<?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><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><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><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%">Isaac Seetso</style></author><author><style face="normal" font="default" size="100%">Adediran Taiwo</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">AN EVALUATION OF BOTSWANA SENIOR SECONDARY SCHOOL CHEMISTRY SYLLABUS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">chemistry syllabus</style></keyword><keyword><style  face="normal" font="default" size="100%">chemistry teachers</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/2016/987-1481284752.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%">The study aimed at evaluating the worth of the recently introduced chemistry syllabus in Botswana. Using a multi-faceted approach, data were collected from Botswana senior secondary school chemistry students, their teachers and pre-service chemistry teachers in the country.  It was found that there exists a good link between the new syllabus and Junior Certificate (JC) science syllabus. In addition, it was found that the students viewed the modules on stoichiometry and carbon chemistry among others problematic. The students’ views were corroborated, to a large extent, by their teachers’. Deriving from the findings of the study, it was recommended, among other things, that an extra lesson slot per week be allocated to chemistry and that the teaching load of chemistry teachers be reduced.</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%">5-14</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%">Janis Dzerviniks</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">IMPROVING METHODOLOGY OF DEMONSTRATION EXPERIMENTS FOR DEVELOPMENT OF PUPILS’ KNOWLEDGE, COMPREHENSION AND 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%">chemistry syllabus</style></keyword><keyword><style  face="normal" font="default" size="100%">chemistry teachers</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/2016/987-1481284833.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%">The article offers a model including ideas from psychological-pedagogical theories, which explain how pupils acquire knowledge and which allow a teacher to see the possibilities of applying demonstration experiments within the framework of these theories. There is described the procedure of the carried out pedagogical experiment, put forward the criteria for acquisition of physics and development of learning skills as well as evaluated the effectiveness of the created demonstration experiments model. The model mentioned above envisages more effective acquisition of physical knowledge and skills, deeper understanding of mechanics content and development of learning skills, which is expressed in the quality of knowledge.</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%">15-25</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%">Palmira Pečiuliauskienė</style></author><author><style face="normal" font="default" size="100%">Alfonsas Rimeika</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SCHOOLCHILDREN‘S EXPRESSION OF ABILITIES IN THE PROCESS OF COMPLETING THE ASSIGNMENTS OF PHYSICS: A DIDACTIC ASPECT</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 assignments</style></keyword><keyword><style  face="normal" font="default" size="100%">natural science education</style></keyword><keyword><style  face="normal" font="default" size="100%">physics teaching</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/2016/987-1482419688.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%">Research seeks to establish comprehensive school graduates‘ abilities to complete drills (knowledge and comprehension) and problem solving assignments (knowledge application) on physics. In 2000 – 2003, following the indexes confirmed by the exam centre, the tasks of the national A-level exams were grouped into arduous, hard, optimal, easy and very easy. The assignments of each of the groups were classified into drills and questions to be solved. It has been discovered that none of the groups of difficulty of the assignments of physics has ever statistically approved a deviation of relative frequency. Thus, when completing drills and problem solving assignments of physics a deviation of schoolchildren‘s abilities is also statistically invalidated.

The assessment of tasks agreeably to resolution of an assignment indicates that more problem solving assignments than drills of physics are included into the groups of the tasks of a proper and very proper resolution. A statistically approved deviation of relative frequency of drills and problem solving assignments of physics that can be found in the groups of a proper and very proper resolution reveals that the learners whose abilities in completing problem solving assignments are more outstanding better cope with all tasks of the national A-level exams in physics.</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%">58-67</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%">Rudite Andersone</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SOCIAL SKILLS DEVELOPMENT THROUGH THE BASIC SCHOOL COURSE OF NATURAL SCIENCE</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%">learning patterns</style></keyword><keyword><style  face="normal" font="default" size="100%">natural science education</style></keyword><keyword><style  face="normal" font="default" size="100%">social skills</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/2016/987-1482419550.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%">One of the targets of natural sciences is the development of social skills of a student. The process involves a few important aspects such as education objectives (knowledge, social and learning skills, values), upbringing objectives, patterns of lessons, and needs of a student. Research shows that regarding the patterns of lessons different opinions exist between students and teachers. Currently, we are facing this problem. The documents of the European Union represent new views on the goals of education which also include the development of social skills.

