<?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%">Vincentas Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SCIENTIFIC PUBLICATIONS OF THE BalticSTE INTERNATIONAL SYMPOSIA: TRENDS AND SHIFTS IN SCIENCE AND TECHNOLOGY EDUCATION THEMES (2015–2023)</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%">BalticSTE symposia</style></keyword><keyword><style  face="normal" font="default" size="100%">general education school</style></keyword><keyword><style  face="normal" font="default" size="100%">Natural Sciences</style></keyword><keyword><style  face="normal" font="default" size="100%">Technology Education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1746292703.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">24</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%">BalticSTE (Baltic Science and Technology Education) is an international scientific event dedicated to the issues of Science &amp; Technology Education (STE) in the Baltic states and beyond. The first international symposium took place in 2015. It can be reasonably said that the ideological platform of this symposium was the national scientific practical conference “Science education in general education school”, organised every year since 1995. Five international symposia took place from 2015 to 2023. It is obvious that these symposia brought together researchers, scientists, educators, policymakers, and other persons interested in science and education technology from various countries and institutions. 
Natural Science and Technology Education (NSTE) promotes critical thinking, creativity, and problem-solving skills that are necessary for the 21st century job market. Productive discussions about best practices and the latest technologies help modernise education and adapt it to the rapidly changing world reality. BalticSTE symposia provide opportunities for the Baltic countries and foreign partners to exchange experiences, design joint educational solutions, and strengthen the scientific potential of the region.
</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%">216-220</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%">Vincentas Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE IMPORTANCE OF ENVIRONMENTAL EDUCATION AT AN EARLY AGE</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%">environmental awareness</style></keyword><keyword><style  face="normal" font="default" size="100%">environmental education</style></keyword><keyword><style  face="normal" font="default" size="100%">interaction with nature</style></keyword><keyword><style  face="normal" font="default" size="100%">preschool education</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%">August/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1693507387.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%">There is no doubt that environmental education at an early age is significant for human development. When we refer to an early age, we mean the preschool and the primary stage of education (preschool education institution and primary school). It is obvious that the foundations of personality are formed at this stage, primarily a positive attitude towards nature and the surrounding world. At this stage, the child begins to distinguish himself from the environment, an emotional and value attitude towards the environment, nature, himself, and other people, etc., is formed. On the other hand, knowledge corresponding to a certain age of a personality (e.g., ecological), norms and rules of interaction with nature are required, on the other hand, it is extremely important to develop empathy for nature through various activities (e.g., actively solving certain environmental problems). It can be reasonably stated that the formation of values, nature cognition and a sustainable lifestyle are three essential factors determining (describing) the importance of environmental education. Thus, environmental education at an early age not only helps to develop environmental awareness but also promotes abilities and the attitude, which can determine a sustainable and responsible lifestyle in the future. From this point of view, the continuity and sustainability of this education is extremely significant. Environmental education in primary school can have a long-term effect on children’s moral and worldview behaviour and contribute to sustainable development and global well-being. The period of primary education is a suitable and favourable environment for the formation of children’s positive and rational attitude towards the environment, promoting environmental awareness and developing a sustainable lifestyle. </style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">564-567</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%">Vincentas Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">NATURAL SCIENCE EDUCATION IN PRIMARY SCHOOL: SOME SIGNIFICANT POINTS </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%">primary school</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">Science Literacy</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%">December/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/987-1671187403.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%">The problems of natural science education remain extremely relevant. Over the last two decades, international conferences and symposia dedicated to the study of issues of natural science education have been held in many countries and at various levels. It was especially emphasized that the natural science literacy of society is insufficient, and its relevance will only increase in the 21st century. Early natural science education promotes and develops natural science literacy (Ferreira et al., 2015). In general, various changes have taken place and are taking place in the field of natural science education: the content of education is changing, the search for more effective forms and methods of teaching is taking place, etc., on the other hand, new quality society needs are emerging. There is no doubt that the significance of natural science education for the development of a child’s personality is extremely high. </style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">908-910</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%">Gabriel Gorghiu</style></author><author><style face="normal" font="default" size="100%">Costin Pribeanu</style></author><author><style face="normal" font="default" size="100%">Valentina Iuliana Manea</style></author><author><style face="normal" font="default" size="100%">Vincentas Lamanauskas</style></author><author><style face="normal" font="default" size="100%">Rita Makarskaitė-Petkevičienė</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE USEFULNESS OF ONLINE LEARNING DURING THE COVID19 PANDEMIC AS PERCEIVED BY ENGINEERING EDUCATION STUDENTS: A MULTIDIMENSIONAL MODEL </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%">Covid-19 pandemic</style></keyword><keyword><style  face="normal" font="default" size="100%">Engineering Students</style></keyword><keyword><style  face="normal" font="default" size="100%">learning platform</style></keyword><keyword><style  face="normal" font="default" size="100%">online education</style></keyword><keyword><style  face="normal" font="default" size="100%">perceived usefulness</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/987-1633680185.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">20</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%">With the unprecedented crisis created by the Coronavirus pandemic, online teaching and learning became a global solution - embraced by the whole world - that tried to cover, at least in part, in part the problems encountered by the educational systems. An exclusively online format of teaching and learning proved to be a challenge for both the didactic and the learning process. Although the extant research during the pandemic is very abundant, there are few approaches addressing the different perceptions reported by university students enrolled in various programs. This research aims to explore the usefulness of online learning as perceived by civil engineering students, from a multidimensional perspective. A multidimensional model has been developed that manifests on four dimensions: social usefulness of online lectures, the usefulness of online learning platform, learning effectiveness, and, usefulness for school performance. The results show a relatively low perception of the online learning usefulness in an exclusively online educational context, which disables active learning through hands-on experience in laboratory and real-life building sites (considering the regular study process).  