ISSN 1648-3898. 2003, No.1(3)

Abstract. 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.

Key words: balanced curriculum, scientific and technological literacy (STL), educational goals, educational components.

Correspondence: Aarne Tõldsepp, Professor, dr.habil., President of Estonian Association of Chemistry Teachers, Tungla 7, 51006 Tartu, Estonia.

Phone: 372 7 470 602; E-mail: toots@tdl.ee

Vilja Toots, Chemistry Teacher, Tartu Descartes Lyceum.

Phone: 372 7 470 602; E-mail: toots@tdl.ee 

***

Abstract. The article submits the results of research that pursued to establish a number of ecological tasks on physics in natural science education textbooks and to collate the preconditions of ecological education of school tasks on physics in the integrated natural science textbooks and non-integrated physics textbooks of different countries. To fulfil the research, the following methods such as the analysis of literature, the quantitative analysis of the textbooks content, the statistical analysis of empirical data have been applied.

When examining integrated and non-integrated textbooks of different countries, it has been established that the average of ecological tasks varies from 7% in the non-integrated textbooks and up to 12% in the integrated ones. Comparing integrated and non-integrated textbooks of the same form the deviation of comparative rates of ecological tasks varies from statistically irrelevant to statistically absolute. The cases of statistically relevant deviation are fractionally prevailing. The examined non-integrated physics textbooks and integrated natural science textbooks, including the Lithuanian ones, do not basically differentiate evaluating the element of ecological tasks that comprise students’ preconditions of ecological education.

Key words: abstract tasks, specific tasks, technical tasks, sociocultural tasks, ecological tasks.

Correspondence: Palmira Pečiuliauskienė, Doctor of Social Sciences, Vilnius Pedagogical University / Lithuania/, Department of Physics Didactics, Studentų 39, LT- 2004 Vilnius, Lithuania;

Phone: +370 5 2704112,

E-mail: fizdidkat@vpu.lt 

Alfonsas Rimeika, Doctor of Natural Sciences (Physica), Associate Professor, Vilnius Pedagogical University / Lithuania/, Department of Physics Didactics, Studentų 39, LT- 2004 Vilnius, Lithuania;

Phone: +370 5 2752234,

E-mail: fizdidkat@vpu.lt

***

Abstract. 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.

The review shows that Entropy is found to be difficult idea to be grasped by high school students and undergraduates. In many cases students’ understanding of the basic aspects of the idea are limited, distorted or wrong. The difficulties arise from misinterpretation of mathematical equations in thermodynamics and not adequately integrating the new knowledge with students’ existing knowledge. Students’ explanations are mostly based on the macrophysical world, their thinking on the microphysical world is limited. The everyday meanings of the scientific terms dominate their interpretations. Lecturers should check that students have acquired the correct scientific meanings of the concepts and apply them in both everyday and theoretical situations.

Key words: misunderstandings, entropy, tertiary education.

Correspondence: Mustafa Sozbilir, Ataturk University, Kazim Karabekir Education Faculty, Department of Science and Mathematics Education 25240 - Erzurum/TURKEY

E-mail: sozbilir@atauni.edu.tr 

Phone: +904422314005; Fax:+904422360955
Web Page: http://www.mustafasozbilir.homestead.com

***

Abstract. The paper initially highlights the main principles and methods of environmental education and the opportunities and challenges it offers to a fragmentary curriculum structure ... with special reference to science curricula in Malta. The results of a survey about teachers' attitudes about environmental education are then analysed in relation to the possibility of promoting environmental education as a cross-curricular unifying theme. The paper proposes specific guidelines for the development of science curricula that are both interdisciplinary and socially relevant.

Success in an enterprise necessitates the critical evaluation of one’s objectives, the assessment of the current state of affairs and the careful consideration of the implications inherent in proposed actions in order to clearly define what is really worthwhile. Curriculum development in science education is no exception. Science that is not socially relevant and meaningful to the learners' needs is increasingly becoming obsolete. The question is not whether this change will affect us or not, but rather when will it hit us? In our efforts to make science education more worthwhile we should seriously consider the benefits of infusing environmental education within the science curriculum.

Key words: environmental education, science curricula.

Correspondence: Paul Joseph Pace, Full-time Senior lecturer in Science Education, Biology Education and Environmental Education, Department Maths, Science & Technical Education, Faculty of Education, University of Malta, Msida MSD 06 - Malta

Phone: 00 356 3290 2331, Fax: 00 356 317938.

E-mail: paul.j.pace@um.edu.mt 

***

Abstract. 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.

Key words: science education, environment, occupational health

Correspondence: Juris Porozovs, Dr. biol., docent, Riga Teacher Training and Educational Management Academy, Department of Natural Sciences, Imantas 7.linija – 1, Riga, LV-1083, Latvia.

Phone: +371 7808120; Fax: +371 7808034

E-mail: jupo@rpiva.lv 

Janis Gedrovics, Dr. chem., Mag. paed., docent, Riga Teacher Training and Educational Management Academy, Department of Natural Sciences, Imantas 7.linija – 1, Riga, LV-1083, Latvia.

Phone: +371 7808120; Fax: +371 7808034

E-mail: jange@mpe.lv 

Dzintra Porozova, Mag. envir. sc., teacher, Riga Upper Secondary School No 90, Grestes 14, Riga, Latvia.

Phone: +371 7297360 (home)

***

Abstract. The natural science education is one of the most important areas of general education which includes education of all children` ages. Trying to satisfy requirements of the society and all learners it is necessary to modernize the preparation of natural science teachers. Natural sciences are of great importance in helping students to form conception of world based on the knowledge of modern nature research, emphasizing the character of link between nature and society, as well as between nature and culture. Natural sciences education can be characterised by a variety of content provisions, forms and methods of teaching/learning, and practical activities. All these are expected to make the process more effective to widen intellectual knowledge and skills of students, to provide conditions for students activities, to develop students reasoning skills, to influence their aesthetical outlooks etc.

The aim of the article is to discuss some relevant questions on natural science education in Lithuanian comprehensive school which are of a philosophical – pedagogical character and observes the issues of teachers’ natural science literacy and integral education (teaching).

In conclusion, the following premises summarizing the earlier discussed ideas can be emphasized:

natural science literacy of natural subjects’ teachers working in Lithuanian secondary schools is insufficient;

contradictory statements of scientists - theoretics were revealed when discussing integrated natural science preparation of teachers;

teaching of integrated natural sciences subjects in Lithuanian comprehensive school must be inseparable from national - cultural and economical conditions of the country;

it is important to analyse the aims of integrated training, tasks, matter, methods, the questions of organization of the integrated teaching process etc. and to prepare teachers for general natural science education in comprehensive schools having a pedagogical profile, proposing priority to the methods applied for teaching natural sciences subjects;

it is advisable to raise the qualification of natural subjects teachers in the sphere of natural science providing appropriate courses, workshops etc.

Key words: science education, secondary school, integral teaching.

Correspondence: Vincentas Lamanauskas, Professor at Department of Education, University of Siauliai, Lithuania, 25 Vishinskio Street, LT-5400 Siauliai, Lithuania.

Phone: +370 41 595710; fax: +370 41 553309,

E-mail: gamtamokslinis@one.lt  ; vincentas.la@takas.lt 

http://www.su.lt/lt/part600/pedfak/laman.htm 

***