* Latvia’s Education Concept emphasises that the objective of the educational process is to offer an opportunity for each student to develop him/herself mentally and physically and to build a strong, free, responsible and creative personality. It should be realised that both a student and a teacher share their responsibility in the organization of the process of natural science studies. Taking into consideration the above mentioned information we can assume that the efficiency of natural science lessons increases if different forms of studying are introduced. The variety applied in practice allows students to acquire different types of relationship, to co-operate with their piers and to be responsible for their decisions and actions;

* Studying methods and the forms of their implementation including models and techniques are chosen to prepare for a natural science lesson. A choice depends on the didactic objective students’ level of readiness to study and on a teacher’s background and knowledge. Didactic material for lessons demands an interchange of study forms as the changes in the content of studies demands study forms changes used to explore the topic. Educational objectives serve as the basis for using study forms.</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%">42-48</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%">Leonids Keirans</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DEVELOPMENT OF TEACHING METHODOLOGIES IN THE FIELD OF BIOLOGY</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%">development of methodologies</style></keyword><keyword><style  face="normal" font="default" size="100%">natural science education</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching biology</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching methodologies</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/2017/987-1504180280.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 article considers the some aspects of development of teaching methodologies in the field of biology. The article gives a brief analysis of the history of the first methodologies by teaching biology. The main mission for students in preparing to become educators is to learn procedures for proper education, the basics of teaching biology, and the skill of conducting the process where by students obtain knowledge. Young educators must be well familiar with teaching procedures, methods and methodical steps so as to be able to utilize these successfully in his or her work in various classes and under various conditions. When studying at university, students must not only become familiar with the theoretical foundations of methodology, but also with their practical applications. The process of integration leads to changes in teaching subjects and to new relations among subjects.</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%">36 - 43</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%">Alexandra Bratennikova</style></author><author><style face="normal" font="default" size="100%">Elena Vasilevskaya</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">QUESTIONS OF CHEMICAL CONTENT IN THE INTEGRATED COURSES OF NATURAL SCIENCES</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">chemical education</style></keyword><keyword><style  face="normal" font="default" size="100%">integrated courses</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%">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/2017/987-1504180965.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%">In formation of complete knowledge of nature and the person a big role belongs to studying of chemistry as the discussing subject according to its nature is primary integrated and its (her) maintenance (contents) is interconnected with that of physics and biology. Chemistry teaching in average educational institutions now is accomplished by studying obligatory independent rates as well as and by including of questions of chemical maintenance (contents) into the obligatory integrated rates of natural sciences (alongside with independent rates of chemistry by choice of pupils). The maintenance (contents) of a chemical component in the integrated rates of natural sciences taught in Japan, Canada, USA, the Great Britain, Ireland, Italy, France, Spain and Byelorussia is considered in the work. It is indicated that doubtless advantage of the integrated rates of natural sciences in general is the establishment of full interrelation between investigated natural-science subjects, and with reference to chemistry - formation of belief in necessity of chemical knowledge for the decision of many vital problems. Introduction of national standards and aspiration to equivalence of documents on the general education urgently demand definition in the different countries of uniform approaches to natural-science rates in high school, preparation of the scientific and pedagogical staff, to perfection of continuity school and high school natural-science education.</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><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%">Elena Popkova</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SCIENTIFIC-THEORETICAL BASES OF SELECTION OF THE CONTENTS OF TRAINING TO NATURALSCIENTIFIC DISCIPLINES IN CONDITIONS OF A COMPUTERIZATION</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%">computerization</style></keyword><keyword><style  face="normal" font="default" size="100%">natural science education</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching content</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/2017/987-1504180373.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%">In article the problem of the scientifically proved approach to selection of the contents of an educational material in conditions of a computerization of training to naturalscientific disciplines is staticized and the ways of its decision are offered. In work have found reflection results of the rather-comparative analysis of the literature, the specificity of the computer aided training of chemistry, biology and geography at school revealed, the essence and structure of a phenomenon of information-computer culture of the person is determined.

        The allocation of ideal model potential of the person, information-computer culture and information-computer activity in quality a determinant of information-computer preparation of the schoolboys that are carried out during their training to naturalscientific disciplines is proved. The system of principle formations of structure of the contents of an educational material is described at the computer aided training to naturalscientific disciplines. The necessity of inclusion in this system of principles of double entry of components, continuity, functional completeness, differentiation and integration is opened. The system of principles of selection of the contents of an educational material is submitted as over-system, which includes system of principles of selection of an invariant nucleus and system of principles of selection of a varying environment of the contents of an educational material. Is proved, that the invariant nucleus of the contents of an educational material should be selected according to principles of scientific character; unities of the substantial and remedial party of  training; structural unity; of giving humanitarian and entering fundamental; it is necessary to select conformity of the basic components of the contents to structure of culture of the person, and varying environment of the contents proceeding from principles of integration of the contents of disciplines, introductions of a history and introduction of methodology, socialization, practical importance, optimum combination of an educational material of regional and global character, conformity and necessary sufficiency.</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 - 54</style></section></record></records></xml>