@article {1689,
	title = {SYSTEM AS A WHOLE AND EDUCATION AS A SYSTEM: RELEVANT THOUGHTS AND CONSIDERATIONS },
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Editorial},
	chapter = {723-728},
	abstract = {It is obvious that the World is the largest and most complex system. It is obvious that the essence of the World cannot be known without analysing it as a system.  System (gr. system - connected, composed of parts) {\textendash} a collection of elements components) that are interconnected by certain connections; this forms a whole in one form or another. The whole can be understood quite differently (various contexts), but basically, three important moments can be distinguished: a system as a certain whole (a certain organised and interacting set of components, performing a certain function (s) and having a purpose (s)), a system as philosophy (simply all things in the world are connected), a system as technology (technological system or systems act as certain entities). Of course, the goal here is not to discuss deep methodological issues of systematics (systemology).},
	keywords = {complex system, methodological issues, self-related elements, whole knowledge},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.723},
	url = {https://oaji.net/articles/2023/457-1702995627.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {1597,
	title = {SYSTEMOLOGY OF EDUCATION: SOME THOUGHTS ON THE CONCEPT AND DEVELOPMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Editorial},
	chapter = {744-749},
	abstract = {Systemology of education is the field of general systemology. On the other hand, systemology of education can reasonably be considered a structural part of contemporary education. There are many different arguments to substantiate such a position. For example, during the last two decades, educational (pedagogical) terminology has changed extremely rapidly. Education science has become more diverse than ever. Such branches as cooperation pedagogy, nonviolence pedagogy, pedagogy of the oppressed, peace pedagogy, success pedagogy, career pedagogy, theatre pedagogy and many others have appeared in educational scientific literature, not to mention the level of education. On the one hand, we do not deny the existence of these branches, on the other hand, the question arises about the scientific system in education in general (Lamanauskas, 2012). It is obvious that the development of education is characterised by two opposite trends {\textendash} differentiation and integration. In such an abundance of currents, branches, directions, etc., it is not only easy to get lost, but it is even easier to lose the ability to identify mutual relations and define the place of each of them in the common stem of education science.},
	keywords = {career pedagogy, educational (pedagogical) terminology, peace pedagogy, success pedagogy, systemology of education, theatre pedagogy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.744  },
	url = {https://oaji.net/articles/2022/457-1672600435.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {1271,
	title = {SCIENTIFIC ARTICLE PREPARATION: METHODOLOGY DESCRIPTION},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Editorial},
	chapter = {136-146},
	abstract = {Scientific (academic) writing is continuous activity of every scientist (researcher), and therefore needs to be regularly advanced. Thus, it should be wrong to assume that writing proficiency is achieved once and for all. The skills of academic writing are essential for the independent acquisition of scientific knowledge and for disseminating the acquired information, i.e. sharing knowledge with others. On these grounds, it is worth remembering that a fully completed research paper, the clear results of the conducted research and specific and valid conclusions act as prerequisites for writing a good scientific article etc. Another trivial but important point is that writing an article (or other research paper) is barely a study itself, but only the presentation, dissemination and publicity of the findings. Consequently, even properly carried out research (exploration, examination etc.) and the obtained significant results may fail to be appropriately presented, and the importance of the produced results may simply {\textquoteleft}disappear{\textquoteright} in a poor description.},
	keywords = {analytical reading, scientific (academic) writing, scientific community},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.136},
	url = {http://oaji.net/articles/2020/457-1587022083.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {1247,
	title = {SCIENTIFIC ARTICLE PREPARATION: A COMPREHENSIVE INTRODUCTION},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Editorial},
	chapter = {688-694},
	abstract = {Writing and publishing scientific articles (research, review, position etc. articles) are referred to as responsible academic activities. Any scientist/researcher is somehow involved in scientific writing. Thus, this is a technique assisting the researcher with demonstrating individual performance. Most of the main scientific/research journals are published in English, and therefore scientific information is made internationally available by a wide audience and actually becomes accessible to every scientist and/or researcher. On the other hand, a valid point is that scientific/research journals are published in different national languages. Nevertheless, it should be noted that science policy has recently become one-dimensional and resulting in a blind orientation towards support for scientific/research journals published in English. As noted by Poviliunas and Ramanauskas (2008), national languages face a legitimate risk of becoming domesticated and to one degree or another being excluded from scientific, cultural, education and public areas of life. However, this is material for another discussion.},
	keywords = {academic publishing, comprehensive introduction, scientific writing},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.688},
	url = {http://oaji.net/articles/2019/457-1575642232.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {1225,
	title = {SCIENTIFIC ARTICLE PREPARATION: TITLE, ABSTRACT AND KEYWORDS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Editorial},
	chapter = {456-462},
	abstract = {Scientific article writing is undoubtedly an inseparable part of academic activity. Every researcher/scientist, in one way or another, has to declare scientific research activity results, i.e., to publish in scientific press. If this is not done, it is considered that a scientific work is not finished regardless of the size of the research/experiments carried out and so on. Such information has to be completely understandable not only in the academic environment but also in society. Publications in the international and independent science journals acknowledged in the academic community show the real value of the scientist and his works. This does not mean in any way that the other level publications are not necessary (Lamanauskas, 2013). Every publication has its auditorium, purpose, aims and so on. Regardless of the type of publication broadly speaking, it has to be appropriately prepared. },
	keywords = {academic activity, academic environment, academic literacy, scientific writing},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.456},
