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Journal articles on the topic 'Educational sciences, Educational sciences'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

Stansfield, William D. "Educational Curriculum Standards & Standardized Educational Tests: Comparing Apples & Oranges?" American Biology Teacher 73, no. 7 (September 1, 2011): 389–93. http://dx.doi.org/10.1525/abt.2011.73.7.4.

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Mandated biology curriculum standards and standardized tests may vary widely from one state to another, making academic-performance comparisons among the states problematic. This report outlines the effects of the "No Child Left Behind" law and uses California as a test case against which teachers in other states may make comparisons of their own biology curriculum standards and tests. Several sources are cited that offer sample multiple-choice questions that have appeared on previous California standardized tests for sciences/life sciences/biology. These examples, and critique thereof, may help teachers better prepare their own tests to improve student performance in meeting the state's curriculum standards in individual science classes and in mandated statewide tests.

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Butucea, Maria. "Philosophy of Science and Educational Sciences–Models of Explanation." Procedia - Social and Behavioral Sciences 76 (April 2013): 156–61. http://dx.doi.org/10.1016/j.sbspro.2013.04.091.

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DRĂGHICESCU, Luminița-Mihaela. "Preface. Pro Edu. International Journal of Educational Sciences." Pro Edu. International Journal of Educational Sciences 1, no. 1 (June 21, 2019): 4. http://dx.doi.org/10.26520/peijes.2019.1.1.4-4.

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Hiraka, Haruhiro, Kazuaki Iwasa, and Kenji Ohoyama. "Educational Activities for Neutron Sciences." hamon 21, no. 1 (2011): 37–41. http://dx.doi.org/10.5611/hamon.21.1_37.

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Mbagwu, Smart I., Izuchukwu A. Okafor, Chinyere E. Eze, and Osmond Anokwulu. "Anatomical Sciences Educational Outreach: A tool for boosting science education." FASEB Journal 34, S1 (April 2020): 1. http://dx.doi.org/10.1096/fasebj.2020.34.s1.07179.

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Aberšek, Boris. "CHANGING EDUCATIONAL THEORY AND PRACTICE." Problems of Education in the 21st Century 66, no. 1 (August 25, 2015): 4–6. http://dx.doi.org/10.33225/pec/15.66.04.

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How do we think, how do we learn, memorize and dream, how does pleasure come to be, where are the emotions hidden and how do we reach decisions? Cognitive science and neuroscience tries to answer such questions. It tackles the fields of the human mind in an interdisciplinary, even transdisciplinary way – by connecting discoveries from all the disciplines that could shed light on cognitive occurrences. Cognitive science brings together psychology, philosophy, linguistics, artificial intelligence, social sciences and many others. It tries to deal with mental processes in a holistic way and to create a deeper understanding of the field that is empirically closest to us.

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CHINN, Clark, Jun OSHIMA, and Miki SAKAMOTO. "Educational Psychology and the Learning Sciences :." Annual Report of Educational Psychology in Japan 54 (2015): 187–90. http://dx.doi.org/10.5926/arepj.54.187.

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8

Index, Referees. "Cypriot Journal of Educational Sciences (CJES)." Cypriot Journal of Educational Sciences 10, no. 4 (December 30, 2015): 2. http://dx.doi.org/10.18844/cjes.v10i4.154.

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<p align="center"><strong>Referees Index</strong></p>The academicians listed below have acted as referees since December 2015 for manuscripts in which the review process of which have been completed, as well as for those paper submissions which have been cancelled by the authors for some reason and for those that have been rejected. The editorial board members are grateful to all referees who have contributed to Cypriot Journal of Educational

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Kelly, Julia A., and Ellen Nagle. "Educational Initiatives in Health Sciences Libraries." Science & Technology Libraries 14, no. 2 (May 2, 1994): 23–34. http://dx.doi.org/10.1300/j122v14n02_03.

