<?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%">Kharisma Eka Putri</style></author><author><style face="normal" font="default" size="100%">Punaji Setyosari</style></author><author><style face="normal" font="default" size="100%">Ratna Ekawati</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INTEGRATING PEER SCAFFOLDING INTO GUIDED INQUIRY LEARNING TO ENHANCE SCIENTIFIC LITERACY AND CRITICAL THINKING AMONG PRE-SERVICE ELEMENTARY SCHOOL TEACHERS</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%">Critical thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">guided inquiry learning</style></keyword><keyword><style  face="normal" font="default" size="100%">peer scaffolding</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service elementary school teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">science learning</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific literacy</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August / 2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2026/987-1789235491.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">25</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%">Developing scientific literacy and critical thinking is fundamental to contemporary science education. This study explored whether integrating guided inquiry learning with peer scaffolding could improve the scientific literacy and critical thinking of pre-service elementary school teachers. A total of 226 pre-service elementary school teachers enrolled in the Basic Concepts of Elementary Science course participated in this quasi-experimental study using a pretest-posttest control group design. Students in the experimental group engaged in guided inquiry integrated with peer scaffolding, whereas the control group received conventional teaching. Peer scaffolding was systematically incorporated throughout all phases of guided inquiry and was preceded by a pre-peer scaffolding phase involving briefing and concept reinforcement. Scientific literacy and critical thinking were assessed using validated instruments developed from the OECD/PISA framework and Ennis' critical thinking indicators (Cronbach's α = .835). Data were examined using the Mann–Whitney U test, N-gain analysis, and effect size. The experimental group demonstrated significantly higher scientific literacy and critical thinking than the control group (p &lt; .001), with N-gain scores of .676 and .773, respectively. The findings indicate that integrating peer scaffolding into guided inquiry is an effective approach for enhancing the scientific literacy and critical thinking of pre-service elementary school teachers.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">695-709</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%">Milan Kubiatko</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE RISKS OF ARTIFICIAL INTELLIGENCE USING FOR SCIENTIFIC LITERACY LEVEL</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">educational process</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific literacy</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4765163</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">25</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%">I wish to thank the journal and its editors for the opportunity to write this short editorial. This issue brings many new ideas and insights into current challenges in science education. In my text, I highlight certain risks associated with scientific literacy and the overuse of artificial intelligence. Artificial intelligence (AI) has become an essential element of modern society, revolutionizing domains such as education and research. It is therefore essential to engage with this technology effectively across all spheres of human activity.
The concept of scientific literacy is frequently invoked in lay society as well as among researchers and professionals in the field. However, its understanding has remained problematic from the past to the present. </style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">4-6</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Delfi Eliza</style></author><author><style face="normal" font="default" size="100%">Trisna Mulyeni</style></author><author><style face="normal" font="default" size="100%">Yulsyofriend</style></author><author><style face="normal" font="default" size="100%">Nenny Mahyuddin</style></author><author><style face="normal" font="default" size="100%">Yeni Erita</style></author><author><style face="normal" font="default" size="100%">Muhammad Dhanil</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">IMPLEMENTATION OF PROJECT-BASED LEARNING IN IMPROVING SCIENTIFIC LITERACY IN EARLY CHILDHOOD EDUCATION: SYSTEMATIC LITERATURE REVIEW</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%">Early childhood education</style></keyword><keyword><style  face="normal" font="default" size="100%">literature review</style></keyword><keyword><style  face="normal" font="default" size="100%">Project-based learning</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific literacy</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%">February/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1740921275.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%">Improving scientific literacy is crucial for early childhood development, yet limited studies necessitate a thorough analysis to identify effective solutions. This study aims to analyze the implementation of project-based learning in early childhood education to improve scientific literacy. The study followed the identification, screening, eligibility assessment, and inclusion stages using a systematic literature review based on the PRISMA framework. Sources were accessed from databases such as Google Scholar, ERIC, Springer, JSTOR, Dimensions, and ScienceDirect, totalling 2085 articles. After screening articles published between 2014 and 2024, written in English, and relevant to the topic, 55 articles were selected for further analysis. The findings categorize approaches, trends, subjects, effects, and learning media used in adopting project-based learning to develop scientific literacy in early childhood. Two main approaches were identified: 1) narrative and dialogue and 2) project-based learning. Project-based learning is widely applied in 16 countries in Asia, America, Australia, and Europe. The review indicates that project-based learning improves early childhood scientific literacy in physics, biology, astronomy, and technology through learning media such as experimental tools, toys, robots, AR, VR, and AI. Therefore, implementing project-based learning supported by innovative learning media is an effective solution for improving scientific literacy in early childhood.