@article {489,
	title = {QUESTION FOR CURRENT SCIENCE EDUCATION: VIRTUAL OR REAL?},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {April/2016},
	pages = {Continuous},
	type = {Editorial},
	chapter = {136{\textendash}139},
	abstract = {The feasible real experiments should not be in any way eliminated from school laboratory practice. This is the permanent starting point of all approaches to natural science curricula, and it is still in force. The real living environment makes us face more and more items of the virtual environment, worlds, mediated by infinite possibilities of computer networks. The mediated perception through virtual images has become (thanks to the massive spread of information technologies) the major cognitive channel of school age pupils. Direct utilization of information from an objectively existing reality is steadily superseded and replaced by virtual information. Six years ago we asked on the first pages of JBSE Nr. 1 (Bilek, 2010): How to blend an effective and meaningful application of real, indirect and simulative observation, measuring and experimenting according to didactic principles? Do we have to answer now or do we know directions where can we find the answer?},
	keywords = {future career, human knowledge, natural science curricula, real experiments, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.137},
	url = {http://oaji.net/articles/2016/987-1481916626.pdf},
	author = {Martin B{\'\i}lek}
}
@article {212,
	title = {QUESTIONING AS A MEDIATION TOOL FOR COGNITIVE DEVELOPMENT IN EARLY SCIENCE TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {March/2011},
	type = {Original article},
	chapter = {6-16 },
	abstract = {In this article are presented the results of an empirical study, which tried to find the explanation for the relatively unsatisfactory results of Slovene pupils in the Trends in International Mathematics and Science study (TIMSS) in the area of early natural science. Questions from teachers and those from children in the process of teaching the school subject of Environmental Studies in the first grade of nine-year primary school were examined and also the communication that the teacher, as a mediator of a learning process, initiates with children. More precisely: the quantity and quality of teachers{\textquoteright}, and consequently also of children{\textquoteright}s questions. 18 teaching hours in two elementary schools were observed and recorded with the defined protocol during the teaching of three thematic topics. The results show that teachers ask too many questions and that those questions are at lower taxonomic levels. The research also showed that children seldom ask questions and that these are also generally at lower taxonomic levels. These types of questions cannot be used as a mediation tool and consequently do not stimulate the cognitive processes of pupils.},
	keywords = {cognitive development, early natural and social science education, primary school, questioning},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405173206.pdf},
	author = {Vlasta Hus and Kordigel Aber{\v s}ek, M.}
}
@article {117,
	title = {A QUANTITATIVE ANALYSIS OF ZAMBIAN HIGH SCHOOL PHYSICS TEXTBOOKS, SYLLABUS AND EXAMINATIONS FOR SCIENTIFIC LITERACY THEMES},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {October/2006},
	type = {Original article},
	chapter = {70-76},
	abstract = {This study investigated the balance and emphasis of scientific literacy themes in Zambian high school physics course in an attempt to find out its potential of contributing to preparation of scientifically literate citizens. Results show that the national syllabus and examinations emphasized the investigative nature of science while textbooks placed most emphasis on basic knowledge of science. Although the interaction of science, technology and society theme was accentuated in the syllabus, it was less emphasized in textbooks and absent in some examination papers. However, the physics course has potential of contributing to the preparation of scientifically literate citizens. },
	keywords = {examinations, physics course, scientific literacy, syllabus, textbooks},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404235010.pdf},
	author = {Frackson Mumba and Vivien Mweene Chabalengula and William Hunter}
}
@article {47,
	title = {QUESTIONS OF CHEMICAL CONTENT IN THE INTEGRATED COURSES OF NATURAL SCIENCES},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {October/2002},
	type = {Original article},
	abstract = {In formation of complete knowledge of nature and the person a big role belongs to studying of chemistry as the discussing subject according to its nature is primary integrated and its (her) maintenance (contents) is interconnected with that of physics and biology. Chemistry teaching in average educational institutions now is accomplished by studying obligatory independent rates as well as and by including of questions of chemical maintenance (contents) into the obligatory integrated rates of natural sciences (alongside with independent rates of chemistry by choice of pupils). The maintenance (contents) of a chemical component in the integrated rates of natural sciences taught in Japan, Canada, USA, the Great Britain, Ireland, Italy, France, Spain and Byelorussia is considered in the work. It is indicated that doubtless advantage of the integrated rates of natural sciences in general is the establishment of full interrelation between investigated natural-science subjects, and with reference to chemistry - formation of belief in necessity of chemical knowledge for the decision of many vital problems. Introduction of national standards and aspiration to equivalence of documents on the general education urgently demand definition in the different countries of uniform approaches to natural-science rates in high school, preparation of the scientific and pedagogical staff, to perfection of continuity school and high school natural-science education.},
	keywords = {chemical education, integrated courses, natural science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1504180965.pdf},
	author = {Alexandra Bratennikova and Elena Vasilevskaya}
}
