@article {339, title = {OWNERSHIP AMONG SCIENCE TEACHERS}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {February/2014}, pages = {Continuous}, type = {Editorial}, chapter = {4-5}, abstract = {Science education is continuously changing in terms of goals, curricula and teaching methods. Such changes stem from major educational reforms and the development of new theoretical concepts related to science teaching. It has been long emphasised that the implementation of these changes in schools depends on the teachers, who need to identify with and support the innovations which are to be introduced, and to feel that change is necessary. An active involvement of teachers in the process of designing, developing and implementing innovation is one of the indicators of a sense of "ownership", which in this case can be understood as identifying with the innovation, feeling as if one is its owner. This psychological state can be achieved thanks to teachers{\textquoteright} investment in the innovation, and has the potential to reduce resistance and create a better climate for change. Ownership can have a considerable impact on teachers{\textquoteright} involvement in further changes, if they notice that innovation has a positive influence on the effects of their work. Ownership also has a beneficial impact on their working environment, motivating other teachers to implement the desired change and thus helping spread the change throughout the teacher community. That is why teachers{\textquoteright} ownership is often discussed together with sensemaking and agency, which influence teachers{\textquoteright} attitude towards innovation. The issue of developing a sense of ownership is not limited to teachers, as in today{\textquoteright}s world many professions require constant adjustment to change, and personal involvement in introducing innovation is often necessary for being efficient and successful at work. }, keywords = {educational reforms, science education, sense of ownership}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.04}, url = {http://oaji.net/articles/2015/987-1437061913.pdf}, author = {Ryszard M. Janiuk} } @article {283, title = {USEFULNESS OF OUT-OF-SCHOOL LEARNING IN SCIENCE EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {June/2013}, type = {Editorial}, chapter = {128-129}, abstract = {Out-of-school learning has been playing an increasingly important role in science education. It can be implemented in various ways and encompasses learning activities that take place outside normal lessons reserved for compulsory education. This form of education is typically not coordinated by the school itself and young people take part in it voluntarily. It resembles {\textquotedblleft}outdoor education{\textquotedblright}, which is, however, more closely linked with meeting aims stemming from formal education. Since the learning activities used in both forms of education are similar, very often solutions and experiences in one form are transferred to the other. One of the many advantages of out-of-school learning is the fact that is helps increase students{\textquoteright} interest in education by creating extra learning opportunities in the real world. It also makes it possible to discover gifted pupils and develop their talents. However, there is a major issue that needs to be investigated, which is how out-of-school learning influence students{\textquoteright} future actions and decisions concerning science education, bearing in mind that this form of education cannot replace formal education and can only support it. That is why scholars are conducting research with the aim of determining the impact of out-of-school activities on improving the learning of science, especially on outcomes such as achievement, interest in science, careers in science, self-efficacy, perseverance, and effort in learning science (Tran, 2011).}, keywords = {formal education, out-of-school learning, science education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.128}, url = {http://oaji.net/articles/2015/987-1425758324.pdf}, author = {Ryszard M. Janiuk} } @article {60, title = {EDUCATION OF SCIENCE TEACHERS {\textendash} SOME REMARKS FROM THE POLISH PERSPECTIVE}, journal = {Journal of Baltic Science Education}, volume = {2}, year = {2003}, month = {March/2003}, type = {Original article}, chapter = {38 - 48}, abstract = {Science education becomes more and more important in contemporary society. Its effects depend mainly on teachers. No wonder that in many countries the problem of science teachers{\textquoteright} education becomes of significant importance. This article presents topical problems connected with education and improvement of science teachers in Poland. First of all, there will be characterized the ways leading to obtain qualifications for doing teacher{\textquoteright}s job, the regulations and important factors affecting the course and results of science teachers{\textquoteright} education. Then after discussing main principles governing science teachers{\textquoteright} education, their practical application will be presented based on the example of chemistry teachers{\textquoteright} education at M.C. Sk{\l}odowska University. As results from the presented analysis the quality of science teachers education is mainly affected by the following factors: - suitable requirements concerning the way and conditions of teachers education resulting from the policy of given country in this respect; - proper choice of candidates for studies mainly conditioned by the situation in the society; - ways and conditions of education provided in individual universities. A direct influence of science teachers{\textquoteright} educators is possible only for the last factor. Therefore proper planning of the teacher education process and providing good conditions at each university play an important role. This requires creating a team of people engaged in this kind of job and at the same time searching for better organization and teaching methods used in this process. Precise description of aims resulting from the professional profile of the science teacher is significant in planning of science teacher education. Its aim should be first of all acquisition of proper skills by the students, indispensable in work of prospective teachers. In this context development of international cooperation, thanks to which searching for common ways of more effective science teachers{\textquoteright} education is possible, assumes significant importance.}, keywords = {education of teachers, science education}, issn = {1648-3898}, url = {http://oaji.net/articles/2017/987-1503928763.pdf}, author = {Ryszard M. Janiuk} }