<?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%">SCIENCE AND MATH TEACHERS’ COLLABORATION: HOW TO DEVELOP IT SEEKING PUPIL’S SUCCESS AT 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%">education practice</style></keyword><keyword><style  face="normal" font="default" size="100%">good educational experience</style></keyword><keyword><style  face="normal" font="default" size="100%">science and math teachers’ collaboration</style></keyword><keyword><style  face="normal" font="default" size="100%">science and technology education</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%">December/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/457-1423570289.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">62</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%">The importance of science and technology is obviously increasing. Such spheres as biotechnology, environmental security, biochemistry, synthetic biology, neurobiology and other have been strongly affected and even changed by science and technology progress. And that affect is growing. It is paradoxical, but over the last decade a decreased youth interest in science and technologies has been observed in many world countries. Speaking about science and math teachers’ collaboration, several important questions arise: • How to develop teachers’ collaboration seeking pupil’s success at school? • How to plan and project collaboration process? • How to successfully collaborate seeking the pupils’ progress? • How to organise collaborative nets seeking teachers’ work and pupils’ educational success? • How to rally collaborating teachers? Science and math teachers’ collaboration in the educational process would strengthen not only professional teachers’ competence, but would develop collaboration abilities, which are very important seeking much more qualitative pupils’ science and technology education. It would be worth promoting more exhaustive educational research studies on this question and on the basis of them to prepare practical recommendations.</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%">Tuula Keinonen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SCIENCE AND TECHNOLOGY EDUCATION IN FINNISH COMPREHENSIVE SCHOOLS: FOUR CASES</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 science</style></keyword><keyword><style  face="normal" font="default" size="100%">science and technology education</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher 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/2014/457-1392217631.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%">Science-Technology-Society (STS) approach has been found to be an effective framework in science education. STS-approach is expected to increase citizens´ abilities to carry out the social responsibility in collective decision making concerning issues related to science and technology. At school, the teacher can view, especially after practising STS-instruction her/himself, that it is an integrated curriculum that promotes students´ scientific knowledge, process skills, citizenship behaviours, and decision-making abilities. Science and Technology Education at the University of Joensuu has been planned in order to increase primary school teacher students´ knowledge about science education including science contents, science pedagogy as well as environmental and technological education. STS-approach is applied in planning Science and Technology Education for teacher students. After theoretical studies about STS-approach, primary school teacher students also have to practice STS-teaching themselves in the lower level of the comprehensive school (primary school, grades 1-6). In this paper, four cases of these STS-approaches in Finnish primary schools are presented. The cases include learning about plastics, electricity, water and air, and human body, and the cases are planned and carried out by several primary school teacher students in teams. The cases presented here are planned for and carried out with fifth or sixth graders (age of 10-12) in rural schools. 
</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">50-62</style></section></record></records></xml>