<?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%">ENVIRONMENTAL EDUCATION IN PRESCHOOL AGE AS AN EDUCATIONAL PRIORITY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">ecological awareness</style></keyword><keyword><style  face="normal" font="default" size="100%">environmental education</style></keyword><keyword><style  face="normal" font="default" size="100%">preschool age</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4843268</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">84</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%">Preschool age is one of the most sensitive and important periods for the formation of a person's relationship with the world. It is then that a child first begins not only to get to know the environment, but also to understand his place in it. Therefore, environmental education at this stage cannot be perceived as a narrow topic about waste sorting or individual cleaning campaigns. Preschool environmental education is extremely important because a positive attitude towards nature is formed in childhood. Young children more easily acquire values and habits, therefore the development of ecological awareness already in preschool age makes sense. Children who learn to care for the environment (e.g., through waste disposal, water or energy conservation) will carry these habits into adulthood, reducing potential environmental damage in the future. </style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">254-258</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%">Vincentas  Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FOSTERING RESPECT FOR LIFE IN PRIMARY SCHOOL</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">primary school</style></keyword><keyword><style  face="normal" font="default" size="100%">respect for life</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1405178268.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">29</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The respect for life educational process is extremely important for primary school. Psychologists assert that exactly the early school age strongly requires fostering the feelings of love, sensitiveness and help as the period is important for the mastering and establishing certain standards of behaviour. This is the key for the explanation of the different aspects of the teenager‘s behaviour in nature. If the teenager ravages nature, it means that parents, teachers and other educators have not paid enough attention to that age range when a certain standard of behaviour developed on the basis of some habit (Dzenuskaite, 1975).
 The empiric observations, statistic data and other sources of information confirm that we are experiencing a general decline of moral culture that comes along with increased human immorality, expressed by aggressiveness, cruelty, violence, roughness. These humiliating forms of disrespect are extremely characteristic for the present generation, even for teenagers. It could not be denied that fostering respect for life becomes an overall and highly relevant task for our society.
 An important point is to set out the conditions for the child to correlate with nature and on that basis to foster moral and aesthetic feelings in the junior school age. Presumably nobody could deny that fostering respect for life becomes a universally accepted and relevant objective of our society. It could responsibly be contended that society must reconsider its principles of the correlation with nature. 
 
</style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">5-6</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%">Vincentas  Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE SCIENCE EDUCATION TOOLS AND WAYS OF PRODUCING THEM IN THE COOPERATION PROCESS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">educational process</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">science knowledge</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1405179519.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">30</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">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’ 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.  
 
</style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">5-8</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%">Vincentas  Lamanauskas</style></author><author><style face="normal" font="default" size="100%">Renata Bilbokaitė</style></author><author><style face="normal" font="default" size="100%">Irina Zhikina</style></author><author><style face="normal" font="default" size="100%">Inna Portjanskaya</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">LITHUANIAN AND ESTONIAN STUDENTS’ ATTITUDE TOWARDS SCIENCE TEACHING/LEARNING METHODS: COMPARATIVE ANALYSIS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">learning process</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=2594537</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">24</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">A number of the latest investigations specify the necessity of improving science education at all levels of the education system. A decreasing interest in sciences is one of the most acute problems of present education. The purpose of this research is to analyse how students evaluate the current situation on using different teaching/learning methods and means in the process of science education. Research was carried out in Lithuania, Estonia and Latvia (Lamanauskas, Vilkonis, 2008). This article presents more exhaustive research results, which were obtained after carrying out comparative analysis between the respondents of two countries – Lithuania and Estonia. It is very important to compare the evaluation, attitudes of the students belonging to the same region country, because earlier carried out researches show that in spite of common natural science education tendencies, rather significant differences exist between countries. It is believable, that they are predetermined by various educational approaches, teachers’ competence and other different reasons. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">66-74</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%">Vincentas  Lamanauskas</style></author><author><style face="normal" font="default" size="100%">Renata Bilbokaitė</style></author><author><style face="normal" font="default" size="100%">Janis  Gedrovics</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">LITHUANIAN AND LATVIAN STUDENTS’ ATTITUDE TOWARDS SCIENCE TEACHING/LEARNING METHODS: COMPARATIVE ANALYSIS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">learning process</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1399917272.