@article {50, title = {THE PRECONDITIONS OF ECOLOGICAL EDUCATION OF SCHOOL TASKS ON PHYSICS}, journal = {Journal of Baltic Science Education}, volume = {2}, year = {2007}, month = {March/2003}, type = {Original article}, chapter = {12 - 20}, abstract = {The article submits the results of research that pursued to establish a number of ecological tasks on physics in natural science education textbooks and to collate the preconditions of ecological education of school tasks on physics in the integrated natural science textbooks and non-integrated physics textbooks of different countries. To fulfil the research, the following methods such as the analysis of literature, the quantitative analysis of the textbooks content, the statistical analysis of empirical data have been applied. When examining integrated and non-integrated textbooks of different countries, it has been established that the average of ecological tasks varies from 7\% in the non-integrated textbooks and up to 12\% in the integrated ones. Comparing integrated and non-integrated textbooks of the same form the deviation of comparative rates of ecological tasks varies from statistically irrelevant to statistically absolute. The cases of statistically relevant deviation are fractionally prevailing. The examined non-integrated physics textbooks and integrated natural science textbooks, including the Lithuanian ones, do not basically differentiate evaluating the element of ecological tasks that comprise students{\textquoteright} preconditions of ecological education.}, keywords = {abstract tasks, ecological tasks, sociocultural tasks, specific tasks, technical tasks}, issn = {1648-3898}, url = {http://oaji.net/articles/2017/987-1503927782.pdf}, author = {Palmira Pe{\v c}iuliauskiene and Alfonsas Rimeika} } @article {70, title = {SCHOOLCHILDREN{\textquoteleft}S EXPRESSION OF ABILITIES IN THE PROCESS OF COMPLETING THE ASSIGNMENTS OF PHYSICS: A DIDACTIC ASPECT}, journal = {Journal of Baltic Science Education}, volume = {3}, year = {2004}, month = {March/2003}, type = {Original article}, chapter = {58-67}, abstract = {Research seeks to establish comprehensive school graduates{\textquoteleft} abilities to complete drills (knowledge and comprehension) and problem solving assignments (knowledge application) on physics. In 2000 {\textendash} 2003, following the indexes confirmed by the exam centre, the tasks of the national A-level exams were grouped into arduous, hard, optimal, easy and very easy. The assignments of each of the groups were classified into drills and questions to be solved. It has been discovered that none of the groups of difficulty of the assignments of physics has ever statistically approved a deviation of relative frequency. Thus, when completing drills and problem solving assignments of physics a deviation of schoolchildren{\textquoteleft}s abilities is also statistically invalidated. The assessment of tasks agreeably to resolution of an assignment indicates that more problem solving assignments than drills of physics are included into the groups of the tasks of a proper and very proper resolution. A statistically approved deviation of relative frequency of drills and problem solving assignments of physics that can be found in the groups of a proper and very proper resolution reveals that the learners whose abilities in completing problem solving assignments are more outstanding better cope with all tasks of the national A-level exams in physics.}, keywords = {didactic assignments, natural science education, physics teaching}, issn = {1648-3898}, url = {http://oaji.net/articles/2016/987-1482419688.pdf}, author = {Palmira Pe{\v c}iuliauskiene and Alfonsas Rimeika} }