The model has been cross-validated on a sample of students enrolled in various educational programs then the differences between samples have been analyzed and discussed.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">716-728</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%">Vincentas Lamanauskas</style></author><author><style face="normal" font="default" size="100%">Dalia Augienė</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SCIENTIFIC RESEARCH ACTIVITY OF STUDENTS PRE-SERVICE TEACHERS OF SCIENCES AT UNIVERSITY: SIGNIFICANCE, READINESS, EFFECTIVENESS AND CAREER ASPECTS</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%">qualitative research</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific research activity (SRA)</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher education</style></keyword><keyword><style  face="normal" font="default" size="100%">university students</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/987-1482503167.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">15</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%">Scientific research activity (SRA) of the future nature subject teachers during university studies is a significant their professionality / skilfulness component. Teacher research activity at school and education quality improvement are directly related. On the other hand, teacher as a researcher (research) competence is formed not only during studies at university or performing pedagogical practices, but also during continual professional improvement activities, as for example, reflexive research. It is obvious, that learners’ scientific research activity is one of the main activity directions in natural science education process. Such activity effectiveness, and also natural science education quality for the most part guarantees properly prepared teacher. 
 A qualitative research was performed, in which 84 two Lithuanian university bachelor and master study programme students participated. The main research aim is to analyse SRA significance to teacher profession, contribution to professional readiness, and also to evaluate study process favourableness to scientist (researcher) career choice and personal student readiness for SRA. Data analysis was carried out applying content analysis method. 
It has been stated, that the biggest part of respondents relate SRA with professional improvement, and essential such activity contribution is professional readiness improvement (knowledge acquisition, experience and competence development). It has been fixed, that study process is partly favourable, however unsuitable conditions, teachers’ lack of interest and unfocused orientation to career hinder its improvement. Regardless of the fact that 50 % of research participants evaluated their personal readiness to participate in SRA as improper, still the attitude to researcher career remains positive.            
</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%">746–758 </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%">Vincentas Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">NATURAL SCIENCE AND TECHNOLOGY EDUCATION: VALUES COMPONENT</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%">education system</style></keyword><keyword><style  face="normal" font="default" size="100%">science and technology development</style></keyword><keyword><style  face="normal" font="default" size="100%">science education values</style></keyword><keyword><style  face="normal" font="default" size="100%">value component</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2015</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2015</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/987-1479543688.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">14</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%">One cannot doubt in the importance of Natural science and Technology education. Over the last two or three decades, attention to Natural science and Technology education has been significantly growing. On the one hand, science and technology development was encouraging this, on the other hand, one can observe a decreasing young generation interest in natural sciences and technologies. Paradoxical contrast – in technologically developed countries youth interest in natural sciences is significantly decreased. Completely different situation is in so-called developing countries. About such a situation a lot has been written, discussed, plenty of scientific research have been carried out and so on. It is obvious, that such a situation is determined by a great number of factors. However, in spite of this, education system has to change, to search for effective natural science and technology education forms and methods. The most important goal is suitable and adequate natural science and technology education of the young generation. However, what does suitable and adequate mean? What is suitability and adequacy content? Is it only quantitatively and qualitatively new knowledge and abilities? </style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">704–705</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%">Costin Pribeanu</style></author><author><style face="normal" font="default" size="100%">Alexandru Balog</style></author><author><style face="normal" font="default" size="100%">Vincentas Lamanauskas</style></author><author><style face="normal" font="default" size="100%">Violeta Šlekienė</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SOCIAL CAPITAL ON FACEBOOK AS PERCEIVED BY LITHUANIAN UNIVERSITY STUDENTS: A MULTIDIMENSIONAL PERSPECTIVE</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%">Facebook</style></keyword><keyword><style  face="normal" font="default" size="100%">multidimensional model</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">Social capital</style></keyword><keyword><style  face="normal" font="default" size="100%">university students</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2015</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2015</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/987-1462908448.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">14</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%">The rapid expansion of social networking websites (SNW) is raising several issues regarding the influence it has on the modern school. As many authors mentioned, the proliferation of social networks among university people is changing the educational processes. In order to find out how Facebook could support education, a social learning perspective is needed. In turn, this requires to measure the social capital and to analyze its educational potential. The aim of this research is to elaborate a theoretically grounded and empirically validated multi-dimensional model, measuring the social capital that is embedded in the Facebook networks of Lithuanian university students. This is a pilot research carried out between September and December, 2014. In this respect, the research limitation reveals itself; therefore, a wider theoretical and empirical research is necessary, analyzing the usage of Facebook in the university student population. The research is significant, because it is prepared and validated a multidimensional model of the bridging social capital as perceived by university students that are using Facebook. </style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">132-141</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%">Alexandru Balog</style></author><author><style face="normal" font="default" size="100%">Costin Pribeanu</style></author><author><style face="normal" font="default" size="100%">Vincentas Lamanauskas</style></author><author><style face="normal" font="default" size="100%">Violeta Šlekienė</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A MULTIDIMENSIONAL MODEL FOR THE EXPLORATION OF NEGATIVE EFFECTS OF SOCIAL NETWORKING WEBSITES AS PERCEIVED BY STUDENTS</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%">measurement models</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">social networking websites</style></keyword><keyword><style  face="normal" font="default" size="100%">university students</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%">September/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1425808627.