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">19</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">A number of the latest investigations specify the necessity of improving science education at all levels of the education system. A decreasing interest in sciences is one of the most acute problems of present education. The purpose of this research is to analyse how students evaluate the current situation on using different teaching/learning methods and means in the process of science education. Research was carried out in Lithuania, Estonia and Latvia (Lamanauskas, Vilkonis, 2008). This article presents more exhaustive research results, which were obtained after carrying out comparative analysis between the respondents of two countries – Lithuania and Latvia. It is very important to compare the evaluation, attitudes of the students belonging to the same region country, because earlier carried out researches show that in spite of common natural science education tendencies, rather significant differences exist between countries. It is believable, that they are predetermined by various educational approaches, teachers’ competence and other different reasons. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">55-62</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%">Vincentas  Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE PECULARITIES OF THE EXTRACURRICULAR ACTIVITIES OF PRIMARY NATURAL SCIENCE EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">educational system</style></keyword><keyword><style  face="normal" font="default" size="100%">extracurricular activities</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1399916909.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">19</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The extracurricular activities of natural science education (EANSE) is one of the most significant fields of natural science education. The field hides inside numerous opportunities of choice. Whatever advanced natural science education is – it omits the functions and do not provide the opportunities that could be offered by the EANSE. Teaching is not and cannot be limited only by classes at any stage of the educational system. Pupils gain new experience in the extracurricular activities that is very important to broadening of creativity and other properties relevant to modern life. The usage of the latest information technologies, communication and cooperation, group work, the change of ideas and a critical approach towards social reality are the greatest abilities of human being in a new century. School has to devote an exceptional attitude towards its development. Hence, the system of extracurricular activities should exhaustively be used as this is a place where schoolchildren can acquire knowledge and experience that cannot be obtained at school, i.e. different methods can be applied and the attitude that they are the users of nature as well as responsible for its evolution and protection can be fostered. It should be remembered that an affective value-based aspect is very important to the correlation with nature. It includes a need to feel concern about the environment, to communicate with nature and to feel being an integral part of it (Makarskaitė, 1995).�
 The extracurricular activities of natural science education can be defined as a part of permanent education that should guarantee the complete development of pupils’ physical, psychical and emotional power. It is an excellent opportunity for pupils to improve their natural science education with a help of different coteries, arranged camps, actions, projects, etc. 
Thus, obviously, the extracurricular activities of natural science education in primary school are an influential field of pupils’ training that is extremely useful to fostering affective value-based relations with nature, to cherishing love for nature and respect for life. In general, the majority of children of this age realize the importance and significance of activities related to nature and this is the main point of the extracurricular activities of natural science education training. Also, there are a variety of ways to create extracurricular activities in science education area at a primary school. In every moment teachers should be ready to implement extracurricular activities in real school life. </style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">5-8</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%">Vincentas  Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE COMMON GOAL OF ALL EDUCATORS: HOW TO IMPROVE SCIENCE AND TECHNOLOGY EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">ICT in education</style></keyword><keyword><style  face="normal" font="default" size="100%">innovative techniques</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1396706407.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">16</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Science education is an integral phenomenon that can be grasped as a whole science. Science education plays a very important role in broadening pupils` world outlook. The science classes always discuss real, concrete things and phenomena, which are a part of pupils` reality and even every day life. It is very important that natural sciences should help learners to formulate a clear concept of natural history based on the latest knowledge of the world strongly emphasizing the character of the correlation between nature and society, civilization and culture. The world is multidimensional, and therefore we must strive to acknowledge it. This is a winning goal of contemporary science education (Lamanauskas, 2003). 
Science education is playing a crucial role in both developed and developing countries. Quality-based natural science education is necessary for every human living in a modern world. Different investigations show that natural sciences have lost their previous attractiveness in the developed countries. On the contrary, the young generation of the developing countries most frequently has a positive interest in natural sciences. On the other hand, in most of the cases, natural science education in comprehensive school is not popular, inexactly corresponds to the curricula and has no relevance to the learners’ needs. The introduced situation is determined by several common and uncommon factors. The process of natural science education in comprehensive school is one of those not adequate for the present day and achievements in sciences. Such inadequacy first of all, has relation with competence of teachers of natural sciences. Insufficient competence is frequently determined by the inappropriate process of studies in universities training prospective teachers of natural sciences. 
