@article {1309,
	title = {A NEXUS OF SCIENTIFIC INVESTIGATIONS, SCIENCE PROCESS SKILLS, AND SUSTAINABLE DEVELOPMENT GOALS: PRE-SERVICE TEACHERS{\textquoteright} VIEWS CONCERNING MANGROVES FIELDWORK},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {682-700},
	abstract = {Initial teacher education should mould well-rounded teachers proficient in scientific investigations, and advocate sustainability amid global ecosystems{\textquoteright} degradation. The research sought to explore pre-service science teachers{\textquoteright} views concerning scientific investigations and sustainable development goals, and synergy between skills and different aspects of scientific inquiry within the context of the mangroves ecosystem studied. A four-part questionnaire was administered to 82 students registered for a Bachelor of Education degree. It included items on teachers{\textquoteright} confidence in planning and conducting scientific investigations, types of scientific investigations, sustainable development goals, science process skills and the different aspects of scientific inquiry. Statistical analysis of the data showed the importance of a constructivist approach, learner engagement and discerning and controlling variables when investigating scientific phenomena. However, only a fair number of teachers could correctly provide the scientific investigation they conducted during the mangroves study, the sustainable development goals embedded in it, and the synergy between science process skills and the aspects of scientific inquiry. The findings have implications for teacher education in terms of potential challenges in teachers{\textquoteright} understanding of scientific investigations, the synergy between them and sustainability, and science process skills that meld with the aspects of scientific inquiry.},
	keywords = {pre-service teachers, science process skills, scientific inquiry, scientific investigations, sustainable development goals},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.682},
	url = {https://oaji.net/articles/2023/987-1693508121.pdf},
	author = {Leonard Molefe and Aubin, J.-B.}
}
@article {1236,
	title = {NARRATIVES OF THREE NOVICE IN-SERVICE SCIENCE PRIMARY SCHOOL TEACHERS: THEIR JOURNEY OF ACHIEVING TEACHER AGENCY AND TEACHER BELIEF},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {1040-1051},
	abstract = {This study explores the phenomenon of {\textquoteright}school adaptation of novice primary school teachers{\textquoteright} in the process of entering their actual primary school field. This study also studies the achievement of teacher agency and their teacher belief establishment procedure as novice teachers, not only in the actual teaching context but also as teachers who faced a special situation where their given role was different from what they learned from their university life. This study used a {\textquoteright}narrative{\textquoteright} methodology. Narrative inquiry starts with {\textquoteright}researcher{\textquoteright}s narrative{\textquoteright}, which begins with the researcher{\textquoteright}s own story. The participants joined in interviews and submitted their teaching diaries. The participants of this study were three novice in-service teachers who were newly assigned to their primary schools. The research results are as follows. First, the novice primary school teachers achieved teacher agency while adjusting themselves to the school for a year. Second, novice primary school teachers did their best in terms of preparing for their classes in the process of being familiar with their schools{\textquoteright} culture and system. This study highlighted the need for dual support of teaching and administrative tasks for novice primary school teachers.},
	keywords = {designing science lesson, novice teacher, science education, teacher agency, teacher education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.1040},
	url = {https://oaji.net/articles/2022/987-1671188041.pdf},
	author = {Sungman Lim and Soyoung Yun}
}
@article {1228,
	title = {NATURAL SCIENCE EDUCATION IN PRIMARY SCHOOL: SOME SIGNIFICANT POINTS },
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Editorial},
	chapter = {908-910},
	abstract = {The problems of natural science education remain extremely relevant. Over the last two decades, international conferences and symposia dedicated to the study of issues of natural science education have been held in many countries and at various levels. It was especially emphasized that the natural science literacy of society is insufficient, and its relevance will only increase in the 21st century. Early natural science education promotes and develops natural science literacy (Ferreira et al., 2015). In general, various changes have taken place and are taking place in the field of natural science education: the content of education is changing, the search for more effective forms and methods of teaching is taking place, etc., on the other hand, new quality society needs are emerging. There is no doubt that the significance of natural science education for the development of a child{\textquoteright}s personality is extremely high. },
	keywords = {primary school, science education, Science Literacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.908},
	url = {https://oaji.net/articles/2022/987-1671187403.pdf},
