@article {875,
	title = {INQUIRY-BASED PHYSICS EDUCATION BY USING SCIENCE  LEARNING SYSTEM  XPLORER GLX},
	journal = {Problems of Education in the 21st Century},
	volume = {57},
	year = {2013},
	month = {December/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {133-141},
	abstract = {In order to improve students{\textquoteright} competencies of natural science must be consistent and systematic development of learning methods and strategies. Since Physics is an experimental science, the role of practical activities in physics education is very important. Experimental activities are one of the main Physics teaching/learning methods.  One of these methods is inquiry-based learning, in which students answer research questions through data analysis. Computer-based data logging is a powerful strategy for the teaching and learning of physics. It helps to deliver a deep and meaningful physics education, increasing the interaction between the student and the concepts under investigation. 
This article deals with Physics experimental works by using the Xplorer GLX on different levels (confirmation, structured, guided and open inquiry) of inquiry-based learning. The research methodology is based on the provisions of the constructivist education theory underlying the structured, guided and open explorations as an effective educational technology, which promotes a positive attitude towards science, helps to apply the acquired knowledge in different situations, develops higher-level thinking skills, encourages active learning processes.
Experimental activities use an inquiry-based approach, based on a small-scale research activity through different levels of inquiry using science learning system Xplorer GLX. The aim of each experimental activity is to gain practical research skills, master research methods, learn how to work safely with the physical equipment, to collect, process and convey the results of experiment and link them to theoretical models, to make generalizations and conclusions. One physics laboratory work (Capacitor Discharge) at the level II, as structured exploration, and level III, as guided exploration, using science learning system Xplorer GLX is presented. A key focus is on learning through collaborative work, supported },
	keywords = {computer based experiment, four levels of Inquiry, Inquiry-based education, physics education, Xplorer GLX},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.57.133 },
	url = {http://oaji.net/articles/2014/457-1420057047.pdf},
	author = {Violeta  {\v S}lekiene and Loreta  Raguliene}
}
@article {869,
	title = {SOCIAL NETWORKING WEBSITES FROM THE POINT OF VIEW OF UNIVERSITY STUDENTS: A COMPARATIVE ANALYSIS},
	journal = {Problems of Education in the 21st Century},
	volume = {57},
	year = {2013},
	month = {December/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {61-78},
	abstract = {The use of social networking websites is becoming increasingly popular. While there are many reasons for this, the rapid spread of ICT is one of the most determining factors.  New technologies provide various possibilities for education and in relation to social networking websites it is worth emphasizing their diverse possibilities. The functionality of social networking websites is increasing, and this, in its own way, opens many possibilities for the consumers, a factor encouraging the usage of social networking sites. 
This research relates to the usage of social networking websites. The purpose of the research is to ascertain how university students from a range of European countries (Lithuania, Romania, Ukraine, Czech Republic, Turkey) use social networking websites; how they value them; what opinion they have about various social networking websites; what they know about them. 
A questionnaire, Social Networks, with 16 questions was used in the research. The breakdown of the questions is as follows: 3 questions were allotted to establishing the characteristics of the respondents and 5 open ended type questions were to possible advantages and disadvantages of SNW. The 6th question was assigned to evaluate the frequency of social networking website usage. A list of 23 main networking websites was presented. The 8th question was to evaluate the functions of social networking websites (e.g., communication, advertisement, friend search, information exchange and so on). In addition, the questionnaire also presented 26 various type statements about social networking websites and respondents were asked to evaluate these by applying the interval Likert scale (from {\textquotedblleft}Completely agree{\textquotedblright} to {\textquotedblleft}Completely disagree{\textquotedblright}). The original questionnaire was translated into the national languages by the local researchers involved in the study. 
This education research was carried out in 2012-2013, recognizing that it is especially important to understand the essential motives of using social networking websites, to analyze their probable advantages and disadvantages, to make some comparisons among students from the different countries. 
The findings illustrated that the respondents knew a lot of social networking websites, with the most frequently visited and most popular being: You Tube, Facebook and Google+. The most important functions put forward by the university students were: communication, learning and exchanging information, texting. Gender differences were noted in the case of valuing social networking websites.
The university students pointed out the following SN website advantages: 
(a)	the possibility to communicate with many people at one time, 
(b)	to get in touch with the people seen long ago also with the friends and relatives living abroad, 
(c)	the possibility to find proper information and share it, etc.
The respondents also noted that SN website had disadvantages. They indicated: lack of information publicity, a lack of privacy, insecurity in presented data, possible lies, deceptions, etc. 