</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%">71-91</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%">Juwon Kim</style></author><author><style face="normal" font="default" size="100%">Sungman Lim</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TYPES AND CHARACTERISTICS OF UNIVERSITY STUDENTS’ SCIENCE IDENTITY</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%">competent outsider</style></keyword><keyword><style  face="normal" font="default" size="100%">Q methodology</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">science identity</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific literacy</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%">December/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4713341</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%">Understanding the science identity of university students who have completed the national science curriculum is essential, as it provides insight into how formal education shapes their relationship with science. This study examines the forms of science identity among university students, moving beyond insider-oriented definitions that hinge solely on proximity to scientists. In this study, science identity is defined as the self-perception formed through the integration of one’s perceptions of the self, society, and science in scientific contexts. To investigate this construct, we employed Q methodology. From 335 statements generated through literature review and interviews, 42 were selected as the Q sample. Forty university students then completed Q-sorts, resulting in the identification of four distinct science identity types. The science acceptance type recognized the importance of science yet perceived distance from it. The science use type viewed science as a practical tool, with limited concern for ethical or social implications. The science-loving type valued science intrinsically, enjoying inquiry but showing weaker engagement with responsibility. The science responsibility type emphasized addressing environmental and societal challenges through science. By moving beyond an insider-centred view, this study highlights diverse identity forms and their implications for science education.</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%">1169-1188</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%">Sema Çıldır</style></author><author><style face="normal" font="default" size="100%">Dilek Sultan Acarlı</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PERCEPTION SCALE OF PRESERVICE SCIENCE TEACHERS’ SOCIO-SCIENTIFIC REASONING SKILLS</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%">Preservice Science Teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">scale development</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">socio-scientific reasoning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1734897187.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">23</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In this study, an assessment tool was developed to measure the reasoning skills (RS) of preservice science teachers on socio-scientific issues (SSI). As a result of the literature review, the scale was developed based on five dimensions. These dimensions are complexity, questioning, having different perspectives, skeptical approach and the limitations and adequacy of science. The developed scale consists of a total of 18 items. 577 preservice science teachers participated in the study voluntarily. First-level confirmatory factor analysis (CFA) was conducted to evaluate the construct validity of the items created in line with the theoretical framework. In addition, second-level CFA was applied to test whether the dimensions represented the students' perceptions of socio-scientific reasoning (SSR) skills. When the literature was examined, it was decided that the values of the fit indices were appropriate for model verification. The findings reveal that the developed scale can be used for valid and reliable measurements in determining the perceptions of preservice teachers regarding their SSR skills. </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%">1152-1163</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%">Dušica D. Rodić</style></author><author><style face="normal" font="default" size="100%">Saša A. Horvat</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CHEMISTRY EDUCATION IN THE BALKAN REGION: TRENDS, CHALLENGES AND OPPORTUNITIES</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%">Balkan region</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching chemistry</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/2022/987-1672585081.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%">According to the European Commission, education, science, technology, research and innovation are a prerequisite for achieving a sustainable EU economy. EU leaders have agreed to work towards a European Education Area by 2025 to take full advantage of education, training, and culture (EU, 2019). Scientific literacy takes center stage in major reforms in education and is often presented as a key goal of science education. This is due to the idea that scientific literacy could be a prerequisite for the economic survival and technological development of the society, at least if judged by the research based on correlations between large-scale international testing results and country’s economic prosperity level (Hanushek &amp; Woessmann, 2010). Chemical literacy presents a significant constituent part of scientific literacy, given that the use of various chemicals plays a vital role in our daily lives whether we are talking about food, medicine, clothing or climate change.</style></abstract><issue><style face="normal" font="default" size="100%">6A</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">1124-1125</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%">Ayşenur Yontar Toğrol</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TURKISH STUDENTS’ IMAGES OF SCIENTISTS</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%">Draw-A-Scientist Test (DAST)</style></keyword><keyword><style  face="normal" font="default" size="100%">images of scientists</style></keyword><keyword><style  face="normal" font="default" size="100%">in science education</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific literacy</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/2015/987-1425807961.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%">This study analyses the drawings of scientists done by Turkish students, primarily to learn how the students have represented scientists and to find out the stereotypical images that they use. The drawings are compared with the results of a similar study conducted twelve years earlier by the same author. Gender characteristics and differences are a focus of interest. The Draw-a-Scientist Test (DAST) was used to record and analyse the images. The sample for the study consisted of 520 students from various grade levels. Their drawings are discussed in terms of three themes: the general use of standard indicators, gender differences in stereotypical images, and implications of the results for teaching and learning science.