Abstract. A conceptual matrix for science education is presented. It contains nine matrix elements, metaphysics, epistemology, ontology, praxis in classroom, content, theories of learning, teachers teaching, students learning and students preconceptions. These elements are linked to each other and constitute a didactical web. The elements in the matrix are regarded from three aspects, philosophical, operational, and interactive. The elements in the matrix and the aspects are discussed from a point of view in which the sociocultural perspective challenges the scientific paradigm of learning. The resulting standpoint is that it is fruitful in science education to utilize the sociocultural perspective in interaction with a constructivistic way of creating knowledge in order to extend the scientific paradigm for teaching and learning in science.

Key words: science education; didactical matrix.

Abstract. During former period of the development of Christianity nothing more than revolution in science and technologies has very seriously influenced the life of World’s society. According to this the problem of heterogeneity of societal and individual development has appeared and the question - w h a t   e d u c a t i o n   f o r   w h a t  l i f e ? has become actual for all people within different societies or social groups. Scientific and technical literacy for all and high quality science and technologies education for coming new generation of specialists - main task for the corresponding development of general as well as professional modern science and technologies education. Healthy life - healthy human’s spirit and  body in healthy living environment - main direction for those developments. Implementation of systems theory - systemology in education and development of ontodidactic are forming the backbone of modern post-industrial science and technologies education today.

Key words: scientific and technical education; scientific literacy; progress of science and technologies; reform of education; educational research; didactic; systemology of education.

Correspondence: Andris Broks, University of Latvia, Faculty of Physics and Mathematics, Zellu St.8, Riga, LV-1002, Latvia; phone: 371-7419898; e-mail: andrisbroks@hotmail.com

Abstract. Some aspects of Natural Science Education at Lithuania’s Basic School are being researched in the article. It is being introduced a part of the survey “Situation and peculiarities of Natural Science Education at Basic School”, that took place in 2000/01 and was addressed to the essential didactic features. Particular attention is being paid to the analysis of the views and opinions of the teachers of Natural Science Education. Also, the view of teachers to the structure of Natural Science subjects, teaching methods, standardization and other questions, connected with Basic School, is being analyzed in the article.

Key words: natural science education; basic school; teaching process.

Correspondence: Vincentas Lamanauskas, University of Siauliai, Faculty of Education, Visinskio St.25, LT-5400 Siauliai, Lithuania; phone: 370-1 595752; e-mail: vincentas.la@takas.lt

Abstract. The article considers the some aspects of development of teaching methodologies in the field of biology. The article gives a brief analysis of the history of the first methodologies by teaching biology. The main mission for students in preparing to become educators is to learn procedures for proper education, the basics of teaching biology, and the skill of conducting the process where by students obtain knowledge. Young educators must be well familiar with teaching procedures, methods and methodical steps so as to be able to utilize these successfully in his or her work in various classes and under various conditions. When studying at university, students must not only become familiar with the theoretical foundations of methodology, but also with their practical applications. The process of integration leads to changes in teaching subjects and to new relations among subjects.

Key words: teaching methodologies; teaching biology; development of methodologies; natural science education.

Correspondence: Leonids Keirans, Daugavpils University, Vienibas St.13, Daugavpils, LV-5403, Latvia; phone: 371-5428425; e-mail: dau@dau.lv

Abstract. In article the problem of the scientifically proved approach to selection of the contents of an educational material in conditions of a computerization of training to naturalscientific disciplines is staticized and the ways of its decision are offered. In work have found reflection results of the rather-comparative analysis of the literature, the specificity of the computer aided training of chemistry, biology and geography at school revealed, the essence and structure of a phenomenon of information-computer culture of the person is determined.

Key words: natural science education; teaching content; computerization.

Correspondence: Elena Popkova, Vitsyebsk State University, Department of Pedagogics, Moskowski St.33, Vitsyebsk, BY-210036, Belarus; phone: 375 212 253352; e-mail: info@bio.belpak.vitebsk.by

Abstract. The aim of this paper is to evaluate the progress and to attitude the chemistry learning of Olympiads participants.

The research was conducted among the participants of 38^th, 39^th Lithuanian Pupils’ Olympiad of Chemistry which took place in 2000, 2001.

On the basis of this research it can be concluded that the knowledge in principal subjects (mathematics, physics, foreign language and Lithuanian) of 69,5% of participants is graded in 8-10 points. Chemistry results of the second trimester by 83,1% of respondents is graded in 10 point, by 14,1% – in 9 point. 97,7% of participants consider chemistry to be their favourite subjective and exact and natural sciences to be more interesting than humanitarian. A successful learning of chemistry is determined by pupil’s aim to understand nature phenomena properly and to gain better knowledge of chemistry.

Key words: chemistry learning; participants of olympiads; students’ progress; teaching subjects; senior students motivation.

Correspondence: Almeda Kuriene, Vilnius Pedagogical University, Department of Chemistry, Studentu St.39, Vilnius, LT-2004, Lithuania; phone: 370 2 790478; e-mail: almeda_k@vpu.lt