@article {1570,
	title = {ADDRESSING PRE-SERVICE TEACHERS{\textquoteright} MISCONCEPTIONS AND PROMOTING CONCEPTUAL UNDERSTANDING THROUGH THE CONCEPTUAL CHANGE MODEL},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {499-515},
	abstract = {Teaching science concepts for conceptual understanding has its challenges. Bringing about conceptual change in the science classroom can be difficult because most concepts are complicated and often counter-intuitive in the teaching and learning of science concepts. A review of the literature indicates that the conceptual change model, CCM can be an effective teaching technique in addressing misconceptions and improving conceptual understanding when it comes to science instruction. The aim of this research was to find out the effect of the conceptual change model on pre-service teachers{\textquoteright} conceptual understanding regarding the topic of forces and motion. Using data from tests and questionnaires, the research questions were answered by quantitatively analyzing the collected data. The analysis revealed that there is a statistically significant correlation between the conceptual change model and the conceptual understanding of the pre-service teacher participants. Overall, the results provide evidence in support of the effectiveness of the conceptual change model, CCM in addressing misconceptions and promoting conceptual understanding of forces and motion among the pre-service teacher participants that volunteered for this research. The results also indicate that the CCM is a teaching model which must be considered by science educators and teachers as they seek to address issues related to misconceptions and conceptual understanding in the teaching of science topics. },
	keywords = {conceptual change, conceptual change model, conceptual understanding, misconceptions, pre-service teachers, science education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.499},
	url = {https://oaji.net/articles/2022/457-1662401000.pdf},
	author = {Johannes Addido and Andrea   C. Burrows and Timothy   F. Slater}
}
@article {1559,
	title = {MARGINAL TOPICS IN THE RESEARCH OF SCIENCE EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Editorial},
	chapter = {392-394},
	abstract = {The researchers all over the world are focused on different topics. Many of them have got a character of {\textquotedblleft}mainstream{\textquotedblright}. When the reader is searching for science education journals, it is possible to find some research areas typical for every science subject (physics, chemistry, etc.). One of the topics is the problems connected with wrong ideas/preconceptions/misconceptions among different age groups, from elementary school pupils through high school pupils till university students and adult population. },
	keywords = {curricular reform, science education, science subject},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.392 },
	url = {https://oaji.net/articles/2022/457-1657803138.pdf},
	author = {Milan Kubiatko}
}
@article {1286,
	title = {AN EXAMINATION OF TEACHERS{\textquoteright} SUSTAINABLE DEVELOPMENT AWARENESS IN TERMS OF BRANCHES, GENDERS, AGES AND YEARS OF SERVICE},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {342-358},
	abstract = {Sustainable development is an interdisciplinary structure that includes the dimensions of environment, economy and society. The aim of this research was to determine the sustainable development awareness of science, social studies and primary school teachers. The research designed with the survey approach was carried out with 2982 teachers working in different regions of Turkey in 2019. In the research, Sustainable Development Awareness Scale consisting of 3 sub-dimensions and 36 items developed by Atmaca, Kiray and Pehlivan (2019) was used. Significance level was taken as .05 in the analyses that examined the signification between the groups. As a result of the research, no significant difference was found between the teachers{\textquoteright} sustainable development awareness and their branches and years of service, while a significant difference was found between the teachers{\textquoteright} ages and gender and their sustainable development awareness scores.},
	keywords = {descriptive research, science education, sustainable development},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.342},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2537291},
	author = {Ayse Ceren Atmaca and Seyit Ahmet Kiray and Mustafa Hilmi Colakoglu}
}
@article {1206,
	title = {ASSESSMENT OF SCIENCE TEACHERS{\textquoteright} CAREER SATISFACTION AND SCHOOL ORGANISATIONAL CLIMATE IN ENHANCING JOB PERFORMANCE IN RURAL LEARNING ECOLOGIES},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {254-269},
	abstract = {Science teachers{\textquoteright} career satisfaction and organisational climate, which influence their job performances, are very important. This research examined the extent to which science teachers{\textquoteright} career satisfaction and organisational climate are related to their job performances in rural learning ecologies. Within a survey and correlational research design of a quantitative type, 250 science teachers were selected in Ondo State, Nigeria using a purposive sampling technique. Data were collected using an adapted questionnaire on science teachers{\textquoteright} career satisfaction, school organisational climate and job performance. Descriptive and inferential statistics were used to analyse data. The results showed that 65.2\% of the science teachers in rural learning ecologies were satisfied with their careers while 34.8\% were dissatisfied with their careers. It was discovered that a combination of career satisfaction and organisational climate significantly influenced their job performances. It was found that the teachers{\textquoteright} career satisfaction had a significant positive effect on their job performances while school organisational climate had a significant negative effect on their job performances. In light of the results, it can be concluded that science teachers{\textquoteright} career satisfaction is the most effective significant contribution to their job performances. Further, it can be inferred that the school organisational climate does not significantly predict job performance in rural learning ecologies. To this end, results of the current research have some implications worth considering for the employers of science teachers, principals of schools and other stakeholders in creating a healthy school organisational climate and demonstrate good leadership behaviour in order to achieve improvement in the job performance of science teachers in rural learning ecologies. },
	keywords = {rural learning ecologies, school organisational climate, science education, teachers{\textquoteright} career satisfaction, teachers{\textquoteright} job performance},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.254},
	url = {http://oaji.net/articles/2019/457-1556863871.pdf},
	author = {Yinusa A. Faremi and Loyiso C. Jita}
}
@article {1001,
	title = {A CRITICAL REFLECTION OF BRONFENBRENNER{\textasciiacute}S DEVELOPMENT ECOLOGY MODEL},
	journal = {Problems of Education in the 21st Century},
	volume = {69},
	year = {2016},
	month = {February/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {22-28},
	abstract = {This analysis is a theory based reflection out of the development ecology. When studying an organisation, transformation and spheres of influence of professions and in education, the Development Ecology model provides a tool for understanding the encounter between societal, organisational and individual dimensions, a continual meeting point where phenomena and actors occur on different levels, including those of the organisation and society at large. However, the theory of development ecology may be questioned for how it looks at the individual{\textquoteright}s role in relation to other actors in order to define and understand the forces underlying the professional development. The focus on the individual might prevent the understanding of group wise development. Resilience capacity on a mental, intra level and an entrepreneurial way of building, developing and keeping networks gives the different levels in the Development Ecology model a broader understanding of what stimulates learning processes. Factors relating to both the inside of the individual and social ties between individuals in a group context in relation to global factors need to be discussed. },
	keywords = {development ecology, organisation, resilience, science education, social ties},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.69.22},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1199720},
	author = {Jonas Christensen}
}
@article {1026,
	title = {IS THE INQUIRY-BASED SCIENCE EDUCATION THE BEST?},
	journal = {Problems of Education in the 21st Century},
	volume = {73},
	year = {2016},
	month = {October/2016},
	pages = {Discontinuous},
	type = {Editorial},
	chapter = {4-5},
	abstract = {The science education is fighting with a relatively big problem. Many academicians, teachers and also laic society are still perceiving difficulty in understanding of concepts from science subject and lack of interest about this group of subjects. In the past the teaching process was very formal focused on the memorizing of the facts without any deeper understanding of the processes in the nature. Pupils and students knew all definitions about concepts in the science subjects, but practical application was on the low level. The academicians, teachers and other people interested in the science education were eager to change system of education. They wanted to include new approach into science education. The inquiry-based science education (IBSE) seemed to be as the right way for the better understanding of science process by pupils and students. },
	keywords = {IBSE, science education, science subjects, teaching process},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.73.04},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1224694},
	author = {Milan Kubiatko}
}
@article {948,
	title = {REDISCOVERING JOHN DEWEY{\textquoteright}S MODEL OF LEARNING THROUGH REFLECTIVE INQUIRY},
	journal = {Problems of Education in the 21st Century},
	volume = {63},
	year = {2015},
	month = {February/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {29-39},
	abstract = {During the 21st century, in the sphere of Science education, there has been an increasing interest in the problem of operationalizing reflection because it{\textquoteright}s one of the most powerful mechanisms for developing students{\textquoteright} thinking and forming key competencies {\textendash} learning to learn and science literacy. The classical legacy of the American philosopher and pedagogue John Dewey provides a source for valuable ideas for solving this problem. The goal of this qualitative study is to focus on John Dewey{\textquoteright}s concept for reflective inquiry as well as on the interpretations of his ideas by other authors. The intention is to merge these interpretations into a whole for two reasons: 1) to reconstruct John Dewey{\textquoteright}s model for reflective inquiry, 2) to adapt this model to the peculiarities of Science education practice. To realize this goal, a comparison should be drawn between the meanings of key concepts from Dewey{\textquoteright}s texts and those in the texts of his followers and reviewers. As a result of this interpretive framework, the authors of this paper abandon the general understanding that the stages of reflective thinking comprise a main component in Dewey{\textquoteright}s concept for reflective inquiry. The emphasis moves to the connection between reflection and the actions in the course of inquiry. On the basis of reconstructing Dewey{\textquoteright}s model, the authors suggest ideas for actualizing and activating students{\textquoteright} reflection before, during and after completing different types of experiments. },
	keywords = {inquiry-based learning, reflection, science education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.63.29},
	url = {http://oaji.net/articles/2015/457-1430136867.pdf},
	author = {Yordanka Dimova and Kalina Kamarska}
}
@article {965,
	title = {THEORETICAL EXPLANATION OF THE IMPLICATIONS OF COMPLEX SYSTEMS THEORY FOR TEACHING SCIENCE},
	journal = {Problems of Education in the 21st Century},
	volume = {65},
	year = {2015},
	month = {June/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {6-17},
	abstract = {The present study seeks to explain the implications of triple levels of the complex systems theory, as a theory about nature, science, and education, for teaching science. The study has been conducted within a philosophical approach. On the first level, the characteristics of complex systems theory about nature including: top-down character, non-linear interactions, emergence, irreversibility, self-organization, modularity, hierarchy, adaptation and bifurcation are explained. In this regard the point to be mentioned is that the teachers could facilitate the students{\textquoteright} understanding from the fundamental features of nature by offering diverse and suitable examples. On the second level, the complex systems theory mainly addresses the nature and methodology of science. Regarding the nature of science, scientific knowledge is defined as condition-structured knowledge and regarding the methodology of science, this theory highlights the features including condition-dependent generalisation, condition-dependent laws, condition-dependent explanation, condition-dependent confirmation, and the limitations of model-centered confirmation. The implications from this level of complex systems theory for teaching science encourage the teachers to clarify the methodology of science for the students. Regarding the third level, Complex systems theory orients attentions toward dynamic, complicated, and integrated levels, including the neurological, the experiential, the contextual/material, the symbolic, the cultural, and the ecological levels of education. So teachers might explain the basic features of the natural events through non-linear and holistic methods in teaching science. },
	keywords = {complex systems theory, Nature, science education, Teaching Science},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.65.06},
	url = {http://oaji.net/articles/2015/457-1438197042.pdf},
	author = {Parvin Bazghandi and Saeid Zarghami-Hamrah and Yahya Ghaedi and Alireza Mahmudnia and Khosrow Bagheri Noaparast}
}
@article {900,
	title = {INFINITY: AN INTERDISCIPLINARY ACCESS KEY TO PHILOSOPHICAL EDUCATION THROUGH MATHEMATICS},
	journal = {Problems of Education in the 21st Century},
	volume = {60},
	year = {2014},
	month = {July/2014},
	pages = {Discontinuous},
	type = {Editorial},
	chapter = {5-9},
	abstract = {In some previous contributions of mine written for Scientia Educologica{\textquoteright}s journals (Bussotti 2012; Bussotti, 2013; Bussotti, 2014) I dealt with the possible use of history of mathematics and science inside mathematics and science education. There is an abundant literature on this subject and I only tried to offer some ideas on possible educative itineraries in which history of mathematics and science could play a role. I had no claim to supply elements for a general theory on the relations history of mathematics-mathematics education and history of science-science education. In this editorial, I would like to deal with a possible interdisciplinary link between philosophical education and mathematics. This link is given by the infinity. The following considerations are valid for all those countries in which some high schools exist where philosophy is taught and, in general, for every course at a philosophical faculty in which the problem of the infinity is faced. Furthermore, they can also be useful in the teaching of mathematics at the high school when the concepts of infinity and infinitesimal (typically while dealing with calculus) are introduced.},
	keywords = {history of mathematics, philosophical education, science education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.60.05},
	url = {http://oaji.net/articles/2015/457-1421876334.pdf},
	author = {Paolo   Bussotti}
}
@article {830,
	title = {ENHANCING PEDAGOGY WITH CONTEXT AND PARTNERSHIPS: SCIENCE IN HAND},
	journal = {Problems of Education in the 21st Century},
	volume = {54},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {7-13},
	abstract = {Two activities, one on heat/work and one on dynamic equilibrium, are described for three high school classes (n=55) in the USA. The curriculum addressed showcases strategies to use with science, technology, engineering, and mathematics (STEM) students. The two lessons described follow the context ACS method (Application, Career opportunities, and Societal impact). ACS, or real-world context application, relies on a strong foundation of teaching concepts while developing enhanced learning experiences for K-12 students. The research described probes the problem of student engagement and content learning in STEM coursework and provides evidence for the potential of utilizing context ACS. The activities demonstrate how to use ACS to maximize student engagement and emphasize formative assessment during lesson implementation. Analysis of the data shows that students exposed to ACS lessons drawing from partnerships to connect real-world applications to core content make gains of 17\% in aggregate.},
	keywords = {context learning, science education, STEM education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.54.07},
	url = {http://oaji.net/articles/2014/457-1420053899.pdf},
	author = {Andrea   Burrows and Gabriel   Wickizer and Helen   Meyer and Mike   Borowczak}
}
@article {841,
	title = {SCIENCE, SOCIETY AND CIVILIZATION IN THE HISTORY OF SCIENCE},
	journal = {Problems of Education in the 21st Century},
	volume = {55},
	year = {2013},
	month = {July/2013},
	type = {Editorial},
	chapter = {4-10},
	abstract = {Generally speaking a discussion concerning history of science and technique/technology within society and its civilization is presented such as a discipline within the history of science for understanding eventual relationship between science and the development of art crafts produced by non{\textendash}recognized scientists in a certain historical time. The relationship between science and science \& society and consequent civilizing by science is centred on the possibility that the society effetely developed a fundamental organization in capacity to absorb science and produce technologies (i.e., water and electrical supply, transportation systems etc.) of course and technically that lacked in the past. Subsequently, a development civilization was necessary parallel to development of the science within society? Is effetely happened that? Did scientific works develop as a response to the needs of society? It is always necessary to begin a historical research {\textendash} also a research concerning the relations between science and society in a determined period {\textendash} from the alive, both theoretical and technical work of the scientists. If, in the analysis of the whole work of a scientist, the historian of science reveals some unclearness or internal inconsistencies or a lack of coherence between the methods used by this scientist in different works of his and if all these questions cannot be explained either with technical problems (for example the lack or the misunderstanding of certain mathematical methods) or with the general methodological and epistemological convictions of the scientist himself, then it is necessary to think of the general structure of the society in that period. Therefore technical analysis of the results and methods used by the scientist is a priori considered and then evaluated within civilization. },
	keywords = {history of science, science education, society studies},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.55.04},
	url = {http://oaji.net/articles/2014/457-1420054822.pdf},
	author = {Raffaele Pisano}
}
@article {672,
	title = {CURRICULA, HISTORY OF SCIENCE AND SCIENCE EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {40},
	year = {2012},
	month = {March/2012},
	type = {Editorial},
	chapter = {5-6},
	abstract = {Generally speaking, current school science curricula have been constructed for the purpose of preparing students for university and college scientific degrees. Such education does not meet the needs of the majority of students who will not pursue tertiary studies in science or even science-related fields. These students require knowledge of the main ideas and methodologies of science. It seems that the didactics of scientific disciplines across Europe have failed to solve the {\textquotedblleft}crisis{\textquotedblright} between scientific education and European social and economic development. This is generally recognized in the reports published concerning science education in Europe (Rocard report, etc.) which propose new strategies to be implemented in teaching through the identification and promotion of Inquiry based Science Education (IBSE) and other strategies. It is timely that there is a multi disciplinary dialogue exchanging new ideas and proposals between educational researchers, historians, philosophers and learning theorists.