	url = {http://oaji.net/articles/2019/457-1566969025.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {1073,
	title = {SOCIAL INFLUENCE AND DEPENDENCE IN THE FACEBOOK USE BY ROMANIAN AND LITHUANIAN UNIVERSITY STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {354-365},
	abstract = {The time spent on Facebook by university students is continuously increasing. This fact is raising many questions as regards the relation between the social networking websites and the university. The educators are challenged to understand the factors that are driving the adoption of social networking websites, the characteristics of the daily use as well as the positive and negative effects on the university work. The social influence has been recognized as one of the factors that are driving the adoption of information systems. On another hand, the excessive use may lead to addiction. The first objective of this research is to explore the correlation between the social influence and the Facebook dependence. A model with these latent variables has been specified and tested on two samples of university students, the first from Romania and the second from Lithuania. The second objective of the research is to comparatively discuss the measures in each country. A multi-group confirmatory factor analysis has been carried on to test the configural and metric invariance. The comparison of means shows that university students reporting higher social influence have a higher risk of Facebook dependence. The comparative analysis revealed that for both variables, the mean values are higher for the Romanian sample.},
	keywords = {e-learning process, Facebook dependence, invariance analysis, social influence},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.354},
	url = {http://oaji.net/articles/2017/457-1503750787.pdf},
	author = {Vincentas  Lamanauskas and Dragos Daniel Iordache and Costin   Pribeanu}
}
@article {927,
	title = {SCIENCE AND MATH TEACHERS{\textquoteright} COLLABORATION: HOW TO DEVELOP IT SEEKING PUPIL{\textquoteright}S SUCCESS AT SCHOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {62},
	year = {2014},
	month = {December/2014},
	pages = {Discontinuous},
	type = {Editorial},
	chapter = {5-7},
	abstract = {The importance of science and technology is obviously increasing. Such spheres as biotechnology, environmental security, biochemistry, synthetic biology, neurobiology and other have been strongly affected and even changed by science and technology progress. And that affect is growing. It is paradoxical, but over the last decade a decreased youth interest in science and technologies has been observed in many world countries. Speaking about science and math teachers{\textquoteright} collaboration, several important questions arise: {\textbullet} How to develop teachers{\textquoteright} collaboration seeking pupil{\textquoteright}s success at school? {\textbullet} How to plan and project collaboration process? {\textbullet} How to successfully collaborate seeking the pupils{\textquoteright} progress? {\textbullet} How to organise collaborative nets seeking teachers{\textquoteright} work and pupils{\textquoteright} educational success? {\textbullet} How to rally collaborating teachers? Science and math teachers{\textquoteright} collaboration in the educational process would strengthen not only professional teachers{\textquoteright} competence, but would develop collaboration abilities, which are very important seeking much more qualitative pupils{\textquoteright} science and technology education. It would be worth promoting more exhaustive educational research studies on this question and on the basis of them to prepare practical recommendations.},
	keywords = {education practice, good educational experience, science and math teachers{\textquoteright} collaboration, science and technology education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.62.05},
	url = {http://oaji.net/articles/2015/457-1423570289.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {869,
	title = {SOCIAL NETWORKING WEBSITES FROM THE POINT OF VIEW OF UNIVERSITY STUDENTS: A COMPARATIVE ANALYSIS},
	journal = {Problems of Education in the 21st Century},
	volume = {57},
	year = {2013},
	month = {December/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {61-78},
	abstract = {The use of social networking websites is becoming increasingly popular. While there are many reasons for this, the rapid spread of ICT is one of the most determining factors.  New technologies provide various possibilities for education and in relation to social networking websites it is worth emphasizing their diverse possibilities. The functionality of social networking websites is increasing, and this, in its own way, opens many possibilities for the consumers, a factor encouraging the usage of social networking sites. 
This research relates to the usage of social networking websites. The purpose of the research is to ascertain how university students from a range of European countries (Lithuania, Romania, Ukraine, Czech Republic, Turkey) use social networking websites; how they value them; what opinion they have about various social networking websites; what they know about them. 
A questionnaire, Social Networks, with 16 questions was used in the research. The breakdown of the questions is as follows: 3 questions were allotted to establishing the characteristics of the respondents and 5 open ended type questions were to possible advantages and disadvantages of SNW. The 6th question was assigned to evaluate the frequency of social networking website usage. A list of 23 main networking websites was presented. The 8th question was to evaluate the functions of social networking websites (e.g., communication, advertisement, friend search, information exchange and so on). In addition, the questionnaire also presented 26 various type statements about social networking websites and respondents were asked to evaluate these by applying the interval Likert scale (from {\textquotedblleft}Completely agree{\textquotedblright} to {\textquotedblleft}Completely disagree{\textquotedblright}). The original questionnaire was translated into the national languages by the local researchers involved in the study. 
This education research was carried out in 2012-2013, recognizing that it is especially important to understand the essential motives of using social networking websites, to analyze their probable advantages and disadvantages, to make some comparisons among students from the different countries. 
The findings illustrated that the respondents knew a lot of social networking websites, with the most frequently visited and most popular being: You Tube, Facebook and Google+. The most important functions put forward by the university students were: communication, learning and exchanging information, texting. Gender differences were noted in the case of valuing social networking websites.
The university students pointed out the following SN website advantages: 
(a)	the possibility to communicate with many people at one time, 
(b)	to get in touch with the people seen long ago also with the friends and relatives living abroad, 
(c)	the possibility to find proper information and share it, etc.