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The rapid expansion of social networking websites is raising several issues regarding the influence on the individual and social behavior of users. It is without doubt, that social networking websites are a phenomenon of a contemporary society, which has to be explored in various aspects. It is only because SNW are becoming more and more important for the whole society, especially for the youth, after all, they undoubtedly change the world. Their penetration is observed in various society life spheres. Education is not an exception. It can be stated, that SNW change educational processes. However, the main question is: how change? Can they harm, or maybe on the contrary – help in terms of education. Having carried out empiric research, a hierarchical and multidimensional measurement model was developed to explore the negative effects of these websites. The model has been tested on one sample and cross validated on another sample. It has been stated, that SNW negative effects is a multidimensional construct, having several facets that describe distinct aspects.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">378-388 </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%">Vincentas Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">NATURAL SCIENCE EDUCATION IMPORTANCE IN ADOLESCENCE</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%">adolescence period</style></keyword><keyword><style  face="normal" font="default" size="100%">mature personality</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific cognition</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/2015/987-1425808911.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In any case, the teacher solves the whole lot of dilemmas and contradictions. Pupils are always different, individual. Teenagers’ individualism is very much expressed. Some of them are getting interested and are interested in a concrete activity, while the others are waiting and can’t wait for the end of the activity. It is obvious, that natural education in adolescence is, as a matter of fact, situational, integral and flexible. The main factors leading to teacher’s success are creativity, skillfullness and erudition. Natural science importance is indubitable. Research studies of the last few decades confirm such position. Science education has been frequently accepted as an inseparable and extremely important part of comprehensive schooling (Lamanauskas, 2008). By natural education we seek personality maturity in a wider sense. It would seem that everything is said concerning this question. However, it is not so. Rapid spread of scientific cognition inevitably raises new challenges for natural education, induces to re-evaluate generally used education strategies and methodologies. There is a rapid development of ICT; their penetration into educational environments is really intensive, though not always adequate to the raising educational goals. On the other hand, our understanding about human brain activity and possibilities is extending. Generally speaking, neuroscience opens new opportunities for people. Even though it is firstly connected with treatment, new treatment methods, on the other hand, the achievements in this field have a great influence on education.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">396-398 </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%">Mehmet Erdoğan</style></author><author><style face="normal" font="default" size="100%">Murat Özel</style></author><author><style face="normal" font="default" size="100%">Saouma BouJaoude</style></author><author><style face="normal" font="default" size="100%">Vincentas Lamanauskas</style></author><author><style face="normal" font="default" size="100%">Muhammet Uşak</style></author><author><style face="normal" font="default" size="100%">Pavol Prokop</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ASSESSMENT OF PRESERVICE TEACHERS’ KNOWLEDGE AND ATTITUDES REGARDING BIOTECHNOLOGY: A CROSS-CULTURAL COMPARISON</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%">Attitude</style></keyword><keyword><style  face="normal" font="default" size="100%">biotechnology</style></keyword><keyword><style  face="normal" font="default" size="100%">cross-cultural</style></keyword><keyword><style  face="normal" font="default" size="100%">knowledge</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1419167090.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">11</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study examines the level of knowledge of and attitudes toward biotechnology of preservice teachers from Lebanon, Lithuania, Slovakia and Turkey. Data were gathered from a total of 768 preservice teachers from these four countries. The Biotechnology Knowledge Questionnaire and the Biotechnology Attitude Questionnaire were used for data collection. Three-way MANOVA was conducted to analyze the cross-cultural data. The results revealed that preservice teachers’ knowledge of biotechnology in all four samples was below average. The results also demonstrated that there were significant differences in attitude towards biotechnology among preservice teachers in the four countries. In addition, significant gender differences were observed between male and females. Implications for teaching and further research are discussed.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">78-93</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%">Andrej Šorgo</style></author><author><style face="normal" font="default" size="100%">Vincentas Lamanauskas</style></author><author><style face="normal" font="default" size="100%">Slavica Šimić Šašić</style></author><author><style face="normal" font="default" size="100%">Milan Kubiatko</style></author><author><style face="normal" font="default" size="100%">Pavol Prokop</style></author><author><style face="normal" font="default" size="100%">Jana Fančovičova</style></author><author><style face="normal" font="default" size="100%">Martin Bilek</style></author><author><style face="normal" font="default" size="100%">Iztok Tomažič</style></author><author><style face="normal" font="default" size="100%">Mehmet Erdogan</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A CROSS-NATIONAL STUDY OF PROSPECTIVE ELEMENTARY AND SCIENCE TEACHERS’ CREATIVITY STYLES</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%">creativity styles</style></keyword><keyword><style  face="normal" font="default" size="100%">prospective elementary teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">Prospective Science Teachers</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">September/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1419168605.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">11</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">1799 prospective teachers (596 males, 1203 females), enrolled in various departments (elementary school teaching and science teaching) in selected universities in Croatia, Czech Republic, Lithuania, Slovakia, Slovenia and Turkey, answered questionnaire on creativity styles. From the results of present study we can recognize that creativity potential of prospective elementary and science teachers is more on the adaptors’ side than on the side of innovators. The differences between prospective teachers, originating from different countries, study tracks and of different genders, even if statistically significant, are small (Cohen’s d below 0.2). From the perspective of the teacher educators it can mean that similar methods to enhance creativity can be used.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">285-292 </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%">Vincentas Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DEVELOPMENT OF SCIENTIFIC RESEARCH ACTIVITY AS THE BASIC COMPONENT OF SCIENCE EDUCATION</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%">comprehensive school</style></keyword><keyword><style  face="normal" font="default" size="100%">educational process</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific research activity</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">September/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1419168032.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">11</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Scientific research activity (SRA) in comprehensive school is not a new phenomenon. Similar actions have been paid attention at various stages of education. Changes in the quality and quantity of the current stage of society development show a different situation: the pace of life increases, the “turbulence” of the surroundings is observed, globalization and social and economical changes in various segments of society gain more power. At the moment, the education system in Lithuania and other countries is facing different changes. As for the reorganization of Lithuanian education system within the period of the last two decades, it seems to be an intensive and ambiguous process. Lithuania had to pose two fundamental challenges: first, to proceed from the so called “soviet” system of education the one based on national identity and experience, and second, to adapt the new system to the needs for modern society fully integrating the experience of international education. The adjustment of national and international components has remained the major problem of Lithuanian education system up to now.