 Prominent and high quality secondary school teaching and university{\textendash}academic centres research programs are crucial for the development of interest in the history of science and its cultural implications.},
	keywords = {history of science, science education, secondary school teaching},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.40.05},
	url = {http://oaji.net/articles/2014/457-1408531743.pdf},
	author = {Raffaele Pisano}
}
@article {779,
	title = {AN EARLY UNDERSTANDING OF MECHANISM OF RAINFALL: A STUDY EXAMINING THE DIFFERENCES BETWEEN YOUNG MINORITY IMMIGRANT AND NATIVE-BORN CHILDREN},
	journal = {Problems of Education in the 21st Century},
	volume = {47},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {152-164},
	abstract = {Preschool and lower grades of primary education (that is, before the age of 8) are a crucial period to attempt to reduce the educational performance gap between minority immigrant and native-born children. Regarding the science education field, it is believed that early exposure to scientific explanations on natural phenomena may positively influence to not only a better comprehension of the surrounding world but, also, the pupils{\textquoteright} success in grasping subsequent and more formal scientific concepts. 
 In this respect, little research has been conducted to examine whether the learning process on the subject of the comprehension of natural phenomena varies significantly in the case of young minority immigrant children in comparison with the mainstream process covered by native-born children.
 In this vein, this study aims to study how 5 to 7 year old children understand the rainfall phenomenon (N=124) and to examine whether this comprehension differs according to the differences regarding the socio-cultural background of the children comprised in the sample. 
 To that end, children{\textquoteright}s answers to a semi-open questionnaire and their pictorial representations are analyzed and socio-cultural perspectives on the human cognitive development are utilized to assign meaning to the results obtained.},
	keywords = {cognitive development, early understanding, natural phenomena, science education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.47.152},
	url = {http://oaji.net/articles/2014/457-1413729386.pdf},
	author = {Jos{\'e}  Domingo  Villarroel}
}
@article {722,
	title = {EVALUATION OF INNOVATIVE TEACHING AND LEARNING STRATEGIES IN SCIENCE EDUCATION: COLLABORATIVE WORK AND PEER ASSESSMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {43},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {86-94},
	abstract = {This paper presents the design of the curricular unit "Nature Integrated Sciences I{\textquotedblright} for the Course of Primary School Teachers of the 1st cycle of Higher Education at the University of Aveiro (Portugal). This curricular unit integrates a holistic approach to science based on the STS movement, where the activities promote collaborative work, such as study visits, field trips, laboratory classes, public presentations of works, discussion activities and self-and peer-assessment. It is intended to evaluate innovative teaching and learning strategies by hearing the students{\textquoteright} opinions about the proposed activities, their attitudes towards collaborative work and peer assessment. A questionnaire was applied online during the currilucar unit and the results show that most students felt that the teaching methodology was appropriate, group activities were relevant and assessment strategies contributed to the development of the targeted skills and building of knowledge.},
	keywords = {collaborative work, peer assessment, science education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.43.86 },
	url = {http://oaji.net/articles/2014/457-1410007354.pdf},
	author = {L{\'u}cia   Pombo and M{\'a}rio   Talaia}
}
@article {728,
	title = {MULTIMODALITY IN NATURAL SCIENCE EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {44},
	year = {2012},
	month = {July/2012},
	type = {Editorial},
	chapter = {5-9},
	abstract = {Learning science is related to participating in activities, which offer a scientific way of thinking and acting. But this is not easy and perhaps not even possible in a traditional school context because it is expected that students must cross over certain discursive and linguistic borders.
 In Natural Sciences, in addition to the concepts involving qualitative aspects, students are challenged in their learning to use, among others, mathematical knowledge that will assist them in the organization, interpretation and resolution of quantitative aspects. This requires from students the intellectual transit through various forms of languages and representations, constituting what it is called {\textquoteleft}multimodality{\textquoteright}.�
A fundamental aspect of multimodality and that receives influence from school culture is the explicit expression of textual and imagetic coherence in its products, because we consider this coherence as fundamental evidence of the multimodal understanding and, as a result, of the systemic learning.},
	keywords = {multimodal phenomena, science education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.44.05},
	url = {http://oaji.net/articles/2014/457-1413726454.pdf},
	author = {Agnaldo Arroio and Dirceu D.   D. de Souza}
}
@article {714,
	title = {IS THERE ANY CHANCE TO INCREASE PUPILS{\textquoteright} INTEREST IN SCIENCE SUBJECTS?},
	journal = {Problems of Education in the 21st Century},
	volume = {43},
	year = {2012},
	month = {June/2012},
	type = {Editorial},
	chapter = {5-6},
	abstract = {Nowadays, in the science world, especially in the science education world exist many problems, which are or which will be investigated. The part of them is presented in this number. We are meeting with the results with science research every day, the results are presented in different form of resources, from print form to electronic form. So these results are not very flattering, mainly the interest about science subjects is decreasing and the way, how this trend to stop is still not found. Some universities published reports, where is showed, the number of students, whose study some science subject is rapidly decreasing. With respect to important meaning of the science subjects for the development of society is necessary this situation to solve.},
	keywords = {interest in science, science education, science subjects},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.43.05},
	url = {http://oaji.net/articles/2014/457-1410006895.pdf},
	author = {Milan Kubiatko}
}
@article {724,
	title = {UNDERSTANDING RESEARCH PARADIGMS: TRENDS IN SCIENCE EDUCATION RESEARCH},
	journal = {Problems of Education in the 21st Century},
	volume = {43},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {110-118},
	abstract = {This essay offers several insights regarding the principles of qualitative and quantitative methods, defining how they shape the empirical process as well as knowledge acquisition in social science research. A comprehensive discussion includes comparing the assumptions and techniques of each paradigm, as well as a description of their respective strengths and weaknesses in research. These paradigms are examined in terms of past trends in science education research, indicating that over the last several decades a shift in approach from the quantitative to qualitative has occurred. The central thesis of the essay contends that methodological decisions should be based in pragmatism, rather than a pre-existent set of philosophies or beliefs irrespective of context. Implications for research are discussed in terms of the findings of several science education content analysis studies, conveying that research methods often coincide with the collective interest of the masses, policy, educational reform or program developments.},
	keywords = {paradigm decisions, quantitative research, science education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.43.110 },
	url = {http://oaji.net/articles/2014/457-1410007445.pdf},
	author = {Sebastian   Szyjka}
}
@article {702,
	title = {VISUALISATION-ASSISTED TEACHING: CAN VIRTUAL GIVE RISE TO REAL KNOWLEDGE?},
	journal = {Problems of Education in the 21st Century},
	volume = {42},
	year = {2012},
	month = {May/2012},
	type = {Editorial},
	chapter = {5-7},
	abstract = {There are two main different ways of reasoning (Harnad, 1987). For most people it{\textquoteright}s natural to do their reasoning on the semantic level. Graphic tools have always played an important part in this reasoning style. When using a formal and abstract language and exact rules governing the creation and transformation of statements in this language, one reveals the ability to work on the syntactic level. And this can be postulated as a quite different way of reasoning, which is based almost exclusively by the logicians. The use of graphic forms in this case is also possible, though it requires more time and technological complexity. For exact sciences, primarily mathematics based, the use of computers can raise the efficiency of the method. Still for Sciences, e.g. Chemistry, even before the informational revolution the special interconversion tools between empirical knowledge and different types of reasoning had been developed, the latter originates from the very core of Science knowledge. Based on the experiment (the initial stage was almost completely empirical) the Science gained the new paradigm which rather formal by nature and fundamental in methodological meaning. Interconversion between empiric and theoretical moieties seems to be the core point of the consideration.},
	keywords = {real knowledge, science education, visualization-based educational techniques},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.42.05},
	url = {http://oaji.net/articles/2014/457-1410005969.pdf},
	author = {Todar   Lakhvich}
}
@article {641,
	title = {CAN BE THE PRESERVICE SCIENCE TEACHER A RESEARCHER?},
	journal = {Problems of Education in the 21st Century},
	volume = {37},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {90-97},
	abstract = {In this theoretical research an impersonal style should be used the status of teacher research in science education, examine the advantages of science teacher research, and consider possibilities for the role of science teacher research. In literature teacher research or teacher action research was mentioned only briefly as a part of qualitative research or science teacher education. This lack of attention to science teacher research might reflect the relatively late entry of science teachers into the teacher research movement. Teacher research is an effective model for teacher learning and development. Teacher research can make valuable contributions to the knowledge base for science teaching. Teacher researchers step outside their own assumptions and preconceptions and maintain a healthy skepticism about their observations of themselves and their students. One semester action research project was implemented in observing teaching practice course at the preservice science teachers training at Faculty of Science Palacky University in Olomouc. Students during this semester observed science lessons in upper secondary schools. They analyzed pedagogical events that happened in the class. They also developed a research-base rational paper describing how they will teach science. During this semester students examined one aspect of this rationale in an action research project carried out in collaboration with the host teacher. Science teacher research can contribute to the development of prospective science teachers and the development of a knowledge base for science teaching and learning. This is a particularly interesting moment in time to examine the contributions and potentials of science teacher research.},
	keywords = {action research, preservice science teacher training, science education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.37.90},
	url = {https://oaji.net/articles/2014/457-1408435971.pdf},
	author = {Danu{\v s}e  Nezvalov{\'a}}
}
@article {618,
	title = {EFFECT OF TRACK POSITION ON STUDENTS{\textquoteright} ATTITUDE TOWARDS SCIENCE},
	journal = {Problems of Education in the 21st Century},
	volume = {35},
	year = {2011},
	month = {November/2011},
	type = {Original article},
	chapter = {138-148},
	abstract = {Attitude towards science (ATS) is major concern in science education due to its positive correlation with students{\textquoteright} science achievement. However, previous studies showed that students{\textquoteright} ATS is decreasing in many countries. Although many attempts have been taken to solve this problem, little consideration has been given to the effect of track position and students{\textquoteright} ATS. While cognitive aspect plays major role in tracking, affective aspect such as ATS is overlooked. It might be one of the factors that contributing to the decrease of students{\textquoteright} ATS. Accordingly, this paper aimed to investigate the effect of tracking on students{\textquoteright} ATS. A total of 450 science stream students and 299 arts stream students were involved in this study. The findings showed that among science stream students, 21 students (4.67\%) prefer arts stream rather than science stream. Their ATS level is statistically significant lower than science stream students who prefer science stream and the effect size is large (Cohen{\textquoteright}s d = 1.1028). Meanwhile, among arts stream students, 47 students (15.7\%) prefer science stream rather than arts stream. Although their ATS level is higher than arts stream students who prefer arts stream, the difference is not statistically significant, with negative and small effect size (Cohen{\textquoteright}s d = -.2271). The findings of this study would bear significant implication to enhance awareness of public and educators about the important of ATS in tracking. Moreover, this study would provides useful information for stakeholders in determining students{\textquoteright} stream.},
	keywords = {attitude towards science, science education},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=968812},
	author = {Chin Sook  Fui and Lim Hooi  Lian}
}
@article {530,
	title = {FOSTERING RESPECT FOR LIFE IN PRIMARY SCHOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {29},
	year = {2011},
	month = {May/2011},
	type = {Editorial},
	chapter = {5-6},
	abstract = {The respect for life educational process is extremely important for primary school. Psychologists assert that exactly the early school age strongly requires fostering the feelings of love, sensitiveness and help as the period is important for the mastering and establishing certain standards of behaviour. This is the key for the explanation of the different aspects of the teenager{\textquoteleft}s behaviour in nature. If the teenager ravages nature, it means that parents, teachers and other educators have not paid enough attention to that age range when a certain standard of behaviour developed on the basis of some habit (Dzenuskaite, 1975).