The respondents also noted that SN website had disadvantages. They indicated: lack of information publicity, a lack of privacy, insecurity in presented data, possible lies, deceptions, etc. 
},
	keywords = {comparative analysis, ICT, social networking websites, university students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.57.61},
	url = {http://oaji.net/articles/2014/457-1420056732.pdf},
	author = {Vincentas  Lamanauskas and Violeta  {\v S}lekiene and Loreta  Raguliene and Dragos Iordache and Costin   Pribeanu and Martin Bilek and Bulent Cavas and Tatyana Mazurok}
}
@article {829,
	title = {SOME SKETCHES ON SOCIAL NETWORKING WEBSITES},
	journal = {Problems of Education in the 21st Century},
	volume = {54},
	year = {2013},
	month = {June/2013},
	type = {Editorial},
	chapter = {5-6},
	abstract = {It is obvious, that usage of social networking websites is constantly growing. In Lithuania, a rapid growth of usage has been observed in recent years, taking into account local (national) social networking websites as well. Facebook.com is one among 10 mostly visited networks in Lithuania. Lithuanian consumers are not an exception {\textendash} not a small part of them also use several social networking websites. Both in the world and in Lithuania, business takes an active interest in social networking websites. An evident tendency is the expansion of SNW possibilities in business environment. If earlier it was thought that usage of SNW is a waste of time, in the latter years business finds more and more reasons why social networking websites ought to be used. This is marketing, service and product advertisement, new client search, cooperation development and so on. The other thing {\textendash} the amount and the flow of information will certainly not decrease and therefore information usage and management in general, will remain urgent (Lamanauskas, 2012a).
 Thus, can social networks effectively perform educational functions? Can they become a proper professional development instrument? We can formulate a lot of questions. The phenomenon of social networking websites is new and complicated, rapidly changing. However, not only the question of the use is problematic. Academic community, being inert, hardly accept any innovations. Researchers should focus not only on the students {\textquoteright}interest in and ability to use the Social Networking Websites, but also lecturers{\textquoteright} attitude to the new opportunities. Therefore, exhaustive empirical researches are necessary, seeking to maximally use the SNW providing possibilities for educational purposes.},
	keywords = {educational space, social networking websites, university students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.54.05},
	url = {http://oaji.net/articles/2014/457-1420053828.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {657,
	title = {SOCIAL NETWORKING WEBSITES: NEW EDUCATIONAL SPACE},
	journal = {Problems of Education in the 21st Century},
	volume = {39},
	year = {2012},
	month = {February/2012},
	type = {Editorial},
	chapter = {5-7},
	abstract = {Over the latter decade the spread of information communication technologies was going on in various directions. Technological possibilities grew up very significantly (Lamanauskas, 2011). Especially rapid was the development of the internet and technologies related with it. A lot of internet service providers occurred in the market, their number still continues to grow.
 Thus, today a consumer can create his profile on the internet, can make friends, communicate in the interest groups and so on. It can be stated, that every human being in his own way contributes to the internet and at the same time to ICT development, in general. It is obvious, that together with technological problems arise social internet problems as well. Social networking websites (SNW) are closely related with economical, psychological, educational, valeological and other aspects.
 Thus, can social networks carry out effectively educational function? Can they become a proper professional development instrument? We can formulate a lot of questions. The phenomenon of social networking websites is new and complicated, rapidly changing.},
	keywords = {education science, information communication technologies, social networking websites},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.39.05},
	url = {http://oaji.net/articles/2014/457-1408437002.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {544,
	title = {THE SCIENCE EDUCATION TOOLS AND WAYS OF PRODUCING THEM IN THE COOPERATION PROCESS},
	journal = {Problems of Education in the 21st Century},
	volume = {30},
	year = {2011},
	month = {May/2011},
	type = {Editorial},
	chapter = {5-8},
	abstract = {The content of natural science education gives a chance to the dynamics and structure of the educational process. However, the adaptation of natural science knowledge system depends on both the teacher (choosing and applying teaching methods and forms, etc.) and the pupil (the methods of learning, motivation, general abilities). The diversity of teaching and learning content, forms and methods, activities are typical of natural science education. All that makes the educational process effective: develop intellectual knowledge and skills, set out conditions for intense pupils{\textquoteright} activities, shape thinking, foster aesthetic feelings, etc.
 There are different strategies and methods for teaching science. Also there are many different ways in which science teachers can effectively teach students. The problem consists in that how to choose the most effective methods and strategy in each concrete situation. It is obvious, that the information itself is known as the content; how that content is shared in a classroom is dependent on the teaching methods. For example, lecture is a way of providing students with basic knowledge. On the other hand it is well known that lecture has the least impact on students as well as the lowest level of student involvement. It is not so good from point of view of constructivistic teaching. The one of the main points of constructivistic approach is to increase the level of impact and involvement for students. It is clear that reflective inquiry has the highest level of student involvement. On the other hand, reflective inquiry offers opportunities for students to use knowledge in a productive and meaningful way. It is important to notice that teachers should recognize from their practice that inquiry-oriented approach brings deeper understanding, better results of students and their higher motivation and interest to study science (Nezvalova, 2011). Different methods can be effectively used in science teaching: lecture, reading information, audio-visual presentation, demonstration, observation, field trips, interviewing, brainstorming, small group discussions, experimenting, problem-solving activities etc.  