Another main point is connected with the whole public, not only with young people, but also with adults. Public natural science education (sophistication) is a burning question. Apparently, natural science education is crucial for training the present young generation. In this case, there is no difference whether a young person will be engaged in natural sciences in the future. The increase of interest of those not involved in sciences or having a previously formed negative attitude towards the subjects is a more complicated problem to be solved. This is concern and obligation of the whole scientific pedagogical society working in the field of natural science education. 
Generally speaking, all spheres of science education are important in our modern, technologically oriented society. It is impossible to discuss all pressing questions of science education here. However, I can notice that some trends raise a lot of doubts. For example, the great majority of works are linked to motivation, interests, attitudes and so on. We can’t assert that this is not important. In fact, this is the sphere of psychology. How difficult it were to find out the reasons for low interest to science and technologies, the fallen prestige of sciences in comprehensive schools, still 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. Some last researches revealed that pupils understand the meaning of sciences and technologies to society in general, but they are not satisfied with school science. The main question till now is why? 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 – effective pedagogization of the whole science and technological education process hasn’t been solved yet (it considerably deviated towards psychologization and sociologization). Researches of a stated character are not sufficient to reach this. In recent years not only in Lithuania but also in academic societies of other countries, it has generally become a norm to carry out different stated (diagnostic) researches. Very rarely researchers try their ideas and theories in practice. Simply there are no possibilities for this. Then, researchers go along the road treaded by sociologists and psychologists i.e., give questionnaires, tests to pupils, students, pedagogues, only strengthening existing educational practice by this (Bitinas, 2006). Thus, there is one more open question how to rationally change existing educational practice in the direction of development. How to achieve that educational researches were much more effective in the practical applicability of their results? As an example we can mention international ROSE (The Relevance of Science Education) research (http://www.ils.uio.no/english/rose/). Countries having participated in the research carried out exhaustive analysis of the results. Different attitude, interest, motive and other differences and similarities in the population of the 15- year old students were discovered. Without any doubt, it is important. However, these results don’t have direct influence on educational practice and on the changes of this practice, of course. On the contrary, quite often- different changes occur rather spontaneously.
 Another important thing is the role of ICT in education in general and particularly in science education. It is worth emphasizing, that in recent years, a general degree of integrating ICT in the process of teaching has increased in Lithuania as well as in other countries. The growth is characteristic not only at university level but also at other levels of the education system. It is accepted that ICT makes the process of teaching/learning more effective and beneficial whereas the education system starts functioning faster. The development of ICT and the process of globalization determine alteration in the education system as well as in the whole society. The implementation of new technologies in the educational process raises new possibilities for both teacher and learner, enhances education quality and makes the educational process more versatile.
 Therefore, *. We should devote all our efforts to stimulating youth interest in science and technologies and to reinforcing scientific-technological education at all levels. Although hardly anyone suspects that technologies are having a growing impact on our daily life, however, they still remain alienated from the major part 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. We should discuss and try to solve all key problems really using the ICT in everyday school activities.This is not an easy task. ICT is not as panacea for solving all educational problems. As I have already mentioned, modern ICT definitely play a crucial role in developing the teaching/learning processes at all stages and improving the quality of education. Educational advantages of ICT raise no doubts. 
One of the most important requirements for applying ICT and innovative techniques of teaching is a qualified teacher able to professionally use technologies in practice. A modern teacher must know how to employ ICT and adapt them in order to achieve specific goals of teaching. Today we can observe paradoxical situation. In the majority of cases, students` computer literacy remains higher than that of their teachers. Nevertheless, teachers` computer literacy becomes an essential professional work condition. ICT application in teaching/learning process shouldn’t be an end in itself. The essential thing is how to achieve that ICT application increased teaching effectiveness, enriched the work of teachers and pupils. Another important thing follows, that it is not enough to use only computers. It is understandable that the majority of modern ICT in one way or another are related to computers. However, not analyzing ICT classification nuances we can notice that ICT variety is necessary to guarantee teaching effectiveness. Not for one country the question arises how to find financial recourses to guarantee such variety. It is obvious, that not the quantity but the variety of technologies is this crucial factor. For example, in the schools of Great Britain active boards are almost in every classroom. “Active boards” are with the software different for primary and secondary schools; “Smart boards” are spread more in the classes and schools of junior and disabled pupils. It is obvious, that constant pedagogues’ interest in the newest ICT is necessary, on the one hand and formation of suitable conditions in schools, on the other hand. It is without doubt, that teacher’s pedagogic competence, his ability and interest to use ICT are closely related. The situation in Lithuania comparing with other European countries is not exceptional. For example, in 2006/2007 only 49% of teachers were using ICT for teaching their subject. In 2008/2009 their part increased up to 67% (Masaitis, 2009).