 The empiric observations, statistic data and other sources of information confirm that we are experiencing a general decline of moral culture that comes along with increased human immorality, expressed by aggressiveness, cruelty, violence, roughness. These humiliating forms of disrespect are extremely characteristic for the present generation, even for teenagers. It could not be denied that fostering respect for life becomes an overall and highly relevant task for our society.
 An important point is to set out the conditions for the child to correlate with nature and on that basis to foster moral and aesthetic feelings in the junior school age. Presumably nobody could deny that fostering respect for life becomes a universally accepted and relevant objective of our society. It could responsibly be contended that society must reconsider its principles of the correlation with nature. 
 
},
	keywords = {primary school, respect for life, science education},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2014/457-1405178268.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {544,
	title = {THE SCIENCE EDUCATION TOOLS AND WAYS OF PRODUCING THEM IN THE COOPERATION PROCESS},
	journal = {Problems of Education in the 21st Century},
	volume = {30},
	year = {2011},
	month = {May/2011},
	type = {Editorial},
	chapter = {5-8},
	abstract = {The content of natural science education gives a chance to the dynamics and structure of the educational process. However, the adaptation of natural science knowledge system depends on both the teacher (choosing and applying teaching methods and forms, etc.) and the pupil (the methods of learning, motivation, general abilities). The diversity of teaching and learning content, forms and methods, activities are typical of natural science education. All that makes the educational process effective: develop intellectual knowledge and skills, set out conditions for intense pupils{\textquoteright} activities, shape thinking, foster aesthetic feelings, etc.
 There are different strategies and methods for teaching science. Also there are many different ways in which science teachers can effectively teach students. The problem consists in that how to choose the most effective methods and strategy in each concrete situation. It is obvious, that the information itself is known as the content; how that content is shared in a classroom is dependent on the teaching methods. For example, lecture is a way of providing students with basic knowledge. On the other hand it is well known that lecture has the least impact on students as well as the lowest level of student involvement. It is not so good from point of view of constructivistic teaching. The one of the main points of constructivistic approach is to increase the level of impact and involvement for students. It is clear that reflective inquiry has the highest level of student involvement. On the other hand, reflective inquiry offers opportunities for students to use knowledge in a productive and meaningful way. It is important to notice that teachers should recognize from their practice that inquiry-oriented approach brings deeper understanding, better results of students and their higher motivation and interest to study science (Nezvalova, 2011). Different methods can be effectively used in science teaching: lecture, reading information, audio-visual presentation, demonstration, observation, field trips, interviewing, brainstorming, small group discussions, experimenting, problem-solving activities etc.  
 
},
	keywords = {educational process, science education, science knowledge},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.30.05},
	url = {https://oaji.net/articles/2014/457-1405179519.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {605,
	title = {TEXTBOOKS, FOUNDATIONS, HISTORY OF SCIENCE AND SCIENCE EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {35},
	year = {2011},
	month = {November/2011},
	type = {Editorial},
	chapter = {5-10},
	abstract = {In history of science we have significant examples of textbooks written by professional scholars, researchers during their teachings job. Thus the research (on foundations of science) and pedagogical aspects are presented, but not at all of them in the same way. Many and various factors are included.
Many European education centres and history of science institutions like the symposia presented in European Society for the History of Science congresses, and the Inter{\textendash}Divisional Teaching Commission of the Division of Logic, Methodology and Philosophy of Science (DLMPS) and the International Union for History and Philosophy of Science (IUHPS) are reflecting brilliantly upon higher scientific education and its improvements in secondary level. It is unthinkable to learn and understand the scientific sense of a subject without deepening its intellectual and cultural background, e.g. history and its foundations: how is it possible to keep on teaching sciences being unaware of their origins, cultural reasons and eventual conflicts and values? And how is it possible teaching and remarking the contents and certainties of physics and mathematics as sciences not having first introduced the sensible doubt about the inadequacy and fluidity of such sciences in particular contexts? },
	keywords = {didactics, science education},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=968794},
	author = {Raffaele Pisano}
}
@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 {440,
	title = {LITHUANIAN AND ESTONIAN STUDENTS{\textquoteright} ATTITUDE TOWARDS SCIENCE TEACHING/LEARNING METHODS: COMPARATIVE ANALYSIS},
	journal = {Problems of Education in the 21st Century },
	volume = {24},
	year = {2010},
	month = {October/2010},
	type = {Original article},
	chapter = {66-74},
	abstract = {A number of the latest investigations specify the necessity of improving science education at all levels of the education system. A decreasing interest in sciences is one of the most acute problems of present education. The purpose of this research is to analyse how students evaluate the current situation on using different teaching/learning methods and means in the process of science education. Research was carried out in Lithuania, Estonia and Latvia (Lamanauskas, Vilkonis, 2008). This article presents more exhaustive research results, which were obtained after carrying out comparative analysis between the respondents of two countries {\textendash} Lithuania and Estonia. It is very important to compare the evaluation, attitudes of the students belonging to the same region country, because earlier carried out researches show that in spite of common natural science education tendencies, rather significant differences exist between countries. It is believable, that they are predetermined by various educational approaches, teachers{\textquoteright} competence and other different reasons. },
	keywords = {learning process, science education},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594537},
	author = {Vincentas  Lamanauskas and Renata Bilbokaite and Irina Zhikina and Inna Portjanskaya}
}
@article {357,
	title = {LITHUANIAN AND LATVIAN STUDENTS{\textquoteright} ATTITUDE TOWARDS SCIENCE TEACHING/LEARNING METHODS: COMPARATIVE ANALYSIS},
	journal = {Problems of Education in the 21st Century },
	volume = {19},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {55-62},
	abstract = {A number of the latest investigations specify the necessity of improving science education at all levels of the education system. A decreasing interest in sciences is one of the most acute problems of present education. The purpose of this research is to analyse how students evaluate the current situation on using different teaching/learning methods and means in the process of science education. Research was carried out in Lithuania, Estonia and Latvia (Lamanauskas, Vilkonis, 2008). This article presents more exhaustive research results, which were obtained after carrying out comparative analysis between the respondents of two countries {\textendash} Lithuania and Latvia. It is very important to compare the evaluation, attitudes of the students belonging to the same region country, because earlier carried out researches show that in spite of common natural science education tendencies, rather significant differences exist between countries. It is believable, that they are predetermined by various educational approaches, teachers{\textquoteright} competence and other different reasons. },
	keywords = {learning process, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399917272.pdf},
	author = {Vincentas  Lamanauskas and Renata Bilbokaite and Janis  Gedrovics}
}
@article {350,
	title = {THE PECULARITIES OF THE EXTRACURRICULAR ACTIVITIES OF PRIMARY NATURAL SCIENCE EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {19},
	year = {2010},
	month = {March/2010},
	type = {Editorial},
	chapter = {5-8},
	abstract = {The extracurricular activities of natural science education (EANSE) is one of the most significant fields of natural science education. The field hides inside numerous opportunities of choice. Whatever advanced natural science education is {\textendash} it omits the functions and do not provide the opportunities that could be offered by the EANSE. Teaching is not and cannot be limited only by classes at any stage of the educational system. Pupils gain new experience in the extracurricular activities that is very important to broadening of creativity and other properties relevant to modern life. The usage of the latest information technologies, communication and cooperation, group work, the change of ideas and a critical approach towards social reality are the greatest abilities of human being in a new century. School has to devote an exceptional attitude towards its development. Hence, the system of extracurricular activities should exhaustively be used as this is a place where schoolchildren can acquire knowledge and experience that cannot be obtained at school, i.e. different methods can be applied and the attitude that they are the users of nature as well as responsible for its evolution and protection can be fostered. It should be remembered that an affective value-based aspect is very important to the correlation with nature. It includes a need to feel concern about the environment, to communicate with nature and to feel being an integral part of it (Makarskaite, 1995).�
 The extracurricular activities of natural science education can be defined as a part of permanent education that should guarantee the complete development of pupils{\textquoteright} physical, psychical and emotional power. It is an excellent opportunity for pupils to improve their natural science education with a help of different coteries, arranged camps, actions, projects, etc. 
Thus, obviously, the extracurricular activities of natural science education in primary school are an influential field of pupils{\textquoteright} training that is extremely useful to fostering affective value-based relations with nature, to cherishing love for nature and respect for life. In general, the majority of children of this age realize the importance and significance of activities related to nature and this is the main point of the extracurricular activities of natural science education training. Also, there are a variety of ways to create extracurricular activities in science education area at a primary school. In every moment teachers should be ready to implement extracurricular activities in real school life. },
	keywords = {educational system, extracurricular activities, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399916909.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {362,
	title = {SCIENCE EDUCATION AND STUDENTS WITH INTELLECTUAL DISABILITY: TEACHING APPROACHES AND IMPLICATIONS},
	journal = {Problems of Education in the 21st Century },
	volume = {19},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {103-112},
	abstract = {This literature review aims at discussing current educational perspectives in the specific field of science teaching to students with mild to moderate intellectual disability. The present critical approach focuses on the availability and appropriateness of teaching methods and learning strategies that might effectively support science education of students with intellectual disability, given the cognitive characteristics, the learning difficulties and competencies of these students, the particular academic and learning skills associated with the acquisition of science concepts, and finally the perspective of promoting the access of students with intellectual disability in the general educational programs. Discussion of the evidences reveals a complex picture, which suggests further empirical verification of the research findings specifically in regard to the inquiry learning method and its implementation on science teaching to students with intellectual disability. Given the implementation of the appropriate instruction methods and learning strategies, science education and even more inclusive science education with an emphasis on hands-on activities and real life experiences could yield benefits, at least for students with mild to moderate intellectual disability, related to their everyday functioning in the context of functional academic skills acquisition. },
	keywords = {intellectual disability, science education, teaching methods},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399917637.pdf},
	author = {Panayiota  Stavroussi and Panagiotis  F. Papalexopoulos and Dionisios  Vavougios}
}
@article {433,
	title = {SOME GENERAL TRENDS WITHIN THE DEVELOPMENT OF MODERN NATURAL SCIENCE AND TECHNOLOGY EDUCATION IN THE BEGINNING OF 21ST CENTURY},
	journal = {Problems of Education in the 21st Century },
	volume = {24},
	year = {2010},
	month = {October/2010},
	type = {Editorial},
	chapter = {5-7},
	abstract = {As a result of tremendous development of science and technology our modern life has become very complex. Diversity and speed has become the main characteristics of our life today. Actual changes in life always are followed by corresponding changes (reforms and transformations) in education, because education means specially organized gaining of life experience for life. Life experience {\textendash} it means not only knowledge, not only knowledge and skills, but all together knowledge, attitudes or values and skills (Broks, 2010). Education as a process of gaining life experience includes not only traditional learning/teaching, but also development of corresponding value orientation {\textendash} attitudes. This note is very important today when globalization processes have initiated a loss of clear value orientation for future development of human{\textquoteright}s life on global as well as on local scale. World needs more clever and honest people tomorrow when we have today.