SRA is obviously must be developed and reach an appropriate level in all comprehensive schools, including stages from the institution of pre-school education to upper-secondary school. Thus, three crucial moments must be considered:
• finding / discovering / involving students as young researchers;
• creating a system of educating students as young researchers;
• training the staff undertaking SRA for students.</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%">200-202 </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%">Vincentas Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A PROBLEM OF SCIENCE LITERACY ENCOUNTERED BY PRIMARY SCHOOL TEACHERS AND LEARNERS</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%">primary school teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">Science Literacy</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1419168819.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">11</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Science education is one of the key areas of general education in comprehensive school (Lamanauskas, 2009). The major argument for defining the relevancy of the introduced subject is the universality and integrity of science education. For the last two decades, particularly this field of education has faced a number of different changes in the majority of countries: variations in the content of education, search for efficient forms and methods of teaching, innovative approaches, etc. are only a few questions that must be properly discussed.
Thus, to meet the needs of all students and society, in terms of science education (competencies), the system of training/preparing science teachers, particularly that of primary school teachers (educational curricula, organization and content of pedagogical practice, etc.), must be upgraded. The evaluation of a number of parameters discloses that the science literacy of primary school teachers is not sufficient (for example, teachers frequently avoid trips to nature because have a poor knowledge of local natural area, have no skills at using special instruments, etc.).</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">300-301 </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%">Vincentas Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DIGITAL EDUCATION: SOME IMPLICATIONS</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%">digital content</style></keyword><keyword><style  face="normal" font="default" size="100%">digital teaching aids</style></keyword><keyword><style  face="normal" font="default" size="100%">digital teaching and learning</style></keyword><keyword><style  face="normal" font="default" size="100%">educational practice</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1410547530.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">10</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In recent years education space is saturated with various discussions and thoughts about the so-called digital teaching and learning. New technologies consistently and rather aggressively keep penetrating into educational practice. Therefore, we have to discuss in essence the urgent problems of digital teaching, to analyse the emerging challenges both for the teachers and students. On the other hand, it would be impossible to single out any one age group people. It is urgent both for the pupils and teachers of comprehensive schools and for the teachers and students of higher schools. However, it can be basically asserted, that for younger students these questions are much more urgent. Their experience in the sphere of new technologies is varied and at the same time inadequate to current teaching and learning practice. Let’s say, not a small part of today’s youth use the services of various social networks such as, Facebook, Twitter and other. The problem is that very often we don’t know or poorly know what the educational meaning and use of such services is. Moreover, how to effectively use new technologies which are actively used by the pupils, in educational sense? Sometimes an impression is made that existing educational practice reacts unwillingly to such challenges. It is obvious, that a rather sudden shift takes place in the system “classical pedagogy” – “online pedagogy”, isn’t it? There is also another shift in the system that is closely related with this shift, “from teaching to learning”. It can be confidently asserted, that the latter shift is considerably overestimated and groundlessly given too much importance. Effective and productive learning is not possible without a proper teaching. These are two education system elements which are closely interrelated and influence each other. Only the weight of these elements differs in certain age periods. Therefore, a narrow and primitive interpretation of this shift is not acceptable. After all, in real educational practice also the third significant shift occurs, or more exactly, problem situation in the system “digital activities” – “non-digital activities is observed. How to keep a proper balance?</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">216-218 </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%">Vincentas Lamanauskas</style></author><author><style face="normal" font="default" size="100%">Dalia Augienė</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SCIENTIFIC RESEARCH ACTIVITY EVALUATION: LITHUANIAN UPPER SECONDARY SCHOOL STUDENTS’ POSITION</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%">comprehensive school</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific research activity</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching proces</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">September/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1410547365.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">10</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Human progress is inseparable from scientific achievements. The role of scientific achievements and knowledge in the modern world progress process is evident. Science can help the humanity a lot: create a more comfortable life, predict natural phenomena, foster humanistic traditions, educate society, change the development of society and so on. Today it is obvious, that the basis of country’s prosperity is its members’ perceptiveness, ability to discover, research and create. Therefore, society, its education system is concerned with forming conditions, encouraging young generation to try their abilities in scientific research activity, develop necessary competences and to know scientist’s, researcher’s activity and career peculiarities already in a secondary school.
