<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vincentas Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SCIENTIFIC PUBLICATIONS OF THE BalticSTE INTERNATIONAL SYMPOSIA: TRENDS AND SHIFTS IN SCIENCE AND TECHNOLOGY EDUCATION THEMES (2015–2023)</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">BalticSTE symposia</style></keyword><keyword><style  face="normal" font="default" size="100%">general education school</style></keyword><keyword><style  face="normal" font="default" size="100%">Natural Sciences</style></keyword><keyword><style  face="normal" font="default" size="100%">Technology Education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1746292703.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">24</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">BalticSTE (Baltic Science and Technology Education) is an international scientific event dedicated to the issues of Science &amp; Technology Education (STE) in the Baltic states and beyond. The first international symposium took place in 2015. It can be reasonably said that the ideological platform of this symposium was the national scientific practical conference “Science education in general education school”, organised every year since 1995. Five international symposia took place from 2015 to 2023. It is obvious that these symposia brought together researchers, scientists, educators, policymakers, and other persons interested in science and education technology from various countries and institutions. 
Natural Science and Technology Education (NSTE) promotes critical thinking, creativity, and problem-solving skills that are necessary for the 21st century job market. Productive discussions about best practices and the latest technologies help modernise education and adapt it to the rapidly changing world reality. BalticSTE symposia provide opportunities for the Baltic countries and foreign partners to exchange experiences, design joint educational solutions, and strengthen the scientific potential of the region.
</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">216-220</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Boris Aberšek</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A HISTORICAL UNDERSTANDING OF HOW SCIENCE WORKS </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%">ChatGPT</style></keyword><keyword><style  face="normal" font="default" size="100%">Natural Sciences</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific advice</style></keyword><keyword><style  face="normal" font="default" size="100%">supernatural explanations</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1702728485.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">22</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">From Socrates onwards, the Greek cultural life began to take shape, and the whole nature of philosophical and scientific thought also began to change. From the natural sciences, interest shifted towards man and his societal role. Starting with the Sophists, a critical look at the surviving myths became pivotal at the time. Even if humans are still unable to get answers to all the riddles of nature, for which, among other things, mythology offers supernatural explanations, we (as human beings) do realize that we are only human. And humans need to learn to live together in different forms of social life. The Sophists were interested in man and his place in society. Socrates used conversations and tried to help his interlocutors generate valid reasoning and knowledge. According to him, proper knowledge must arise inside the individual, which is today's constructivist approach; no one can instill knowledge in the individual from the outside. Only knowledge that comes from within is true understanding. Socrates also wanted to find a solid basis for human knowledge. He believed he had found it in human reason. </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%">952-955</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%">Al Jadidi, N. A.</style></author><author><style face="normal" font="default" size="100%">Dalia Abdelwahed Mohamed</style></author><author><style face="normal" font="default" size="100%">Enas Mahmoud Elrefee</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHING NATURAL SCIENCES: SIMPLIFYING SOME PHYSICS CONCEPTS AS ACTIVITIES AND LABORATORY TOOLS FOR KINDERGARTEN CHILDREN</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%">kindergarten</style></keyword><keyword><style  face="normal" font="default" size="100%">laboratory tools</style></keyword><keyword><style  face="normal" font="default" size="100%">Natural Sciences</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching physics concepts</style></keyword><keyword><style  face="normal" font="default" size="100%">the focus group method</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/2022/987-1671618327.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%">There is a severe shortcoming in science programs in kindergartens in Saudi Arabia. Therefore, this paper presents a conceptual framework for teaching physics concepts to kindergartens to contribute to the consolidation of scientific knowledge by stimulating the skills of inquiry, problem-solving and scientific thinking among children. The research aimed to study the effect of a program based on simplifying some physics concepts on kindergarten children's knowledge. Data were collected through semi-structured interviews, observation, video recordings of simple lab instruments for physics concepts, and children's in-app interactions and children's photographs. The sample consisted of (8) children of the age groups (5: 6 years) at the third level in kindergarten. The results indicated that children can be taught some scientific thinking skills. Children who practiced the planned activities developed their knowledge more orderly. Accordingly, it is concluded that the program can indicate the success of introducing natural sciences to the kindergarten stage. The current research recommends studies that show the quality and specifications of programs that suit the child's characteristics at this stage and the nature of 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%">928-945</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%">Nadaraj Govender</style></author><author><style face="normal" font="default" size="100%">Duduzile Zulu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">NATURAL SCIENCES JUNIOR HIGH SCHOOL TEACHERS’ UNDERSTANDING OF THE NATURE OF SCIENCE AND ITS IMPACT ON THEIR PLANNING OF LESSONS</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%">junior high school teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">lesson planning</style></keyword><keyword><style  face="normal" font="default" size="100%">Natural Sciences</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%">2017</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2017</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1497964085.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><isbn><style face="normal" font="default" size="100%">E-ISSN 2538-7138</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">An adequate understanding and classroom application of the Nature of Science (NOS) has become imperative for science teachers. Current research in senior high school science teachers’ understanding of NOS is extensive but junior high school natural sciences teachers’ understanding of NOS and planning of lessons requires further exploration. Six junior high school natural sciences teachers’ understandings of NOS, and how they translated their NOS understandings into lesson planning in South Africa were explored. The conceptual framework of the NOS used in this research is drawn from the seven NOS aspects of explicit and implicit teaching of NOS. Data were collected from teachers’ academic background questionnaires, Views of Nature of Science (VNOS(C)) questionnaires, semi-structured interviews and lesson planning documents of teachers. Data were analysed descriptively and interpretively. The findings revealed that junior high school teachers possessed inadequate understanding of NOS, and that their planning for teaching NOS was hardly influenced by their understanding of NOS aspects. The teachers’ work-schedules and lesson plans showed little explicit links of NOS aspects to lesson content. The research findings have implications for the preparation of lessons with NOS aspects linked to the curriculum content.</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%">366-378</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%">Gregor Torkar</style></author><author><style face="normal" font="default" size="100%">Verena Koch</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FACTORS HINDERING TEACHERS FROM INTEGRATING NATURAL SCIENCES AND MATHEMATICS INTO HOME ECONOMICS COURSES</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%">home economics</style></keyword><keyword><style  face="normal" font="default" size="100%">integration</style></keyword><keyword><style  face="normal" font="default" size="100%">Mathematics</style></keyword><keyword><style  face="normal" font="default" size="100%">Natural Sciences</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">September/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1419168132.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">11</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The purpose of this study was to examine the integration of natural sciences and mathematics into home economics teaching, particularly any factors hindering integration. Altogether 88 Slovenian home economics teachers were questioned. The results show that biology, consumer and health education were integrated into home economics courses more often than other subjects. Slovenian home economics teachers’ integration of other school subjects or topics depends mainly on their work experience and combination of subjects during their undergraduate studies. Another indicator, a negative one, was that our teachers didn’t know some relevant science and mathematics subject curricula and they are not enough competent in these sciences. This should be the first step in the future development of home economics teacher education.</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%">216-223 </style></section></record></records></xml>