 All mentioned above actual activities in our life and education needs study and conscious use of systems thinking. There are many gaps all around us separating parts of the whole what results in low effectiveness as well as efficiency of many our life activities. The problem of bridging these gaps has become actuality. Modern systems theory as theory of systems thinking is an effective tool when solving complex problems not only in natural and technical sciences, but also in sociology and humanities (Broks, 2010; Sterling, 2003; Agoshkova, 2010; Давидов, 2008; Wilber, 2007). Systemology as applied theory of systems theory within definite branch of our life seams to be very perspective tool to manage many sophisticated situations. Systemology of Education is just one example of such practical use of general systems theory for solving corresponding complex social problems (Broks, 2010). 
World globally and locally needs clever and honest people {\textendash} good luck to all of us when developing corresponding theory and practice of education as life experience for life in the 21st century!},
	keywords = {modern education, science and technology, science education},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594526},
	author = {Andris Broks}
}
@article {411,
	title = {UNIVERSITY STUDENTS{\textquoteright} ARGUMENTATION IN SCIENCE AND ENVIRONMENTAL EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {22},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {54-63},
	abstract = {In science and environmental education, one of the objectives is to prepare students for participation in the decision making. To be able as an informed citizen to make decisions, it is important to learn to present an argued point of view. The everyday sense of argumentation suggests that participants present claims, defend their claims, and rebut the claims of their opponents. The study focuses on practising university students{\textquoteright} argumentation in an authentic situation and also the way students argue. University students familiarized themselves with a proposal to change a provincial plan. After reading the plan, they assumed to the role of a resident of the area in question and wrote to the planners starting their opinion. We had two different cases: the first case was in science education course and the other case in environmental education course. In the second case students wrote to the Wiki-environment and the opponent commented on the argumentation. These writings (N=17) were analysed by content analysis. Although the students used scientific knowledge, especially ecology, in their argumentation, it often consisted of personal feelings about the effect of the plan on their own lives.},
	keywords = {environmental education, higher education, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400515358.pdf},
	author = {Tuula Keinonen and Sirpa K{\"a}rkk{\"a}inen}
}
@article {208,
	title = {CHALLENGES OF CONTEMPORARY SCIENCE EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {45-50},
	abstract = {The paper deals with basic functioning, objectives and challenges of science education at the threshold of the 21st century. The authors define complex issues of science education: global environmental issues and problems, interrelation of science, technology and society, key concepts and crucial issues of science education along with inter-disciplinary thinking. Due to global trends in curricula management, the autonomy of science teachers rises as well as the amount of their responsibility. The most important selected issues are discussed within the article and the authors attempt to seek optimum solution.},
	keywords = {multi-disciplinary, science education, science education purposes},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392408363.pdf},
	author = {Pavel Doul{\'\i}k and Ji{\v r}{\'\i} {\v S}koda}
}
@article {205,
	title = {CHEMISTRY FOR SOCIETY: NEW EMPHASIS IN EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {21-27},
	abstract = {In 2007 the cooperation between the Department of Teaching and Didactics of Chemistry, Faculty of Science, Charles University in Prague and the German members of the project CITIES (Chemistry and Industry for Teachers in European Schools) was established. This paper presents information on the results of the cooperation and on a practical laboratory course developed for the further education of European chemistry teachers. According to the aims of the CITIES project, the new experiments presented in the course focuse on the connections between chemical industry and the school chemistry education and on the contributions of chemistry to the whole society. The course was realized for two groups of Czech secondary school chemistry teachers and the evaluation data were obtained from the questionnaire prepared by the German colleagues.},
	keywords = {chemistry experiment, science education},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=886197},
	author = {Hana B{\"o}hmov{\'a} and Eva Urv{\'a}lkov{\'a} and Renata {\v S}ulcov{\'a}}
}
@article {297,
	title = {THE COMMON GOAL OF ALL EDUCATORS: HOW TO IMPROVE SCIENCE AND TECHNOLOGY EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {16},
	year = {2009},
	month = {November/2009},
	type = {Editorial},
	chapter = {5-7},
	abstract = {Science education is an integral phenomenon that can be grasped as a whole science. Science education plays a very important role in broadening pupils{\textquoteleft} world outlook. The science classes always discuss real, concrete things and phenomena, which are a part of pupils{\textquoteleft} reality and even every day life. It is very important that natural sciences should help learners to formulate a clear concept of natural history based on the latest knowledge of the world strongly emphasizing the character of the correlation between nature and society, civilization and culture. The world is multidimensional, and therefore we must strive to acknowledge it. This is a winning goal of contemporary science education (Lamanauskas, 2003). 
Science education is playing a crucial role in both developed and developing countries. Quality-based natural science education is necessary for every human living in a modern world. Different investigations show that natural sciences have lost their previous attractiveness in the developed countries. On the contrary, the young generation of the developing countries most frequently has a positive interest in natural sciences. On the other hand, in most of the cases, natural science education in comprehensive school is not popular, inexactly corresponds to the curricula and has no relevance to the learners{\textquoteright} needs. The introduced situation is determined by several common and uncommon factors. The process of natural science education in comprehensive school is one of those not adequate for the present day and achievements in sciences. Such inadequacy first of all, has relation with competence of teachers of natural sciences. Insufficient competence is frequently determined by the inappropriate process of studies in universities training prospective teachers of natural sciences. 
Another main point is connected with the whole public, not only with young people, but also with adults. Public natural science education (sophistication) is a burning question. Apparently, natural science education is crucial for training the present young generation. In this case, there is no difference whether a young person will be engaged in natural sciences in the future. The increase of interest of those not involved in sciences or having a previously formed negative attitude towards the subjects is a more complicated problem to be solved. This is concern and obligation of the whole scientific pedagogical society working in the field of natural science education. 
Generally speaking, all spheres of science education are important in our modern, technologically oriented society. It is impossible to discuss all pressing questions of science education here. However, I can notice that some trends raise a lot of doubts. For example, the great majority of works are linked to motivation, interests, attitudes and so on. We can{\textquoteright}t assert that this is not important. In fact, this is the sphere of psychology. How difficult it were to find out the reasons for low interest to science and technologies, the fallen prestige of sciences in comprehensive schools, still they are not essential things from the educational point of view. All the more, inquiry based researches give only a panoramic view of the situation, i.e. have a stated character. It is completely not clear or almost not clear what causes such a situation. The main goal of educators is to change, develop teaching-learning process using educational devices. Some last researches revealed that pupils understand the meaning of sciences and technologies to society in general, but they are not satisfied with school science. The main question till now is why? It is obvious, that we come in touch with deeper didactic problems here, for example, the content of teaching, teaching-learning methods, teacher and pupils relations, scientific research activity (the latter is a very important part of the whole science education process), at last, teaching-learning process management in general. If we concentrate only on psychological parameters (interests, motives, demands, attitudes and so on), essential didactic parameters remain outside. In other words, the essential question {\textendash} effective pedagogization of the whole science and technological education process hasn{\textquoteright}t been solved yet (it considerably deviated towards psychologization and sociologization). Researches of a stated character are not sufficient to reach this. In recent years not only in Lithuania but also in academic societies of other countries, it has generally become a norm to carry out different stated (diagnostic) researches. Very rarely researchers try their ideas and theories in practice. Simply there are no possibilities for this. Then, researchers go along the road treaded by sociologists and psychologists i.e., give questionnaires, tests to pupils, students, pedagogues, only strengthening existing educational practice by this (Bitinas, 2006). Thus, there is one more open question how to rationally change existing educational practice in the direction of development. How to achieve that educational researches were much more effective in the practical applicability of their results? As an example we can mention international ROSE (The Relevance of Science Education) research (http://www.ils.uio.no/english/rose/). Countries having participated in the research carried out exhaustive analysis of the results. Different attitude, interest, motive and other differences and similarities in the population of the 15- year old students were discovered. Without any doubt, it is important. However, these results don{\textquoteright}t have direct influence on educational practice and on the changes of this practice, of course. On the contrary, quite often- different changes occur rather spontaneously.
 Another important thing is the role of ICT in education in general and particularly in science education. 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.
 Therefore, *. We should devote all our efforts to stimulating youth interest in science and technologies and to reinforcing scientific-technological education at all levels. Although hardly anyone suspects that technologies are having a growing impact on our daily life, however, they still remain alienated from the major part of society members and policy makers and what is more, frequently stand outside the door of the education system. Hence, opening the door is the obligation of all of us. We should discuss and try to solve all key problems really using the ICT in everyday school activities.This is not an easy task. ICT is not as panacea for solving all educational problems. As I have already mentioned, modern ICT definitely play a crucial role in developing the teaching/learning processes at all stages and improving the quality of education. Educational advantages of ICT raise no doubts. 
One of the most important requirements for applying ICT and innovative techniques of teaching is a qualified teacher able to professionally use technologies in practice. A modern teacher must know how to employ ICT and adapt them in order to achieve specific goals of teaching. Today we can observe paradoxical situation. In the majority of cases, students{\textquoteleft} computer literacy remains higher than that of their teachers. Nevertheless, teachers{\textquoteleft} computer literacy becomes an essential professional work condition. ICT application in teaching/learning process shouldn{\textquoteright}t be an end in itself. The essential thing is how to achieve that ICT application increased teaching effectiveness, enriched the work of teachers and pupils. Another important thing follows, that it is not enough to use only computers. It is understandable that the majority of modern ICT in one way or another are related to computers. However, not analyzing ICT classification nuances we can notice that ICT variety is necessary to guarantee teaching effectiveness. Not for one country the question arises how to find financial recourses to guarantee such variety. It is obvious, that not the quantity but the variety of technologies is this crucial factor. For example, in the schools of Great Britain active boards are almost in every classroom. {\textquotedblleft}Active boards{\textquotedblright} are with the software different for primary and secondary schools; {\textquotedblleft}Smart boards{\textquotedblright} are spread more in the classes and schools of junior and disabled pupils. It is obvious, that constant pedagogues{\textquoteright} interest in the newest ICT is necessary, on the one hand and formation of suitable conditions in schools, on the other hand. It is without doubt, that teacher{\textquoteright}s pedagogic competence, his ability and interest to use ICT are closely related. The situation in Lithuania comparing with other European countries is not exceptional. For example, in 2006/2007 only 49\% of teachers were using ICT for teaching their subject. In 2008/2009 their part increased up to 67\% (Masaitis, 2009).
 On the other hand, we have different students at school. Their capabilities are so different. This means that modern teaching and learning combines different approaches. It is called {\textquotedblleft}blended learning{\textquotedblright}. Generally speaking, it should be carefully considered because of possible negative outcomes of applying these technologies. Thus, the question of the negative impact of ICT is gaining more weight. It seems no answers are required. On the other hand, we are still suffering from shortage of information on different aspects having negative impact. When the answer is clear, we start feeling lack of required abilities and knowledge of how to reduce the negative impact of ICT or how to eliminate or at least minimize it. Another important issue is what the real impact of modernization on society in terms of ICT implementation is.
 Finally, some words about international cooperation. It is undoubtedly an important issue. I cannot imagine nowadays scientific research or scientific activity in general without international cooperation. Science is science and it has international character. Moreover, such cooperation is crucially important for scientists from former Soviet Union countries, because they had no possibility to communicate with colleagues from abroad or such cooperation was strongly limited. Another argument is that science education today is the most dynamic part of the science of education (Toshev, 2008). It is obvious, if we want to obtain the necessary scientific information about different things, to enlarge technological possibilities of societies and so on, generally speaking, to make our world more safe and better, international cooperation among scientists is essential. Only all together we will be able to meet a broad range of global challenges today and tomorrow. 
