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.

75

Authors: Editorial Board

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

1-2

Authors: Editorial Board

JBSE, Vol. 2, No. 1, Cover page

5-11

Authors: Aarne Tõldsepp, Vilja Toots

In this paper, research and development (R&D) work in the context of the current reforms in science education is analyzed from the perspective of compiling balanced curricula and syllabi for teaching science. We argue that science as a subject taught is not a rigid body of knowledge, rather than a style of life in rapidly evolving society. We consider the ideal paradigm of science education today as well as in the future as teaching balanced science according to balanced curricula in strongly social context based on psychological and didactical treatment. The main aim of science education is to achieve scientific and technological literacy (STL) among the students, to improve public understanding of science, and currently, to prepare future citizens. Compiling of the balanced curricula for science education should begin from establishing balance between educational goals aimed by the formation of STL. Implementing the balanced curricula demands the compiling of the balanced instructional system including balanced strategies and methodology for teaching science.

21-27

Authors: Mustafa Sozbilir

This study is intended to review some of the selected researches carried out on students’ understandings of entropy. The review puts together the important findings of the researches, summarises the misunderstanings identified together with the possible sources of these misunderstandings and new approaches in defining entropy. Therefore, this study would be beneficial for the researchers and lecturers in science and chemistry education area.

36-43

Authors: Juris Porozovs, Janis Gedrovics, Dzintra Porozova

One of the problems of Latvian educational system is teaching students to take care of their health themselves in the view of their professional career. It is necessary to choose a profession that is not only interesting, but also correspond to the person’s state of health. The factors of a harmful job can create a risk to the person’s health. In Latvia young people actually aren’t acquainted with the problems and harmful professional factors which can arise in the professional life in the future. This is why it is so important to include the course of Environment and occupational health in the secondary school teaching programs. The results of the students’ questionnaire indicated their knowledge of professional health being incomplete. Individual discussions with students have shown that students don’t pay much attention to the issue of work environment of their future profession and that their attitude to the problem is not serious. At the same time it was ascertained that the state of health of a number of students may restrict their professional choice. It was worked out the course Environment and occupational health and analysed a possibility of including the topics of the course in other science subjects such as biology, chemistry and physics. Such a course is a good example for enlarged science education at Upper secondary school level that makes science education more attractive.

62

Authors: Editorial Board

End page, JBSE, Vol. 2, No. 1