 On the other hand, we have different students at school. Their capabilities are so different. This means that modern teaching and learning combines different approaches. It is called “blended learning”. Generally speaking, it should be carefully considered because of possible negative outcomes of applying these technologies. Thus, the question of the negative impact of ICT is gaining more weight. It seems no answers are required. On the other hand, we are still suffering from shortage of information on different aspects having negative impact. When the answer is clear, we start feeling lack of required abilities and knowledge of how to reduce the negative impact of ICT or how to eliminate or at least minimize it. Another important issue is what the real impact of modernization on society in terms of ICT implementation is.
 Finally, some words about international cooperation. It is undoubtedly an important issue. I cannot imagine nowadays scientific research or scientific activity in general without international cooperation. Science is science and it has international character. Moreover, such cooperation is crucially important for scientists from former Soviet Union countries, because they had no possibility to communicate with colleagues from abroad or such cooperation was strongly limited. Another argument is that science education today is the most dynamic part of the science of education (Toshev, 2008). It is obvious, if we want to obtain the necessary scientific information about different things, to enlarge technological possibilities of societies and so on, generally speaking, to make our world more safe and better, international cooperation among scientists is essential. Only all together we will be able to meet a broad range of global challenges today and tomorrow. 
</style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">5-7</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%">Vincentas  Lamanauskas</style></author><author><style face="normal" font="default" size="100%">Violeta  Šlekienė</style></author><author><style face="normal" font="default" size="100%">Loreta  Ragulienė</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">COMPUTER-BASED TECHNOLOGIES IN THE PROCESS OF TEACHING/LEARNING SCIENCES IN COMPREHENSIVE SCHOOL: SOCIO-EDUCATIONAL ASPECTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">computer-based technologies</style></keyword><keyword><style  face="normal" font="default" size="100%">general schools</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1396707347.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">16</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The role of ICT in education in whole and particularly in science education is very important topic. It is worth emphasizing that in recent years, a general degree of integrating ICT in the process of teaching has increased in Lithuania as well as in other countries. The growth is characteristic not only at university level but also at other levels of the education system. It is accepted that ICT makes the process of teaching/learning more effective and beneficial whereas the education system starts functioning faster. The development of ICT and the process of globalization determine alteration in the education system as well as in the whole society. The implementation of new technologies in the educational process raises new possibilities for both teacher and learner, enhances education quality and makes the educational process more versatile.
 On the other hand it is necessary to devote all our efforts to monitor the process of using ICT in general schools. It is necessary to conduct regularly researches of different scale for better understanding of a situation of use ICT in the teaching /learning process. 
Pilot research Student and Computer-Based Technologies was conducted in October – November, 2009. To collect the required data, an anonymous questionnaire was prepared. Research sample consisted of 211 respondents who were 1st year university students (freshmen).
 In the majority of cases, the students learn to use computer independently, whereas next comes help provided by friends and family members. It has been established that computer-based technologies are very rarely used during the lessons of other subjects. The respondents think that using computer-based technologies in the classroom during the lessons of sciences has the highest impact on cognitive abilities (knowledge acquisition, self-sufficient studies etc.).</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">66-73</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%">Vincentas  Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE COOPERATION OF SCIENCE TEACHERS: SOME RELEVANT ISSUES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">cooperation</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1399915559.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">18</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Nowadays a large discussion is open on the teaching/learning quality issue. It is clear that “learning is a process of construction in which the students themselves have to be the primary actors” (von Glasersfeld, 1995). By nowadays the view of the learner has changed from that of a passive recipient of knowledge to that of an active constructor of knowledge. It must be taken into account that “learning is a process of knowledge construction, not of knowledge recording or absorption” and “learning is knowledge-dependent; people use current knowledge to construct new knowledge” (Anthony, 1996). Having in mind this it is important to promote the active cooperation of science teachers in teaching process. 