 
},
	keywords = {educational process, science education, science knowledge},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.30.05},
	url = {https://oaji.net/articles/2014/457-1405179519.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {620,
	title = {SOME ASPECTS OF NATURAL SCIENCE LITERACY AND COMPETENCE OF PRIMARY SCHOOL TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {36},
	year = {2011},
	month = {December/2011},
	type = {Editorial},
	chapter = {5-9},
	abstract = {Natural science competence of primary school teachers is one of the constituent parts of general professional competence. It is obvious that the students, would-be teachers (future teachers) of primary school, should receive considerably high education in the field of natural science education in the process of studies. Working primary school teachers should also develop their professional competence.
 One of the most significant types of competence is supposed to be the one of primary natural science. The other types of competence (pedagogic, professional, objective, social, methodic, business, etc.) seem to be also consequential. However, the process of studies, as a rule, devotes much attention to the pedagogic-psychologic issues. The primary school teachers teach all subjects, and therefore their training is complex, specific and requires a carefully considered strategy. Primary school teacher training experience in Lithuania allows to state that natural science competence is minimum developed as it is not given enough attention. Similar problems can be noticed in other countries.
A holistic concept (Holism is an attitude that requires to perceive a phenomenon as a particular single wholeness that is not equal to the total amount of its constituents; it is the evolution theory declaring that the unknowable wholeness of the world determines its creative evolution) of natural phenomena is supposed to be highly important to primary natural science competence of the teacher. Finally, it is important to stress that natural science teaching in primary school be powerful and purposeful. It is obligatory to avoid the marginalization of natural science education (teaching and learning) at the primary school level. Natural science education in primary schools, by contrast, must be consistent and efficient, because it is the basis for deeper study of the natural sciences in secondary and higher education.},
	keywords = {holistic concept, primary school, primary school teachers, scientific literacy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.36.05},
	url = {https://oaji.net/articles/2014/457-1408434804.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {568,
	title = {SOME FEATURES ABOUT THE ISSUE OF FALSIFIED EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {32},
	year = {2011},
	month = {July/2011},
	type = {Editorial},
	chapter = {5-8},
	abstract = {The phenomenon of falsification is becoming more and more interesting and relevant. This phenomenon is related to all educational areas. Such important areas as quality of education, management and funding of education, recognition of qualifications etc. are often susceptible to falsification. 
 Recently, careful attention is paid to the questions of education quality. The systems of quality management are created, services are certified etc. However, along the process of modernization the degradation of education is taking place. Falsification hints are accepted as evidences of degrading education. At present, the problem occurs due to actual insufficient data on the conception of the degradation of education and the actuality of the latter phenomenon in the Lithuanian education system.
From the teachers{\textquoteright} point of view, the conception of falsification can be expressed through distortions in national education policy and bureaucracy. The main factors determining the falsified education are corruption in Government institutions, opaque competition between educational establishments, falsified documentation and ineffective teachers and executives{\textquoteright} attestation. The main factors determining the insufficient quality of education are the wrong use of money, inconsistent educational curricula, complexity of educational content, ineffective evaluation system and too many students at school and in the classroom etc. (Lamanauskas, Aleknaite, 2008).
Obviously, the problem field of falsified education is rather wide. So, there is the need for open and thorough debate on this issue. Openness and transparency are two crucial keys in this problem solving. Thus, while proceeding with changes in education, publicity and discussions involving the whole society in this process are necessary. On the other hand, education structures are not flexible enough and fail to conform to fragmental changes. Coherent motivated reorganization based on scientific research is needed.  
 
},
	keywords = {education quality, falsified education, transparency},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.32.05},
	url = {https://oaji.net/articles/2014/457-1406541275.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {184,
	title = {SOME IDEAS ABOUT SPECIFICITY AND METHODS OF FOSTERING VALUE-BASED RELATIONS WITH NATURE},
	journal = {Problems of Education in the 21st Century },
	volume = {10},
	year = {2009},
	month = {January/2009},
	type = {Editorial},
	chapter = {5-8},
	abstract = {The interpretation of the concept {\textquoteleft}value{\textquoteright} is extremely varied and brings a historic background. Values are fostered since childhood through the process of sharing and analysing individual experience based on certain concepts such as goodness, beauty, love, etc. Rules and standards are also important for value development. All people tend to seek values and their cognition ({\textquotedblleft}When Values Change{\textquotedblright}, 1999). {\textquoteleft}The Dictionary of Psychology{\textquoteright} explains that value attitudes as if determine all human works, the main patterns of behaviour, different actions or even a single act (The Dictionary of Psychology, 1993). 
The issues of moral values are highly relevant as they are closely related with the human upbringing, fostering of his value attitudes (The Sketches of Ethics, 1984). Secondly, modern education is in a state of global crisis partially because of the absence of a value-based design of its strategic functions (Sankar, 2004). The development of value-based attitudes is a complex process. In general, morality or moral is the most conservative aspect of inner culture, it changes slowly and gradually. However, children and teenagers have less preconceived ideas and habits than adults. Therefore, their relation with the world is in the making, they are more flexible and susceptible to outward influences (Gurevi{\v c}iute, Galkute, etc. 1997). J.Piaget is sure that the middle childhood (the age of 6-11 years old) is the most suitable period to foster moral issues. L. Kohlberg referring to various research points out three stages in the evolution of morality. The second stage includes children aged from 10 to 13 and is called the self-decided moral agency. The third stage represents the moral agency using all individual moral standards. This kind of morality develops or fails to develop in the period of adolescence (Kliminskiene, 1999). 