},
	keywords = {comparative analysis, ICT, social networking websites, university students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.57.61},
	url = {http://oaji.net/articles/2014/457-1420056732.pdf},
	author = {Vincentas  Lamanauskas and Violeta  {\v S}lekiene and Loreta  Raguliene and Dragos Iordache and Costin   Pribeanu and Martin Bilek and Bulent Cavas and Tatyana Mazurok}
}
@article {811,
	title = {DIGITAL TEACHING AND LEARNING CONTENT IN NATURAL SCIENCE EDUCATION: A CASE STUDY},
	journal = {Problems of Education in the 21st Century},
	volume = {50},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {46-55},
	abstract = {Teaching/learning technologies in comprehensive schools are rapidly changing. Increasing amount of information, growing pupils{\textquoteright} learning load raises the need to search for new, more effective teaching/learning methods. For a long time it has been thought, that it is an object of classical pedagogy and further research works are not urgent. However, in the process of rapid development of ICT, traditional pedagogy conception also inevitably changes. So-called {\textquotedblleft}classical pedagogy{\textquotedblright} shifts to {\textquotedblleft}online pedagogy{\textquotedblright}. An adjacent educational trend - a "shift from teaching to learning" is also related with this shift. 
 New computer aids for increasing lesson content interactivity are being created in Lithuanian context. In the cooperation of a publishing house, teachers and scientists, a computer aid for the 5th-6th formers{\textquoteleft} biology lessons, was created. Therefore, a complex pedagogical evaluation research was carried out between January and April, 2011. 20 teachers participated in the digital content testing, who totally gave 577 lessons. In the lessons a) an interactive board (IL) was used, and a lesson content was prepared by Power Point (PPT) slide show or Active Inspire (AcIns) programme; b) projector (S), and a lesson content - by PPT or AcIns. The results, obtained on the basis of qualitative analysis, are presented in this article. It is thought, that the results of this research would contribute to implementation of computer technologies in other countries as well. Research results show, that digital teaching/learning content together with arranged lesson scenarios for the realization of the latter is undoubtedly, an innovative phenomenon in the educational practice. 
 It is necessary to assess the context of the country, to accomplish representative evaluations in the population of Lithuanian students and teachers.},
	keywords = {digital content, qualitative analysis, teaching and learning},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.50.46},
	url = {http://oaji.net/articles/2014/457-1419345741.pdf},
	author = {Vincentas  Lamanauskas and Violeta  {\v S}lekiene and Renata Bilbokaite and Loreta  Raguliene}
}
@article {817,
	title = {SCIENCE LEARNING SYSTEMS NEWLY RECEIVED BY LITHUANIAN SCHOOLS AND THEIR POTENTIAL APPLICATIONS IN TEACHING PHYSICS},
	journal = {Problems of Education in the 21st Century},
	volume = {50},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {108-116},
	abstract = {Wider knowledge update is always a big challenge for schools. In the event of changes in the curriculum, a question naturally arises: where teachers and students will get new teaching materials. It is necessary to renew textbooks and other teaching tools and to help teachers learn how to work with new knowledge. Natural science laboratory material base in secondary schools has been renewed by implementation of the project "Infrastructure of technology arts and natural sciences{\textquotedblright}. However, to achieve the desired result, it is necessary to find out whether there is sufficient infrastructure, whether new equipment conforms to expectations of the teacher, whether teachers are able to learn independently and appropriately use new laboratory equipment and modern tools. All this added together can require a systematic teacher training.