</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%">289-299 </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%">Yasemin Özdem</style></author><author><style face="normal" font="default" size="100%">Pınar Çavaş</style></author><author><style face="normal" font="default" size="100%">Bülent Çavaş</style></author><author><style face="normal" font="default" size="100%">Jale Çakıroğlu</style></author><author><style face="normal" font="default" size="100%">Hamide Ertepınar</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">AN INVESTIGATION OF ELEMENTARY STUDENTS’ SCIENTIFIC LITERACY LEVELS</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%">elementary</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific literacy</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404740965.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">9</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Scientific literacy has become the major goal of science education in many countries as well as Turkey. In line with this goal, the purpose of this study is to investigate the scientific literacy level of elementary students in Turkey. In this study, the scientific literacy level of students is investigated through “Scientific Literacy Test” adapted by the researchers. The test was administered to 946 elementary students enrolled in 6th, 7th and 8th grades in nine cities during the academic year of 2008-2009. The results of the study showed that 8th grade students significantly differ in their scientific literacy level compared to 6th and 7th grade students. However, eight graders have also some difficulties on some items related to the nature of science.
Scientific literacy has been recognized as an important characteristic that every citizen in a modern society should possess. In this respect science education is critical for developing students’ scientific literacy, which is turn in future scientifically literate citizens. Therefore, this study was aimed at exploring the scientific literacy levels of elementary students enrolled in 6th, 7th and 8th grades, and the results of this study showed that elementary students have a moderate level of scientific literacy. This result is promising when the results of PISA 2006 assessment, which indicated that only a few number of these students were found to be able to identify the scientific components of many complex life situations, is considered.
However, it is clear that science educators should put in more efforts to increase the students’ moderate level scientific literacy. After realizing the importance of scientific literacy as a major goal of science education in the world, science educators in Turkey made some efforts to improve science curricula. It is stated in the Science and Technology curriculum in Turkey that regardless of the individual differences, the main goal of science education is to educate all students as scientifically literate. Obviously, this effort would be useful in this regard because the new Turkish science curriculum might help students develop a moderate level of scientific literacy.
When the grade levels were examined in terms of scientific literacy levels, the results of this study revealed that students already have an average level of scientific literacy as they started upper elementary (e.g. 6th grade). Although the level of scientific literacy is seen to be increasing at 7th grade, there is no statistically significant difference between 6th and 7th grades in terms of scientific literacy level. A significant difference in increasing scientific literacy is only seen at 8th grade. In the light of these results, it can be concluded that although new Science and Technology curriculum makes a difference in scientific literacy for upper elementary students, it is not effective to raise the levels to more satisfactory. For that reason, it is necessary to explore ways to improve scientific literacy levels of students at each grade level. According to BouJaoude (2002) teaching, assessment, the quality of textbooks used, participating in extra-curricular scientific activities, and experiencing science in out-of-school contexts are important factors influencing the students’ scientific literacy level.</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%">6-19</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%">Frackson Mumba</style></author><author><style face="normal" font="default" size="100%">Vivien Mweene Chabalengula</style></author><author><style face="normal" font="default" size="100%">William Hunter</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A QUANTITATIVE ANALYSIS OF ZAMBIAN HIGH SCHOOL PHYSICS TEXTBOOKS, SYLLABUS AND EXAMINATIONS FOR SCIENTIFIC LITERACY THEMES</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%">examinations</style></keyword><keyword><style  face="normal" font="default" size="100%">physics course</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">syllabus</style></keyword><keyword><style  face="normal" font="default" size="100%">textbooks</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/2014/987-1404235010.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%">This study investigated the balance and emphasis of scientific literacy themes in Zambian high school physics course in an attempt to find out its potential of contributing to preparation of scientifically literate citizens. Results show that the national syllabus and examinations emphasized the investigative nature of science while textbooks placed most emphasis on basic knowledge of science. Although the interaction of science, technology and society theme was accentuated in the syllabus, it was less emphasized in textbooks and absent in some examination papers. However, the physics course has potential of contributing to the preparation of scientifically literate citizens. </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%">70-76</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%">Lolita Jonāne</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FINDING POSSIBILITIES TO IMPROVE SCIENCE EDUCATION    IN HIGH SCHOOL AND GYMNASIUM</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%">constructive approach</style></keyword><keyword><style  face="normal" font="default" size="100%">educational process</style></keyword><keyword><style  face="normal" font="default" size="100%">science</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching-learning strategies</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%">March/2005</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/987-1481049981.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%">Scientific knowledge, skills and attitudes are cultural products of great intellectual power and beauty. The future of science education and scientific literacy of youngsters is determined by the educational policy of the country, moreover, it also depends on teachers working at schools and universities. The tasks of reported research work was to explore approachable literature about natural science education in general and to analyse corresponding educational problems particularly in Latvia.
