<?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%">Duygu Turgut</style></author><author><style face="normal" font="default" size="100%">Zeha Yakar</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SOCIOSCIENTIFIC ISSUES AND PRE-SERVICE SCIENCE TEACHERS’ BIOETHICAL VALUES</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%">bioethics level</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service science teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">science teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">socio-scientific issues</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1628687438.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">79</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%">Considering the recent rapid developments in science and technology, it is quite important for individuals to be able to make decisions about their own future and their children's future for the society in which they live and to know how to establish a balance of risk and decision. For this reason, teacher training programs should be planned to internalize pre-service teachers' awareness of responsibility. Regarding this point, the development of pre-service science teachers' bioethical values was examined on a class level basis using survey research.  Research sample consisted total of 286 pre-service teachers of Science Teacher Training Program. Bioethical Values Questionnaire was applied to determine pre-service teachers’ bioethical values. As a result of analyses, it was determined that pre-service teachers’ bioethical values increased according to their class levels they attended. It was stated that pre-service science teachers’ bioethical values related to sub-dimensions of “Benefits of Biotechnology Applications”, “Science and Ethics”, “Reproductive Technologies and Cloning” and “Control of Genetic Interventions” were increased based on participants’ class levels. In addition, the results of the study revealed that pre-service teachers also had some concerns about the benefits of biotechnology applications.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">640-656</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%">Mónica Baptista</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">WHAT IS A GOOD PRACTICE OF SCIENCE TEACHING? SOME PATHS</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%">academic success</style></keyword><keyword><style  face="normal" font="default" size="100%">science teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">science teaching</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2017</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2017</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/457-1498500799.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">75</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><isbn><style face="normal" font="default" size="100%">E-ISSN 2538-7111</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Maria is a 17 year old 9th grade student with low academic success. Her school history is marked by several stories of failure in Physics and Chemistry. Yet, the 9th grade of Maria was different; as she says, she managed to achieve “a great mark &quot;. Therefore, what has taken Maria to find the Physics classes so good? The answer to this question leads us to another one, more complex, that can have various possible answers: After all, what is a good practice of science teaching?
To answer this question requires, first of all, to think about what students are expected to learn and what competencies they should obtain in school to meet the challenges of today's society, in all its uncertainty and endless changes. Nowadays, it is widely acknowledged that to understand and act in an informed and reflected manner in such a society it is essential that students develop their critical thinking and creativity as well as problem solving, communication, digital, social, intercultural and linguistic skills.
</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">212-214</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%">Monica Baptista</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">RESEARCHING PRACTICE AND COLLABORATION AS A MEANS TO PROMOTE INQUIRY IN SCIENCE TEACHING</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%">changing society</style></keyword><keyword><style  face="normal" font="default" size="100%">science teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific activity</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific literacy</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420361699.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">59</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">We live in a very complex and ever changing society, which requires from its citizens a continuous involvement in decision-making and continuous learning. The issues that were exclusive experts’ responsibility today are brought to public, thus requiring the society active participation. Hence it is crucial that each citizen is informed, in order to be critical and adopt an intervening and sustained stance. Therefore, improving scientific literacy is a current concern of our times, considering the overall contradictory scenario. On the whole, it is recognized that fully participating in today’s society requires an understanding of science and scientific activity. Nevertheless, several studies show that scientific literacy levels, within the general population and among students, are not as high as would be expectable. So, to improve students’ scientific literacy levels is the main goal of science education research. But what learning situations can be created to improve students’ scientific literacy? Recently, a number of studies pointed out inquiry as one possible learning situation. But then the main question is: why inquiry? Inquiry emphasizes the development of scientific and procedural knowledge, as well as other relevant competencies (e. g. reasoning, communication and attitudes) and puts students in the centre of their learning. It engages students in different situations, namely in identifying problems, formulating hypotheses, researching in books and other sources of information, planning investigations, collecting and interpreting data, reviewing what they know about the experience, connecting explanations to scientific knowledge, reporting results, arguing with basis on evidences, and communicating (NRC, 2000) – all crucial competencies to foster scientific literacy. </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%">Claudia Valentina   Assumpção Gallian</style></author><author><style face="normal" font="default" size="100%">Agnaldo Arroio</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EARLY SCIENCE EDUCATION AND ITS RELEVANCE</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 teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific knowledge</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1413727203.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">45</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This text begins with a concern related to teacher education which will focus on early childhood education, specifically in regards into the sciences and knowledge relating to the axes undertaken to frame the curriculum of the first stage of basic schooling as nature, culture and society. Science for young children should be considered as the foundation of all later development and is clear that it is not understood as it should be. But now, it is being more discussed taking account that these children have their development in a holistic perspective (Johnston, 2009; Johnston &amp; Tunnicliffe, 2008).
 It should be noticed that the approach of knowledge related to science in Early Childhood Education, discussed in this text, does not take place in an isolated way, should be developed on a proposal mainly integrating the different fields of knowledge, to explore, in the articulation of knowledge, the wealth of exploitation and appropriating the world by the children. </style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">4-9</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 EVALUATION STRATEGIES OF INTEGRATED SCIENCE TEACHING AND LEARNING</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%">evaluation</style></keyword><keyword><style  face="normal" font="default" size="100%">models of evaluation</style></keyword><keyword><style  face="normal" font="default" size="100%">science teaching</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%">July/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1406539867.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">31</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In educational literature we can find different definitions on evaluation. Evaluation is the pay-off of description – it is the synthesis of descriptive information and criterial information according to very strict and difficult rules (Scriven, 1975). Evaluation can be characterised as the process by which people make judgements about value and worth; evaluation is the process by which people make value judgements about things (Oliver, 2000).
 It is obvious that evaluation is a delicate and sensitive task. On the other hand, it is not a simple and obvious process. Usually evaluation has its formal and informal sides. 
 The main questions are:
• what is to be evaluated?
• when and why evaluate?
• how to evaluate?
• whether the process of evaluation is fair and objective?
 For an evaluation of process of science teaching and learning there are different strategy and ways. The main questions are: what is to be evaluated? when and why evaluate? how to evaluate? It is clear that for science teaching success one of the most important resources is feedback from students (Lamanauskas, Vilkonienė, 2008). Teachers can evaluate a whole science course, analyse students’ learning needs, and investigate students’ experiences of teaching. Evaluation should be correlated both with the purposes and to specific educational situations. Also it is very important to strengthen teachers` and students` motivation when evaluating. There are multiple methods for collecting data on science teaching effectiveness. Also it is clear that a key to effective teaching evaluation is to collect data from multiple sources (triangulation).</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></records></xml>