 The paper presents research connected with the new equipment and teaching tools received by Lithuanian secondary schools under the project "Infrastructure of technology arts and natural sciences{\textquotedblright} and their potential application in teaching physics. Information gathering and data processing unit Xplorer (GLX), Science Learning Systems (Nova and Spark) with sensors are analyzed. Questionnaire survey results of the teachers having this equipment are presented.},
	keywords = {educational equipment, teachers{\textquoteright} opinion, teaching physics},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.50.108    },
	url = {http://oaji.net/articles/2014/457-1419346029.pdf},
	author = {Violeta  {\v S}lekiene and Loreta  Raguliene}
}
@article {743,
	title = {USAGE OF SOCIAL NETWORKING WEBSITES: LITHUANIAN UNIVERSITY STUDENTS{\textquoteright} POSITION},
	journal = {Problems of Education in the 21st Century},
	volume = {45},
	year = {2012},
	month = {July/2012},
	type = {Original article},
	chapter = {27-39},
	abstract = {Over the latter decade a rapid development of information communication technologies has been going on in various directions. Technological possibilities have increased very significantly (Lamanauskas, 2011). The development of internet and technologies related with it has been extremely fast. A lot of internet service providers have appeared in the market, their number still continues to grow. The internet connection methods are changing - from the ordinary usage of phone line modems (dial - up) to broadband internet technology (DSL) and cable TV internet nets. It can be asserted, that over the mentioned period Web 1.0 internet (static, used for getting information) has been changed to Web 2.0 internet (social). The internet diaries, social portals, technologies allowing live communication on the internet (Internet Relay Chat, IRC), talk programme Windows Live Messenger (MSN), ICQ forums and other have occurred and are spreading. With the appearance of {\textquotedblleft}Skype{\textquotedblright}, the internet telephony has acquired a qualitatively new characteristic and practically has become a daily routine. Thus, today a consumer can create his profile on the internet, can make friends, communicate in the interest groups and so on. It can be stated, that every human being contributes in his own way to the internet and at the same time to ICT development, in general. It is obvious, that together with technological problems also arise social internet problems. Social networking websites are closely related with economical, psychological, educational, paleological and other aspects. There is a shortage of researches grounding socio-educational social network aspects. It is important to know not only how much time the consumers spend surfing the net, but how much of this time is allotted for communicating in social networking websites, which of them are the most popular and why, how the respondents evaluate social networking website functions, what in general they know about them, what advantages, disadvantages and threats they discern. Finally, it is important to find out whether the usage of social networking websites improves information {\textendash} communication abilities in some way.},
	keywords = {social networking websites, university students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.45.27},
	url = {http://oaji.net/articles/2014/457-1413727373.pdf},
	author = {Vincentas  Lamanauskas and Violeta  {\v S}lekiene and Loreta  Raguliene}
}
@article {643,
	title = {THE CREATION OF INFORMATION WEBSITE {\textquotedblleft}FULLERENES{\textquotedblright} AS AN EDUCATIONAL TOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {37},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {109-118},
	abstract = {Fullerenes are the basis for the rapidly developing science of nanotechnology. Nanotechnology is included in the list of priorities approved by Lithuanian Ministry of Education. Fullerenes and their usage, as a new field of science, are not included in either the general or high education curriculum. Following the analysis of e-sourcing, it became clear that there is no Lithuanian electronic source of information, in which there is more than one paragraph describing of fullerenes history, theory, usability and so on. Found information is incomplete, often inaccurate, and completely scattered. In order to determine Internet users{\textquoteright} knowledge about fullerenes, a short questionnaire survey in different education and age groups were conducted. The results of the survey suggest that currently the majority of respondents (more than half of those with university education) do not have a basic knowledge of fullerenes. Created an electronic information tool for teaching Fullerenes is presented. It analyzed and structured educational material about the history of the discovery of fullerenes, scientists who discovered them, the theory of fullerenes, their applications, examples, illustrations, points of interest, simulation. Developing the site relationship with the Nobel Prize laureates who discovered fullerenes Professor Robert F. Curl and Professor Harold W. Kroto has been established. Developed electronic information teaching tool "Fullerenes" (http://www.fulerenai.eu/) can be used as a cognitive tool for educational institutions.},
	keywords = {fullerenes, information teaching tool, nanotechnology},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.37.109},
	url = {https://oaji.net/articles/2014/457-1408436065.pdf},
	author = {Violeta  {\v S}lekiene and Loreta  Raguliene}
}
@article {639,
	title = {DIGITAL TEACHING AND LEARNING CONTENT IN NATURAL SCIENCE EDUCATION: EDUCATIONAL USEFULNESS EVALUATION},
	journal = {Problems of Education in the 21st Century},
	volume = {37},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {70-82},
	abstract = {In recent years teaching and learning problems acquire qualitatively new characteristics. It has been thought for a long time that it is an object of classical pedagogy and further research works are not urgent. However, in the process of rapid development of ICT, traditional pedagogy conception also inevitably changes. So-called {\textquotedblleft}classical pedagogy{\textquotedblright} shifts to {\textquotedblleft}online pedagogy{\textquotedblright}. An adjacent educational trend - a "shift from teaching to learning" is also related with this shift. Thus, on the one hand, ICT is changing very rapidly, new technologies (not necessarily in a proper educational sense) are penetrating into educational practice. On the other hand, under a great influence of ICT, interrelation mechanisms between teachers and pupils change, also, change educational activities and their characteristics. Thus, a need rises to inevitably observe the current situation, to analyse it and to present adequate educational decisions.
 Therefore, a complex pedagogical evaluation research was carried out between January and April, 2011. 20 teachers participated in the digital content testing, who totally gave 577 lessons. In the lessons a) an interactive board (IL) was used, and a lesson content was prepared by Power Point (PPT) slide show or Active Inspire (AcIns) programme; b) projector (S), and a lesson content - by PPT or AcIns. 
