@article {153,
	title = {STUDENTS{\textquoteright} MOTIVATIONAL ORIENTATIONS AND CAREER CHOICE IN SCIENCE AND TECHNOLOGY: A COMPARATIVE INVESTIGATION IN FINLAND AND LATVIA},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {August/2008},
	type = {Original article},
	chapter = {86-102},
	abstract = {This paper examines lower secondary school students{\textquoteright} motivational orientations on the characteristics of science and technology occupations. The survey data of 9th grade students were collected in spring 2003, in Finland from 75 schools (3626 students) and in Latvia from 39 schools (1065 students). An exploratory factor analysis was used to describe the students{\textquoteright} orientations towards the characteristics of or activities typical to occupations. The multi-group confirmatory factor analysis was used for the simultaneous analysis of Finnish and Latvian data and the factorial invariance across the two separate data was confirmed. The factors were named: Personally meaningful, Leadership, Craft, Nature, Innovation, and Social orientation. Characteristics related especially to Personally meaningful orientation, and also to Innovation and Social orientations appeared most important for choice of future occupations. Boys, on the average, were much more oriented towards conventional technology than girls, whereas girls had much stronger Personally meaningful, Nature, and Social orientations than boys reflecting traditional role models. },
	keywords = {career choice, comparative study, motivation, science and technology education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404719696.pdf},
	author = {Jari Lavonen and Janis Gedrovics and Reijo Byman and Veijo Meisalo and Kalle Juuti and Anna Uitto}
}
@article {85,
	title = {PHYSICS LEARNING WITH EXPLORATORY TALKS DURING A MINI-PROJECT - A CASE STUDY OF FOUR GIRLS WORKING WITH ELECTRIC CIRCUITS},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {March/2005},
	type = {Original article},
	chapter = {5-11},
	abstract = {During physics instruction with mini-projects, four upper secondary school girls decide to plan how to teach electric circuits to younger children. Their group discussions result in a conceptual change related to the concepts resistance and current. Their prior conception, built on current consumption, leads them into conceptual conflicts, and by exploratory talks they reach a new view based on current as movement with different speed. Students{\textquoteright} ownership of learning (SOL) is increased by an instructional design with mini-projects. This gives students the opportunity to choose a unique question, to determine their own learning process, to increase their motivation and to enhance development of competence and self-confidence.

Ownership of learning includes factors that connect the students{\textquoteright} learning process to the students{\textquoteright} learning environment. In this meaning the ownership is an aspect of student influence. With further cases the conceptual relations between ownership, motivation and learning hopefully can be further developed and clarified. In this small group work in physics the students  have got possibility for ownership from the instructional design, and two individual have ownership by their possibility to relate to earlier experiences and anomalies of understanding. Their unique question gives them high motivation, and help them to enhance and develop their understanding of the concepts resistance and current by exploratory talks and reflective thinking. They find their old view of resistance to be misleading, and develop a new view where resistance is connected to the current speed (as amount of charges passing per second), a view closer to scientific thinking.},
	keywords = {conceptual change, electric circuits, motivation, physics teaching, students{\textquoteright} ownership of learning},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481049284.pdf},
	author = {Margareta Enghag and Hans Niedderer}
}
@article {44,
	title = {SOME ASPECTS OF MOTIVATION OF INTERACTION WITH NATURE},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {October/2002},
	type = {Original article},
	chapter = {40 - 49},
	abstract = {Natural Science education is important for all stages of the human{\textquoteright}s ontogenesis. Besides, it carries a diverse and specific character throughout different age periods. Therefore, the opinion, that primary school doesn{\textquoteright}t play a significant role guarantying Natural Science technological literacy, arises as the wrong one. On the contrary, most of the researches indicate that this stage of Natural Science education is of great importance. Moreover, the situation discloses that Natural Science education at primary school is indispensable and the most complicated one. The gaps in knowledge of the discussing subject left within this period of education can be hardly restored in the future. It has been accepted that the 21st century should be called a century of modern biology. And it concerns not intellect only. Moral issues, such as respect for nature and harmony with it, have become very important. Finally, the human should understand his inability of becoming the Lord of Nature. Thus, Natural Science Education should somehow support this idea.

Theoretical analysis allows to maintain existing various typologies of motivation. 307 primary school teachers and 257 students have participated in the research. The research indicates that the practical type of motivation of interaction with nature predominates among the primary school teachers and students while the esthetic type of motivation is in the second place. The cognitive type of motivation appears as the weakest one. },
	keywords = {interaction with nature, motivation, primary school},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1504180750.pdf},
	author = {Vincentas Lamanauskas}
}