Collaboration and cooperation (there are some important differences between these two terms and we prefer to use the second one) of science teachers are very important components of process of teaching and learning. It is a first step to the constructive, integrated process of teaching. Without adequate cooperation it is not possible to reach the appropriate level of integration, except for internal integration of teaching subjects at a lesson. But in that case a degree of integration is not high enough. Cooperation of science teachers is possibly at all stages of educational process. For example, such cooperation is very effective by preparation of joint teaching/learning programs (curriculum) and concrete plans of activity. Cooperation depends on many factors, for example, the psychological microclimate in collective, motivation of teachers to work better, motivations of pupils and their interest to natural sciences in general. We need teachers to go beyond traditional school science with its emphasis on “key” concepts (Eisenhart, Finkel, &amp; Marion, 1996) and focus also on the processes of learning and thinking about learning (Watters, James, Ginns, Ian, 2000).�
 Finally, I want to point out that cooperation (collaboration) among science teachers undoubtedly raises efficiency of teaching/learning process. It is a first step to the constructive, integrated process of science teaching. Without adequate cooperation it is not possible to reach the appropriate level of integration, except for internal integration of teaching subjects at a lesson. Teachers` cooperation (collaboration) in schools breaks the isolation of the classrooms. Cooperation is an important vehicle through which teachers can plan and carry out an array of services for students. One of the most promising benefits of teachers` cooperation is the increased opportunity it gives teachers to interact with one another regarding different teaching and learning issues. Specifically, teachers who cooperate are more likely to discuss with their colleagues areas of the curriculum they have difficulty teaching. The some more statements on cooperation among science teachers can be mentioned: cooperation has a direct impact on students; cooperation is becoming an essential ingredient in successful schools; cooperation is based on belief in the value of shared decision making, trust, and respect among participants; teachers cooperate only when they share a goal; teachers must make a personal choice to work cooperatively; cooperation is voluntary, not administratively mandated; each teacher participating in a cooperative effort contributes some type of resource; cooperation can only occur when it is associated with some program or activity that is based on the shared goals of the individuals involved etc. Cooperation with colleagues is helpful way for improvement of professional knowledge of science teachers. So, the need for cooperation is evident in the science education arena in both formal and non-formal situations. </style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">5-7</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%">Vincentas  Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE IMPORTANCE OF STRENGTHENING OF NATURAL SCIENCE EDUCATION IN A PRIMARY SCHOOL</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">primary school</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching program</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392407950.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%">To one who understands at least something about education it is obvious that science education in primary school is very important. Every person’s education fundament is formed here. It is understandable that children before school already have certain knowledge about nature. Pre-school children have to know about animal, plant life, should have knowledge about objects and phenomena of inanimate nature, perceive the essence and meaning of care works. Research works show that pre-school children’s knowledge about nature is not sufficiently exact and exhaustive. We should especially focus on enriching and making the knowledge about animal and plant acclimatization more accurate among 5-7 year old children (Ušeckienė, 2000). On the other hand, it is stated (applying modified Kern test) that in the group of 5-7 year old children cognizing nature and its phenomena an average level of thinking functions and intellect predominates which directly depends on child’s mental maturity level and not on child’s sex and age (Plytnykienė, 2002). It is very important for this knowledge to be deepened and broadened in primary school, i.e., in the 1st -4th forms. In this case, natural science preparation quality largely depends on the teacher, on his competence in natural science. Since 1992 a new subject “The world science” has been introduced in primary school which can be interpreted as one of the components of natural science education. Currently in Lithuanian primary school science education fundamentals are integrated into the world cognition course. Biology, physics, chemistry, technological, ecological problems make the part of this natural science program. The main nature cognition purpose is to educate children’s ability understand the world of nature and communicate with it. So, integration of natural science fundamentals on the one hand and social and natural science components on the other hand will further remain a very meaningful sphere of educational process in primary school.
 It is obvious, in order to understand the peculiarities of natural science education working with junior pupils exhaustive researches are necessary and natural science education in primary school has to be modeled, corrected and developed on their basis (Lamanauskas, 2005). Only high-quality natural science education acquired in primary school can guarantee proper continuation of natural science education in basic and secondary school. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">5-8</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%">Vincentas  Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INTEGRATED SCIENCE TEACHING BY APPLYING DIDACTIC DIFFERENTIATION: SOME ACTUAL CIRCUMSTANCES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">differentiated teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">schooling system</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1393665879.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">13</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The discussion about integration cannot dispense with antithesis (differentiation) which is also of high importance. The default of it is a fairly serious lack of comprehensive school. Both processes have to follow each other as this is the most plausible way of human understanding and knowledge improvement (Vaitkevičius, 1979).