 It can be basically asserted, that digital teaching/learning content is a perspective way searching to improve education process.},
	keywords = {digital content, factor analysis, pedagogical evaluation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.37.70},
	url = {https://oaji.net/articles/2014/457-1408435877.pdf},
	author = {Vincentas  Lamanauskas and Violeta  {\v S}lekiene and Loreta  Raguliene and Renata Bilbokaite}
}
@article {428,
	title = {EXPERIENCE OF THE FOURTH-YEAR UNDERGRADUATES IN USING INFORMATION AND COMMUNICATION TECHNOLOGIES (ICT)},
	journal = {Problems of Education in the 21st Century },
	volume = {23},
	year = {2010},
	month = {July/2010},
	type = {Original article},
	chapter = {124-136},
	abstract = {It is accepted that ICT makes the process of teaching/learning more effective and beneficial whereas the education system starts functioning faster. The development of ICT and the process of globalization determine alteration in the education system as well as in the whole society. The implementation of new technologies in the educational process raises new possibilities for both teacher and learner, enhances education quality and makes the educational process more versatile.
 A crucial point is that employing ICT must be highly efficient in the process of training would-be teachers of sciences. The students graduated from comprehensive or upper secondary (gymnasium) schools have a broad knowledge of mastering ICT the major part of which are PCs, palmtop computers, mobile phones, different kinds of audio, video and digital players etc. In this case, we encounter a problem of how to properly develop the acquired abilities in the further process of studying.
 Thus, the object of our research is the ability of the fourth-year undergraduates to use information and communication technologies. The aim of research is to gain information concerning the fourth-year students{\textquoteright} opinion on the application of ICT in the process of studies. The research A Student and Information and Communication Technologies was conducted in January {\textendash} March, 2010. Research sample consisted of 322 respondents who were 4th year university students. To analyze research data, the measures of descriptive statistics (absolute and relative frequencies, popularity/usefulness/necessity indexes) have been applied.
 The surveyed fourth-year undergraduates have almost unlimited possibilities of using a computer, mobile phone, the Internet and an electronic data storage device - USB flash drive. The students almost daily use the basic functions of the mobile phone (writing SMS, calling). However, calling to other people using a mobile phone and sending SMS are a more frequent occupation of females as male students are tend to search for information on the Internet and send and receive e-mails. Considering all aspects of using information and communication technologies among the surveyed fourth-year students that graduated from city or regional schools, no statistically significant deviation has been noticed. },
	keywords = {fourth-year undergraduates, process of studies survey},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594598},
	author = {Vincentas  Lamanauskas and Violeta  {\v S}lekiene and Loreta  Raguliene}
}
@article {446,
	title = {THE LEARNING PHYSICS IMPACT OF INTERACTIVE LECTURE DEMONSTRATIONS},
	journal = {Problems of Education in the 21st Century },
	volume = {24},
	year = {2010},
	month = {October/2010},
	type = {Original article},
	chapter = {120-129},
	abstract = {This paper deals with application of interactive lecture demonstrations (IALD) during lectures of general physics as a way for helping students to better understand functional dependences of physics phenomenon. IALD can be described as an active engagement learning environment in a lecture setting, where computer, sensors, interface and software of PASCO are used together with demonstration equipment. Demonstration results are projected on big screen using computer projector. Assumption {\textendash} observation {\textendash} explanation cycle is used during interactive lesson demonstration. During this study IALD was implemented into general physics (mechanics) course. Interactive demonstrations were given for students of Siauliai University faculty of Natural Science studying Ecology and environmental studies. Lectures were given in 2009 spring semester. The same course of kinematics and dynamics were lectured traditionally for students studying Applied biology. Multiple-choice test was used to determine impact of IALD to understanding phenomena of mechanics. It was state, that in those lectures, where IALD was used, achievements of students were better than those of students learning in traditional method. Using IALD students are motivated to be not passive observers, but active participants of education process. Students, who were studying in IALD group, positively valuated employment of interactive demonstrations in learning of physics. },
	keywords = {interactive demonstration, interactive lecture, learning physics, science education},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594545},
	author = {Violeta  {\v S}lekiene and Loreta  Raguliene}
}
@article {412,
	title = {LITHUANIAN STUDENTS{\textquoteleft} EXPERIENCES WITH TECHNOLOGY: SOME IMPORTANT ISSUES},
	journal = {Problems of Education in the 21st Century },
	volume = {22},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {64-75},