	author = {Vincentas Lamanauskas}
}
@article {1161,
	title = {NEW DIGITAL COMPETENCE FOR SCIENCE TECHNOLOGY AND ENGINEERING EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {108-120},
	abstract = {In the years 2019-2021 a significant step was made in terms of distance learning, which would have otherwise, in normal circumstances, taken several years. While the solutions applied were the best in the given situation, the question arises of what these solutions imply in terms of long-term, systematic changes. The presented research touches upon three key areas that characterize today{\textquoteright}s schools: motivation, atmosphere, and competences of teachers and teacher-training students. The starting point of this research is the premise that the pre-crisis digital competences are simply not good enough for today{\textquoteright}s situation, or for the near future. Research results show that such fast-tracked changes and the transition to distance education have led to a significant decrease in the motivation of both, teachers and students, that the general atmosphere has worsened, and that there is a significant decrease in competences to be perceived, especially with regard to social and communication competences. The research shows also that neither teachers nor students are sufficiently qualified to work in the society of the future, in society 5.0. What is needed are actual, real changes in the field of digital literacy and digital competences, also indicated in this research.},
	keywords = {digital competences 1.0, digital competences 2.0, digital literacy, science/technology/engineering literacy, society 5.0},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.108 },
	url = {https://oaji.net/articles/2022/987-1647117944.pdf},
	author = {Kordigel Aber{\v s}ek, M. and Boris Aber{\v s}ek}
}
@article {1097,
	title = {THE NATURE OF SCIENTIFIC EVIDENCE AND ITS IMPLICATIONS FOR TEACHING SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {840-856},
	abstract = {Scientific evidence-based reasoning has been recognized as a form of reasoning that characterizes scientific thinking. This study questioned what scientific evidence means in the various types of scientific activities; that is, this study explored the nature of scientific evidence (NOSE). To do this, previous studies were examined to understand how scientific evidence was analyzed, evaluated, and utilized during the scientific activities of scientists or students in scientific or everyday situations. Through this process, seven statements were identified to describe the NOSE. This study explains these seven NOSE statements, constructs a process of scientific evidence-based reasoning as a structured form by reflecting these seven statements comprehensively, and discusses the practical implications for teaching science in schools. Finally, the limitations of this study are discussed, and possible directions for future studies are suggested. It is believed that the list of NOSE characteristics can provide a starting point for further elucidation and discussion of scientific evidence and helping students{\textquoteright} science learning in more authentic ways.},
	keywords = {evidence evaluation, evidence-based reasoning, evidence-based response, idea-based response, scientific evidence},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.840},
	url = {http://oaji.net/articles/2021/987-1633680841.pdf},
	author = {Jongwon Park and Hye-Gyoung Yoon and Mijung Kim and Hunkoog Jho}
}
@article {998,
	title = {A NEW ASSESSMENT OF HOCS-ORIENTED LEARNING FOR STUDENTS{\textquoteright} HIGHER-ORDER THINKING ABILITIES BY MARZANO{\textquoteright}S TAXONOMY},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {305-315},
	abstract = {This research focuses on students{\textquoteright} higher-order cognitive skill (HOCS)-oriented learning to construct effective hierarchical thinking abilities in their chemical particulate nature of matter. For in-depth knowledge and profound understanding, this research deals with students{\textquoteright} positive developments towards HOCS with a special guidance to Marzanos{\textquoteright} taxonomy. The methodology starts from the retrieval and comprehension of HOCS-centered assessment instrument to students{\textquoteright} analysis and knowledge utilization of transitional performances. 326 participants were assigned to take natural science curriculum in 2019 academic year. With the help of 7 scholars{\textquoteright} implements, the importance of content validity and inter-rate reliability were constructed through instrument developments of students{\textquoteright} HOCS performances. All research results indicated that more distributions of HOCS thinking abilities reached up to the target response of 38.0\% analysis task and 27.30\% knowledge utilization in Marzanos{\textquoteright} spectrum. This research is beneficial and advantageous that students will be capable of additional learning efficiency in their multiple interactive engagements with academic resources and suggestions from instructors, researchers, and science educators.},
	keywords = {HOCS-oriented learning, knowledge utilization, Marzanos{\textquoteright} taxonomy, particulate nature  of matter},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.305},
	url = {http://oaji.net/articles/2021/987-1616866238.pdf},