The tutors who attempt to develop respect for nature in the values of their pupils should know and utilize the mentioned peculiarities of the age boundaries. Primary school shares a great responsibility in this process while pupils are curious, sensitive to nature, influenced by the processes of the outward world at this age range (Atutiene, 1999).
 Love for nature, the importance of its protection should be instilled since childhood. Experience acquired in the family is further developed at school where value-based attitudes are continually established, a strong individual opinion about the surrounding nature is developed. These considerations presented by Kliminskiene and Kliminskas (1998), Vaitkevi{\v c}ius (2000), {\v S}apokiene (1998), Gajauskaite (1990), etc. have become extremely important having assessed the data of recent research. The survey of parents conducted by Milteniene and Mockevi{\v c}iene indicates that only 36\% of the applicants indicates that they taught their children to love nature, involved children into practical tasks: to perceive the world of nature, to take care about animals, 44\% of the parents admitted that they paid little attention to the above mentioned factors or agreed they did not pay any attention as they supposed their child would gain this knowledge at school. 20\% of the parents stated it was not the main goal of their family. Most of the researchers agree that very often the media ignore the development of positive value-based attitudes and impose many things without any value-based orientation. Hence, in respect of nature, school is mainly responsible for the fostering the value attitudes of the pupils (Milteniene, Mockevi{\v c}iene, 1998). Since 1998, active enthusiasts have launched a project {\textquotedblleft}The Animate World and Me{\textquotedblright} which involves the city pupils who have pets (Bobrova, 2000). L.Bobrova states that the curriculum of this project developing children{\textquoteright}s care for their animals is one of the most effective pedagogic and psychologic methods that builds up mental, emotional and physical well-being of schoolchildren, enriches their free time trying to reach harmony with nature (p.10). 
Research carried out in Russia revealed that actually half of the primary school essays reflect a pragmatic relation with nature, {\textquoteleft}Nature is our greatest treasure{\textquoteright}, {\textquoteleft}Forests must be protected because pencils and rulers are made of wood{\textquoteright}, {\textquoteleft}Dogs are important because they guard houses{\textquoteright}, etc. Such pragmatism of the primary schoolchildren is nothing but a result of the pragmatic content of comprehensive educational school. Children simply repeat the clich{\'e}s mentioned by their teachers (Jasvin, 2000). Most probably, a similar situation can be found in Lithuanian schools (though not enough research have been carried out). In conclusion, it can be said that contemporary school is not yet ready to perceive and instil the shallowness of consumerism (Uktveris, 1997). 
Having reviewed the positions of various authors on the issue of the development of value-based attitudes in respect of nature in comprehensive schools, the following conclusion can be made in diagram form:
 Value-based attitudes and relations
 },
	keywords = {moral values, science education, value-based knowledge},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392315008.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {170,
	title = {SOME IDEAS ABOUT SCIENCE AND TECHNOLOGICAL EDUCATION ACTUALITIES AND PERSPECTIVES},
	journal = {Problems of Education in the 21st Century },
	volume = {9},
	year = {2008},
	month = {November/2008},
	type = {Editorial},
	chapter = {5-8},
	abstract = {Science Education (hereafter-SE) actuality in the world is not only not decreasing but on the contrary, it is constantly increasing. As you know, very interesting and contradictory results were received in 2004 having carried out international comparative ROSE research. Once again I{\textquoteright}d like to encourage all who are interested in science education actualities and problems to get familiar with already mentioned research. This is also important for the reason that Lithuania didn{\textquoteright}t take part in this research, therefore we can approximately judge about our position according to the results shown by the pupils of neighboring Latvia. However, these results are not enjoyable because 15 year old pupils{\textquoteright} preferences with respect to science disciplines in many aspects are negative. This is a common tendency of so called developed countries. You can find detailed information about this research on http://www.ils.uio.no/english/rose/. There are lots of publications and other interesting material related to research and its perspectives. It is foreseen to carry out a similar research once again this year and to compare the results of 2004 and 2008. It is difficult to predict how the situation will have changed. However, it is obvious that in the last decades the results of pupils{\textquoteright} tests in most developed countries are not getting better despite big investments and constant efforts to improve the quality of education. The conception of science education changes, much higher requirements are set for the youth science literacy. In the change of science education understanding the necessity arises to prepare new teaching devices, both traditional devices and the devices which are realized by the help of modern ICT. All this undoubtedly has direct influence on the quality of education. Quality imperative is especially emphasized in the report of UNESCO EFA, 2005. Those who are bringing up youth generation have to be interested in this.
 National Lithuanian native language, mathematics, science and social education research of the 4th and 8th form pupils was carried out in 2007. It was found that pupils succeed better in completion of the tasks requiring knowledge presentation. The hardest appear the tasks requiring application of practical abilities. The research also showed that there was not sufficient pupils{\textquoteright} research planning and task completion experience, the abilities of conclusion formulation, measurement device indicator reading, using of various sources of information. Pupils lack deep understanding of phenomena, processes and concepts, application of theoretical knowledge and its relation to practice (Bigeliene, Uginciene, 2008). These results are not surprising, in fact, because in the education process not much attention is given to the formation of practical research abilities. This situation is caused by different reasons, e.g. poor material equipment of science subject rooms (laboratories, appliances, chemicals for doing experiments and so on.) too little time (lessons) is allotted to science subjects, inadequate teachers competence and so on. By making social education significant and sometimes unreasonably integrating the latter with science education the second component remained impoverished. Such pseudo- integration didn{\textquoteright}t give any positive results as well as unreasonable profiling of teaching in the higher comprehensive school forms. The possibilities of informal education are also quite often used not for the benefit of science education. Here we can mention neighboring Latvians who became seriously concerned about the situation of science education. Science education modernization project on strengthening the material basis of science education has been going on for several years (the leader dr.Dace Namsone). At the moment the project is being carried out in more than 50 pilot schools therefore we hope that the other schools will share the accumulated experience too.
