<?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%">Miia Rannikmäe</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SOME CRUCIAL AREAS IN SCIENCE EDUCATION RESEARCH CORRESPONDING TO THE NEEDS OF THE CONTEMPORARY SOCIETY</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%">innovative societies</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific knowledge</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/2016/987-1481285769.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%">Innovative societies need people who are equipped with scientific and technological competences e.g. are scientifically literate. Being scientifically literate encompasses a large set of competences, many beyond those which are directly linked with exhibiting acquired scientific knowledge. While PISA studies mainly give a comparison of students’ science knowledge, thinking and process skills, the assessment is not so much about the skills needed in the workplace or functioning in society as a responsible citizen. This suggests there is a need for further comparative studies to cover this deficit. Such kind of research is essential directed to those countries which have shown high results in PISA studies (e.g. Estonia) in order to interpret PISA results more widely in new contexts. This is especially highlighted by recent findings from research carried out among a representative sample of Estonian gymnasium students.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">4–6</style></section></record></records></xml>