	author = {King-Dow Su}
}
@article {1039,
	title = {NULLIUS IN VERBA: SCIENCE VS PSEUDO-SCIENCE/FRINGE SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Editorial},
	chapter = {524-527},
	abstract = {The explosion of disinformation about global warming and other ecological problems could be called an infodemic , which is the term used by WHO to describe today{\textquoteright}s pandemic situation. An infodemic means too much information, however, its importance can also be passed on to environmental problems. It causes confusion and risk-taking behaviors that can harm the health of our planet. It also leads to mistrust in authorities and undermines the public response. An infodemic can intensify or lengthen outbreaks when people are unsure about what they need to do, for example, to protect our environment. With growing digitization {\textendash} an expansion of social media and internet use {\textendash} information can spread more rapidly. This can help to more quickly fill information voids but can also amplify harmful messages.},
	keywords = {empowering communities, environmental problems, Pseudoscience, risk-taking behaviors},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.524},
	url = {http://oaji.net/articles/2021/987-1629706742.pdf},
	author = {Boris Aber{\v s}ek}
}
@article {836,
	title = {NEW PLAYMAKER IN SCIENCE EDUCATION: COVID-19},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Editorial},
	chapter = {180-185},
	abstract = {Nowadays, we all are sitting in our homes and watching what is going on in the world, as if we are watching a science fiction movie, in which we have the leading role. Novel Coronavirus (COVID-19), which first appeared in Wuhan (Abdulamir, \& Hafidh, 2020; Ait Addi et al., 2020 Aljofan,  \& Gaipov, 2020; Sorooshian, 2020) and later turned into a pandemic affecting the entire world, does not discriminate between the degree of democracy, finances, religion, gender, ethnicity and region. World is a fireplace and we all are {\textquotedblleft}burning{\textquotedblright}. 
In the countries where the pandemic is progressing rapidly, all health professionals, regardless of their area of expertise, have been called to the field. This reminds us of the need to revive the general perspective that we have begun to forget. That is to say, no matter how specific our area of expertise is, we are obliged to keep the general perspective of our field and basic doctrines constantly fresh.
},
	keywords = {human existence, Novel Coronavirus, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.180 },
	url = {http://oaji.net/articles/2020/987-1586941191.pdf},
	author = {Muhammet Usak and Alfiya R. Masalimova and Elena I. Cherdymova and Albina R. Shaidullina}
}
@article {573,
	title = {NATURAL SCIENCES JUNIOR HIGH SCHOOL TEACHERS{\textquoteright} UNDERSTANDING OF THE NATURE OF SCIENCE AND ITS IMPACT ON THEIR PLANNING OF LESSONS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {366-378},
	abstract = {An adequate understanding and classroom application of the Nature of Science (NOS) has become imperative for science teachers. Current research in senior high school science teachers{\textquoteright} understanding of NOS is extensive but junior high school natural sciences teachers{\textquoteright} understanding of NOS and planning of lessons requires further exploration. Six junior high school natural sciences teachers{\textquoteright} understandings of NOS, and how they translated their NOS understandings into lesson planning in South Africa were explored. The conceptual framework of the NOS used in this research is drawn from the seven NOS aspects of explicit and implicit teaching of NOS. Data were collected from teachers{\textquoteright} academic background questionnaires, Views of Nature of Science (VNOS(C)) questionnaires, semi-structured interviews and lesson planning documents of teachers. Data were analysed descriptively and interpretively. The findings revealed that junior high school teachers possessed inadequate understanding of NOS, and that their planning for teaching NOS was hardly influenced by their understanding of NOS aspects. The teachers{\textquoteright} work-schedules and lesson plans showed little explicit links of NOS aspects to lesson content. The research findings have implications for the preparation of lessons with NOS aspects linked to the curriculum content.},
	keywords = {junior high school teachers, lesson planning, Natural Sciences, nature of science},
	isbn = {E-ISSN 2538-7138},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.366},
	url = {http://oaji.net/articles/2017/987-1497964085.pdf},
	author = {Nadaraj Govender and Duduzile Zulu}
}
@article {464,
	title = {NATURAL SCIENCE AND TECHNOLOGY EDUCATION: VALUES COMPONENT},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {December/2015},
	pages = {Continuous},
	type = {Editorial},
	chapter = {704{\textendash}705},
