate in international languages like English or Russian. But misunderstanding is taking place for communication even with native speakers: and the problems are basically the same we face with foreigners. I thought about the phenomenon for years, tried to explore the problem empirically and now I{\textquoteright}m convinced {\textendash} communication is a very complex process which consists of many subunits and some of them are within the formal command of Lexis and Grammar, without taking into account, the Context.},
	keywords = {problem of communication, teaching foreign students, understanding of semantics, visualization},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.592},
	url = {http://oaji.net/articles/2015/987-1450980809.pdf},
	author = {Todar Lakhvich}
}
@article {317,
	title = {PURE AND APPLIED, MORAL AND PRAGMATIC: THE PROPER WAY TO IMPROVE SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {October/2013},
	pages = {Continuous},
	type = {Editorial},
	chapter = {544-547},
	abstract = {In recent years many researchers (ROSE Project in particular) have stated the Science has become one of unpopular areas of knowledge. Most students and graduates are not going to link their fates with the Science and Technology. As the result, we are facing the decline of University Science and Technology Education, as only few talented students choose Science as their priority area of their interest and even less of them decide to teach the Science in school and University.
 In view of the fact that the image of Science emerged at the intersection of interests and perceptions of the general public and scientists, it is important to understand the role of academia in shaping their own public image.
 What kind of self-image do we (scientists and educators) promote?
 Which kind of audience do we reach out?
 How do we interact with this audience?
 To explore the lessons from the history, we could find those, which are particularly obvious. Rather than contemplating the identity of Science in order to derive and support an adequate image, scientists (both researchers, policy makers and, finally, {\textendash} what strange enough {\textendash} educators) have preferred to hide themselves behind the industry and technology. Instead of explaining what Science is, we usually have pointed to technological progress. And when audience being questioning more critical, we propose the clich{\'e} variant of reflection with exaggerated promises of technological progress, even if nobody would listen. The tendency has become a matter of routine and widely accepted. Butt obviously the clich{\'e} approach, which is out of the interests of majority of population, leads to fiasco.},
	keywords = {key technologies, moral aspect, moral component, public opinion},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.544},
	url = {http://oaji.net/articles/2015/987-1425810097.pdf},
	author = {Todar Lakhvich}
}
@article {196,
	title = {SCIENCE EDUCATION: REGARDING TRENDS AND MAIN PRINCIPLES},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {September/2010},
	type = {Editorial},
	chapter = {164-166 },
	abstract = {When the authors propose the article for publication they are on the top stair after having planned and providing their research projects. On the initial stage it{\textquoteright}s very important to choose the relevant topic and methodology. Discussing trends and main principle of Education we can model constituents which include Institutional, Socio-cultural and Psychological and finally, Disciplinary categories. The first and the latter are of great importance both for practicing teachers and education explorers. And both are of special interest of JBSE editorial policy.
Institutional category can be presented as three-dimensional matrix with the core plane consist of lines presenting different points of horizontal and vertical diversification, and complementary third-dimension lines presenting variation in each point.
The other problem discussed is the role of the subject and societal oriented teaching, and as the result main trends in educational researches. The subject focusing researches are contrasted with the societal thrust being considered in other research studies. The latter are concerned about teaching em{\textlnot}phasis and student learning climate, and thus demanding to reduce subject-related content in favour of context oriented studies. But we can teach nothing about when have no a subject. Just it{\textquoteright}s a rationale even more important when we say about Science Education. We need Subject-oriented studies, which show us the relevance of disciplinary category in promoting the teaching-learning process. We need to investigate the relevance of content to know better what context we need to motivate students (and educators as well!). 
Science is integrative force and Science Education can help to understand the changing world. Science Education does so and there are many examples strengthening the point. It is one more and may be the most exciting issue demonstrating the unity of knowledge and necessity for cooperation. The latter can help to develop the core model for more effective Education based on all traditions and contemporary trends.},
	keywords = {science education, societal oriented teaching, trends},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405171766.pdf},
	author = {Todar Lakhvich}
}
@article {189,
	title = {SCIENCE EDUCATION: SEARCH FOR HARMONY AND BEAUTY},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {June/2010},
	type = {Editorial},
	chapter = {84-86},
	abstract = {We all live in a changing interdependent world where Technology and Science are among the forces defining the development of any country, nation and all the civilization. Education gives people skills and knowledge, which make Technology and Science the tools to gain a progress and success. The time science created crisis seems to go away and just now the same science may resolve the most exciting challenges of our civilization. It{\textquoteright}s still a time when acquisition and proliferation of scientific knowledge is obviously the way for solving of many social, ecological and other problems. Scientists have been advocating for the idea for last decades. And finally Policy makers have awakened to the realities of the situation and just now accept the fact the Science is a powerful source for sustainable development. Now we all need to affect public opinion for endorsement of the idea of Science utility and relevance. Thus questions how to teach Science in all the aspects and what ways to choose for organizing a process of education are of great importance both for scientific fundamental or applied researches and social, cultural and economic development of any country.
We revert to the point we started from: we explore something what is beautiful and useful at the very same time. Both attributives are referred to Science. And our mission of educators is to show the attractiveness of Science and relevance of Science Education. 
Every lesson, lecture, research project and finally their presentations in the form of article, interview or other public activity should contribute to the growing popularity of Science. I like, I admire and even apotheosize the Science and I want the other feel the same. And to do this we must learn to behave in a more aggressive (in the best sense of the term) way to present to others the utility and beauty of Science and its crucial role in the development of our civilisation. },
	keywords = {education system, Science and technology, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405171202.pdf},
	author = {Todar Lakhvich}
}