 A public knowledge is always wider than personal information. Ipso facto human cognition and public experience are not differentiated. 
Teaching constricted by undivided educational drafts and curricula frequently ignored personal schoolchildren’s qualities. Pupils unable to satisfactorily adopt teaching material are overloaded while others state that such load is insufficient. This is why a general background of a number of learners recedes and the motivation of all pupils decreases.
 Research indicates that genetically all people differ. Genetic inequality most frequently determines the child’s abilities. Natural differences are highlighted by a different situation of upbringing and an environment.�
 Teaching material is imparted insomuch that all learners should be offered suitable opportunities to develop skills during the class. The objective can be reached by maximum solidification of the child’s self-sufficiency and his/her personal free choice to learn what, how and how much s/he wants. Raising distinctive claims to all pupils, information should be given expediently and definitely. All schoolchildren should achieve at least minimum level (should get satisfactory evaluation) and all willing, engaged and skilful pupils could reach much more. The system of evaluation is not important (a five point, ten point etc. system). One purpose is clear – it also should be differentiated.
 Hence, it is clear that integrated teaching seeks the highest level of knowledge and differentiated teaching points out to every schoolchild. It is obvious, that the main aim of differentiated teaching is to create grounds for the childs structural type of thinking, to form possibilities for a learner to master knowledge according to the degree of abilities (individualized teaching) while teaching separate subjects (subject teaching). The application of differentiated teaching seeks to develop powers of learners. Differentiation can be comprehended and defined in the following two ways: first, as a result of spliting a particular whole into segments, levels etc. or, second, as the formation of new qualitative connections between the separate components of the system due to processes of integration. In the latter case the system acquires a new quality – it becomes more complex. Finally, I want to underline that differentiated teaching (or personalized, individual etc. teaching and learning) is a key component of future teaching/learning process. </style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</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%">Vincentas  Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SOME IDEAS ABOUT SPECIFICITY AND METHODS OF FOSTERING VALUE-BASED RELATIONS WITH NATURE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">moral values</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">value-based knowledge</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">January/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392315008.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">10</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The interpretation of the concept ‘value’ 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 (“When Values Change”, 1999). ‘The Dictionary of Psychology’ 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 (Gurevičiūtė, Galkutė, 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 (Kliminskienė, 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 (Atutienė, 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 Kliminskienė and Kliminskas (1998), Vaitkevičius (2000), Šapokienė (1998), Gajauskaitė (1990), etc. have become extremely important having assessed the data of recent research. The survey of parents conducted by Miltenienė and Mockevičienė 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 (Miltenienė, Mockevičienė, 1998). Since 1998, active enthusiasts have launched a project “The Animate World and Me” which involves the city pupils who have pets (Bobrova, 2000). L.Bobrova states that the curriculum of this project developing children’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, ‘Nature is our greatest treasure’, ‘Forests must be protected because pencils and rulers are made of wood’, ‘Dogs are important because they guard houses’, etc. Such pragmatism of the primary schoolchildren is nothing but a result of the pragmatic content of comprehensive educational school. Children simply repeat the clichés 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
 </style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">5-8</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%">Vincentas  Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SOME IDEAS ABOUT SCIENCE AND TECHNOLOGICAL EDUCATION ACTUALITIES AND PERSPECTIVES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">science education textbooks</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific-research pupils’ activity</style></keyword><keyword><style  face="normal" font="default" size="100%">social education research</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392297814.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">9</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">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’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’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’ 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’ 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’ 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’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 “Critical Analysis of School Science Textbook” 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 –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’s achievements and teachers’ 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 “retrained” pedagogues don’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’t assert that teachers don’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 “ARiSE” 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 –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’ 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’ interest in scientific-research activity. Finally, teacher’s competence and also personal interest are very important while forming and developing pupils’ 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’ demands and interests. Scientific research activity is not an entertainment but a very responsible, thorough work requiring great self- independence. During this activity children’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’t be the privilege of gifted pupils only. However, talking about the developing of scientific research activity at school, several essential questions arise:
 • Is it possible to teach every child to perform research activity?
 • What to do if a pupil wants to take up scientific research activity but school can’t provide elementary conditions for this purpose (for example, there is no equipment, no competent leader and so on.)?