	abstract = {One cannot doubt in the importance of Natural science and Technology education. Over the last two or three decades, attention to Natural science and Technology education has been significantly growing. On the one hand, science and technology development was encouraging this, on the other hand, one can observe a decreasing young generation interest in natural sciences and technologies. Paradoxical contrast {\textendash} in technologically developed countries youth interest in natural sciences is significantly decreased. Completely different situation is in so-called developing countries. About such a situation a lot has been written, discussed, plenty of scientific research have been carried out and so on. It is obvious, that such a situation is determined by a great number of factors. However, in spite of this, education system has to change, to search for effective natural science and technology education forms and methods. The most important goal is suitable and adequate natural science and technology education of the young generation. However, what does suitable and adequate mean? What is suitability and adequacy content? Is it only quantitatively and qualitatively new knowledge and abilities? },
	keywords = {education system, science and technology development, science education values, value component},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.704},
	url = {http://oaji.net/articles/2016/987-1479543688.pdf},
	author = {Vincentas Lamanauskas}
}
@article {432,
	title = {A NEW CHALLENGE BY THE EUROPEAN UNION HAS ALREADY STARTED: RESPONSIBLE RESEARCH AND INNOVATION},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {June/2015},
	pages = {Continuous},
	type = {Editorial},
	chapter = {289-290},
	abstract = {It has been revealed by The Directorate-General for Research and Innovation of the European Union that scientific studies and their outcomes, carried out within the last 15 years, haven{\textquoteright}t been adequately shared within the society. In this context, the search for project applications, reviewing efficient communication strategies between European citizens and science was initiated by the European Union{\textquoteright}s Science and Society action plan in 2001. The European Union further developed action plans, under its FP7 program which began in 2007, with a view to increasing participation within society and to enhance two-way dialogues and larger interactions through actualizing Science in Society{\textquoteright}s action. Since 2010, a new concept has been developed, addressing factors playing an actual role in social changes and contributing to the scientific improvement process. This has been called: Responsible Research and Innovation. },
	keywords = {Horizon 2020, responsible research, science education, scientific improvement process},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.292},
	url = {http://oaji.net/articles/2016/987-1479496676.pdf},
	author = {Bulent Cavas}
}
@article {446,
	title = {NEW NATURAL SCIENCE LITERACIES OF ONLINE RESEARCH AND COMPREHENSION: TO TEACH OR NOT TO TEACH},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {August/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {460{\textendash}473},
	abstract = {This study describes a research focused on science teachers{\textquoteright} evaluation of natural science literacy of research and comprehension competence in their students. Natural science literacy of research and comprehension competence is defined as an essential part of science literacy {\textendash} as a competence to find, evaluate and use science knowledge stored on the Internet (as a part of extended memory) to solve a problem in a science class and to construct students{\textquoteright} own science knowledge. Online science literacy was defined in terms of the following aspects: basic skills (which include computer basics, web searching basics, and general navigation basics), locating information, finding a suitable website, locating the information on the website, critically evaluating the information according to its reliability and according to its relevance for the science class assessment. The data were collected through a 53-item Likert {\textendash} scale questionnaire. The items were adopted from the TICA questionnaire for assessing students{\textquoteright} general online reading competence. Science teachers from 5 different levels of pre-university education assessed their students{\textquoteright} online science literacy in order to evaluate their students{\textquoteright} competence to use the Internet as a storage and as a source of knowledge for teaching/learning process in the science class, to re-evaluate their online teaching practice and the need for implementation of natural science literacy of research and comprehension competence in their science curriculum. },
	keywords = {ICT, Internet in natural science education, natural science literacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.460},
	url = {http://oaji.net/articles/2016/987-1479498050.pdf},
	author = {Kordigel Aber{\v s}ek, M. and Kosta Dolenc and Andrej Flogie and Ana Koritnik}
}
@article {306,
	title = {NATURAL SCIENCE EDUCATION IMPORTANCE IN ADOLESCENCE},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	type = {Editorial},
	chapter = {396-398 },