 On the international level concern was given to science education textbooks. With the initiative of international science and technological education organization IOSTE an International meeting on {\textquotedblleft}Critical Analysis of School Science Textbook{\textquotedblright} was organized in Tunisia, in February, 2007. It was emphasized that every country has a great variety of textbooks from totally traditional textbooks and their appliance to modern approaches. For example, African countries and Malta usually use old British and French textbooks. Only recently new original textbooks started to be prepared (Clement, 2008). Despite the variety in every respect (e.g. the quality of textbooks, supply, their usage and so on) it is stated that science education should be more common, similar because science knowledge is universal and every country is seeking to strengthen so called knowledge society. Scientists from more than 35 countries participated in the above mentioned meeting. A very important attention was paid to such topics given in the textbooks as Sex Education, Health Education, Human Genetics, Human Brain, Ecology and Environmental Education and other. During this seminar the scientists returned to still existing and becoming urgent {\textendash}the problem that in our textbooks you can still find quite a lot of subject mistakes and old conceptions which are incompatible with modern science education achievements. Without any doubt, we should give much more attention to this problem in Lithuania than we did up to now. 
Teacher qualification question remains urgent. The majority of the researches both national and international in one way or another reveal direct link between children{\textquoteright}s achievements and teachers{\textquoteright} competence. Teaching is not a simple thing. On the contrary, the complexity of teaching points out the necessity for deeper research into the relations between the different elements that constitutes teacher knowledge, and how these are developed and integrated during teacher education (Nilsson, 2008). In this context the suggestion of Lithuanian Education leaders to justify Education law amendments allowing the students of higher schools to work in schools is totally not understandable. This is perhaps J. A. Komenskis times (Lamanauskas, 2008a). According to statistics, there is a lack of science teachers in Lithuanian schools. So called {\textquotedblleft}retrained{\textquotedblright} pedagogues don{\textquoteright}t solve the problem. Nevertheless, not a small part of teachers still work without proper qualifications. Therefore, more attention should be paid to teacher training problems. The science teacher training is a very important part for the future quality of science education (Nezvalova, 2007). Not without reason, in recent years a lot of international projects on science teacher training, analysis on competence issues are being carried out. One of them is international project IQST (Improving Quality of Science Teacher Training in European Cooperation). The project results you can find on http://www.iqst.upol.cz. One of the purposes of the project is to analyze science teacher training practice in some European countries and to prepare possible teacher training development mechanisms on the basis of constructivism theory. 
The question of using the newest information communication technologies remains problematic. We can{\textquoteright}t assert that teachers don{\textquoteright}t use ICT in the teaching process, however, their usage remains inadequate, e.g. inefficiently are used opportunities from the internet in science education (Lamanauskas, Vilkonis, 2006). On the other hand, particularly innovative technologies, such as augmented reality technologies for learning penetrate into schools. Since 2006 international project {\textquotedblleft}ARiSE{\textquotedblright} has been carried out to reveal the possibilities of augmented reality technology application in education process. You can read about this on http://www.arise-project.org or on Siauliai University Science Education research centre website http://www.gutc.su.lt/ariselt.htm. Application of ICT in science education is inseparable from teaching and learning visualization, implementation of knowledge, perception problems. This sphere should be analyzed in detail, broadening the basis of empiric research. Technologies should not alienate from human being and reality. We should devote all our efforts to stimulating youth interest in science and technologies and reinforcing scientific {\textendash}technological education at all levels. Although hardly anyone suspects that technologies are having a growing impact on our daily life, however, they are still remain alienated from the major par of society members and policy makers and what is more, frequently stand outside the door of the education system. Hence, opening the door is the obligation of all of us (Lamanauskas, 2008b).
 All mentioned problematic questions are in one way or another related to scientific-research pupils{\textquoteright} activity in comprehensive school. We can safely assert that especially in primary school practically not an appropriate attention is paid to formation of scientific-research abilities. It is obvious, that modern teaching process is not favorable orientating pupils for scientist (researcher) career. It is very important to analyze in detail which factors disturb/encourage to train pupils{\textquoteright} interest in scientific-research activity. Finally, teacher{\textquoteright}s competence and also personal interest are very important while forming and developing pupils{\textquoteright} scientific research abilities in teaching- learning process. From the managerial point of view, incentive program is necessary for such teachers. The formation of scientific research activity abilities in comprehensive school is undoubtedly, a very important sphere still awaiting of particular attention. Current teaching and learning process has basically changed looking from the paradigmatic point of view. Teaching subjects become the means of realization of learners{\textquoteright} demands and interests. Scientific research activity is not an entertainment but a very responsible, thorough work requiring great self- independence. During this activity children{\textquoteright}s analytic thinking becomes stronger, information search and usage abilities are being developed, they can learn to analyze the accumulated material, make presentations, prepare research reports and so on. It is important to make more pupils interested in this activity. This shouldn{\textquoteright}t be the privilege of gifted pupils only. However, talking about the developing of scientific research activity at school, several essential questions arise:
 {\textbullet} Is it possible to teach every child to perform research activity?