},
	keywords = {ICT in education, innovative techniques, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1396706407.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {219,
	title = {A COMPARATIVE ANALYSIS OF EARTH SCIENCE EDUCATION IN ELEMENTARY SCHOOLS IN TURKEY AND IN THE USA},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {170-182},
	abstract = {Research in education gives initiatives to countries evaluate and modify their curriculum. Large-scale international assessments such as TIMSS usually inspire these curriculum reforms by that countries compare the results of large-scale assessments with other countries{\textquoteright} scores. Domestic practices also need to be considered for the educational reforms because domestic practices can picture education systems very clearly that international studies might not be able to detect. To make better curriculum decisions both the domestic practices and the large-scale international assessments need to be evaluated together. As a result, local implementations of specific content might be very informative to improve the curriculum of other countries. The purpose of the current study is to compare earth science education in Turkey and in the USA in elementary school levels and identify the characteristics of the instructional practices in order to make suggestions to improve earth science education. },
	keywords = {comparative analysis of educational systems, earth science, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392409111.pdf},
	author = {Sedat U{\c c}ar}
}
@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}
}
@article {332,
	title = {THE COOPERATION OF SCIENCE TEACHERS: SOME RELEVANT ISSUES},
	journal = {Problems of Education in the 21st Century },
	volume = {18},
	year = {2009},
	month = {December/2009},
	type = {Editorial},
	chapter = {5-7},
	abstract = {Nowadays a large discussion is open on the teaching/learning quality issue. It is clear that {\textquotedblleft}learning is a process of construction in which the students themselves have to be the primary actors{\textquotedblright} (von Glasersfeld, 1995). By nowadays the view of the learner has changed from that of a passive recipient of knowledge to that of an active constructor of knowledge. It must be taken into account that {\textquotedblleft}learning is a process of knowledge construction, not of knowledge recording or absorption{\textquotedblright} and {\textquotedblleft}learning is knowledge-dependent; people use current knowledge to construct new knowledge{\textquotedblright} (Anthony, 1996). Having in mind this it is important to promote the active cooperation of science teachers in teaching process. 
Collaboration and cooperation (there are some important differences between these two terms and we prefer to use the second one) of science teachers are very important components of process of teaching and learning. It is a first step to the constructive, integrated process of teaching. Without adequate cooperation it is not possible to reach the appropriate level of integration, except for internal integration of teaching subjects at a lesson. But in that case a degree of integration is not high enough. Cooperation of science teachers is possibly at all stages of educational process. For example, such cooperation is very effective by preparation of joint teaching/learning programs (curriculum) and concrete plans of activity. Cooperation depends on many factors, for example, the psychological microclimate in collective, motivation of teachers to work better, motivations of pupils and their interest to natural sciences in general. We need teachers to go beyond traditional school science with its emphasis on {\textquotedblleft}key{\textquotedblright} concepts (Eisenhart, Finkel, \& Marion, 1996) and focus also on the processes of learning and thinking about learning (Watters, James, Ginns, Ian, 2000).�
 Finally, I want to point out that cooperation (collaboration) among science teachers undoubtedly raises efficiency of teaching/learning process. It is a first step to the constructive, integrated process of science teaching. Without adequate cooperation it is not possible to reach the appropriate level of integration, except for internal integration of teaching subjects at a lesson. Teachers{\textquoteleft} cooperation (collaboration) in schools breaks the isolation of the classrooms. Cooperation is an important vehicle through which teachers can plan and carry out an array of services for students. One of the most promising benefits of teachers{\textquoteleft} cooperation is the increased opportunity it gives teachers to interact with one another regarding different teaching and learning issues. Specifically, teachers who cooperate are more likely to discuss with their colleagues areas of the curriculum they have difficulty teaching. The some more statements on cooperation among science teachers can be mentioned: cooperation has a direct impact on students; cooperation is becoming an essential ingredient in successful schools; cooperation is based on belief in the value of shared decision making, trust, and respect among participants; teachers cooperate only when they share a goal; teachers must make a personal choice to work cooperatively; cooperation is voluntary, not administratively mandated; each teacher participating in a cooperative effort contributes some type of resource; cooperation can only occur when it is associated with some program or activity that is based on the shared goals of the individuals involved etc. Cooperation with colleagues is helpful way for improvement of professional knowledge of science teachers. So, the need for cooperation is evident in the science education arena in both formal and non-formal situations. },
	keywords = {cooperation, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399915559.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {331,
	title = {EFFICIENCY OF POWERPOINT PRESENTATION AS A COMPONENT OF SCIENCE EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {17},
	year = {2009},
	month = {November/2009},
	type = {Original Article},
	chapter = {203-211},
	abstract = {In recent years, information and communication technologies have been used in the educational process, including teaching of natural sciences. It is generally assumed that these tools have positive effect on the motivation and activation of pupils. However, there has not been much research focusing on the effect these new educational means and methods might have on the learning process in pupils, the position of teachers and on the real performance of pupils. For the above mentioned reasons, the research work which is dealt with in this article aims at eliciting the efficiency, advantages and disadvantages of the use of ICT, namely PowerPoint presentations, in different components of educational process in the field of natural sciences. The research focuses not only on the creation of presentations as didactic tools, but also on finding the optimal, most purposeful and most effective way to use presentations in the educational process. The article summarizes results so far yielded by the research which includes several years of work focusing on the production of didactic presentations and on the feed back from teachers and pupils. These efforts allow defining difficulties involved in the use of presentations, offering remedies and testing all the findings in practice.},
	keywords = {effectiveness of teaching, questionnaire investigation, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399915449.pdf},
	author = {Kl{\'a}ra  Urbanov{\'a} and Hana  {\v C}trn{\'a}ctov{\'a}}
}
@article {202,
	title = {THE IMPORTANCE OF STRENGTHENING OF NATURAL SCIENCE EDUCATION IN A PRIMARY SCHOOL},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {5-8},
	abstract = {To one who understands at least something about education it is obvious that science education in primary school is very important. Every person{\textquoteright}s education fundament is formed here. It is understandable that children before school already have certain knowledge about nature. Pre-school children have to know about animal, plant life, should have knowledge about objects and phenomena of inanimate nature, perceive the essence and meaning of care works. Research works show that pre-school children{\textquoteright}s knowledge about nature is not sufficiently exact and exhaustive. We should especially focus on enriching and making the knowledge about animal and plant acclimatization more accurate among 5-7 year old children (U{\v s}eckiene, 2000). On the other hand, it is stated (applying modified Kern test) that in the group of 5-7 year old children cognizing nature and its phenomena an average level of thinking functions and intellect predominates which directly depends on child{\textquoteright}s mental maturity level and not on child{\textquoteright}s sex and age (Plytnykiene, 2002). It is very important for this knowledge to be deepened and broadened in primary school, i.e., in the 1st -4th forms. In this case, natural science preparation quality largely depends on the teacher, on his competence in natural science. Since 1992 a new subject {\textquotedblleft}The world science{\textquotedblright} has been introduced in primary school which can be interpreted as one of the components of natural science education. Currently in Lithuanian primary school science education fundamentals are integrated into the world cognition course. Biology, physics, chemistry, technological, ecological problems make the part of this natural science program. The main nature cognition purpose is to educate children{\textquoteright}s ability understand the world of nature and communicate with it. So, integration of natural science fundamentals on the one hand and social and natural science components on the other hand will further remain a very meaningful sphere of educational process in primary school.
 It is obvious, in order to understand the peculiarities of natural science education working with junior pupils exhaustive researches are necessary and natural science education in primary school has to be modeled, corrected and developed on their basis (Lamanauskas, 2005). Only high-quality natural science education acquired in primary school can guarantee proper continuation of natural science education in basic and secondary school. },
	keywords = {primary school, science education, teaching program},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392407950.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {241,
	title = {INTEGRATED SCIENCE TEACHING BY APPLYING DIDACTIC DIFFERENTIATION: SOME ACTUAL CIRCUMSTANCES},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Editorial},
	chapter = {5-12},
	abstract = {The discussion about integration cannot dispense with antithesis (differentiation) which is also of high importance. The default of it is a fairly serious lack of comprehensive school. Both processes have to follow each other as this is the most plausible way of human understanding and knowledge improvement (Vaitkevi{\v c}ius, 1979).
 A public knowledge is always wider than personal information. Ipso facto human cognition and public experience are not differentiated. 
Teaching constricted by undivided educational drafts and curricula frequently ignored personal schoolchildren{\textquoteright}s qualities. Pupils unable to satisfactorily adopt teaching material are overloaded while others state that such load is insufficient. This is why a general background of a number of learners recedes and the motivation of all pupils decreases.
 Research indicates that genetically all people differ. Genetic inequality most frequently determines the child{\textquoteright}s abilities. Natural differences are highlighted by a different situation of upbringing and an environment.�
 Teaching material is imparted insomuch that all learners should be offered suitable opportunities to develop skills during the class. The objective can be reached by maximum solidification of the child{\textquoteright}s self-sufficiency and his/her personal free choice to learn what, how and how much s/he wants. Raising distinctive claims to all pupils, information should be given expediently and definitely. All schoolchildren should achieve at least minimum level (should get satisfactory evaluation) and all willing, engaged and skilful pupils could reach much more. The system of evaluation is not important (a five point, ten point etc. system). One purpose is clear {\textendash} it also should be differentiated.
 Hence, it is clear that integrated teaching seeks the highest level of knowledge and differentiated teaching points out to every schoolchild. It is obvious, that the main aim of differentiated teaching is to create grounds for the childs structural type of thinking, to form possibilities for a learner to master knowledge according to the degree of abilities (individualized teaching) while teaching separate subjects (subject teaching). The application of differentiated teaching seeks to develop powers of learners. Differentiation can be comprehended and defined in the following two ways: first, as a result of spliting a particular whole into segments, levels etc. or, second, as the formation of new qualitative connections between the separate components of the system due to processes of integration. In the latter case the system acquires a new quality {\textendash} it becomes more complex. Finally, I want to underline that differentiated teaching (or personalized, individual etc. teaching and learning) is a key component of future teaching/learning process. },
	keywords = {differentiated teaching, schooling system, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393665879.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {302,
	title = {MAP INTERPRETING SKILLS {\textendash} A CLASSROOM EXPERIMENT WITH AND WITHOUT ICT AMONG LOWER SECONDARY SCHOOL PUPILS IN NORWAY},
	journal = {Problems of Education in the 21st Century },
	volume = {16},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {40-47},
	abstract = {This study focuses on 8th- 9th grade pupils{\textquoteright} skills in interpreting biological map information. The teaching was done as a project-based cross-subject work, aiming to test map interpreting skills through pre- and post tests. Data was collected from 100 pupils coming from one lower secondary school in a rural area in Mid-Norway. The pupils were divided into two test groups, a {\textquotedblleft}GPS-group/digital map group{\textquotedblright} and a {\textquotedblleft}Compass/paper map group{\textquotedblright}. Teaching was carried out in the framework of sociocultural theory, pupils worked in pair-groups, and the learning was seen as a social authentic inquiry based activity. The results indicate that the pupils increased their map interpreting skills, but no difference was found between the two groups using different tools. The conclusion from this study is that the tools, digital or not, did not influence the subject learning if taking into account the importance of making interesting, challenging, authentic, and inquiry based tasks based on sociocultural thinking. The study will be followed up by analysis of a follow-up test 5 months after ending the project, by deeper analysis of the presented tasks; and of analysis of other tasks involving the understanding of map scale and the map coordinate system.},
	keywords = {GPS, ICT, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1396707094.pdf},
	author = {Jardar  Cyvin}
}
@article {197,
	title = {THE PROJECT METHOD AS AN ALTERNATIVE TECHNIQUE OF TEACHING IN SECONDARY SCHOOL},
	journal = {Problems of Education in the 21st Century },
	volume = {10},
	year = {2009},
	month = {January/2009},
	type = {Original article},
	chapter = {133-139},
	abstract = {The traditional methods of teaching in schools and gymnasiums in our modern conditions cannot properly provide the essential potential of intellectual progress in the ability of students to incorporate new ideas, knowledge and technologies. The project method in school education system can be looked at like an alternative to the class/lessons system. The project method like no other method gives an opportunity to wisely combination the theory and practical use of knowledge in real life. Besides that, the project method allows to deepen self-confidence of students, their self realization, helps them understand the importance of group work. The project method marks a serious role on cooperation in the process of completing creative exercises, forms research skills. This method not only holds educational function, but also teaches how to self educate.
 This article analyzes the experience of using the project method in basic school on chemistry lessons. There are examples of developed and tested projects. The role of the teacher in the process of giving knowledge is also analyzed. The results are taken in mind and future perspectives are developed.},
	keywords = {multimedia programs, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392315832.pdf},
	author = {Irina Zhikina and Inna Portyanskaya}
}
@article {184,
	title = {SOME IDEAS ABOUT SPECIFICITY AND METHODS OF FOSTERING VALUE-BASED RELATIONS WITH NATURE},
	journal = {Problems of Education in the 21st Century },
	volume = {10},
	year = {2009},
	month = {January/2009},
	type = {Editorial},
	chapter = {5-8},
	abstract = {The interpretation of the concept {\textquoteleft}value{\textquoteright} is extremely varied and brings a historic background. Values are fostered since childhood through the process of sharing and analysing individual experience based on certain concepts such as goodness, beauty, love, etc. Rules and standards are also important for value development. All people tend to seek values and their cognition ({\textquotedblleft}When Values Change{\textquotedblright}, 1999). {\textquoteleft}The Dictionary of Psychology{\textquoteright} explains that value attitudes as if determine all human works, the main patterns of behaviour, different actions or even a single act (The Dictionary of Psychology, 1993). 