	abstract = {In any case, the teacher solves the whole lot of dilemmas and contradictions. Pupils are always different, individual. Teenagers{\textquoteright} individualism is very much expressed. Some of them are getting interested and are interested in a concrete activity, while the others are waiting and can{\textquoteright}t wait for the end of the activity. It is obvious, that natural education in adolescence is, as a matter of fact, situational, integral and flexible. The main factors leading to teacher{\textquoteright}s success are creativity, skillfullness and erudition. Natural science importance is indubitable. Research studies of the last few decades confirm such position. Science education has been frequently accepted as an inseparable and extremely important part of comprehensive schooling (Lamanauskas, 2008). By natural education we seek personality maturity in a wider sense. It would seem that everything is said concerning this question. However, it is not so. Rapid spread of scientific cognition inevitably raises new challenges for natural education, induces to re-evaluate generally used education strategies and methodologies. There is a rapid development of ICT; their penetration into educational environments is really intensive, though not always adequate to the raising educational goals. On the other hand, our understanding about human brain activity and possibilities is extending. Generally speaking, neuroscience opens new opportunities for people. Even though it is firstly connected with treatment, new treatment methods, on the other hand, the achievements in this field have a great influence on education.},
	keywords = {adolescence period, mature personality, science education, scientific cognition},
	issn = {ISSN 1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.396},
	url = {http://oaji.net/articles/2015/987-1425808911.pdf},
	author = {Vincentas Lamanauskas}
}
@article {182,
	title = {NATURAL SCIENCE EDUCATION IN THE TIME OF VIRTUAL WORLDS},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {March/2010},
	type = {Editorial},
	chapter = {4-5 },
	abstract = {Implementation of ICT to the process of instruction does not mean eliminating real school experiments from school laboratory practice. Real living environment makes us face more and more items of virtual environment, worlds, mediated by infinite possibilities of computer networks. The mediated perception through virtual images has become an important cognitive channel for pupils. Real information from the existing reality is steadily replaced by virtual information. 
Is the remote (by computer network mediated) and virtual (by computer simulated) experiment able to meet requirements of the best school laboratory practice?
How to blend an effective and meaningful application of real, indirect and simulative observation, measuring and experimenting according to didactic principles?
Reaching the above mentioned targets in science education is classified to be progress in so called science literacy. Virtual environment supported by ICT is penetrating both human and school life. All kinds of our activities can be supported by technologies. According to Marshall McLuhan (1964) it can be said {\textquotedblleft}...technologies are enhancing our senses...{\textquotedblright} and they can support our understanding of nature and improving our being. In our opinion, the necessity to research this field, especially in situations where the initial relation to natural science and technical subjects is formed, is currently very topical and desirable (B{\'\i}lek and Skalick{\'a}, 2009).},
	keywords = {research project, science education, virtual information},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404740764.pdf},
	author = {Martin Bilek}
}
@article {188,
	title = {A NEW MONOGRAPH FOR RELEVANT SCIENCE AND TECHNOLOGY EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {72-74 },
	abstract = {The monograph {\textquotedblleft}Interaction of Real and Virtual Environment in Early Science Education: Tradition and Challenges{\textquotedblright} is first outcome of the research project Challenges and limits of interacting real and virtual environments in early science education, which is supported by the Czech Science Foundation (GA{\v C}R), and it is Volume 5 of the Didactics of Science and Technical Subjects edition published by the Faculty of Education, University of Hradec Kr{\'a}lov{\'e} since 1999. 
The monograph, published in English, consists thirteen contributions of authors from four countries (Lithuania, Poland, Slovakia and Czech Republic) and six universities (University of Hradec Kr{\'a}lov{\'e}, Jan Evangelista Purkyn{\v e} University, Adam Mickiewicz University in Pozna{\v n}, Jagellonian University in Krakow and {\v S}iaulai University). 
The content is structured into six main chapters devoted to the methodology of science cognition, and focusing mainly on general chemical education, real and virtual experiments in early education in this field, their types, possibilities and experience in their practical use in the process of instruction, in research activities of experiment-supported instruction, and it also deals with possible risks which applications of new technologies may cause. 
In the Introductory Chapter M. B{\'\i}lek discusses the importance of the Natural Science methodology and its projection into the Science subjects in general education in the times of information and knowledge society. 
In Chapter Two J. {\v S}koda, P. Doul{\'\i}k, K. My{\v s}ka and others provide a detailed insight and analysis of the role of school experiments as an important method in the process of cognition; they also emphasize the contribution of modelling and creating modern material didactic means to support the process of Chemistry instruction. 
