@article {1315,
	title = {RAISING QUALITY OF PHYSICS EDUCATION: CONTRIBUTION OF JBSE OVER THE PAST ISSUES },
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Editorial},
	chapter = {744-748},
	abstract = {I have worked more than thirty years in physics education (as some of the readers of this journal), many years as a secondary school physics teacher in various curricula (as some of the readers), and more than 20 years at university doing research and preparing future physics teachers (as some or readers). I am also the author of a physics textbook for secondary education, and now I am working on a new one. Naturally, I would like to have the new textbook, like my other outputs, based on the current state of knowledge and well-developed and well-applied theories behind physics education. And here is the seed of the question - how does our journal contribute to raising the quality of our outputs {\textendash} in my case, increasing the quality of physics education? I first look at the goals of physics education. Here, I use the most straightforward taxonomy of goals presented in (Demkanin 2013): goals related to attitudes of society to science, goals related to methods of science, and goals related to particular knowledge. The last one I split into two sub-goals {\textendash} knowledge selected to develop methods and attitudes and knowledge selected to raise the quality of living and general scientific culture. Of course, the goals we can reach by means {\textendash} by the methods of education {\textendash} methods of teaching and learning. So, let{\textquoteright}s look at a few previous issues of JBSE and at the contributions having the potential to raise the quality of physics education. I have mentioned only some of the contributions I will probably use in the next few years. I tried to focus on physics education, not explicit chemistry or biology education, even if some of such articles could be fully relevant to my work. },
	keywords = {general scientific culture, physics education, physics teachers, secondary school},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.744},
	url = {https://oaji.net/articles/2023/987-1697653188.pdf},
	author = {Peter Demkanin}
}
@article {910,
	title = {THE WAYS THE THEORY OF PHYSICS EDUCATION CAN EVOLVE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Editorial},
	chapter = {860-863},
	abstract = {Theory of physics education, as well as our Journal of Baltic Science Education, made a significant step over the last 20 years. Twenty years ago, formal physics education had a one-and-a-half century of development; JBSE was just an idea to be turned into the 1st issue in 2002. In this article, I would like to mention some of the great steps physics education made in the last decades and some open questions for the nearest future. I would like to apologize to the readers from the field of biology, chemistry or primary science education - unlike in my previous articles in this Journal (Demkanin, 2013; Demkanin, 2018), here I focus on physics education.},
	keywords = {digital technologies, physics education, science education, university students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.860},
	url = {http://oaji.net/articles/2020/987-1606572136.pdf},
	author = {Peter Demkanin}
}
@article {635,
	title = {CONCEPT FORMATION: PHYSICS TEACHER AND HIS KNOW-HOW AND KNOW-WHY},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Editorial},
	chapter = {4-7},
	abstract = {Physics education is an easy job, making people happy. It is an easy job for all, including teachers and learners. Do you agree? I do, but probably it is good to try to discuss these words somehow in details.
Quite often we see, even in our Journal, research results proving that Physics is not so popular. Physics courses require thinking, using correct words, not making too much algebra and calculation mistakes, using arguments. Really, a reasonable portion of pupils does not find Physics lessons as a source of happiness.},
	keywords = {concept formation, normative knowledge, physics education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.04},
	url = {http://oaji.net/articles/2017/987-1519059651.pdf},
	author = {Peter Demkanin}
}
@article {274,
	title = {PREPARATION OF NEW PHYSICS TEACHERS FROM VARIOUS PERSPECTIVES},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {March/2013},
	type = {Editorial},
	chapter = {4-5},
	abstract = {There is no doubt, that preparation of new teachers significantly influences many aspects of education. Most of us, readers of this Journal, are involved in preparation of new science teachers. My group focuses on physics teachers for secondary school level and this is the main perspective of this reflection.
Many of us work with transformative model of the knowledge base for teaching and with the concept of pedagogical content knowledge (PCK) (Magnusson, Krajcik \& Borko, 1999). We highlight five components of PCK: orientation toward science teaching; knowledge (and beliefs) about science curriculum; knowledge (and beliefs) about students{\textquoteright} understanding of science topics; knowledge (and beliefs) about assessment in science; and knowledge (and beliefs) about instructional strategies for teaching science. Let{\textquoteright}s look at them from the perspective of pre-service teacher trainer.},
	keywords = {physics teacher, pre-service teacher training, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.04},
	url = {http://oaji.net/articles/2015/987-1425757465.pdf},
	author = {Peter Demkanin}
}