The issues of moral values are highly relevant as they are closely related with the human upbringing, fostering of his value attitudes (The Sketches of Ethics, 1984). Secondly, modern education is in a state of global crisis partially because of the absence of a value-based design of its strategic functions (Sankar, 2004). The development of value-based attitudes is a complex process. In general, morality or moral is the most conservative aspect of inner culture, it changes slowly and gradually. However, children and teenagers have less preconceived ideas and habits than adults. Therefore, their relation with the world is in the making, they are more flexible and susceptible to outward influences (Gurevi{\v c}iute, Galkute, etc. 1997). J.Piaget is sure that the middle childhood (the age of 6-11 years old) is the most suitable period to foster moral issues. L. Kohlberg referring to various research points out three stages in the evolution of morality. The second stage includes children aged from 10 to 13 and is called the self-decided moral agency. The third stage represents the moral agency using all individual moral standards. This kind of morality develops or fails to develop in the period of adolescence (Kliminskiene, 1999). 
The tutors who attempt to develop respect for nature in the values of their pupils should know and utilize the mentioned peculiarities of the age boundaries. Primary school shares a great responsibility in this process while pupils are curious, sensitive to nature, influenced by the processes of the outward world at this age range (Atutiene, 1999).
 Love for nature, the importance of its protection should be instilled since childhood. Experience acquired in the family is further developed at school where value-based attitudes are continually established, a strong individual opinion about the surrounding nature is developed. These considerations presented by Kliminskiene and Kliminskas (1998), Vaitkevi{\v c}ius (2000), {\v S}apokiene (1998), Gajauskaite (1990), etc. have become extremely important having assessed the data of recent research. The survey of parents conducted by Milteniene and Mockevi{\v c}iene indicates that only 36\% of the applicants indicates that they taught their children to love nature, involved children into practical tasks: to perceive the world of nature, to take care about animals, 44\% of the parents admitted that they paid little attention to the above mentioned factors or agreed they did not pay any attention as they supposed their child would gain this knowledge at school. 20\% of the parents stated it was not the main goal of their family. Most of the researchers agree that very often the media ignore the development of positive value-based attitudes and impose many things without any value-based orientation. Hence, in respect of nature, school is mainly responsible for the fostering the value attitudes of the pupils (Milteniene, Mockevi{\v c}iene, 1998). Since 1998, active enthusiasts have launched a project {\textquotedblleft}The Animate World and Me{\textquotedblright} which involves the city pupils who have pets (Bobrova, 2000). L.Bobrova states that the curriculum of this project developing children{\textquoteright}s care for their animals is one of the most effective pedagogic and psychologic methods that builds up mental, emotional and physical well-being of schoolchildren, enriches their free time trying to reach harmony with nature (p.10). 
Research carried out in Russia revealed that actually half of the primary school essays reflect a pragmatic relation with nature, {\textquoteleft}Nature is our greatest treasure{\textquoteright}, {\textquoteleft}Forests must be protected because pencils and rulers are made of wood{\textquoteright}, {\textquoteleft}Dogs are important because they guard houses{\textquoteright}, etc. Such pragmatism of the primary schoolchildren is nothing but a result of the pragmatic content of comprehensive educational school. Children simply repeat the clich{\'e}s mentioned by their teachers (Jasvin, 2000). Most probably, a similar situation can be found in Lithuanian schools (though not enough research have been carried out). In conclusion, it can be said that contemporary school is not yet ready to perceive and instil the shallowness of consumerism (Uktveris, 1997). 
Having reviewed the positions of various authors on the issue of the development of value-based attitudes in respect of nature in comprehensive schools, the following conclusion can be made in diagram form:
 Value-based attitudes and relations
 },
	keywords = {moral values, science education, value-based knowledge},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392315008.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {299,
	title = {STUDENTS{\textquoteright} SEARCH FOR VISUAL SCIENTIFIC INFORMATION: SITUATION ANALYSIS},
	journal = {Problems of Education in the 21st Century },
	volume = {16},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {16-22},
	abstract = {The modern visualization is created to help in education processes and it is oriented to the evaluation of knowledge. It is very important for science education to have perfectly prepared aids that could show invisible phenomena and could foster deeper motivation. This research encloses that students like to use internet for their purposes. The most important purpose is to use search for visualizations because students have aspiration for deeper knowledge. Also, results enclose negative aspects in this field. Students do not search for visual information in the internet because they feel lack of need; there are bad conditions in the classroom. The last reason could be identified as highlighted prominence of pedagogues{\textquoteright} role. All this could improve that students who have low interest to search in the internet could be called as unmotivated. },
	keywords = {science education, visualization},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1396706598.pdf},
	author = {Renata Bilbokaite}
}
@article {300,
	title = {VISUALIZATION IN SCIENCE EDUCATION: THE RESULTS OF PILOT RESEARCH IN GRADE 10},
	journal = {Problems of Education in the 21st Century },
	volume = {16},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {23-29},
	abstract = {The modern visualization is created to help in education processes and is oriented to the evaluation of knowledge. It is very important for science education to have perfectly prepared aids that could show invisible phenomena and could foster deeper motivation. The more images there are in education process the better pupils understand and realize information. This article encloses that visualization was popular in biology lessons and in physics, but teachers did not use computer based visualization and students did not use concept mapping in chemistry classes. Students had similar conditions to learn science in grade 10 and their opinion is generalised in the article. },
	keywords = {science education, secondary school, visualization in science},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1396706997.pdf},
	author = {Renata Bilbokaite}
}
@article {262,
	title = {YOUNG PEDAGOGICAL CENTRE WITH EXTENSIVE EXPERIENCE AND KNOWLEDGE},
	journal = {Problems of Education in the 21st Century },
	volume = {14},
	year = {2009},
	month = {October/2009},
	type = {Editorial},
	chapter = {5-6},
	abstract = {The contributions gathered in this publication have been prepared within the framework of the Pedagogical Center (PC) of the Faculty of Natural Sciences and Mathematics (FNM) at the University of Maribor, which might seem to be a young center since it has only been established in 2009, nevertheless, the extensive experience and knowledge of its faculty tell a story of a much more established institution. {\textquotedblleft}Pedagogical{\textquotedblright} is a defining term indicting that the center{\textquoteright}s activities are focused primarily on pedagogical programmes at FNM and on educating teachers at all levels in the broadest sense of the word.
 Pedagogical center FNM is a pedagogical research unit, that supports all natural science, mathematical and technology programmes at both the Faculty of Natural Sciences and Mathematics, as well as the entire University of Maribor, especially the teaching programmes, since after the separation of the large Faculty of Education into three entities - FNM being one of them - its {\textquotedblleft}colour{\textquotedblright} as well as educational and historical core have been lost. Teacher education at FNM lost previous value and has become much less emphasised than it was the case with its predecessor institution the Faculty of Education. Thus the main aim of the center is to give back to the faculty a part of its previous {\textquotedblleft}colour{\textquotedblright} as well as to promote and develop educational sciences and their interdisciplinary integration that will certainly mean a step towards guaranteeing quality of work as well as quality of education for all students. },
	keywords = {pedagogical center, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393668190.pdf},
	author = {Boris Aber{\v s}ek}
}
@article {73,
	title = {ANALYSIS OF VISUAL THINKING MEANING IN SCIENCE EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {4},
	year = {2008},
	month = {February/2008},
	type = {Original article},
	chapter = {7-13},
	abstract = {Western culture coding mostly all information in verbal codes influenced all Europe human thinking and its skills that is why verbal thinking was broadly analyzed in science. However, the meaning of visual thinking is visibly developing because of spreading technologies and visual culture. It is very important to turn scientists{\textquoteright} attention to the meaning of this phenomenon in education process because encoding of the views is getting daily pupils{\textquoteright} need during the learning process. The pupils have to learn from the visual images in science education. Decoding of them conditions the structuring of the mental models in conscious. The quality of knowledge depends on the last mentioned objects. The built model explains the meaning of visual thinking processes in science education. },
	keywords = {science education, visual perception, visual thinking},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392222464.pdf},
	author = {Renata Bilbokaite}
}
@article {180,
	title = {CONSTRUCTIVISM IN SCIENCE TEACHER EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {9},
	year = {2008},
	month = {November/2008},
	type = {Original article},
	chapter = {81-89},
	abstract = {The constructivist perspective is becoming a dominant paradigm in the field of the science education. This approach in the initial science teacher training is not still too common at many European teacher training institutions. In this article the constructivist approach in science teacher training is described. Science teacher training in five science teacher training institutions in five European countries (Bulgaria, Czech Republic, Cyprus, Lithuania and Turkey) is compared in this article. These countries cooperate on the project which in the main goal is to implement constructivist approach in science teacher training.},
	keywords = {science education, science teacher training, teacher training institution},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392298418.pdf},
	author = {Danuse Nezvalova}
}
@article {179,
	title = {HIGH SCHOOL SCIENCE TEACHERS{\textquoteright} CURRICULUM, INSTRUCTIONAL AND ASSESSMENT DECISIONS FOR INCLUSIVE CLASSES},
	journal = {Problems of Education in the 21st Century },
	volume = {9},
	year = {2008},
	month = {November/2008},
	type = {Original article},
	chapter = {74-80},
	abstract = {This study explored high school science teachers{\textquoteright} curriculum, instructional and assessment decisions for inclusive science classrooms. We also attempted to determine the factors that influence their decisions. The sample comprised thirteen science teachers from two high schools in the Midwest of the USA. One of the schools had failed to meet the Academic yearly progress under the federal No Child Left Behind (NCLB) Act in the four years prior to this study because of its Student with Disabilities (SWD) sub-group. Data were collected through a questionnaire and semi-structured interviews. Results show that science teachers{\textquoteright} curriculum, instructional and assessment decisions were influenced by factors associated with accountability and personal interests and preferences of science teaching methods. Although science teachers{\textquoteright} decisions were within the framework that integrates content and practical classroom knowledge for regular classes, such decisions may not promote effective science teaching and learning in inclusive classes. As such, most science teachers exhibited lack of knowledge about effective science teaching in inclusive classrooms. These findings have implications on science teacher education and science teaching in inclusive classrooms.




},
	keywords = {assessment, curriculum, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392298356.pdf},
	author = {Frackson Mumba and Morgan Chitiyo}
}
@article {172,
	title = {IMAGES AND COMPUTATIONAL METHODS IN MOLECULAR MODELING EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {9},
	year = {2008},
	month = {November/2008},
	type = {Original article},
	chapter = {17-23},
	abstract = {The way as Chemistry is boarded in the schools can contribute for the misconceptions, a time that the concepts are presented of form purely theoretician (and, therefore, tedious for the majority of the pupils), as something that must be memorize and that it is not apply the different aspects of the daily life. So, the aim of this work is to provide the understanding of the chemical world that underlies everything around us by introducing basic chemical concepts and their everyday applications. So that, some specific topics will be presented and they were selected according to their relevance and their ability to be presented in lessons on molecular modeling. This strategy is based on the use of images and free graphics programs employed in chemistry successfully, as the visual effects help the students to {\textquotedblleft}see{\textquotedblright} abstract descriptions in a concrete form. According to the results obtained by using this methodology, we can conclude that the use of images and computational techniques help the presentation of scientific topics and motivate and facilitate the "chemistry communication".},
	keywords = {misconceptions, molecular modeling, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392297937.pdf},
	author = {Agnaldo Arroio and K{\'a}thia Hon{\'o}rio}
}
@article {171,
	title = {SCIENCE LITERACY: HOW TO TEACH?},
	journal = {Problems of Education in the 21st Century },
	volume = {9},
	year = {2008},
	month = {November/2008},
	type = {Original article},
	chapter = {9-16},
	abstract = {On primary level children get very little opportunity for training in reading explicatory and informational texts. However, such kind of texts predominate the school and private life of older children and adults. The use of informational text in content area reading is of course commonplace in science education once children have passed the learning-to-read stage and are fully reading to learn. Primary level should prepare them for learning from explicatory text and for searching information as well. In this article the way, how to begin to develop science literacy skills shall be explained. Such science literacy in the framework of which, students on primary level should learn how to learn science from explicatory texts and how to find information in explicatory and informational texts to solve the tasks they are confronted with in their science class. },
	keywords = {international assessment of literacy, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392297877.pdf},
	author = {Kordigel Aber{\v s}ek, M.}
}
@article {170,
	title = {SOME IDEAS ABOUT SCIENCE AND TECHNOLOGICAL EDUCATION ACTUALITIES AND PERSPECTIVES},
	journal = {Problems of Education in the 21st Century },
	volume = {9},
	year = {2008},
	month = {November/2008},
	type = {Editorial},
	chapter = {5-8},
	abstract = {Science Education (hereafter-SE) actuality in the world is not only not decreasing but on the contrary, it is constantly increasing. As you know, very interesting and contradictory results were received in 2004 having carried out international comparative ROSE research. Once again I{\textquoteright}d like to encourage all who are interested in science education actualities and problems to get familiar with already mentioned research. This is also important for the reason that Lithuania didn{\textquoteright}t take part in this research, therefore we can approximately judge about our position according to the results shown by the pupils of neighboring Latvia. However, these results are not enjoyable because 15 year old pupils{\textquoteright} preferences with respect to science disciplines in many aspects are negative. This is a common tendency of so called developed countries. You can find detailed information about this research on http://www.ils.uio.no/english/rose/. There are lots of publications and other interesting material related to research and its perspectives. It is foreseen to carry out a similar research once again this year and to compare the results of 2004 and 2008. It is difficult to predict how the situation will have changed. However, it is obvious that in the last decades the results of pupils{\textquoteright} tests in most developed countries are not getting better despite big investments and constant efforts to improve the quality of education. The conception of science education changes, much higher requirements are set for the youth science literacy. In the change of science education understanding the necessity arises to prepare new teaching devices, both traditional devices and the devices which are realized by the help of modern ICT. All this undoubtedly has direct influence on the quality of education. Quality imperative is especially emphasized in the report of UNESCO EFA, 2005. Those who are bringing up youth generation have to be interested in this.
