<?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%">Lukáš Richterek</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PHYSICS TOPICS FOR GENERAL 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%">physics education</style></keyword><keyword><style  face="normal" font="default" size="100%">school curricula</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">science subjects</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific discoveries</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%">August/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1724479771.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%">Discussing the content of education is a never-ending story. Naturally, with the development of sciences and our knowledge, we need to include new topics. Simultaneously, with limited lesson time, some other parts must be reduced or omitted. Thus, each generation has to inventory the most relevant topics for science education and define criteria for selecting the curriculum of STE(A)M subjects. It is generally better to cover fewer topics thoroughly, practising and consolidating basic facts and skills rather than many of them sketchily. </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%">594-598</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%">Raffaele Pisano</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TOWARDS HIGH QUALIFICATION FOR SCIENCE EDUCATION. THE LOSS OF CERTAINTY</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%">school curricula</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">SCIENCE teachers</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/2014/987-1404739418.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 known that teachers and professors at any school and university orders should highly mind education as the first and most general aim of a civil society. It is a fact that many European countries and education centres are reflecting brilliantly upon higher scientific education focusing on physics and mathematics especially. The Institutions also seem to take into account full management autonomy. Accreditation has considered one of the best solutions adopted by central or high-level education authorities to guarantee quality standards in training offered by higher education. It means accrediting education results through a legislative and professional process in order to judge whether an institution or a programme meets proper quality standards.</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%">64-68</style></section></record></records></xml>