After carrying out the research, the opinions of upper secondary school students (9-12 forms) about scientific research activity at school were analysed, Lithuanian comprehensive school upper secondary school students’ attitude towards researcher, scientist’s activity was revealed. Factor analysis was carried out applying the main component method and Varimax rotation with Kaiser Normalization. After carrying out this analysis it became clear that upper secondary school students do not relate their future with scientific research activity, researcher’s career is considered to be not perspective and of low prestige.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">195-208 </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%">Vincentas Lamanauskas</style></author><author><style face="normal" font="default" size="100%">Dalia Augienė</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PUPILS’ SCIENTIFIC RESEARCH ACTIVITY DEVELOPMENT IN COMPREHENSIVE SCHOOL: THE CASE OF LITHUANIA</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%">career</style></keyword><keyword><style  face="normal" font="default" size="100%">comprehensive school</style></keyword><keyword><style  face="normal" font="default" size="100%">natural science education</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific research activity</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404739793.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">8</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The article deals with the education of pupils’ abilities and interest in scientific research activity in comprehensive school. The article presents the assessment of the situation of the teaching process in comprehensive school concerning pupils’ interest in scientific research activity, defines the most significant and influential factors stimulating and hindering learners’ interest in scientific research activity. The article gives the assessment of favourableness of current teaching process in orienting pupils for the scientist’s, researcher’s career and the evaluation of teachers’ competences forming and developing pupils’ scientific research abilities in the teaching – learning process. The article makes recommendations on the organization and development of the teaching – learning process, seeking to strengthen learners’ interest in scientific research activity. It gives the prognosis of the change in the situation educating pupils’ interest in scientific research activity and in teachers’ competences forming and developing pupils’ scientific research abilities in the teaching process.</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%">97-109</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%">Vincentas Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE RELEVANT ASPECTS OF NATURAL SCIENCE EDUCATION HUMANIZATION</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%">contemporary school</style></keyword><keyword><style  face="normal" font="default" size="100%">humanistic criteria</style></keyword><keyword><style  face="normal" font="default" size="100%">humanization of the educational process</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404740082.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">8</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">It is obvious that the theories of Piaget and Bruner left some gaps in the assessment of the evolution of children‘s individuality. Naturally, it was noticed by such famous researchers as Maslow, Rogers, etc. who were the classics of psychology. From the viewpoint of psychology, self actualization, self-expression, etc, are notably crucial aspects while the educational process is approached as the pupil‘s intrinsic, controlled phenomenon. To some purpose, the Lithuania’s National Concept of Education (1992) maintains that humanism is the assertion of human incomparable value, freedom of choice, and responsibility. As the reform of the Lithuanian educational system is still in progress more and more attention is focused on individual training and human values fostering. The present humankind has to solve a number of serious problems. Under the threat of the ecology catastrophe, concern for physical and spiritual health care is felt. All our relations with nature turn out to be problematic. The establishment of a harmonious correlation between nature and society becomes an important task. We cannot exclusively rely on knowledge and mind in any activity as these are not overall dimensions. We also understand having no opportunities to become the lords of nature. According to Nazarenko, ecology problems can be solved taking advantages of science and technology achievements. However, the dynamics of the process should become individual and public, high virtuous and ecologic culture (Nazarenko, 1993). A psychologist Asmolov proposes that the worst of it is that culture oriented towards benefit. Therefore, the humanization and socialization of natural science education is a relevant pedagogic problem.
Thus, contemporary school cannot be the only educational institution that trains the young generation for life – it has to be life itself. The child should not have felt being under an obligation and trying to escape from it. In conclusion we can maintain that:
• the subjects of natural sciences have to help the child to accept the concept of healthy way of life;
• the unity of perceptive and practical activities is a very important condition for humanization, We have to integrate the scientific knowledge of the interaction of the system Nature -Human Being – Society;
• human interrelationship among people should be fostered. 
• natural science education ruins the formed ethnic natural outlook independently of national culture and changes value-based orientation (Ramančionis, 1996). </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%">140-144 </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%">Vincentas Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">LEARNERS’ SCIENTIFIC RESEARCH ACTIVITY AS A KEY COMPONENT OF SCIENCE EDUCATION IN COMPREHENSIVE SCHOOL</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%">exploratory activities</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific research activity</style></keyword><keyword><style  face="normal" font="default" size="100%">secondary school</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404719884.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">7</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">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’ demands and interests. 
When we talking about such kind of learners` activity we often use different terms, for example, inquiry-based (structured inquiry, guided inquiry, open inquiry), exploratory activities etc. Use of different terms is of secondary importance at present. It is much more important to develop scientific research abilities at all stages of school education.
Thus, a key point of scientific research activity is that children themselves become knowledge hunters. Also it is clear that creating all possibilities for learners to conduct different research activities is a key component to successful science education. It is a pity that scientific research activity frequently stands outside the door of the science education process. Hence, opening the door is the obligation of all of us. </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%">132-133</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%">Vincentas Lamanauskas</style></author><author><style face="normal" font="default" size="100%">Rytis Vilkonis</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INFORMATION COMMUNICATION TECHNOLOGIES IN NATURAL SCIENCE EDUCATION: SITUATIONAL ANALYSIS AND PROSPECTS IN BALTIC COUNTRIES</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%">expert inquiry</style></keyword><keyword><style  face="normal" font="default" size="100%">modern ICT</style></keyword><keyword><style  face="normal" font="default" size="100%">natural science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2007</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2007</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404288087.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%">Information technologies play a crucial role in building a knowledge-based society. However, even the most advanced technologies will not produce a required effect if their use (application) in the educational system is not adequate to the current development of technologies and increased educational needs. The initial information literacy abilities are formed in comprehensive school as presently, these educational establishments have the possibility of employing different information technologies. It is probably often related to appropriate computer technologies and the Internet.
        During the last five years, a number of investigations into the field of natural science education have been carried out. On the other hand, to more accurately identify the situation in different regions of Europe, lack of in-depth expert research can be noticed. Therefore, the latter survey (expert inquiry) is aimed at examining the situation on using ICT in natural science education in Baltic countries. A precondition that the obtained findings will be useful for improving the process of natural science education in terms of ICT applicability and efficient use can be made. </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%">35-49</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%">Vincentas Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">MODERN SCIENCE EDUCATION AS INVESTMENT TO THE FUTURE (DEAR READERS AND WRITERS)</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%">March/2007</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404286522.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!