 National Lithuanian native language, mathematics, science and social education research of the 4th and 8th form pupils was carried out in 2007. It was found that pupils succeed better in completion of the tasks requiring knowledge presentation. The hardest appear the tasks requiring application of practical abilities. The research also showed that there was not sufficient pupils{\textquoteright} research planning and task completion experience, the abilities of conclusion formulation, measurement device indicator reading, using of various sources of information. Pupils lack deep understanding of phenomena, processes and concepts, application of theoretical knowledge and its relation to practice (Bigeliene, Uginciene, 2008). These results are not surprising, in fact, because in the education process not much attention is given to the formation of practical research abilities. This situation is caused by different reasons, e.g. poor material equipment of science subject rooms (laboratories, appliances, chemicals for doing experiments and so on.) too little time (lessons) is allotted to science subjects, inadequate teachers competence and so on. By making social education significant and sometimes unreasonably integrating the latter with science education the second component remained impoverished. Such pseudo- integration didn{\textquoteright}t give any positive results as well as unreasonable profiling of teaching in the higher comprehensive school forms. The possibilities of informal education are also quite often used not for the benefit of science education. Here we can mention neighboring Latvians who became seriously concerned about the situation of science education. Science education modernization project on strengthening the material basis of science education has been going on for several years (the leader dr.Dace Namsone). At the moment the project is being carried out in more than 50 pilot schools therefore we hope that the other schools will share the accumulated experience too.
 On the international level concern was given to science education textbooks. With the initiative of international science and technological education organization IOSTE an International meeting on {\textquotedblleft}Critical Analysis of School Science Textbook{\textquotedblright} was organized in Tunisia, in February, 2007. It was emphasized that every country has a great variety of textbooks from totally traditional textbooks and their appliance to modern approaches. For example, African countries and Malta usually use old British and French textbooks. Only recently new original textbooks started to be prepared (Clement, 2008). Despite the variety in every respect (e.g. the quality of textbooks, supply, their usage and so on) it is stated that science education should be more common, similar because science knowledge is universal and every country is seeking to strengthen so called knowledge society. Scientists from more than 35 countries participated in the above mentioned meeting. A very important attention was paid to such topics given in the textbooks as Sex Education, Health Education, Human Genetics, Human Brain, Ecology and Environmental Education and other. During this seminar the scientists returned to still existing and becoming urgent {\textendash}the problem that in our textbooks you can still find quite a lot of subject mistakes and old conceptions which are incompatible with modern science education achievements. Without any doubt, we should give much more attention to this problem in Lithuania than we did up to now. 
Teacher qualification question remains urgent. The majority of the researches both national and international in one way or another reveal direct link between children{\textquoteright}s achievements and teachers{\textquoteright} competence. Teaching is not a simple thing. On the contrary, the complexity of teaching points out the necessity for deeper research into the relations between the different elements that constitutes teacher knowledge, and how these are developed and integrated during teacher education (Nilsson, 2008). In this context the suggestion of Lithuanian Education leaders to justify Education law amendments allowing the students of higher schools to work in schools is totally not understandable. This is perhaps J. A. Komenskis times (Lamanauskas, 2008a). According to statistics, there is a lack of science teachers in Lithuanian schools. So called {\textquotedblleft}retrained{\textquotedblright} pedagogues don{\textquoteright}t solve the problem. Nevertheless, not a small part of teachers still work without proper qualifications. Therefore, more attention should be paid to teacher training problems. The science teacher training is a very important part for the future quality of science education (Nezvalova, 2007). Not without reason, in recent years a lot of international projects on science teacher training, analysis on competence issues are being carried out. One of them is international project IQST (Improving Quality of Science Teacher Training in European Cooperation). The project results you can find on http://www.iqst.upol.cz. One of the purposes of the project is to analyze science teacher training practice in some European countries and to prepare possible teacher training development mechanisms on the basis of constructivism theory. 
The question of using the newest information communication technologies remains problematic. We can{\textquoteright}t assert that teachers don{\textquoteright}t use ICT in the teaching process, however, their usage remains inadequate, e.g. inefficiently are used opportunities from the internet in science education (Lamanauskas, Vilkonis, 2006). On the other hand, particularly innovative technologies, such as augmented reality technologies for learning penetrate into schools. Since 2006 international project {\textquotedblleft}ARiSE{\textquotedblright} has been carried out to reveal the possibilities of augmented reality technology application in education process. You can read about this on http://www.arise-project.org or on Siauliai University Science Education research centre website http://www.gutc.su.lt/ariselt.htm. Application of ICT in science education is inseparable from teaching and learning visualization, implementation of knowledge, perception problems. This sphere should be analyzed in detail, broadening the basis of empiric research. Technologies should not alienate from human being and reality. We should devote all our efforts to stimulating youth interest in science and technologies and reinforcing scientific {\textendash}technological education at all levels. Although hardly anyone suspects that technologies are having a growing impact on our daily life, however, they are still remain alienated from the major par of society members and policy makers and what is more, frequently stand outside the door of the education system. Hence, opening the door is the obligation of all of us (Lamanauskas, 2008b).
 All mentioned problematic questions are in one way or another related to scientific-research pupils{\textquoteright} activity in comprehensive school. We can safely assert that especially in primary school practically not an appropriate attention is paid to formation of scientific-research abilities. It is obvious, that modern teaching process is not favorable orientating pupils for scientist (researcher) career. It is very important to analyze in detail which factors disturb/encourage to train pupils{\textquoteright} interest in scientific-research activity. Finally, teacher{\textquoteright}s competence and also personal interest are very important while forming and developing pupils{\textquoteright} scientific research abilities in teaching- learning process. From the managerial point of view, incentive program is necessary for such teachers. The formation of scientific research activity abilities in comprehensive school is undoubtedly, a very important sphere still awaiting of particular attention. Current teaching and learning process has basically changed looking from the paradigmatic point of view. Teaching subjects become the means of realization of learners{\textquoteright} demands and interests. Scientific research activity is not an entertainment but a very responsible, thorough work requiring great self- independence. During this activity children{\textquoteright}s analytic thinking becomes stronger, information search and usage abilities are being developed, they can learn to analyze the accumulated material, make presentations, prepare research reports and so on. It is important to make more pupils interested in this activity. This shouldn{\textquoteright}t be the privilege of gifted pupils only. However, talking about the developing of scientific research activity at school, several essential questions arise:
 {\textbullet} Is it possible to teach every child to perform research activity?
 {\textbullet} What to do if a pupil wants to take up scientific research activity but school can{\textquoteright}t provide elementary conditions for this purpose (for example, there is no equipment, no competent leader and so on.)?
 {\textbullet} How to integrate effectively scientific research elements into teaching content?
 Scientific research activity in comprehensive school is undoubtedly a meaningful, integral sphere, however, for developing such kind of activity in Lithuanian comprehensive schools not an adequate attention was paid up to now. Comprehensive school teachers seeking to form scientific research abilities and to develop such activity in the training process face various difficulties: lack of administration support, lack of pupils{\textquoteright} motivation, shortage of material and financial resources, etc. factors disturbing pupils{\textquoteright} interest in scientific research activity in the teaching process are: a) lack of teachers{\textquoteright} motivation, b) pupils{\textquoteright} orientation to choose an easier, less effort demanding way, c) poor material basis of schools, d) lack of methodology how to organize pupils{\textquoteright} scientific research work, e) insufficient teachers{\textquoteright} preparation for scientific research work. essential encouraging factors in the pupils{\textquoteright} interest in scientific research activity are such: a) teacher{\textquoteright}s personality and activity, b) pupils{\textquoteright} curiosity, their wish to develop knowledge, to show themselves, c) pupil{\textquoteright}s abilities, d) different teaching subjects{\textquoteright} pupils scientific conferences, seminars and other similar arrangements, e) trips, excursions to scientific establishments, meetings with scientists (Lamanauskas, Augiene, 2008). 
Recently in Gothenburg (Sweden) one week course took place for PhD students in science education sphere (Goteborg University, November 16th {\textendash}November 21st, 2008).The subject of the course was {\textquotedblleft}The Role of Theory in Science Education{\textquotedblright}. The focus of the course was on the role of theory in developing doctoral theses in the context of science education. The event took place according to a common project of Baltic and Scandinavian countries {\textquotedblleft}NordForsk{\textquotedblright}. During the course the students presented their researches, shared experiences, listened to interesting lectures, such as: {\textquotedblleft}Theoretical perspectives on science learning: an overview{\textquotedblright} (P. Scott), {\textquotedblleft}Science learning in a socio-cultural perspective{\textquotedblright} (R.Saljo), {\textquotedblleft}Theory: who needs it?{\textquotedblright}(J. Donnelly), {\textquotedblleft}Appeal to reason, appeal of reason: fostering argument in science education (S. Erduran) etc. Students{\textquoteright} presented works were interesting as well. Their subjects are various indeed, e.g. {\textquotedblleft}Personalized learning for the most able learners in science{\textquotedblright} (B.Knutsen, Norway), {\textquotedblleft}A design-based research on motivation: learning materials with science inquiry{\textquotedblright} (A.Loukomies, Finland), {\textquotedblleft}The development of science achievement motivation in Iceland: longitudinal quantitative study based on social cognitive theory{\textquotedblright} (K.K.Stefansson, Island), {\textquotedblleft}Establishing learning demands about biological evolution-exploring the constituents , actors and communicative processes{\textquotedblright}(C.Olander, Sweden), {\textquotedblleft}Science education outdoors-effects and attitudes{\textquotedblright}(E.Fagerstam, Sweden) etc. In general, the importance of such courses can be evaluated as a positive contribution into training of young generation of scientists and as an obvious contribution into science education development. However, after analyzing at least minimally the works of doctorates becomes evident that the latter are ready to choose a rather pragmatic and simple way. I mean, such spheres of researches are chosen which are popular at the moment. The great majority of the works are linked to motivation, interests, attitudes and so on. We can{\textquoteright}t assert that this is not important. In fact, this is the sphere of psychology. However difficult it were to find out the reasons for low interest to science and technologies, the fallen prestige of sciences in comprehensive schools, nevertheless, they are not essential things from the educational point of view. All the more, inquiry based researches give only a panoramic view of the situation, i.e. have a stated character. It is completely not clear or almost not clear what causes such a situation. The main goal of educators is to change, develop teaching-learning process using educational devices. Already mentioned ROSE research revealed that pupils understand the meaning of sciences and technologies to society in general, but they are not satisfied with school science. It is obvious, that we come in touch with deeper didactic problems here, for example, the content of teaching, teaching-learning methods, teacher and pupils relations, scientific research activity (the latter is a very important part of the whole science education process), at last, teaching-learning process management in general. If we concentrate only on psychological parameters (interests, motives, demands, attitudes and so on), essential didactic parameters remain outside. In other words, the essential question {\textendash} effective pedagogization of the whole science and technological education process hasn{\textquoteright}t been solved yet (it considerably deviated towards psychologization and sociologization. Such conclusion can be made from the experience acquired during the course in Gothenburg.
 The actualities of science education discussed in this article make one take up research, analytic, expert job. There are no drawn limits for the development of science education. More serious theorists and practitioners efforts are simply necessary. There is a hope that this issue remains one of the main science education efficiency catalysts not only in Lithuania but also in the international arena. 