 {\textbullet} What to do if a pupil wants to take up scientific research activity but school can{\textquoteright}t provide elementary conditions for this purpose (for example, there is no equipment, no competent leader and so on.)?
 {\textbullet} How to integrate effectively scientific research elements into teaching content?
 Scientific research activity in comprehensive school is undoubtedly a meaningful, integral sphere, however, for developing such kind of activity in Lithuanian comprehensive schools not an adequate attention was paid up to now. Comprehensive school teachers seeking to form scientific research abilities and to develop such activity in the training process face various difficulties: lack of administration support, lack of pupils{\textquoteright} motivation, shortage of material and financial resources, etc. factors disturbing pupils{\textquoteright} interest in scientific research activity in the teaching process are: a) lack of teachers{\textquoteright} motivation, b) pupils{\textquoteright} orientation to choose an easier, less effort demanding way, c) poor material basis of schools, d) lack of methodology how to organize pupils{\textquoteright} scientific research work, e) insufficient teachers{\textquoteright} preparation for scientific research work. essential encouraging factors in the pupils{\textquoteright} interest in scientific research activity are such: a) teacher{\textquoteright}s personality and activity, b) pupils{\textquoteright} curiosity, their wish to develop knowledge, to show themselves, c) pupil{\textquoteright}s abilities, d) different teaching subjects{\textquoteright} pupils scientific conferences, seminars and other similar arrangements, e) trips, excursions to scientific establishments, meetings with scientists (Lamanauskas, Augiene, 2008). 
Recently in Gothenburg (Sweden) one week course took place for PhD students in science education sphere (Goteborg University, November 16th {\textendash}November 21st, 2008).The subject of the course was {\textquotedblleft}The Role of Theory in Science Education{\textquotedblright}. The focus of the course was on the role of theory in developing doctoral theses in the context of science education. The event took place according to a common project of Baltic and Scandinavian countries {\textquotedblleft}NordForsk{\textquotedblright}. During the course the students presented their researches, shared experiences, listened to interesting lectures, such as: {\textquotedblleft}Theoretical perspectives on science learning: an overview{\textquotedblright} (P. Scott), {\textquotedblleft}Science learning in a socio-cultural perspective{\textquotedblright} (R.Saljo), {\textquotedblleft}Theory: who needs it?{\textquotedblright}(J. Donnelly), {\textquotedblleft}Appeal to reason, appeal of reason: fostering argument in science education (S. Erduran) etc. Students{\textquoteright} presented works were interesting as well. Their subjects are various indeed, e.g. {\textquotedblleft}Personalized learning for the most able learners in science{\textquotedblright} (B.Knutsen, Norway), {\textquotedblleft}A design-based research on motivation: learning materials with science inquiry{\textquotedblright} (A.Loukomies, Finland), {\textquotedblleft}The development of science achievement motivation in Iceland: longitudinal quantitative study based on social cognitive theory{\textquotedblright} (K.K.Stefansson, Island), {\textquotedblleft}Establishing learning demands about biological evolution-exploring the constituents , actors and communicative processes{\textquotedblright}(C.Olander, Sweden), {\textquotedblleft}Science education outdoors-effects and attitudes{\textquotedblright}(E.Fagerstam, Sweden) etc. In general, the importance of such courses can be evaluated as a positive contribution into training of young generation of scientists and as an obvious contribution into science education development. However, after analyzing at least minimally the works of doctorates becomes evident that the latter are ready to choose a rather pragmatic and simple way. I mean, such spheres of researches are chosen which are popular at the moment. The great majority of the works are linked to motivation, interests, attitudes and so on. We can{\textquoteright}t assert that this is not important. In fact, this is the sphere of psychology. However difficult it were to find out the reasons for low interest to science and technologies, the fallen prestige of sciences in comprehensive schools, nevertheless, they are not essential things from the educational point of view. All the more, inquiry based researches give only a panoramic view of the situation, i.e. have a stated character. It is completely not clear or almost not clear what causes such a situation. The main goal of educators is to change, develop teaching-learning process using educational devices. Already mentioned ROSE research revealed that pupils understand the meaning of sciences and technologies to society in general, but they are not satisfied with school science. It is obvious, that we come in touch with deeper didactic problems here, for example, the content of teaching, teaching-learning methods, teacher and pupils relations, scientific research activity (the latter is a very important part of the whole science education process), at last, teaching-learning process management in general. If we concentrate only on psychological parameters (interests, motives, demands, attitudes and so on), essential didactic parameters remain outside. In other words, the essential question {\textendash} effective pedagogization of the whole science and technological education process hasn{\textquoteright}t been solved yet (it considerably deviated towards psychologization and sociologization. Such conclusion can be made from the experience acquired during the course in Gothenburg.
 The actualities of science education discussed in this article make one take up research, analytic, expert job. There are no drawn limits for the development of science education. More serious theorists and practitioners efforts are simply necessary. There is a hope that this issue remains one of the main science education efficiency catalysts not only in Lithuania but also in the international arena. 
