<?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%">Jari Lavonen</style></author><author><style face="normal" font="default" size="100%">Veijo Meisalo</style></author><author><style face="normal" font="default" size="100%">Kalle Juuti</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE ROLE OF RESEARCHERS IN THE IMPLEMENTATION OF EDUCATIONAL POLICIES: THE FINNISH LUMA PROGRAMME (1996-2002) AS A CASE STUDY</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%">adoption of educational innovations</style></keyword><keyword><style  face="normal" font="default" size="100%">educational policy</style></keyword><keyword><style  face="normal" font="default" size="100%">in-service training of science teachers</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><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 Finnish LUMA Joint National Action (1996–2002) and related action, organised by the National Board of Education are introduced in general. A number of professional development projects for science teachers have been run through the Department of Applied Sciences of Education at the University of Helsinki in the context of the LUMA programme. Properties that made these projects successful are discussed and compared to previous research on how educational innovations are adopted for general use. 
Based on the official LUMA evaluation and our experiences in the PD-projects, some conclusions may be drawn. It is important that enough time be allocated for co-planning the whole project and each phase of the project. Teachers' beliefs, current practices (teaching or learning methods used), and open questions should be identified and discussed during the goal-setting process of the PD-project. Meetings or training situations should be designed together with the teachers and organised in interesting places, such as factories or other places of work where principles can be demonstrated in a practical way. Moreover, the project itself should be run long-term.</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%">34-42</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%">Ellen K. Henriksen</style></author><author><style face="normal" font="default" size="100%">Carl Angell</style></author><author><style face="normal" font="default" size="100%">Jari Lavonen</style></author><author><style face="normal" font="default" size="100%">Anders Isnes</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">WHY CHOOSE PHYSICS – IN NORWAY AND FINLAND ?</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 choices</style></keyword><keyword><style  face="normal" font="default" size="100%">educational policy</style></keyword><keyword><style  face="normal" font="default" size="100%">school physics</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/2016/987-1482419239.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%">Questionnaire data from Norway and Finland were compared to explore the factors that influence upper secondary school students' choice of subjects (notably physics). Results indicate that personal and emotional factors (interest, abilities), but also practical factors (entrance requirements, usefulness) are keywords for students' choice. Although both Finnish and Norwegian students claim to base their educational choice mainly on personal interest and ability, there is a tendency for Norwegians to be relatively more influenced by background and Finns to be more influenced by the educational system (teachers, entrance requirements). These differences are discussed in light of educational policy and sociological theory.

Thus, our recommendations based on this small study are:

·      More attention should be given to educational choice guidance in secondary school – probably particularly so in Norway. Physics in particular might profit from this, and physics teachers should take an active role as &quot;ambassadors&quot; for their subject.

·      If recruitment is to be improved, physics needs to get away from the image of being difficult and work-intensive; probably also from the prevailing culture of the subject (which is likely to be even harder to change).

·      Finally, there is a need for more research exploring the interaction between students’ socioeconomic background, their interest and performance in various school subjects (notably physics), and their actual educational choices.</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%">5-12</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 van Marion</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SCIENCE EDUCATION IN NORWAY. COUNTDOWN TO THE NEXT REFORM</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%">curriculum</style></keyword><keyword><style  face="normal" font="default" size="100%">educational policy</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2003</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/2017/987-1503928606.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">2</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Integrated science courses in grade 1-11 in the Norwegian school system include biology, chemistry, physics and earth science. The arguments used for integrated science are of scientific, pedagogical and practical nature. Between 1993 and 1997 primary and lower secondary education went through a comprehensive reform process and a new science curriculum was introduced. Until 1997 science in primary schools was not a separate subject, but part of an integrated subject including social studies. The reform of primary education resulted in re-establishment of science as a separate school subject. Another revision of the curricula of all school subjects will take place within a few years. The revision should pay special attention to the problem of overloaded science courses, not allowing for enough time for practical work, and to the need for a more coherent science curriculum for all stages from grade 1 to 13.</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%">21 - 27</style></section></record></records></xml>