},
	keywords = {science education, science education textbooks, scientific-research pupils{\textquoteright} activity, social education research},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392297814.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {183,
	title = {STUDENTS{\textquoteright} REACTIONS TO THE USE OF COMPUTERS IN SCIENCE EDUCATION IN SELECTED KENYAN SECONDARY SCHOOLS},
	journal = {Problems of Education in the 21st Century },
	volume = {9},
	year = {2008},
	month = {November/2008},
	type = {Original article},
	chapter = {107-114},
	abstract = {Different people react differently to the same experience. A current trend in science instruction is to integrate technology into classroom in a variety of ways. A Computer Based Instruction (CBI) courseware was used to teach cell theory that has posed difficulties for teachers and students as part of the classroom innovation. Students{\textquoteright} attitude towards the innovation and their attitude towards the biology classroom environment were collected through two 5-point bi-polar Likert-scale items and unstructured written interviews. The innovation resulted to better perception of the biology classroom environment and attitudes towards cell theory. Classification of students{\textquoteright} unstructured responses confirmed the existence of a series of metaphors for technology use in educational settings.},
	keywords = {computer based instruction, metaphors, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392298627.pdf},
	author = {Wasike Wekesa and Eric  Wekesa and Ndiku Mualuko and Julius  Kiprop Maiyo}
}
@article {20,
	title = {THE ROLE OF CINEMA INTO SCIENCE EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {1},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {25-30},
	abstract = {Reforming science education {\textendash} from educating educators, to developing standards, to improving access for all {\textendash} is a worldwide challenge that is essential if overall improvements are to be made. In science education, it is more and more widely discovered that {\textquotedblleft}horizontal teaching{\textquotedblright} {\textendash} when teachers take students by the hand and lead them on a voyage of discovery, stimulating their observation and experimentation skills, imagination, curiosity and reasoning capacity - enhances students{\textquoteright} intellectual and manual capacities enormously. This purpose discusses the role of cinema as a tool for the science education. The target was to explore the effect of using movies on the learning and retention of simple and integrated science knowledge. New educational approaches and methods that are inter- and transdisciplinary and issue-driven need adopting, and participatory practices and methods must be endorsed, to prepare young generations to live in a world of constant change. Based on the socio-interacionist approach by Vygotsky, it is acceptable that an audience can interact with the characters and share their emotions and actions showed in an audiovisual language. On this way we analyze some movies considering the potential of audiovisual, scientific and common languages to be used as a tool to mediating science teaching and learning. Furthermore, the audience can learn values, information and knowledge present into the movie discourse and thus, the cinema shows the science in a society. Moreover, audiovisual language may be important mediating variables that determine the effectiveness of cinema for enhancing science teaching and learning. If science and society want to get along they must learn to communicate more and better. No one says that it is easy, but it is the price today in a mature democratic society.},
	keywords = {audiovisual language, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392217413.pdf},
	author = {Agnaldo Arroio}
}
@article {17,
	title = {SCIENCE EDUCATION AS A CORE COMPONENT OF EDUCATEDNESS},
	journal = {Problems of Education in the 21st Century },
	volume = {1},
	year = {2007},
	month = {August/2007},
	type = {Editorial},
	chapter = {5-6},
	abstract = {This is the first edition of a new scientific compilation Problems of Education in the 21st Century. The articles included in the publication discuss the issues of modern education. Professor A.Broks clearly defines that {\textquoteleft}scientific and technical literacy for all and high quality science and technologies education for a coming new generation of specialists is the main task for the corresponding development of general as well as professional modern science and technologies education (Broks, 2007){\textquoteright}. The latter statement can be an argument that teaching science faces problems in the majority of countries. The investigations reveal that in comparison with other subjects, those of science (particularly chemistry) are the most complex and boring ones in comprehensive school. 
There are plenty of different scientific research on recent science and technology education carried out across Europe. We need to know the diversity and findings of the conducted investigations in order to more carefully coordinate further research. According to Eurobarometer opinion polls, the EU instrument for the analysis of public opinion, in comparison with the older generation, the younger Europeans generally have a positive attitude towards science and technology. However, less and less students are interested in scientific studies and careers. The fundamental question is addressed to stimulating young people interest in science studies and science in particular. We can state, that crucial to any learning is motivation and interest {\textendash} perhaps the most valuable thing a science teacher can do is to demonstrate enthusiasm for learning science (Goodwin, 2006). We are clearly targeted at primary and secondary school learners as well as at those studying in colleges and universities. Obviously, more attention in the field of natural science education should be devoted to the preschool age children on the one hand, and to the adults, on the other. The result to which we are expediently aspiring is development of a real and rather strong interest in science. We must intensify the efforts to make natural science education more effective at all levels of education. Due to a huge amount of specific information, natural sciences are very hard to be properly mastered.
 Another important argument for improving science education is awareness that scientific knowledge in modern societies is one of the key elements of economic and social success. In this context, modern science education must be accepted as a bridge between scientific research and society. 
The above mentioned statements are underpinning for our new scientific edition Problems of Education in the 21st Century. In general, European countries have totally different schooling practice and apply a number of specificities in the field of science education. It seems logical to accumulate this experience in order to show links between Western and Eastern traditions in the field of modern science education. Volume 1 Science Education in the Changing Society is dedicated to the problems encountered by science education. We hope that the next volume will cover more topics. 
I believe that this edition will have a high (theoretical and practical) impact on the development and advancement of public natural science and technological education not only in the region of Central and Eastern Europe but also in a number of other countries worldwide. As we all are full of interesting and useful ideas and experience I{\textquoteright}d like to invite you to share your knowledge on the pages of this new scientific compilation. I am expecting to see all scientists and teachers including those from Eastern European community to be both - readers and writers. 
},
	keywords = {educatedness, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392217250.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {42,
	title = {SOME FEATURES OF INITIAL SCIENCE TEACHER TRAINING IN LITHUANIA},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {45-53},
	abstract = {After gaining the independence, well-grounded, qualitatively new and intensive changes took place in the education system of Lithuania. The issues of science education became even more burning and though more complex. One of the directives requires solving the problems of science education on the grounds of a general culture rather than separately as the questions should be treated as a part of culture. A teacher of sciences must fully master different training technologies and have a thorough preparation for teaching sciences. Obviously, science pedagogical education undergoes serious changes. The majority of the recent international studies face an alarming situation in the field of science education. A critical situation has been encountered by the ROSE project (Sj{\o}berg, 2004). It is obvious, that preparation of the qualified science teachers is actual and difficult task.�
 In conclusion, we can maintain that: 
{\textbullet} After restoring independence, the new teacher training curricula using experience of Western countries and considering national needs were developed.
 {\textbullet} The teachers of natural sciences mainly have to meet new social, pedagogic and subjective requirements. They are treated not only as providers imparting knowledge and facts but also as those helping the learner with choosing the required information on an individual basis. The changes in society and the process of teaching show that higher schools must take into account these facts while training would-be teachers. 
{\textbullet} The training curricula of teachers of natural sciences are designed on the basis of the regulations of the field of studies and standards of teacher training and are aimed at training teachers able to teach a few subjects of natural sciences. 
{\textbullet} The curricula focused on preparing teachers able to teach natural sciences integrated into other subjects taught are designed.
 {\textbullet} The curricula of natural sciences include education management, an introductory course on Educology, didactics and hodegetics that are involved into the process of competence development; however, it is not enough to gain general competence in pedagogical practice. 
{\textbullet} The training curricula of teachers of natural sciences encounter a problem pointing to the recession of the parallel teacher training model. In this case, the prospects of professional studies that proceed receiving a bachelor{\textquoteright}s degree are confirmed by the new curricula of professional studies scheduling a general core section of the subjects developing pedagogical competence and didactical subjects of different fields of science that will be applied for the purposes of improving didactical competence of a certain subject.{\textquoteleft}
 {\textbullet} Lack of specific methodology, examples of good practice and recommendations for solving the problem of integrated education can be noticed in Lithuania. 
{\textbullet} No detailed systemic recommendations and methodical and organizational tools of how to integrate modern Information Communication Technologies (ICT) into the processes of teaching/learning natural sciences are created. 
{\textbullet} The teachers of natural sciences are not experienced enough in the field of general competence in modern ICT and suffer from shortage of methodical experience of how to effectively apply ICT in the educational process. The teachers should gain relevant experience in the seminars in methodology, training courses and accepted pedagogical practice at school using the latest Lithuanian versions of natural science training aids based on ICT. },
	keywords = {educatedness, science education, teacher training},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392220022.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {28,
	title = {SOME TRENDS IN SCIENCE TEACHER TRAINING: THE EXPERIENCE IN THE UNITED STATES AND THE CZECH REPUBLIC},
	journal = {Problems of Education in the 21st Century },
	volume = {1},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {85-94},
	abstract = {The paper looks at key trends in the concept of the science teacher training in two different institutions: Furman University in US and Palacky University Olomouc in the Czech Republic. It focuses on the description of study programs at these institutions and comparison of the approaches to the science teacher training. There are two basic concepts used to identify the essence of the professionalism of the science teacher: the scientific knowledge and professional competence of the science teacher. },
	keywords = {professional competence, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392218406.pdf},
	author = {Danuse Nezvalova and Michael Svec}
}
@article {35,
	title = {TELECOMMUNICATION EDUCATIONAL SYSTEM AS MEANS OF IMPROVEMENT OF QUALITY EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {1},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {139-144},
	abstract = {The problems of quality management of professional training, and also the analysis of the pedagogical, philosophical and special literature on management confirm existence of contradictions between the theory of quality management of professional training and practice requirements. One of the cores, in our opinion, is the contradiction between traditional kinds of educational methodical maintenance and need of practice for other forms of representation and processing of information materials. In particular, it is a question of introduction in educational process of information-computer technologies (ICT).
 Today, ICT is a main part in all spheres of human activity and, first of all, an education. In educational institutions the amount of computer techniques, the size of telecommunication networks constantly increases, the systems of remote training appears. It causes the application of computer lecture demonstrations, virtual laboratory works, multimedia textbooks, etc. which compete to traditional types of training. The results of the pedagogical experiment lead by authors show, that the use of the various innovative technologies increases efficiency of educational process.
 At the Kuban state technological university on faculty of physics the works on creation of a telecommunication educational system on physics are heled. The major problem at designing a telecommunication educational system was a selection of the contents of a teaching material according to programs, plans, specificity of professional training, with the offered purpose and a technique of its subsequent use. At that the contents of a telecommunication educational system should satisfy to training principles: systems, availability and the presentation. Except for educational methodical materials the system includes an opportunity of distance interactive interaction between participants of educational process (e-mail, forums, chats). 
Training with the use of system are applying in all forms of training (internal, correspondence, distance learning). Upon the whole the telecommunication system should provide all traditional kinds of study in high school (lecture, seminars, laboratory works), scientific research work, self-preparation, course and degree designing, tests and examinations, etc. On the didactic purposes the it should provide the formation of knowledge and skills, offering of the educational information, fixing of the received knowledge, quality control of their digestion, perfection of skills. 
At the Kuban state technological university it has been carried out psychological and pedagogical research by authors. Experiment has shown, that students of experimental group demonstrate more favorable mental conditions after educational studies in comparison with students of control group. Thus the main distinction consists in mental activation, that is the students involved in management by educational process, in essentially smaller degree feel weariness and listlessness after study.},
	keywords = {science education, telecommunication educational system},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392218926.pdf},
	author = {Dmitry Cherepovsky and Tatyana Hlopova}
}
@article {25,
	title = {THE USAGE OF THE INTERNET IN TEACHING PHYSICS IN LITHUANIA: THE ANALYSIS OF A SITUATION AND PERSPECTIVES},
	journal = {Problems of Education in the 21st Century },
	volume = {1},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {63-72},
	abstract = {A vision of a modern world can be hardly conveyed without Information and Communication Technology (ICT) recently having a powerful impact on all areas of life. The application of the latest ICT in the educational process raises new possibilities for both a teacher and a learner, enhances the quality of provided education and makes the educational process more adjustable.
 Effective source of the information nowadays is the Internet. It has to be stated that the Internet possibilities in the teaching process are insufficiently used. On the other hand, in principal there are no reliable studies, which would reveal the actual situation in this field. Therefore, the object of our study is the usage of the Internet for teaching physics. The main aim of the study is to analyse the situation of the usage of the Internet for teaching physics and highlight the hindering/encouraging factors of its usage in the teaching process.
 The study employed expert inquiry. The type of expert inquiry {\textendash} {\textquotedblleft}Delphi study{\textquotedblright}, containing several experts{\textquoteright} inquiries (stages). Research has shown, that the Internet in teaching physics is not used in due volume. The majority of problems are connected with material (including information) resources (lack of websites, computers, etc.) and the competence (methodical, information, etc.) teachers of physics.},
	keywords = {science education, teaching physics},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392218228.pdf},
	author = {Vincentas  Lamanauskas and Rytis Vilkonis}
}
