<?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%">A PROBLEM OF SCIENCE LITERACY ENCOUNTERED BY PRIMARY SCHOOL TEACHERS AND LEARNERS</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%">primary school teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">Science Literacy</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%">December/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1419168819.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%">Science education is one of the key areas of general education in comprehensive school (Lamanauskas, 2009). The major argument for defining the relevancy of the introduced subject is the universality and integrity of science education. For the last two decades, particularly this field of education has faced a number of different changes in the majority of countries: variations in the content of education, search for efficient forms and methods of teaching, innovative approaches, etc. are only a few questions that must be properly discussed.
Thus, to meet the needs of all students and society, in terms of science education (competencies), the system of training/preparing science teachers, particularly that of primary school teachers (educational curricula, organization and content of pedagogical practice, etc.), must be upgraded. The evaluation of a number of parameters discloses that the science literacy of primary school teachers is not sufficient (for example, teachers frequently avoid trips to nature because have a poor knowledge of local natural area, have no skills at using special instruments, etc.).</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%">300-301 </style></section></record></records></xml>