<?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%">Regina Soobard</style></author><author><style face="normal" font="default" size="100%">Miia Rannikmäe</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">UPPER SECONDARY STUDENTS` SELF-PERCEPTIONS OF BOTH THEIR COMPETENCE IN PROBLEM SOLVING, DECISION MAKING AND REASONING WITHIN SCIENCE SUBJECTS AND THEIR FUTURE CAREERS</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 preferences</style></keyword><keyword><style  face="normal" font="default" size="100%">perceived competence</style></keyword><keyword><style  face="normal" font="default" size="100%">science subjects</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%">August/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1447523864.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%">Science education is expected to play a major role in developing abilities of students and in conjunction with meaningful learning in science lessons, its impacting on students’ future careers. A three part instrument was composed, based on a review of relevant international literature plus competences emphasised in the Estonian curriculum, related to process operational thinking, gathering students’ perceptions of the science provision offered and students’ future career preferences. The study was carried out in November 2011 on grade 10 students (N=2217) and in April 2012 on grade 11 students (N=1821) from the same set of schools. Findings indicated that students’ perceived competence, despite grade, gender or school average examination results, was similar. Even more, students felt that Biology and Geography subjects focused more on skills development than Physics and Chemistry. As in previous studies, conducted at the lower secondary (grade 9) level, students indicated they were not interested in science related careers and preferred to seek employment in the field of social science.</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%">544–558 </style></section></record></records></xml>