<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Uladzimir Slabin</style></author><author><style face="normal" font="default" size="100%">Vasili Krasitski</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FOR HUMANIZATION AND HISTORICISM: HOW WELL UNIVERSITY STUDENTS KNOW AND WHAT THEY THINK ABOUT CHEMICAL EPONYMS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">chemical education</style></keyword><keyword><style  face="normal" font="default" size="100%">chemical eponym</style></keyword><keyword><style  face="normal" font="default" size="100%">historicism</style></keyword><keyword><style  face="normal" font="default" size="100%">history of science</style></keyword><keyword><style  face="normal" font="default" size="100%">humanization</style></keyword><keyword><style  face="normal" font="default" size="100%">named reaction</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2017</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2017</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1497156596.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">16</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Chemical eponyms possess important didactic and axiological potential that can be utilized for implementation of the principles of humanization and historicism manifested in national educational standards. This study focused on students’ knowledge and views of eponyms in the light of history of science. 22 general chemistry students of Belarusian State University, 131 students of general and 119 students of organic chemistry of University of Oregon, all different majors, were surveyed on their knowledge and views of eponyms using a 24-item online questionnaire. Mann-Whitney coefficients were calculated to establish significant differences and Pearson chi-square test was applied to find correlations. It was found that students’ knowledge and views of eponyms are defined mostly by major: students majoring in teaching chemistry showed higher knowledge and expressed more positive views of eponyms than those majoring in non-teaching, non-chemistry and especially non-science. Other factors include students’ learning experience and study intensiveness. While didactic potential of eponyms is utilized anyway, utilization of their axiological potential depends on instructor’s willingness and mastery and should not be exaggerated as vehicles for the principles of humanization and historicism.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">250-265</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Raffaele Pisano</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">RUNNING DETAILS ON THE TWO MOVEMENTS IN THE INTELLECTUAL HISTORY OF SCIENCE AND IDEAS</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%">history of science</style></keyword><keyword><style  face="normal" font="default" size="100%">medieval theory</style></keyword><keyword><style  face="normal" font="default" size="100%">planetary movements</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</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/2016/987-1482502576.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%">A long tradition concerning the causes of the planetary movements existed as to the movements on the earth: the so called problem de motu locali. Starting from late middle Ages many criticisms were carried out against the Aristotelian doctrine of natural and violent motions. A well accredited and historically coherent theory to explain the movement and the change of movement was the medieval theory of impetus substantially developed by Jean Buridan (ca. 1300–ca. 1360) and by Nicolas d’Oresme (1320? 1325?–1382) on the basis of ideas that came back to John Philoponus (490–570). </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%">660–661 </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%">Fatma Önen Öztürk</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">USING THE HISTORY OF SCIENCE TO TEACH SCIENTIFIC INQUIRY</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%">history of science</style></keyword><keyword><style  face="normal" font="default" size="100%">nature of scientific inquiry</style></keyword><keyword><style  face="normal" font="default" size="100%">science teacher candidate</style></keyword><keyword><style  face="normal" font="default" size="100%">science teaching</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%">February/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/987-1481285947.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%">The aim of the research is to detect the views of the science teacher candidates about the nature of scientific inquiry before and after a history of science based teaching process. The research was made with the participation of 18 teacher candidates, who were enrolled in the primary science-teaching department of an Istanbul-based university. The qualitative data collection and analysis methods were used in the research, which was based upon the “case studies” to uncover the views in more details. Data of the research were collected by using the document analysis and interview. The data were assessed through the content and descriptive analysis methods. The results of the research represented that the teacher candidates’ views about the guidance of the scientific questions to the scientific investigations, the multiple purposes of the scientific investigations and the justification of the scientific knowledge were “weak” in the pre-test, and their views about the remaining aspects were at the level of “informed.” The teacher candidates could not express “sophisticated” views about any aspect. After the implementation process, it was seen that the teacher candidates’ views about the method diversity and the distinctions between the data and the evidence improved, but there was no difference in their views about other aspects.</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%">28–47 </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%">Paolo   Bussotti</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE TEACHING OF HISTORY OF SCIENCE AT THE UNIVERSITY: SOME BRIEF CONSIDERATIONS</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 approach</style></keyword><keyword><style  face="normal" font="default" size="100%">history of astronomy</style></keyword><keyword><style  face="normal" font="default" size="100%">history of science</style></keyword><keyword><style  face="normal" font="default" size="100%">level of knowledge</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%">October/2015</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/987-1479542196.