Recent international and regional scientific research carried out at different level point to mean learners’ involvement into natural sciences. Such tendency is strongly marked in the developed countries. A number of negative tendencies have been disclosed by international ROSE research /http://www.ils.uio.no/english/rose/ the results of which are carefully analyzed in the majority of countries worldwide. Natural 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. As it was mentioned above, 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. Professor A.Broks affirms that presently, the majority of people have failed to take a clear position on the events taking place in our lives, and therefore education is often accepted through chaos as well as through dangerous and old-fashioned ideas promoted by the West. On the other hand, in most of the cases, natural science education in school is not popular, inexactly correspond to the curricula and have no relevance to the learners’ 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 would-be teachers of natural sciences. To some purpose, in a number of countries, careful attention is paid to adopt new approaches for training teachers of natural sciences, for example the international project IQST (Improving Quality of Science Teacher Training in European Cooperation) / http://www.iqst.upol.cz/. Although the above introduced project is not large enough, however it is expected that its results will have powerful impact on improving the system of teacher training in universities. The need of the project can be clearly reflected by the remark that in the entire participating countries one can observe lack of science teachers, mainly of physics and chemistry teachers, as well as lack of students in this teacher training. There is not doubt that science teaching has a crucial role to play in shaping the future development of the EU. 
A valid point is that JBSE has found the reader. The editorial board receives interesting manuscripts, suggestions, responses and positive evaluations. The staff of the magazine is grateful to everyone for improving the image of the journal. In behalf of the editorial board I would like to thank all the members of the board as well as the reviewers of the articles for thorough and superficial examination of every paper presented. It’s valuable and immediate help necessary for the magazine to be available for the reader. Ten editions have already been published. We expect that any of the issues included interesting and valuable topics relevant to everyone engaged in improvement of natural science education at all levels of the education system. The readers and authors should accept the fact that due to the increase of the journal’s ratings, from now on, the magazine will be published three times a year. Moreover, considering the standards defined by the international community, the numeration of the periodical has been changed. 
The editorial board is looking forward to collecting articles that discuss various issues. 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 the 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. 
With kind regards!</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</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%">Vincentas Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DEAR READERS AND WRITERS!</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%">2006</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2006</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404234563.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">5</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">A current issue of the journal discusses eight interesting and seminal articles which is definitely a very usual and entirely understandable matter. On the other hand, 10 is a special number of the magazine indicating a fairly hard but progressive way to have been followed. Intention of publishing a journal is very important. However, pushing the idea of promotion is though a different but crucial issue. In this case, the situation reminds of a baby requiring constant long-term care as this short five-year period is not lengthy enough to debate the entrenchment of the international journal in the academic society world-wide.
During a period of five years, 72 articles focusing on the topics covering general methodological as well as experimental or specific didactical questions have been published. Obviously, a broader and more accurate picture would have been revealed by thorough assessment of the subjects. It is expected that the proximate issues of the magazine will improve the situation. The spectrum of the authors becomes wider, and thus this is evidence showing that the popularity of the journal is growing. It must be stressed that not all received works have been published. During this time, the editorial board of the journal has collected more than one hundred and fifty different papers. Nevertheless, a number of those were qualified as not corresponding to the format of the journal or were insufficiently professionally prepared to be published. An initial idea of the magazine was to present the Baltic States i.e. to make the works, ideas and experience of the experts of this region internationally known. Yet, the editorial board has always supported the idea that the journal had to be opened to any potential author on no account that they were representatives of other countries or institutions. Lithuania as one of the Baltic Countries is placed in a unique geopolitical situation. We have always remained as a bridge between the East and the West. A very valid point is that the authors from Russia, Byelorussia and other countries of Eastern Europe have joined our magazine. Unfortunately, due to the various reasons, frequently the readers from the West fail to become acquainted with relevant and valuable experience gained by the countries of the East in the field of natural science education. For example, this issue publishes an article on child orientation in immediate natural and social environment and is done by Eleonora Melnik who is a professor at a State Pedagogic University in Karelia. The publication reveals an attitude of the Russian experts towards the interaction between nature and modern human being. Evidently, the questions facing the interaction between man and nature in ontogenesis are poorly examined due to lack of methodical information disclosing how to implement educational support in order to make corrections to negative and to form and strengthen positive interaction. 
As it was mentioned above, the editorial board of the journal gets more and more different manuscripts to be published and supposes that the academic level of the journal should constantly increase. These are the major indicators proving the need for further publishing the magazine. Therefore, we are concentrating on bringing out the materials of high scientific quality. We are expecting that the future authors will be more focused on the quality of preparing papers for publications as well as will more intensively follow the requirements for the handled manuscripts imposed by the editorial board. A perfect manuscript makes our hard and fairly lengthy work more rewarding. 
An assessment of the international situation discloses that research on the natural science education issues increasingly frequently becomes a field of the interests of the scientists from different countries. TIMSS, SAS, PISA, ROSE etc. and other important investigations show that the spectrum of problems is really broad and causes overriding concern (not only in academic society). Such fields as natural science education literacy, motivation for acquiring knowledge of natural sciences (nature study) and practical nature/environmental study activity, interaction with nature, integration of natural science-technological-social education, training of teachers dealing with natural sciences and diagnostics of training quality (on the basis of competencies), natural science background of primary school teachers, natural science education in pre-primary and primary educational establishments, usage of ICT in the process of natural science-technological education etc. are and will be the central problems requiring an effective solution. The main question that needs to be answered is about natural science and technological education in the 21st century. We believe that the scientists from different countries will help with finding answers to this burning issue by presenting their research papers for the reader. 
In conclusion, I would like to thank the members of the editorial board whose broad knowledge, support and inspiration have helped me very substantially with producing and publishing the journal. Since the very first issue of the magazine was published, the number of the people working for the magazine has increased and the number of the countries representing the journal has become larger. We hope that all the members of the editorial board will be active in producing and assisting the journal in the future. </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%">4</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%">Vincentas Lamanauskas</style></author><author><style face="normal" font="default" size="100%">Irena Gailienė</style></author><author><style face="normal" font="default" size="100%">Rytis Vilkonis</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE SECONDARY SCHOOL LEARNERS‘ INTERACTION (FORMS 5 - 12) WITH NATURE: THE SEMANTIC STRUCTURE OF ATTITUDES IN TERMS OF LIFE PROTECTION</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%">attitudes</style></keyword><keyword><style  face="normal" font="default" size="100%">interaction with nature</style></keyword><keyword><style  face="normal" font="default" size="100%">respect for life</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">semantic categories</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2006</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2006</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404234637.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">5</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The theoretical and practical facts prove that humankind increasingly devalue life primarily implementing personal needs and goals. Thus, the major objective of the learners’ science (self) education is fostering respect for nature and life. Although the issue is rather vital, the schoolchildren’s interaction with nature is poorly investigated in Lithuanian as well as in other European countries. The object of the latter research is disclosing attitudes towards life protection in the process of the interaction with nature. The article deals with the semantic structure and the main peculiarities of the learners’ attitudes towards life protection on the basis of which the factors determining the attitudes could be predicted and an effective system of educational support could be developed. 1787 teenagers participated in the survey. A quantitative and qualitative assessment indicates that more than a half of the respondents (64% of the answers) have positive attitudes towards the protection of single plants and animals’ species. Less than a half of the surveyed participants expressed neutral and negative attitudes (19% and 17% of the answers respectively). Despite the fact that quite a few learners support an idea about life protection, a semantic assessment of the attitude structure shows that the utilitarian, pragmatic and egocentric components of emotions are mainly prevailing. However, an expression of the ethic and value-based components remains weak and more diffusive. The learners’ attitudes towards life protection are full of semantic conversions. Hence, the obtained results presuppose the necessity of educational intervention. </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%">5-19</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%">Vincentas Lamanauskas</style></author><author><style face="normal" font="default" size="100%">Rytis Vilkonis</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE CHARACTERISTICS OF THE LEARNERS’ (FORMS 5 TO 12) INTERACTION WITH NATURE: THE EVALUATION ASPECTS OF BEHAVIOURAL SITUATIONS</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%">comprehensive school</style></keyword><keyword><style  face="normal" font="default" size="100%">human’s interaction with nature</style></keyword><keyword><style  face="normal" font="default" size="100%">natural science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2005</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2005</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/987-1481285146.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">4</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%"> It seems logical to stimulate the young generation’s wish to protect and love nature. The negative outcomes for today’s natural environment such as soil pollution, animate and inanimate nature devastation etc. can be clearly noticed. Due to computers, robots and various kinds of technologies, humans have virtually lost their interrelation with nature. Our inability to kindly interact with nature can be treated as an obvious result of unacceptable behaviour. Consequently, ecology-based education is a crucial aspect of socialisation and has an enormous influence on the young generation, because a modern society is deeply influenced by the approach to nature, the natural environment and behaviour towards it. However, we must understand modern human manners of interaction with nature and the ways affecting behaviour. The authors agree that only in-depth assessment of the mechanisms of interaction with nature can provide opportunities to apply the means of educational correction when training the young generation. The article deals with the characteristics of the learners’ (forms 5 to 12) interaction with nature in terms of behavioural situations.</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%">55-68</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%">Vincentas Lamanauskas</style></author><author><style face="normal" font="default" size="100%">Janis Gedrovics</style></author><author><style face="normal" font="default" size="100%">Jekabs Raipulis</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SENIOR PUPILS’ VIEWS AND APPROACH TO NATURAL SCIENCE EDUCATION IN LITHUANIA AND LATVIA</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%">interest in science</style></keyword><keyword><style  face="normal" font="default" size="100%">natural science education</style></keyword><keyword><style  face="normal" font="default" size="100%">upper secondary school</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2004</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2003</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/987-1482419315.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">3</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The global tendency is obvious: interest in science is on the decrease, the number of pupils choosing university science curriculums has been constantly declining, and scientific knowledge in society (especially among young people) is inadequate. In our opinion, humanity verges on social cataclysms owing to inadequate natural science education as well as on insufficient and often improper knowledge of nature and human. Natural sciences give us most fundamental knowledge about the world of nature. Encouragement of young people’s interest in science is the essential scientific problem. As educational paradigms are being altered we must search for new quality approaches to teaching chemistry and other science subjects.

