<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Uladzimir Slabin</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DEEPFAKE IN SCIENCE EDUCATION. WHY NOT?</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">AI</style></keyword><keyword><style  face="normal" font="default" size="100%">deepfake videos</style></keyword><keyword><style  face="normal" font="default" size="100%">educational contexts</style></keyword><keyword><style  face="normal" font="default" size="100%">ethical dilemmas</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1719377251.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">23</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In 1995, the journal &quot;Education and Upbringing” published my paper titled &quot;Genealogical Method in Education and Its Computer Support.&quot; I explored the value and importance of creating and studying family trees to learn about the values and cultural heritage of one's nation. One of my more forward-thinking ideas was that, in the future, animated ancestors could interact with their descendants via computer screens.
A recent search in the mentioned JBSE archive reveals 11 publications focusing on AI. As we venture further into the age of digital innovation, it is imperative for the JBSE authors to embrace the potential of AI in educational contexts while remaining vigilant about ethical considerations. The integration of AI-generated images, audio, and videos of historical figures like Linus Pauling can revolutionize our teaching methods, making science more engaging and accessible. Such innovations offer unparalleled opportunities to enrich our curriculum, provided we handle the content with care, preserving the accuracy and context of scientific achievements. 
Let us consider how we can collectively navigate the ethical dilemmas and leverage AI to its fullest potential in science education. Let us remain pioneers in this digital age, pushing the boundaries of what's possible while steadfastly upholding the values of truth and authenticity.
</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">416-420</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Uladzimir Slabin</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SHOULD EPONYMS BE KEPT? EMPHATIC YES</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">eponyms</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific terminology</style></keyword><keyword><style  face="normal" font="default" size="100%">university courses</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1681286211.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">22</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Conducting research in science education, the authors of the Journal of Baltic Science Education surely remember eponyms in school subjects and university courses. Eponym is a term that includes the name of the person, who discovered a species (biology), explored a glacier (geography), synthesized a compound (chemistry), formulated a law (physics), invented a device (engineering), proved a theorem (mathematics), treated or suffered a disease (medicine), etc. Most chemists and chemistry teachers know, e.g., such eponyms as Avogadro number, Wurtz reaction, Mendeleev table, Liebig condenser, Claisen adapter, Berthollet salt, asf.
	Eponyms are a relatively new domain of scientific terminology: they first appeared in the 19th century, when the development of science and technology grew rapidly, and scientists decided to honor brilliant colleagues, attaching their names to the discoveries they made. Before this, scientists used words from national and Latin languages to name discovered phenomena.
</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">188-191</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Uladzimir Slabin</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PRODUCTIVE METAPHOR OF MOLECULAR ORBITALS IN EDUCATION AND ANY VIABLE THEORY</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">inadequate statistics</style></keyword><keyword><style  face="normal" font="default" size="100%">original atomic orbitals</style></keyword><keyword><style  face="normal" font="default" size="100%">probabilistic conclusions</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/987-1647117172.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">21</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">A lot has been researched on and published about applying analogies in teaching science. The content being complex, often abstract, and difficult for understanding, analogy comes as an effective tool to catch the essence. In brief, using an analogy for explanation of something unfamiliar new, we take something familiar old and establish connections between the two (Sarantopoulous &amp; Tsaparlis, 2004).</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">4-6</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Uladzimir Slabin</style></author><author><style face="normal" font="default" size="100%">Vasili Krasitski</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FOR HUMANIZATION AND HISTORICISM: HOW WELL UNIVERSITY STUDENTS KNOW AND WHAT THEY THINK ABOUT CHEMICAL EPONYMS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">chemical education</style></keyword><keyword><style  face="normal" font="default" size="100%">chemical eponym</style></keyword><keyword><style  face="normal" font="default" size="100%">historicism</style></keyword><keyword><style  face="normal" font="default" size="100%">history of science</style></keyword><keyword><style  face="normal" font="default" size="100%">humanization</style></keyword><keyword><style  face="normal" font="default" size="100%">named reaction</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2017</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2017</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1497156596.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">16</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Chemical eponyms possess important didactic and axiological potential that can be utilized for implementation of the principles of humanization and historicism manifested in national educational standards. This study focused on students’ knowledge and views of eponyms in the light of history of science. 22 general chemistry students of Belarusian State University, 131 students of general and 119 students of organic chemistry of University of Oregon, all different majors, were surveyed on their knowledge and views of eponyms using a 24-item online questionnaire. Mann-Whitney coefficients were calculated to establish significant differences and Pearson chi-square test was applied to find correlations. It was found that students’ knowledge and views of eponyms are defined mostly by major: students majoring in teaching chemistry showed higher knowledge and expressed more positive views of eponyms than those majoring in non-teaching, non-chemistry and especially non-science. Other factors include students’ learning experience and study intensiveness. While didactic potential of eponyms is utilized anyway, utilization of their axiological potential depends on instructor’s willingness and mastery and should not be exaggerated as vehicles for the principles of humanization and historicism.