@article {1323,
	title = {EXPLORING LOWER-SECONDARY SCHOOL STUDENTS{\textquoteright} SYSTEMS THINKING PERFORMANCE IN ECOLOGICAL ISSUES },
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {865-880},
	abstract = {Exploring students{\textquoteright} systems thinking (ST) is essential in enhancing science learning, but existing studies have failed to understand students{\textquoteright} ST fully as it relates to ecological issues. This study aimed to fill the aforementioned literature gap by exploring lower-secondary school students{\textquoteright} ST regarding ecological issues. The Systems Thinking Test regarding Ecological Issues, which measures four ST skills (system organisation, behaviour, application, and evaluation), was administered to 1,092 lower-secondary school students. The results reveal low ST performance in ecological issues, with students finding it particularly difficult to identify interactions among components and understand system characteristics. Furthermore, most lacked reflective consciousness and consideration of the diverse dimensions of ecological issues, resulting in monocausal reasoning in system decision-making and evaluation. Comparatively, urban school students performed better than their rural counterparts; additionally, an item-level analysis revealed that climate warming was challenging for the students to understand. This study suggests that greater efforts should be made to address students{\textquoteright} drawbacks and that multi-perspectival teaching is necessary in the context of ecological issues. The addition of system decision-making and evaluation in assessments can enable a broader understanding of ST.},
	keywords = {environment education, lower-secondary school, partial credit model, sustainable development, systems thinking},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.865},
	url = {https://oaji.net/articles/2023/987-1697653787.pdf},
	author = {Ruying Li and Gaofeng Li}
}
@article {1214,
	title = {CRISES OF THE WORLD, CRISES OF THE SCIENCE EDUCATION? LET{\textasciiacute}S TAKE A CRISIS AS AN OPPORTUNITY!},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Editorial},
	chapter = {744-746},
	abstract = {The world faces several crises in the last years. There have been more active conflicts presently than at any time since 1945. More than 82 million refugees must live away from their homes. The Covid-19 pandemic has led to a dramatic loss of human life worldwide and caused economic and social disruption, whose further consequences related to human health and further aspects of well-being can be only estimated so far. Many countries are fighting climate change for a long time and this {\textquotedblleft}fight{\textquotedblright} has been disrupted by unprecedented energy crises that changes our energy goals from day to day. We are surrounded by uncertainty and worries about the future which rises of populist forces even in the democratic part of the world.  So, there is no doubt that we are living through challenging times. There are many strategies for coping with these challenges, one of them is acceptance. It allows us to see reality in the present moment and to move forward. But still, there will likely be many options to choose. We believe that science education is (can become) a means for explaining possibilities and our chances. At least in some of the above crises. And sustainable development indicators with good narratives can be effective educational and information tools bringing evidence about changes in the society and environment (Janou{\v s}kov{\'a} et al., 2022).},
	keywords = {Ecological Footprint, energy crises, scientific thinking, sustainable development},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.744 },
	url = {https://oaji.net/articles/2022/987-1667236403.pdf},
	author = {Svatava Janou{\v s}kov{\'a} and Martin B{\'\i}lek}
}
@article {996,
	title = {STEM EDUCATION IN ECO-FARMING SUPPORTED BY ICT AND MOBILE APPLICATIONS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {277-288},
	abstract = {The presented research focused on developing and testing an innovative interdisciplinary STEM didactic model. The developed didactic model was introduced in the field of eco-farming. To the participants, it offers the possibility for non-formal training, which can take place anywhere and anytime. Participants require some knowledge of STEM subjects (especially chemistry and biology) as well as knowledge of ecology, technology, and engineering, in order to provide answers and solutions to environmental challenges while using knowledge of mathematics (especially combinatorics and statistics) to search for optimal solutions (in our case, a lean business plan). The model was tested in non-formal education settings, based on an interdisciplinary approach and modern technologies, such as monitoring the effectiveness of training using electroencephalography (EEG) and mobile applications. In the presented didactic model, special emphasis was placed on an interdisciplinary STEM approach to environmental protection, ecology, connatural forms of production and sustainable development.
The presented research confirms the hypotheses that non-formal education is becoming an increasingly important form of education and training, and that the use of the interdisciplinary didactic model, contemporary technologies, and mobile applications, increases the time and intensity of concentration in learning and thus improves learning effectiveness. 
},
	keywords = {eco-farming, electroencephalography, environment protection, mobile learning, non-formal education, sustainable development},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.277},
	url = {https://oaji.net/articles/2022/987-1667071946.pdf},
	author = {Tine Pajk and Van Isacker, K. and Boris Aber{\v s}ek and Andrej Flogie}
}
@article {512,
	title = {SYSTEMS THEORY OF SYSTEMS THINKING: GENERAL AND PARTICULAR WITHIN MODERN SCIENCE AND TECHNOLOGY EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {August/2016},
	pages = {Continuous},
	type = {Editorial},
	chapter = {408-410},
	abstract = {Following the concept of human as spiritual alive body, human thinking is spiritual activity of our brain {\textendash} brainwork. Today we accept that thinking means processing of information what is important for management of human body life. Studying organization of human brainwork, people have discovered that all our thoughts and thinking activities are interconnected and form definite hierarchic structures. Humans reflect world as a set or network of diverse phenomena by building corresponding theories or models of observed phenomena. In other words, all phenomena in human world of thoughts are reflected as SYSTEMS, which are organizational units of Systems Thinking. Every system contains their interconnected parts and as a whole is a part of surrounding medium, made from other systems. Such hierarchic integral understanding and comprehension of human brainwork today has become the basic value of Systems Theory as theory of Systems Thinking. },
	keywords = {practical life, science education, sustainable development, systems approach, systems thinking},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.408},
	url = {http://oaji.net/articles/2016/987-1482423498.pdf},
	author = {Andris Broks}
}
@article {208,
	title = {EDUCATIONAL ADVANCES AND TRENDS FOR SUSTAINABLE DEVELOPMENT: A RESEARCH PROJECT ON EDUCATIONAL INNOVATION},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {December/2010},
	type = {Original article},
	chapter = {302-314 },
	abstract = {Within the framework of the Bologna Process, the UNESCO Chair in Environmental Education and Sustainable Development, based at the National University of Distance Education of Spain, is developing research in the field of educational innovation with the aim of incorporating in its learning model the methodological procedures resulting from recent developments in information technology. The teaching innovation projects presented in this work have been designed for students of Environmental Education and Sustainable Development as part of their Environmental Sciences and Education Courses, who were used to test the learning potential of two teaching methodologies: a) the Cmap Tools editor for the construction of concept maps, which is particularly designed to enhance understanding of the relations that make up the conceptual structure of the topics of study; and b) online collaborative learning groups, intended to promote team work and encourage participation, dialogue and divergent thought, all of which are central to education for sustainability. Each pilot project generated material and resources specifically designed for this purpose and entailed a consistent assessment process.

