<?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%">Grzegorz P. Karwasz</style></author><author><style face="normal" font="default" size="100%">Krzysztof Służewski</style></author><author><style face="normal" font="default" size="100%">Anna Kamińska</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CONSTRUCTIVISTIC PATHS IN TEACHING PHYSICS: FROM INTERACTIVE EXPERIMENTS TO STEP-BY-STEP TEXTBOOKS</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%">cognitive sciences</style></keyword><keyword><style  face="normal" font="default" size="100%">educational systems</style></keyword><keyword><style  face="normal" font="default" size="100%">interactive exhibitions</style></keyword><keyword><style  face="normal" font="default" size="100%">simple experiments</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching physics</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2015</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2015</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/457-1432232064.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">64</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%">Teaching Physics, in-between theory and technical applications is nowadays a tedious task. Apparent abundance of web resources makes access to information easy, but its use by pupils is quite unclear. These difficulties, added to less importance held by physics nowadays than in the last decades, inside the national educative system, caused in many countries a fall of interest in studying science and technology. Within several national and international programs, involving mainly Poland and Italy, various recipes for school education at lower and higher secondary level were developed in our group. All these recipes were oriented towards real experiments and constructing the discovery paths with pupils. The school (and extra-scholastic activities for primary-age pupils) included: collections of simple experiments “Physics and Toys”, interactive lectures for children, itinerary exhibitions, innovative textbooks inviting the reader to a heuristic dialog, computer-guided experiments, and collections of problems in physic solved step-by-step. We resume some of these implementations and draw main results. Actions were undertaken with three cultural goals: trigger a wide interest in physics through “Fun in Physics” activities, improve didactical efficiency at schools, induce students’ initiative in an independent discovery of science. In detail, for a lower secondary school simple interactive experiments on electromagnetism were introduced, and a textbook on mechanics. For higher secondary schools – a textbook on modern physics and computer-guided experiments; for children aged 5-10 – interactive lectures on mechanics, electricity, acoustics. Evaluations were performed by qualitative and quantitative measures, in Poland and Italy, in collaboration with several teachers and PhD students. All these, constructivist applications show an improved efficiency and find positive evaluations among teachers and pupils. However, partial and sporadic actions do not lead to significant results. Only conjugated implementations of new experimental tools (real objects) and didactical methods (inquiry-based teaching) shows achievements congruent with the Lisbon EU declaration on Knowledge-based Societies (EU Commission White Paper: Education and Training, 1995). </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">6-23</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%">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%">SCIENCE LEARNING SYSTEMS NEWLY RECEIVED BY LITHUANIAN SCHOOLS AND THEIR POTENTIAL APPLICATIONS IN TEACHING PHYSICS</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 equipment</style></keyword><keyword><style  face="normal" font="default" size="100%">teachers’ opinion</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching physics</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%">December/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1419346029.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">50</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Wider knowledge update is always a big challenge for schools. In the event of changes in the curriculum, a question naturally arises: where teachers and students will get new teaching materials. It is necessary to renew textbooks and other teaching tools and to help teachers learn how to work with new knowledge. Natural science laboratory material base in secondary schools has been renewed by implementation of the project &quot;Infrastructure of technology arts and natural sciences”. However, to achieve the desired result, it is necessary to find out whether there is sufficient infrastructure, whether new equipment conforms to expectations of the teacher, whether teachers are able to learn independently and appropriately use new laboratory equipment and modern tools. All this added together can require a systematic teacher training.
 The paper presents research connected with the new equipment and teaching tools received by Lithuanian secondary schools under the project &quot;Infrastructure of technology arts and natural sciences” and their potential application in teaching physics. Information gathering and data processing unit Xplorer (GLX), Science Learning Systems (Nova and Spark) with sensors are analyzed. Questionnaire survey results of the teachers having this equipment are presented.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">108-116</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%">Ivan  Feller</style></author><author><style face="normal" font="default" size="100%">Philippe  Colin</style></author><author><style face="normal" font="default" size="100%">Laurence Viennot</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CRITICAL ANALYSIS OF POPULARISATION DOCUMENTS IN THE PHYSICS CLASSROOM: AN ACTION RESEARCH IN GRADE 10</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%">popularisation resources</style></keyword><keyword><style  face="normal" font="default" size="100%">school-oriented reduction</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching physics</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/2014/457-1399914586.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">17</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Critical work on popularisation resources is a widely recommended activity, one considered to motivate students and prepare them to be responsible citizens. This investigation explores the extent to which some activities aimed at this goal can be fruitfully organised in the classroom, in the course of an ordinary syllabus, at grade 10 level. Two expectations orientate our research: in this context, students presented with written popularisation documents would tend to limit their comprehension of the core message to what is directly connected with their syllabus; and they would not easily evaluate the respective importance - in terms of comprehension - of the implausible elements used in the document to facilitate its reading. After a preliminary investigation with teachers and students, a teaching-learning sequence was designed on the basis of our expectations, completed by the hypothesis that three specific aspects of students’ learning processes would be mutually resonant in a “virtuous circle”. The implementation of this sequence for three successive years (Nt=94 students) with the same teacher provides stable results. Beyond analysing to what extent the outcomes support our expectations (to a rather large extent, in fact) we discuss the value of the elements within the “virtuous circle” to orientate the analysis of student learning processes in this type of classroom interaction.</style></abstract><work-type><style face="normal" font="default" size="100%">Original Article</style></work-type><section><style face="normal" font="default" size="100%">72-96</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>