     The tasks of reported research work was to explore approachable literature about natural science education in general and to analyse some corresponding educational problems particularly in Latvia. Particular attention has been paid to the following components of contemporary educational process: developing student’s thinking skills, they skills to make connections to a known material and to real life situations.
     The author was found out that only 35% of science teachers are paying attention to a process of organizing study process, about 40% of science teachers become a source of knowledge to their students.
     It was stated that not much attention has been paid to interdisciplinary themes and problems, not much attention has been paid to designing positive social environment and building student’s value system.
     Science teachers need to recognize that they educate students to be able to develop their skills, attitudes and awareness as members of the society through a context of science.</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%">63-69</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%">Andris Broks</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DEVELOPMENT OF POSTINDUSTRIAL SCIENTIFIC AND TECHNICAL 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%">didactic</style></keyword><keyword><style  face="normal" font="default" size="100%">educational research</style></keyword><keyword><style  face="normal" font="default" size="100%">progress of science and technologies</style></keyword><keyword><style  face="normal" font="default" size="100%">reform of education</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific and technical education</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">systemology of 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%">March/2002</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1504180151.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%">During former period of the development of Christianity nothing more than revolution in science and technologies has very seriously influenced the life of World’s society. According to this the problem of heterogeneity of societal and individual development has appeared and the question - w h a t   e d u c a t i o n   f o r   w h a t  l i f e ? has become actual for all people within different societies or social groups. Scientific and technical literacy for all and high quality science and technologies education for coming new generation of specialists - main task for the corresponding development of general as well as professional modern science and technologies education. Healthy life - healthy human’s spirit and  body in healthy living environment - main direction for those developments. Implementation of systems theory - systemology in education and development of ontodidactic are forming the backbone of modern post-industrial science and technologies education today.</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%">16 - 24</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%">Miia Rannikmae</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SCIENCE TEACHERS CHANGE TOWARDS STL TEACHING</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%">competence</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific literacy</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/2017/987-1504181071.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%">The paper describes the effectiveness of the intervention training and draws attention to the most important factors to be considered in developing service programmes for the promotion of STL teaching skills. STL is taken to mean developing the ability to creatively utilise sound science knowledge in everyday life to solve problems, make decisions and improve the quality of life.  The STL study was divided into three phases: teaching based on STL materials supplied to teachers, a six month active involvement through workshops where teachers developed and tried out their own STL materials and a follow up allowing the application of the skills acquired during the intervention. STL materials were defined as materials, of social issue, based, student-centred decision-making, and/or problem-solving units, within curriculum topics (Holbrook&amp;Rannikmäe, 1997). Altogether, 45 science teachers and 1163 students were involved in the study.

As a result of the 6 months intervention period it was found that the major factor illustrating effectiveness of a teacher developed STL materials was their ownership of STL teaching, expressed in terms of the ability to develop consequence maps. The structure of the consequence maps was used to distinguish three categories of teachers: subject learning activity based, with dominance on facts and concepts; sequenced activity based, with emphasis on process skills; social issue based, including problem-solving and decision-making strategies. Data collected 10 months after the intervention had indicated the need for re-categorisation of teachers, because the extent of the teacher change was not sustained and ownership of STL decreased. Three new categories were found based on teacher’s perception of relevance of science education: motivational relevance, skills relevance and social relevance.

The effectiveness of the intervention programme was obvious: teachers who acknowledged the need for teaching social skills in conjunction with science concepts and process skills, continued to embed these ideas into their teaching ten months after the intervention. The sustained change was illustrated by phenomenographical outcome space (Marton, 1981). </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></record></records></xml>