The research, which involved 350 senior pupils from Latvia and 762 from Lithuania, analyzes present-day situation in natural science education. We tried to analyze the factors that cause the interest in natural sciences to decline: inadequate content of teaching, issues related to teachers‘ competence, general attitude of society to natural sciences etc.

Thus, we may conclude that:  

·        the respondents positively evaluate natural science background, although their arguments differ. A part of them suppose that the knowledge acquired in basic school is sufficient. The others assume that natural science knowledge will not be necessary in the future. The pragmatic aspect is very clear. Quite a few pupils do not relate their future profession with natural sciences, and therefore believe that obtained information is fully enough;

·        the respondents, obviously, are self-critical of already received natural science background at basic school. The role of a teacher, his/her competence and ability to engage pupils are highly relevant. An important point is to catch the moment when a pupils is “misunderstanding something”. Systematically growing gaps of knowledge negatively influence a learner’s approach to natural sciences in general. Then s/he is out of conceit, sees nothing important to learn, many things become uninteresting. A crucial aspect is a very small amount of practical, experimental works of natural history. An educational process of natural sciences is clearly theoretic. It should be stressed that natural sciences are mainly experimental. Therefore, experimentation has to be included into the educational process;

·        the respondents’ approach to the future intentions is determined by public social-economic tendencies. Evidently, that rich life in the future is related to social, humanitarian and technological sciences.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">13-23</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%">Vincentas Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">NATURAL SCIENCE EDUCATION IN LITHUANIAN SECONDARY SCHOOL: SOME RELEVANT ISSUES</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%">integral teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">secondary school</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2003</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2003</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1503927521.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">2</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The natural science education is one of the most important areas of general education which includes education of all children` ages. Trying to satisfy requirements of the society and all learners it is necessary to modernize the preparation of natural science teachers. Natural sciences are of great importance in helping students to form conception of world based on the knowledge of modern nature research, emphasizing the character of link between nature and society, as well as between nature and culture. Natural sciences education can be characterised by a variety of content provisions, forms and methods of teaching/learning, and practical activities. All these are expected to make the process more effective to widen intellectual knowledge and skills of students, to provide conditions for students activities, to develop students reasoning skills, to influence their aesthetical outlooks etc.