},
	keywords = {science education, science education textbooks, scientific-research pupils{\textquoteright} activity, social education research},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392297814.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {17,
	title = {SCIENCE EDUCATION AS A CORE COMPONENT OF EDUCATEDNESS},
	journal = {Problems of Education in the 21st Century },
	volume = {1},
	year = {2007},
	month = {August/2007},
	type = {Editorial},
	chapter = {5-6},
	abstract = {This is the first edition of a new scientific compilation Problems of Education in the 21st Century. The articles included in the publication discuss the issues of modern education. Professor A.Broks clearly defines that {\textquoteleft}scientific and technical literacy for all and high quality science and technologies education for a coming new generation of specialists is the main task for the corresponding development of general as well as professional modern science and technologies education (Broks, 2007){\textquoteright}. The latter statement can be an argument that teaching science faces problems in the majority of countries. The investigations reveal that in comparison with other subjects, those of science (particularly chemistry) are the most complex and boring ones in comprehensive school. 
There are plenty of different scientific research on recent science and technology education carried out across Europe. We need to know the diversity and findings of the conducted investigations in order to more carefully coordinate further research. According to Eurobarometer opinion polls, the EU instrument for the analysis of public opinion, in comparison with the older generation, the younger Europeans generally have a positive attitude towards science and technology. However, less and less students are interested in scientific studies and careers. The fundamental question is addressed to stimulating young people interest in science studies and science in particular. We can state, that crucial to any learning is motivation and interest {\textendash} perhaps the most valuable thing a science teacher can do is to demonstrate enthusiasm for learning science (Goodwin, 2006). We are clearly targeted at primary and secondary school learners as well as at those studying in colleges and universities. Obviously, more attention in the field of natural science education should be devoted to the preschool age children on the one hand, and to the adults, on the other. The result to which we are expediently aspiring is development of a real and rather strong interest in science. We must intensify the efforts to make natural science education more effective at all levels of education. Due to a huge amount of specific information, natural sciences are very hard to be properly mastered.
 Another important argument for improving science education is awareness that scientific knowledge in modern societies is one of the key elements of economic and social success. In this context, modern science education must be accepted as a bridge between scientific research and society. 
The above mentioned statements are underpinning for our new scientific edition Problems of Education in the 21st Century. In general, European countries have totally different schooling practice and apply a number of specificities in the field of science education. It seems logical to accumulate this experience in order to show links between Western and Eastern traditions in the field of modern science education. Volume 1 Science Education in the Changing Society is dedicated to the problems encountered by science education. We hope that the next volume will cover more topics. 
I believe that this edition will have a high (theoretical and practical) impact on the development and advancement of public natural science and technological education not only in the region of Central and Eastern Europe but also in a number of other countries worldwide. As we all are full of interesting and useful ideas and experience I{\textquoteright}d like to invite you to share your knowledge on the pages of this new scientific compilation. I am expecting to see all scientists and teachers including those from Eastern European community to be both - readers and writers. 
},
	keywords = {educatedness, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392217250.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {42,
	title = {SOME FEATURES OF INITIAL SCIENCE TEACHER TRAINING IN LITHUANIA},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {45-53},
	abstract = {After gaining the independence, well-grounded, qualitatively new and intensive changes took place in the education system of Lithuania. The issues of science education became even more burning and though more complex. One of the directives requires solving the problems of science education on the grounds of a general culture rather than separately as the questions should be treated as a part of culture. A teacher of sciences must fully master different training technologies and have a thorough preparation for teaching sciences. Obviously, science pedagogical education undergoes serious changes. The majority of the recent international studies face an alarming situation in the field of science education. A critical situation has been encountered by the ROSE project (Sj{\o}berg, 2004). It is obvious, that preparation of the qualified science teachers is actual and difficult task.�
 In conclusion, we can maintain that: 
{\textbullet} After restoring independence, the new teacher training curricula using experience of Western countries and considering national needs were developed.
 {\textbullet} The teachers of natural sciences mainly have to meet new social, pedagogic and subjective requirements. They are treated not only as providers imparting knowledge and facts but also as those helping the learner with choosing the required information on an individual basis. The changes in society and the process of teaching show that higher schools must take into account these facts while training would-be teachers. 
{\textbullet} The training curricula of teachers of natural sciences are designed on the basis of the regulations of the field of studies and standards of teacher training and are aimed at training teachers able to teach a few subjects of natural sciences. 
{\textbullet} The curricula focused on preparing teachers able to teach natural sciences integrated into other subjects taught are designed.
 {\textbullet} The curricula of natural sciences include education management, an introductory course on Educology, didactics and hodegetics that are involved into the process of competence development; however, it is not enough to gain general competence in pedagogical practice. 
{\textbullet} The training curricula of teachers of natural sciences encounter a problem pointing to the recession of the parallel teacher training model. In this case, the prospects of professional studies that proceed receiving a bachelor{\textquoteright}s degree are confirmed by the new curricula of professional studies scheduling a general core section of the subjects developing pedagogical competence and didactical subjects of different fields of science that will be applied for the purposes of improving didactical competence of a certain subject.{\textquoteleft}
 {\textbullet} Lack of specific methodology, examples of good practice and recommendations for solving the problem of integrated education can be noticed in Lithuania. 
{\textbullet} No detailed systemic recommendations and methodical and organizational tools of how to integrate modern Information Communication Technologies (ICT) into the processes of teaching/learning natural sciences are created. 
{\textbullet} The teachers of natural sciences are not experienced enough in the field of general competence in modern ICT and suffer from shortage of methodical experience of how to effectively apply ICT in the educational process. The teachers should gain relevant experience in the seminars in methodology, training courses and accepted pedagogical practice at school using the latest Lithuanian versions of natural science training aids based on ICT. },
	keywords = {educatedness, science education, teacher training},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392220022.pdf},
	author = {Vincentas  Lamanauskas}
}