Chapter Three includes four contributions on virtual experiments and their types. The above mentioned computer models and modelling are worked out in the study by K. My{\v s}ka, K. Kol{\'a}{\v r} and M. B{\'\i}lek. The last mentioned together with M. Tur{\v c}{\'a}ni and P. Skalick{\'a} deal with remote and virtual laboratories and remote measuring. They emphasize the contribution of F. Lustig, a Czech pioneer in the field of school applications of remote laboratories in Physics, they present examples of putting such activities into effect, and running and managing Web supported real chemical experiments. Foreign authors R. Wolski and P. Jagodzi{\'n}ski describe the situation in Poland and provide examples of using the Internet for chemical experiments. They introduce a course tailored to Chemistry students and teachers which aims at developing new skills in this field. They also deal with new electronic teaching aids, e.g. minicomputer, and services which it offers to Chemistry instructions. The article contains photographs showing the use of the presented material didactic means in the real environment. An article by M. B{\'\i}lek on the role of virtual museums in science and technical instruction as an example of electronic support of so called "museum didactics" closes this part. 
Chapter Four focuses on ways in which different types of experiments can be applied in Science education. Authors of five contributions look for ideal rate of using real and virtual environment for running experiments, and the present their own experience. Again R. Wolski and P. Jagodzi{\'n}ski summarize the positive influence which experiments have on the process of cognition in Sciences, mainly in the affective field and motivation. J. Rychtera demonstrates the possibility of intentionally directed process of perceiving through experiments supported by video-technology. I. Maciejowska and M. B{\'\i}lek set main e-learning objectives in Science education, among which experimental activities cannot be omitted. A specialist in the field of "augmented reality" and "augmented virtuality", V. Lamanauskas, presented possibilities how this modern tool can be used in early Science and Chemistry instruction, analyzes the advantages and disadvantages, and introduces the ARISE Project as an innovative approach to natural science education. The topic is widened by M. Vilkoniene who presents results of the research supported by this technology. 
Research activities focusing on the use of real and virtual experiments in early Science instruction are discussed in Chapter Five. It includes two articles by P. Doul{\'\i}k, J. {\v S}koda and M. B{\'\i}lek. In the former one authors provide a meta-analysis of research studies on didactic application of various types of experiments which were published in renowned foreign journals in the last decade. In the latter contribution selected methods of pedagogical experiments applied in researching efficiency of school experiments in Natural Science instruction are presented and evaluated. 
In the final chapter the same three authors propose a possible future way based on the curricular reform. This requirement results from social and economic changes running in the current society, and the technical and technological development in all spheres. The curriculum reflecting this situation and perspectives must define adequate educational objectives, content and extent, methods and forms how information is provided to students, deal with relationship between science and technology on one side, and society on the other one, include global and ecological problems, devote to inter-subject relations and ways of thinking in the new situation, propose supportive methods of instruction which are offered by new information and communication technologies. Research projects which provide feedback information about this process form the basis for defining didactic recommendations. 
The publication does not aim at covering the whole field which is currently very hot. Author/s of each contribution are trying to provide their experience towards the process of ICT implementation in the science and technical subject instruction, particularly in early Chemistry instruction. Being implemented correctly, the supporting-instruction ICT provide not only educational contribution in the form of visual multimedia presentations of school experiments, but they also eliminate the danger during real experiments, and they save money because new chemical matters and other laboratory aids are not required. The long-term savings appear despite the starting financial expenses in HW and SW equipment. 
One of the most important contributions of the monograph is by my opinion the above mentioned meta-analysis which resulted from demanding work of experienced researchers. The cited references will serve the interested as a deep source of literature in this field. The monograph is well-arranged because of unified structure and formatting of single contributions, and adequate technical quality of the text and figures. 
The monograph can be recommended to researcher and teachers of all types and school levels. It enables future and graduate teachers to insight in the work of experienced university teachers, didacticians and researches in the field of science and technical subject instruction. It offers an outline of modern technologies which could by applied in experimenting, motivates to follow or be modified according to the level of their own institution. 