	abstract = {The role of ICT in education in whole and particularly in science education is very important topic. It is worth emphasizing that in recent years, a general degree of integrating ICT in the process of teaching has increased in Lithuania as well as in other countries. It is accepted that ICT makes the process of teaching/learning more effective and beneficial whereas the education system starts functioning faster. The development of ICT and the process of globalization determine alteration in the education system as well as in the whole society. The implementation of new technologies in the educational process raises new possibilities for both teacher and learner, enhances education quality and makes the educational process more versatile. The research {\textquoteright}Student and Computer-Based Technologies{\textquoteright} was conducted in January {\textendash} March, 2010. Research sample consisted of 663 respondents who were 1st year university students (freshmen). To analyze research data, the measures of descriptive statistics (absolute and relative frequencies, popularity/usefulness/necessity indexes) have been applied. It has been stated, that respondents have practically unlimited opportunities to use mobile phone, computer, internet and e-data mini storage device - USB stick. Relatively new and rather expensive digital technologies are barely used. The most useful information communication technology for the first year students while studying is compute. },
	keywords = {first year students, information communication technologies},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400515635.pdf},
	author = {Vincentas  Lamanauskas and Violeta  {\v S}lekiene and Loreta  Raguliene}
}
@article {311,
	title = {COMPUTER BASED REAL LAB WORK AS A COGNITIVE TOOL IN PHYSICS EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {16},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {102-110},
	abstract = {This paper deals with application of Computer based real lab work (CBRLW) as a platform for helping students to acquire a functional understanding of physics. CBRLW can be described as an {\textquotedblleft}active engagement{\textquotedblright} learning environment in a practical works, where computer-assisted data acquisition and analysis tools are used together with experiment equipment and carefully developed worksheets. CBRLW are interpreted as cognitive educational tools and not only as technological ones. The specific technical equipment and software of PASCO scientific and FHYWE were applied in laboratory works of general and special physics of {\v S}iauliai University. Laboratory works of Mechanics, Thermodynamics, Electricity, Optics and Solid State Physics were created and improved by using this universal interface-measurement-system. The varieties of sensors use the same interface box and the same software format. Students are able to focus on the investigation of many different physical phenomena without spending a large amount of time learning to use complicated tools. It provided to integrate modern science tools into physics teaching labs and made it possible to prepare and carry out experiments with a minimum of preparation time and a maximum of technical comfort. An attachment of interface (Figure 1) with a suitable sensor to the computer created very powerful system for collection, analysis and display of experimental data. Two CBRLW are discussed in this paper (Investigation of linear motion using an Atwood{\textquoteright}s Machine and Investigation of Frictional Force).},
	keywords = {computer based lab work, frictional force, interface-measurement-system, physics education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1396707595.pdf},
	author = {Violeta  {\v S}lekiene and Loreta  Raguliene}
}
@article {306,
	title = {COMPUTER-BASED TECHNOLOGIES IN THE PROCESS OF TEACHING/LEARNING SCIENCES IN COMPREHENSIVE SCHOOL: SOCIO-EDUCATIONAL ASPECTS},
	journal = {Problems of Education in the 21st Century },
	volume = {16},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {66-73},
	abstract = {The role of ICT in education in whole and particularly in science education is very important topic. It is worth emphasizing that in recent years, a general degree of integrating ICT in the process of teaching has increased in Lithuania as well as in other countries. The growth is characteristic not only at university level but also at other levels of the education system. It is accepted that ICT makes the process of teaching/learning more effective and beneficial whereas the education system starts functioning faster. The development of ICT and the process of globalization determine alteration in the education system as well as in the whole society. The implementation of new technologies in the educational process raises new possibilities for both teacher and learner, enhances education quality and makes the educational process more versatile.
 On the other hand it is necessary to devote all our efforts to monitor the process of using ICT in general schools. It is necessary to conduct regularly researches of different scale for better understanding of a situation of use ICT in the teaching /learning process. 
Pilot research Student and Computer-Based Technologies was conducted in October {\textendash} November, 2009. To collect the required data, an anonymous questionnaire was prepared. Research sample consisted of 211 respondents who were 1st year university students (freshmen).
 In the majority of cases, the students learn to use computer independently, whereas next comes help provided by friends and family members. It has been established that computer-based technologies are very rarely used during the lessons of other subjects. The respondents think that using computer-based technologies in the classroom during the lessons of sciences has the highest impact on cognitive abilities (knowledge acquisition, self-sufficient studies etc.).},
	keywords = {computer-based technologies, general schools, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1396707347.pdf},
	author = {Vincentas  Lamanauskas and Violeta  {\v S}lekiene and Loreta  Raguliene}
}