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%">I teach history of science at the University of Udine, Italy. My students – about 25 – frequently the second and the third year at the faculty of Letters and Philosophy (now called “Polo Umanistico”). They have to pass a sole proof in history of science. Therefore, in this editorial, I would like to face the problems connected with the teaching of history of science to students who have a scarce knowledge of mathematics and who in their future will have probably few contacts with science and its history. Thus, two problems are particularly difficult in this case: 1) to choose the subject properly; 2) to choose the appropriate educational approach. Obviously, the choice of the subject is always important, but if one teaches history of science in a scientific faculty, the situation is, in a sense, easier: for example, at the faculty of physics, one could select a specific course each year, i.e., history of mechanics in a certain period, history of electromagnetism in the 19th century, the theory of optics as it is developed by an author or a series of authors (Euclid, Witelo, Kepler, Snell, Descartes, and so on), etc. Each subject could be dealt with by facing the particular research of each scholar and entering the specific mathematical arguments. This is not possible in a humanities faculty. Thence, I would like to explain my choice and to trace some general considerations.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">564–568 </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%">Peter Heering</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SCIENTIFIC PRACTICES AS CULTURAL ACTIVITIES: A CHALLENGE AND AN OPPORTUNITY FOR 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%">cultural activity</style></keyword><keyword><style  face="normal" font="default" size="100%">history of science</style></keyword><keyword><style  face="normal" font="default" size="100%">nature of science</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1437678627.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">13</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%">During the 20th century, the sciences have been considered as disciplines that are significantly distinct from the humanities, C.P. Snows term of the “two cultures” has become the key word for this development. However, recent science studies produced arguments for the thesis that sciences are also a cultural activity. As a consequence, science and the related practices become time dependent – what was an accepted scientific practice in a particular period would not meet the standards of another period. Understanding science as a cultural activity poses several challenges to educators, but offers also opportunities. One approach that meets these opportunities is the implementation of the history of science in science education. In the following, two specific approaches in this respect will be discussed: storytelling and the reenactment of historical experiments.</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%">296–297 </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%">Ebru   Öztürk-Akar</style></author><author><style face="normal" font="default" size="100%">Doğan   Doğan</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TURKISH PRE-SERVICE TEACHERS’ VIEWS OF SCIENCE-TECHNOLOGY-SOCIETY: INFLUENCE OF A HISTORY OF SCIENCE COURSE</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%">history of science</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">science-technology-society</style></keyword><keyword><style  face="normal" font="default" size="100%">views of science-technology-society questionnaire</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/2015/987-1425811588.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This research is conducted to explore the pre-service teachers’ views of science-technology-society (STS) issues and to investigate the influence of a History of Science (HOS) course on these views. The influence of teaching STS issues through different instructional approaches on the pre-service teachers’ views was also examined. Sample is consisted of 93 pre-service teachers. 11 adapted items of Views of Science-Technology-Society (VOSTS) questionnaire (Aikenhead, Ryan &amp; Fleming, 1989) were administered. Descriptive and inferential statistics (Wilcoxon Sign-Test) were used to examine and compare pre-service teachers’ pre- and post-test responses. Findings revealed that the HOS course and the instructional approach did not have significant influences on the pre-service teachers’ STS views.</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%">793-802</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%">Canan Laçin-Şimşek</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">WOMEN SCIENTISTS IN SCIENCE AND TECHNOLOGY TEXTBOOKS IN TURKEY</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%">history of science</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">science textbooks</style></keyword><keyword><style  face="normal" font="default" size="100%">women scientists</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/2014/987-1410547841.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%">The purpose of this study is to determine the amount of inclusion of woman scientists in the textbooks prepared in accordance with the 2004 Science and Technology Curriculum in Turkey. The study is a descriptive field study since it proposes an assessment of the situation. In the study, document analysis was conducted. The 4th to 8th grade textbooks were analysed. It was identified that, despite the aim to include men and women who contributed to science in the science and technology curriculum, the textbooks do not reflect this sufficiently. In the textbooks, even though a total of 78 different scientists are mentioned, only two of these are women. It is important to include women scientists in science textbooks for girls to be able to find the role models they need when choosing a career Therefore, women scientists who contributed to science should be included in textbooks and this must be reinforced with one-to-one activities. In addition, it is important that teachers be sensitive and informed on this issue.</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%">277-284 </style></section></record></records></xml>