The work is available at University of Hradec Kralove, Gaudeamus Publishing House, or in the electronic form on the project web page (http://pdf.uhk.cz/kch/projekty.html). },
	keywords = {general chemical education, methodology of science cognition, real and virtual experiments, research project, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404741265.pdf},
	author = {Ivana {\v S}imonov{\'a}}
}
@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}
}
@article {161,
	title = {A NOVEL APPROACH FOR UNDERGRADUATE RESEARCHER EDUCATION IN ENGINEERING STUDIES},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {185-192},
	abstract = {The researcher education course for undergraduate engineering students has been developed in the Department of Process and Environmental Engineering at the University of Oulu. The course familiarizes students to research and researcher{\textquoteright}s work and aims to encourage them toward a research career. The approach of the course is unique in the field of engineering education in Finland. In this paper, the establishment of the course is discussed in the light changing targets and requirements of higher engineering education. Further, the course development from contact lecturing toward distance education is described. Finally, the possibility to use new and more versatile learning methods together with the traditional lecturing methods is considered based on the feedback given by the students.},
	keywords = {distance education, distance learning environment, engineering, researcher education course, undergraduate students},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404720206.pdf},
	author = {Mika Huuhtanen and Jenni Yl{\"a}-Mella and Eila Jeronen and Riitta L. Keiski}
}
@article {118,
	title = {THE NATURE OF SCIENCE AS VIEWED BY NON-SCIENCE UNDERGRADUATE STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {October/2006},
	type = {Original article},
	chapter = {77-85},
	abstract = {The purpose of this exploratory study was to determine views held on the nature of science by tertiary level students who are not studying science subjects as an academic area of study, who are not seen as outstanding students in an academic sense, but who may cover a range of age groups from 18 upwards. The research sets out to determine their views on the nature of science based on their learning at secondary school and influences that may come from society. Essays written by 58 students were analysed. Using a phenomenographical approach, categories describing undergraduate students views were found. },
	keywords = {nature of science (NoS), phenomenographical approach, the course on philosophy of science},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404235079.pdf},
	author = {Arne Rannikm{\"a}e and Miia Rannikm{\"a}e and Jack Holbrook}
}
@article {101,
	title = {NATURE SCIENCE NOT ONLY FOR SCIENTISTS},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {October/2005},
	type = {Review article},
	chapter = {81},
	abstract = {During the last decades interest in humanities has dominated the social sciences. As a result, natural science has been neglected, in spite of it being critical to the understanding of the causation of all the disasters occurring in different parts of the world. It is becoming more difficult to select students in science study programmes because there are fewer opportunities for such students due to the economics of globalization trends.
{\textquotedblleft}Natural science only for scientists!{\textquotedblright} is the common view of the society. Opinion polls reveal little interest in chemistry, physics and biology. On the other hand, other viewpoints in public debates point out the importance of natural science studies in national curricula, since it is already part and parcel of general education. Also, many students are eager to take it up as an optional course.
Professor Svein Sj{\o}berg from the Oslo University (Norway), the well-known contemporary specialist in science didactics, is an ardent supporter of this viewpoint. His recently published book Naturfag som allmenndannelse: En kritisk fagdidaktikk [Natural Science as General Education: a Critical Didactic] has been reissued not only in Norway (Gyldendal Akademisk, 2004), but also published in Sweden (Studentlitteratur, 2000) as well as reissued by Studentlitteratur in 2005. In early 2005, a translation of this book appeared in Denmark (Klim, 2005) during the 8th Nordic Symposium Nature Science at School.
What is the driving interest for this book being republished several times? It is most likely due to the author{\textquoteright}s thorough insight into natural sciences. Being a physicist, he considers science from the social and intercultural aspects. Prof. S. Sj{\o}berg has given four arguments for the necessity of natural science studies in the curriculum of secondary schools: economics, democracy, culture and usefulness.
The author examines the concept of Scientific Literacy through scientific illiteracy and the interdisciplinary link between nature studies and technology. Also, gender differences are analysed from the natural science point of view. These issues relate to science didactics and the author bridges the gap with pedagogic principles.
Each issue addresses specific local problems for each particular country. The latest editions contain a chapter about the author{\textquoteright}s own Project ROSE (The Relevance of Science Education) and survey results from Norway, Denmark and Sweden. Up to now such results were published mainly in various conference proceedings. We highly appreciate the chapters now available for larger audiences.
Science didactics specialists like Poul V. Thomson and Henrik Busch (Denmark), Helge Str{\"o}mdahl, Anders Jidesj{\"o} and Magnus Oscarsson (Sweden) assisted in compiling chapters on Danish and Swedish issues.