The evaluative research carried out confirms that the methodology of online collaborative learning groups is of interest to the purposes of the subject. The satisfaction which students acknowledge that they feel largely supports the motivational capacity of this methodology to facilitate learning processes and encourage team work, the values of participation and dialogue for reaching consensus. As a result it may be stated that online collaborative learning groups are an appropriate instrument for encouraging the acquisition of ethical competencies. They seek assimilation of disciplinary contents, but, inevitably, by the very nature of the procedure, they require the daily application of attitudes of co-responsibility, solidarity, cooperation and negotiated settlement of conflicts. All these are directly linked to the objectives for environmental education for sustainable development to be achieved in higher education.},
	keywords = {educational information technology, environmental education, online collaborative learning groups, sustainable development},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405172792.pdf},
	author = {Mar{\'\i}a Novo and Mar{\'\i}a-{\'A}ngeles Murga-Menoyo and Mar{\'\i}a-Jos{\'e} Bautista-Cerro}
}
@article {206,
	title = {TEACHING SUSTAINABLE DEVELOPMENT AT UNIVERSITY LEVEL: CURRENT TRENDS AND FUTURE NEEDS},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {December/2010},
	type = {Original article},
	chapter = {273-284},
	abstract = {Sustainable development is a matter of great concern to both countries and individuals alike. Whereas in the late 1980s sustainable development was perceived as a matter of concern only to nations, there has been an increased awareness about the fact that it permeates all parts of our lives. Some of the trends related to the evolution of sustainable development can be seen among various sectors, also at universities. Due to their relevance, universities are uniquely placed to pass on the messages of sustainable development to a wide audience. Yes, this potential has not yet been fully realised. This paper describes the evolution of the concept of sustainable development and process behind the its establishment at university level, including an analysis of the problems related to it and their roots. It also states what universities need to do in order to claim excellence in the field of sustainable development, listing a set of criteria that need to be fulfilled in order to achieve this goal.
One of the first documents outlining the need for further engagement of universities into environmental affairs, the {\quotedblbase}Magna Charta of European Universities{\textquotedblleft} promulgated in Bologna in September 1998, states that:

{\quotedblbase} ...universities must give future generations education and training that will teach them, and through them, others to respect the great harmonies of their natural environment and of life itself. {\textquotedblleft} 

Among the most effective ways of achieving this, mention can be made to the need to afford sufficient emphasis to sustainability, since it deals not only with {\quotedblbase}ecological{\textquotedblleft} matters, but also with the pool of factors that influence the environmental balance and quality of life.
Although the value of sustainability is broadly acknowledged within the university community, there are still various misconceptions that need to be addressed so as to clear the way for action. Prior to being able to undertake long-term works in this area, it is important that such misconceptions are duly addressed. One of the ways to do that is via concrete initiatives at the regional level, in the framework of which the practicality and efficiency of sustainable approaches are shown. This need, which has been largely overlooked in the past, should be duly addressed, since it is not only responsible for the lack of action in the past, but future, long-term progress depends on it.},
	keywords = {sustainable development, Universities},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405172671.pdf},
	author = {Walter Leal Filho}
}
@article {173,
	title = {INCREASING THE EFFECTIVENESS OF ECOLOGICAL EDUCATION THROUGH INTERACTIVE TASKS},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {August/2009},
	type = {Original article},
	chapter = {110-119 },
	abstract = {Ecology, environmental protection, and education leading to sustainable development are at present one of the dominant educational topics at primary and secondary schools. Though a great deal of attention is paid to teaching of these topics in educational systems of most countries, it is mostly only in terms of theory with a little emphasis on comprehension. One of the ways of how to change this situation is the use of appropriate learning tasks that would make the lessons more interesting, would show a link between these lessons and the practice and would lead to the acquisition of skills, competences and approaches of sustainable character. Therefore our focus was to develop a method of how to create interesting interactive learning tasks and the ways of their application in educational practice. Our research has designed a set of such tasks and verified their effectiveness in practice.},
	keywords = {ecological education, interactive tasks, science education, sustainable development},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404739843.pdf},
	author = {Vera {\v C}i{\v z}kova and Hana {\v C}trnactova and Tereza Ne{\v c}esana}
}