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">250-265</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Uladzimir Slabin</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SCIENTIFIC EPONYM IN EDUCATIONAL UNIVERSE</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">educational Universes</style></keyword><keyword><style  face="normal" font="default" size="100%">knowledge elements</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific eponyms</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2017</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2017</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1497155947.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">16</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Strictly speaking, knowledge for every object in educational Universe is limited by ignorance or, in other words, these two components co-exist. However, pedagogy primarily deals with knowledge, its acquisition and retention. It ignores the ignorance, leaving it as a subject for a more generic science of psychology. Similarly, atomic nuclei in real Universe are a subject for a more generic science of physics, being only slightly studied in chemistry. To research on knowledge is by far easier than on ignorance, same as chemical research involving mere electron shells is easier than physical research targeting atomic nuclei.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">144-147</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Uladzimir Slabin</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHING GENERAL CHEMISTRY WITH INSTRUCTOR’S SCREEN SHARING: STUDENTS’ OPINIONS ABOUT THE IDEA AND ITS IMPLEMENTATION</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">chemistry education</style></keyword><keyword><style  face="normal" font="default" size="100%">online teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">screen sharing</style></keyword><keyword><style  face="normal" font="default" size="100%">Second Life</style></keyword><keyword><style  face="normal" font="default" size="100%">Skype</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1425811358.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Knowing students' opinions about instructor's screen sharing via various media is important for developing online science courses including chemistry. This study examined university students’ opinions about the idea and the practice of instructor’s screen sharing via websites on example of join.me, VoIP-applications on example of Skype, and multi-user 3D virtual environments on example of Second Life. It was conducted during summer course of General Chemistry at University of Oregon College of Arts and Sciences in Eugene, USA, for two consecutive years, 2001 and 2012. The data were collected through an online 14-item 4-point Likert-type questionnaire and students’ reviews. It was found that students have primarily positive opinions about screen sharing regardless of their gender, major, residence, and employment status. Join.me was found to be the most and Second Life to be the least favored media for screen sharing. Students with higher final grades provided more positive opinions.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">759-773</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Uladzimir Slabin</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SCIENCE EDUCATION AS PROBLEMATIC AREA IN MODERN EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2007</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2007</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404288398.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">6</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Dear Readers and Writers!

The international scope of everything we do has exponentially increased over the last two decades. From the products we consume to the jobs we hold, and the stores in which we shop – almost all aspects of our lives have an international connection. And this is the case within science education. 
Situation with science education grows problematic worldwide, and it urges in both developing and leading industrialized countries. E.g., recent (2006) scores from the Program for International Student Assessment (PISA) illustrate it well: the test administered to students in 30 industrialized countries revealed that U.S. students continue to fall behind their peers in math and science. Students from Hong Kong followed Finland’s 15-year-old and Canada performed the best on the science portion of the test. Students in Finland, Taiwan, South Korea, Canada, and Hong Kong were the best performers in Math.
What is the key reason for it? Sciences being hard to master or not &quot;in fashion&quot; today, widely spread humanities-over-sciences references, boring content of science textbooks or out-of-date underpinning pedagogical theory? Whatever it maybe, U.S. science teachers will have to learn much from colleagues in other countries about both their culture and their successful teaching practices. In turn, science educators from other countries can learn much from American science teachers. This will allow us all to better serve the diverse students we teach: students today are more likely to be from other countries and speak other languages. 
Science teachers should increase their participation in diverse types of international activities because they are critical to the future of science education. A critical component of international efforts will be partnerships of teacher organizations. International collaboration today is marked with Internet networking, online teaching, Web 2.0, and open source movement. Science education will benefit from powerful means of visualization (see Periodic Table of Visualization Methods on the Internet) and immersive multi-user 3D environments. Go to Second Life, and you will find ”Chemical Philosophers”, “Geographic Society in Cyberspace”, “Teen educators in SL”, “American Chemical Society”, “Science School”, “Chemistry and Computers”, “Science Park”, “Physics Education” and many others whose concern is science education. That is why University of Oregon Center for Advanced Technology in Education / Center for Global Teaching is interested in implementation of international projects focused on science education like Salamander and Chemistry Hall of Fame in Second Life.
Real and virtual worlds seem to be big and hardly ever compatible. But actually they are pretty close and do not have precise borders. In a magic way, UO CATE in EduIsland is a neighbor of ARiSEnet Teachers Group, which comprises mostly secondary school teachers interested or experienced in teaching students of diversity. Presented in JBSE issue No.1 (2007), ARiSE is a joint European project (another project from ARiSEnet), and their SL group collaborates as a team as well as with the other educator communities in defining pedagogy pertaining to 3D instruction particularly in the math and sciences /http://www.arise-project.org/. 
In this way, Journal of Baltic Science Education, whose topics in this issue include Physics, Chemistry, Biology, Cognitive Science, truly serves as a bridge between European and U.S. educators as well as between real and virtual worlds. Long live this reliable connection and fruitful cooperation for sustainable science education!</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">4</style></section></record></records></xml>