The author admits that his goal was to assess natural science and culture critically, emphasizing its uniqueness and peculiarities and its importance in schools and society. He also wished to start a debate on the role of natural science in general education and, at the same time, to motivate students and teachers alike.
In my opinion the author has achieved his aims, although, individuals may choose to differ. I hope that the book will be translated in the other major European languages: English, German, French, or perhaps even in Russian or one of the Baltic languages?},
	keywords = {baltic languages, european languages, humanities, social sciences},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1579196557.pdf},
	author = {Janis Gedrovics}
}
@article {54,
	title = {NATURAL SCIENCE EDUCATION IN LITHUANIAN SECONDARY SCHOOL: SOME RELEVANT ISSUES},
	journal = {Journal of Baltic Science Education},
	volume = {2},
	year = {2003},
	month = {March/2003},
	type = {Original article},
	chapter = {44 - 55},
	abstract = {The natural science education is one of the most important areas of general education which includes education of all children{\textquoteleft} ages. Trying to satisfy requirements of the society and all learners it is necessary to modernize the preparation of natural science teachers. Natural sciences are of great importance in helping students to form conception of world based on the knowledge of modern nature research, emphasizing the character of link between nature and society, as well as between nature and culture. Natural sciences education can be characterised by a variety of content provisions, forms and methods of teaching/learning, and practical activities. All these are expected to make the process more effective to widen intellectual knowledge and skills of students, to provide conditions for students activities, to develop students reasoning skills, to influence their aesthetical outlooks etc.

The aim of the article is to discuss some relevant questions on natural science education in Lithuanian comprehensive school which are of a philosophical {\textendash} pedagogical character and observes the issues of teachers{\textquoteright} natural science literacy and integral education (teaching).

In conclusion, the following premises summarizing the earlier discussed ideas can be emphasized:

natural science literacy of natural subjects{\textquoteright} teachers working in Lithuanian secondary schools is insufficient;

contradictory statements of scientists - theoretics were revealed when discussing integrated natural science preparation of teachers;

teaching of integrated natural sciences subjects in Lithuanian comprehensive school must be inseparable from national - cultural and economical conditions of the country;

it is important to analyse the aims of integrated training, tasks, matter, methods, the questions of organization of the integrated teaching process etc. and to prepare teachers for general natural science education in comprehensive schools having a pedagogical profile, proposing priority to the methods applied for teaching natural sciences subjects;

it is advisable to raise the qualification of natural subjects teachers in the sphere of natural science providing appropriate courses, workshops etc.},
	keywords = {integral teaching, science education, secondary school},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1503927521.pdf},
	author = {Vincentas Lamanauskas}
}
@article {37,
	title = {NATURAL SCIENCE EDUCATION AT BASIC SCHOOL: SOME DIDACTIC ASPECTS},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {March/2002},
	type = {Original article},
	chapter = {25 - 35},
	abstract = {Some aspects of Natural Science Education at Lithuania{\textquoteright}s Basic School are being researched in the article. It is being introduced a part of the survey {\textquotedblleft}Situation and peculiarities of Natural Science Education at Basic School{\textquotedblright}, that took place in 2000/01 and was addressed to the essential didactic features. Particular attention is being paid to the analysis of the views and opinions of the teachers of Natural Science Education. Also, the view of teachers to the structure of Natural Science subjects, teaching methods, standardization and other questions, connected with Basic School, is being analyzed in the article.

The teachers of natural science estimate proposed natural science education at primary   school  rather critically. The young teachers, whose experience of teaching is less than a period of 5 years, are the most critical. The teachers of physics and biology estimate the standards of Natural Science Education the most benevolently and the teachers of chemistry are the most unfavorable with the present situation. The teachers of natural sciences prefer a problematic way of teaching (63\% of respondents). The analysis of teachers{\textquoteright} estimations shows that the student books and the workbooks of the latest editions used at basic school virtually satisfy the requirements of Natural Science Education programs. The most important source of the latest information about natural science for the teachers is books. The Internet is still poorly used by the teachers of  natural science. Only 11,5\% of the teachers the most frequently find the latest information when using the Internet. According to the teachers, ecological and environmental problems at basic school in the content of Natural Science Education revealed insufficiently well.},
	keywords = {basic school, natural science education, teaching process},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1504180218.pdf},
	author = {Vincentas Lamanauskas}
}