 • 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’ motivation, shortage of material and financial resources, etc. factors disturbing pupils’ interest in scientific research activity in the teaching process are: a) lack of teachers’ motivation, b) pupils’ orientation to choose an easier, less effort demanding way, c) poor material basis of schools, d) lack of methodology how to organize pupils’ scientific research work, e) insufficient teachers’ preparation for scientific research work. essential encouraging factors in the pupils’ interest in scientific research activity are such: a) teacher’s personality and activity, b) pupils’ curiosity, their wish to develop knowledge, to show themselves, c) pupil’s abilities, d) different teaching subjects’ pupils scientific conferences, seminars and other similar arrangements, e) trips, excursions to scientific establishments, meetings with scientists (Lamanauskas, Augienė, 2008). 
Recently in Gothenburg (Sweden) one week course took place for PhD students in science education sphere (Goteborg University, November 16th –November 21st, 2008).The subject of the course was “The Role of Theory in Science Education”. 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 “NordForsk”. During the course the students presented their researches, shared experiences, listened to interesting lectures, such as: “Theoretical perspectives on science learning: an overview” (P. Scott), “Science learning in a socio-cultural perspective” (R.Saljo), “Theory: who needs it?”(J. Donnelly), “Appeal to reason, appeal of reason: fostering argument in science education (S. Erduran) etc. Students’ presented works were interesting as well. Their subjects are various indeed, e.g. “Personalized learning for the most able learners in science” (B.Knutsen, Norway), “A design-based research on motivation: learning materials with science inquiry” (A.Loukomies, Finland), “The development of science achievement motivation in Iceland: longitudinal quantitative study based on social cognitive theory” (K.K.Stefansson, Island), “Establishing learning demands about biological evolution-exploring the constituents , actors and communicative processes”(C.Olander, Sweden), “Science education outdoors-effects and attitudes”(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’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 – effective pedagogization of the whole science and technological education process hasn’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. 
</style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">5-8</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%">Vincentas  Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SCIENCE EDUCATION AS A CORE COMPONENT OF EDUCATEDNESS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">educatedness</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2007</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2007</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392217250.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">1</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">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 ‘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)’. 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 – 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’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. 
</style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">5-6</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%">Vincentas  Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SOME FEATURES OF INITIAL SCIENCE TEACHER TRAINING IN LITHUANIA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">educatedness</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher training</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2007</style></year><pub-dates><date><style  face="normal" font="default" size="100%">September/2007</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392220022.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%">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 (Sjøberg, 2004). It is obvious, that preparation of the qualified science teachers is actual and difficult task.�
 In conclusion, we can maintain that: 
• After restoring independence, the new teacher training curricula using experience of Western countries and considering national needs were developed.
 • 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. 
• 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. 
• The curricula focused on preparing teachers able to teach natural sciences integrated into other subjects taught are designed.
 • 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. 
• 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’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.`
 • Lack of specific methodology, examples of good practice and recommendations for solving the problem of integrated education can be noticed in Lithuania. 
• 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. 
• 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. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">45-53</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%">Vincentas  Lamanauskas</style></author><author><style face="normal" font="default" size="100%">Rytis Vilkonis</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE USAGE OF THE INTERNET IN TEACHING PHYSICS IN LITHUANIA: THE ANALYSIS OF A SITUATION AND PERSPECTIVES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching physics</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2007</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2007</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392218228.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">1</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">A vision of a modern world can be hardly conveyed without Information and Communication Technology (ICT) recently having a powerful impact on all areas of life. The application of the latest ICT in the educational process raises new possibilities for both a teacher and a learner, enhances the quality of provided education and makes the educational process more adjustable.
 Effective source of the information nowadays is the Internet. It has to be stated that the Internet possibilities in the teaching process are insufficiently used. On the other hand, in principal there are no reliable studies, which would reveal the actual situation in this field. Therefore, the object of our study is the usage of the Internet for teaching physics. The main aim of the study is to analyse the situation of the usage of the Internet for teaching physics and highlight the hindering/encouraging factors of its usage in the teaching process.
 The study employed expert inquiry. The type of expert inquiry – “Delphi study”, containing several experts’ inquiries (stages). Research has shown, that the Internet in teaching physics is not used in due volume. The majority of problems are connected with material (including information) resources (lack of websites, computers, etc.) and the competence (methodical, information, etc.) teachers of physics.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">63-72</style></section></record></records></xml>