Journal of Baltic Science Education

1-2

Authors: Editorial Board

Cover, JBSE, Vol. 2, No. 2, JBSE

4

Authors: Miia Rannikmäe

The first issue of our journal was published one year ago. Since that time the journal has become well known not only among the researchers and science educators in the Baltic States, but also in a number of other European countries as well as overseas. Our journal was much in demand. There was a need to introduce new achievements in science and technology education in this part of the world, and to bring new trends in science education closer to our readers. We are very happy for contributions outside of the Baltic region and welcome any continuous future collaboration.

12-20

Authors: Věra Čížková, Hana Čtrnáctová

The paper presented summarises the most important principles of problem - based teaching realised through problem - based tasks. A basis of the research, carried out in this area, are problem – based tasks from science subjects – mainly from biology and chemistry – for pupils of elementary schools and students of secondary schools. Solutions to these problems are presented as models realised through a problem- based programme expressed by a flow chart. This chart - designated for teachers - represents a design of micro-regulation that expresses a supposed structure of thinking activities of students and controlling activities of teachers in search for solutions to the respective problem - based tasks. The use of the programme in the teaching process widens a scope of individualised activities of teachers. Within this research, 148 problem – based tasks have been gradually developed. In experimental classes of the eight and ninth grade of elementary schools and in the first and second year of secondary schools, practical verification of these tasks have been carried out. The most significant outputs of the research are referred to in the conclusion to this paper.

28-37

Authors: Andris Broks

As an attempt to fight the crisis in natural sciences education author’s concept and the main structure of general physics subject at the upper secondary education level is reported. Systems approach had been adopted and philosophical as well as psychological background was prepared to develop a modern structure and context of the subject when starting the upper secondary (senior high school) education in physics. Diverse macro, micro and mega world bodies and mediums in motion – observations, physical and mathematical modeling of motion for understanding of the scientific method and main achievements in physics research and engineering makes a general guideline of reported design and practical realization of subject.

49-61

Authors: Moonika Teppo, Miia Rannikmäe

Research has shown that teaching based on social issues makes science more relevant to students. Students are motivated to learn, if the science content is understandable, interesting and connected with their everyday life. The goal of this study was to determine which issues were relevant to students and the reasons for this. Issues were presented in the form of scenarios – as a story that leads students into learning science by considering the wider goals of education. Three different categories of scenarios were defined: subject oriented, social issue-based focused on student personal experience and social issue-based, focused on global societal problems. All scenarios were developed by science teachers during a STL training course. Two hundred and seventy two grade seven to nine students from two schools (suburban town and city) were asked to choose and evaluate the three most interesting scenarios from nine. The results of the study showed gender based differences. Girls were interested in issues that were connected with their health and outlook. Boys liked to study more about the things, which happen in society.

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Authors: Editorial Board

End page, JBSE, Vol. 2, No. 2, 2003