@article {962,
	title = {THE CONCEPT OF INERTIA: AN INTERDISCIPLINARY APPROACH},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Editorial},
	chapter = {4-9},
	abstract = {{\textquotedblleft}Every body perseveres in its state of rest, or of uniform motion in a right line, unless it is compelled to change that state by forces impressed thereon{\textquotedblright} (p. Newton 1846, p. 83).
This is the famous first axiom or law of motion stated by Newton in his masterpiece The Mathematical principles of natural philosophy (ivi). Everywhere, in the courses of physics at the high school level the inertia principle is the first to be taught. However, there are many doubts that most of learners fully grasp its numerous and fundamental nuances, which are necessary for a satisfying introduction to physics. Therefore, I propose an interdisciplinary approach for the explanation of this principle in which history of science and analysis of the daily experiences are joined to offer a complete comprehension of the concept of inertia. 
},
	keywords = {inertia law, interdisciplinary approach, science education, sensorial experiences},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.04},
	url = {http://oaji.net/articles/2021/987-1611648316.pdf},
	author = {Paolo   Bussotti}
}
@article {806,
	title = {THE CALCULATIONS OF AREAS AND VOLUMES USING THE METHOD OF ARCHIMEDES: SOME DIDACTIC CONSIDERATIONS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Editorial},
	chapter = {812-815},
	abstract = {An interdisciplinary approach to education is nowadays considered an important aspect to improve the critical skills of the learners so that they can guess how several aspects of the human knowledge are interconnected. A key aspect of interdisciplinary education is represented by the use of the history of a certain subject within the teaching of the subject itself. This is particularly conspicuous in science education. For, the appropriate and not superficial introduction of historical elements within science education allows the pupils to discover the human aspects of science, the problems behind the creation and development of many concepts, which are often presented only in a formal manner. As a matter of fact, after having grasped that some problems are difficult and after having understood and appreciated the efforts that in the course of history the scientists have carried out to solve such problems, the learners will accept the necessity of a formalization and will not consider such a formalization as a sort of abstract doctrine imposed by the teachers for unspecified reasons. Furthermore, history of science has profound relations with history, mathematics, science, philosophy, physique and technique, so that it is a typical interdisciplinary subject which can be exploited in an educative context.},
	keywords = {interdisciplinary approach, interdisciplinary education, science education, science history},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.812},
	url = {http://oaji.net/articles/2019/987-1576224811.pdf},
	author = {Paolo   Bussotti}
}
@article {115,
	title = {INTERDISCIPLINARY APPROACH TO UNDERSTANDING A CHILD{\textquoteright}S ORIENTATION IN THE ENVIRONMENT: SOME REMARKS FROM RUSSIAN PERSPECTIVE},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {October/2006},
	type = {Original article},
	chapter = {51-60},
	abstract = {The article highlights the research of a man{\textquoteright}s interaction with the environment. The research is based on literature sources in natural science and humanities. From the pedagogical point of view we prefer considering the orientation of a child, residing in an environment as research of his relations with the entire environment: with the natural, social and modified components. A tool to understanding this kind of a child{\textquoteright}s relationship with the environment is an interdisciplinary approach which helps to thoroughly characterize the main tendencies of a person{\textquoteright}s interaction with the environment from the different sciences perspective.
Thereby, our vision of the problem of the child{\textquoteright}s orientation in the environment does not contradict the main trend of the development of different sciences knowledge about environment, which expect the study of the person{\textquoteright}s environment and clarification of his place in this environment. However, the orientation process will be more successful if:

	 as early as in the primary school the child will understand the term "environment{\textquotedblright}, as a multi-component system, being an integrity of natural, changed (to different extent) environment and the social one, being in dynamic balance, when past, present and future are determined by conditions, which mankind (the society) is capable or not capable to create in the purpose of saving the civilization, on basis of time-appropriate relations, moral-ethical values, accepted and being used in the society;
	 the child is to be considered as the subject of the activity and interaction with the environment, being inside the system, possessing psyche and capable to form up his life space, according to his wish;
	 the child{\textquoteright}s orientation is to be viewed as a process, which is directed to transformation of a  child{\textquoteright}s particular situation relationships with the surrounding reality into a stable value-oriented system;
	 the result, which determines a general person{\textquoteright}s life-line (activity, actions) in his present and future relationships with the environment, is to be directed by viewing the environment as the main value.},
	keywords = {interaction with nature, interdisciplinary approach, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404234825.pdf},
	author = {Eleonora Melnik}
}