The aim of the article is to discuss some relevant questions on natural science education in Lithuanian comprehensive school which are of a philosophical – pedagogical character and observes the issues of teachers’ natural science literacy and integral education (teaching).

In conclusion, the following premises summarizing the earlier discussed ideas can be emphasized:

natural science literacy of natural subjects’ teachers working in Lithuanian secondary schools is insufficient;

contradictory statements of scientists - theoretics were revealed when discussing integrated natural science preparation of teachers;

teaching of integrated natural sciences subjects in Lithuanian comprehensive school must be inseparable from national - cultural and economical conditions of the country;

it is important to analyse the aims of integrated training, tasks, matter, methods, the questions of organization of the integrated teaching process etc. and to prepare teachers for general natural science education in comprehensive schools having a pedagogical profile, proposing priority to the methods applied for teaching natural sciences subjects;

it is advisable to raise the qualification of natural subjects teachers in the sphere of natural science providing appropriate courses, workshops etc.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">44 - 55</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%">Vincentas Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Dear Readers</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%">JBSE</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2002</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2002</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/987-1610521875.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">1</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%">Editorial for JBSE</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Other</style></work-type><section><style face="normal" font="default" size="100%">3</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%">Vincentas Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">NATURAL SCIENCE EDUCATION AT BASIC SCHOOL: SOME DIDACTIC ASPECTS</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%">basic school</style></keyword><keyword><style  face="normal" font="default" size="100%">natural science education</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching process</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2002</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2002</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1504180218.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">1</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Some aspects of Natural Science Education at Lithuania’s Basic School are being researched in the article. It is being introduced a part of the survey “Situation and peculiarities of Natural Science Education at Basic School”, that took place in 2000/01 and was addressed to the essential didactic features. Particular attention is being paid to the analysis of the views and opinions of the teachers of Natural Science Education. Also, the view of teachers to the structure of Natural Science subjects, teaching methods, standardization and other questions, connected with Basic School, is being analyzed in the article.

The teachers of natural science estimate proposed natural science education at primary   school  rather critically. The young teachers, whose experience of teaching is less than a period of 5 years, are the most critical. The teachers of physics and biology estimate the standards of Natural Science Education the most benevolently and the teachers of chemistry are the most unfavorable with the present situation. The teachers of natural sciences prefer a problematic way of teaching (63% of respondents). The analysis of teachers’ estimations shows that the student books and the workbooks of the latest editions used at basic school virtually satisfy the requirements of Natural Science Education programs. The most important source of the latest information about natural science for the teachers is books. The Internet is still poorly used by the teachers of  natural science. Only 11,5% of the teachers the most frequently find the latest information when using the Internet. According to the teachers, ecological and environmental problems at basic school in the content of Natural Science Education revealed insufficiently well.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">25 - 35</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%">Vincentas Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SOME ASPECTS OF MOTIVATION OF INTERACTION WITH NATURE</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%">interaction with nature</style></keyword><keyword><style  face="normal" font="default" size="100%">motivation</style></keyword><keyword><style  face="normal" font="default" size="100%">primary school</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2002</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2002</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1504180750.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">1</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Natural Science education is important for all stages of the human’s ontogenesis. Besides, it carries a diverse and specific character throughout different age periods. Therefore, the opinion, that primary school doesn’t play a significant role guarantying Natural Science technological literacy, arises as the wrong one. On the contrary, most of the researches indicate that this stage of Natural Science education is of great importance. Moreover, the situation discloses that Natural Science education at primary school is indispensable and the most complicated one. The gaps in knowledge of the discussing subject left within this period of education can be hardly restored in the future. It has been accepted that the 21st century should be called a century of modern biology. And it concerns not intellect only. Moral issues, such as respect for nature and harmony with it, have become very important. Finally, the human should understand his inability of becoming the Lord of Nature. Thus, Natural Science Education should somehow support this idea.

Theoretical analysis allows to maintain existing various typologies of motivation. 307 primary school teachers and 257 students have participated in the research. The research indicates that the practical type of motivation of interaction with nature predominates among the primary school teachers and students while the esthetic type of motivation is in the second place. The cognitive type of motivation appears as the weakest one. </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%">40 - 49</style></section></record></records></xml>