@article {879,
	title = {TEACHERS{\textquoteright} PERCEPTIONS OF USING THE BLENDED LEARNING APPROACH FOR STEM-RELATED SUBJECTS WITHIN THE FOURTH INDUSTRIAL REVOLUTION},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {583-593},
	abstract = {Globally, as society enters the Fourth Industrial Revolution, we require a transformation in pedagogy. Science, Technology, Engineering and Mathematics (STEM) related subjects are vital to succeeding within the Fourth Industrial Revolution. To provide quality STEM education, teachers{\textquoteright} perceptions related to the teaching and learning of STEM-related subjects is essential to understand. This qualitative research took place at one university in KwaZulu-Natal, South Africa and explored teachers{\textquoteright} perceptions of using blended learning for STEM-related subjects. Wenger{\textquoteright}s Communities of Practice Theory framed this research. Data were generated from workshops and semi-structured interviews. The results of this research indicated that blended learning is impeded by the lack of technology-based tools; is hampered by teacher professional development; offered the use of virtual hours for consultation and feedback and increased engagement and collaboration within STEM-related milieus. These results provide a glimpse of what teachers perceive regarding the use of blended learning for secondary school mathematics and technology. Globally, these results have relevance when considering the importance of teachers{\textquoteright} perceptions of using blended learning for STEM-related subjects, as society embraces the Fourth Industrial Revolution.},
	keywords = {blended learning, communities, fourth industrial revolution, mathematics teaching, practice, qualitative, STEM teachers, STEM-related subjects, technology teaching, technology-enabled learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.583},
	url = {http://oaji.net/articles/2020/987-1597214386.pdf},
	author = {Jayaluxmi Naidoo and Asheena Singh-Pillay}
}
@article {738,
	title = {TEACHERS{\textquoteright} SELF-CONCEPT AND ITS BENEFITS FOR SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {105-116},
	abstract = {Self-concept, understood as an impression or idea one has about oneself, represents a significant precondition for the professional improvement of teachers, as well as for the advancement of teaching itself and students{\textquoteright} development of  their own positive self-concept. This research aimed to examine the idea of self-concept with the purpose of determining the manner in which primary and secondary school teachers perceive themselves. The factors to be analyzed in relation to the variables, work experience and pay satisfaction, were defined by means of the scale of estimates and factor analysis. The obtained results showed that accepting oneself, self-improvement, self-satisfaction and job satisfaction, as well as the initiative and openness to change varied depending on work experience and pay satisfaction. Work experience, not pay satisfaction,  proved to have an impact on the teachers{\textquoteright} perception of the relationship with their colleagues, whereas the perception of personal and teaching qualities did not depend on the aforementioned variables.},
	keywords = {empirical research, practice, science education, self-concept, teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.105},
	url = {http://oaji.net/articles/2019/987-1550083061.pdf},
	author = {Jelena {\v Z}. Maksimovi{\'c} and Jelena S. Osmanovi{\'c}}
}
@article {204,
	title = {NEW PERSPECTIVES IN EDUCATION FOR SUSTAINABLE DEVELOPMENT},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {December/2010},
	type = {Editorial},
	chapter = {262-263 },
	abstract = {Education for sustainable development is one of the most important tools in raising awareness about environmental issues within a sustainable development context, i.e. a context in which environmental matters are taken into consideration along with economic, social, political and ethical issues.
With the decision to run the UN Decade on Education for Sustainable Development (2005-2014), the United Nations acknowledges the usefulness of and the need for identifying suitable initiatives, approaches and methods, via which knowledge on sustainable development may be fostered, bearing in mind its inherent complexity.
But even though much has been said and written about education for sustainable development, there are still many problems associated with its execution. For example, there is a need to identify and document the wide range of projects and initiatives taking place today, and which exemplify the types of works that can be done, in a concrete manner. A second problem is in relation to the fact that even though much is happening, few of the current works are properly disseminated. Moreover, even though the integration of matters related to sustainable development at university level is a highly desirable goal, there are barriers preventing this from taking place, which need due consideration. },
	keywords = {education for sustainable development, practice, systematic approach},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405172567.pdf},
	author = {Walter Leal Filho}
}