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Mircheff, Joan. "Resources for Health Sciences Educational Software." Medical Reference Services Quarterly 12, no. 4 (December 22, 1993): 45–50. http://dx.doi.org/10.1300/j115v12n04_05.

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Martin, Catalin, and Romita B. Iucu. "Teaching Entrepreneurship to Educational Sciences Students." Procedia - Social and Behavioral Sciences 116 (February 2014): 4397–400. http://dx.doi.org/10.1016/j.sbspro.2014.01.954.

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Németh, András. "Models and Paradigms of Educational Sciences." Magyar Pedagógia 115, no. 3 (2015): 255–94. http://dx.doi.org/10.17670/mped.2015.3.255.

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Fugelo, Mykola, Olena Vasulyeva, and Pavlina Fugelo. "EDUCATIONAL PROBLEMS IN MATHEMATIZATION OF SCIENCES." B U L L E T I N OF OLEKSANDR DOVZHENKO HLUKHIV NATIONAL PEDAGOGICAL UNIVERSITY 1, no. 39 (2019): 62–70. http://dx.doi.org/10.31376/2410-0897-2019-1-39-62-70.

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Breithaupt, Brent H. "Tapping Educational Resources: An Introduction." Paleontological Society Papers 2 (October 1996): 31. http://dx.doi.org/10.1017/s1089332600003090.

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Although People are enthusiastic about science, it is appalling when a recent survey by the National Science Foundation indicates that only about 25 percent of American adults can correctly answer basic science questions. Interestingly, those surveyed admitted that they were not well-informed about technical subjects. Presumably, this contrast of enthusiasm versus actual knowledge translates to children as well as adults. With these points in mind, the importance of presenting scientific concepts in a variety of creative ways utilizing multiple approaches is critical if we are to have a scientifically literate society – a society that we expect to make informed decisions concerning matters related to science. Although textbooks present various scientific topics, commonly it is difficult for students to understand the concepts, appreciate the importance, and retain the information relating to relevant scientific subjects. Paleontology has the unique advantage of not only being a mixture of two very important areas of science (biology and geology), but perhaps more than any other area of science, it can be used as a “lure” to present fundamental concepts in the sciences through the study of prehistoric animals.

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UTIUZH, Irina, Natalia SPYTSIA, Alla SINITSYNA, and Natella PAVLENKO. "Scientific And Educational Technologies In Human Capital Formation." WISDOM 14, no. 1 (March 24, 2020): 112–20. http://dx.doi.org/10.24234/wisdom.v14i1.315.

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The article deals with a constructive role of socio-humanitarian and philosophical knowledge in the system of natural science structures. It is proved that the relevance of socio-humanities and philosophy is a response to the challenges of the modern technology-based civilization, where exact and natural sciences call for revival of a philosophic component in the education system and science. In the article, the main cause-and-effect relations that have resulted for modern societies in the demand for revival of philosophic and socio-humanitarian knowledge in science and education are revealed. A new paradigm for the development of philosophic and socio-humanitarian knowledge is presented. The authors present the implementation results of a new interdisciplinary dialogue in the system of socio-humanities and natural sciences within the Zaporizhzhia State Medical University, where the Department of Social Studies has adapted and implemented a number of projects in this area. One of which is the School for Young Lecturers – project in the framework of practice-oriented education The article emphasizes that the return of social science to the higher education system and its role in science must be considered as a complex, multi-level process that should be studied and comprehended for its optimal implementation.

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Martín Morillas, José Manuel. "The contribution of cognitive anthropolinguistics to educational linguistics." Journal of English Studies 1 (May 29, 1999): 119. http://dx.doi.org/10.18172/jes.46.

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In this paper it is argued that, despite the welcome psycho-social emphasis in educational linguistic theories witnessed in recent decades, and with it, a rapprochement of the social sciences to the psychological sciences, the relationship between these fields has not gone far enough. The actual challenge is a move towards the unification of the social, psychological and language sciences (anthropology and sociology; cognitive science; and linguistics). A step in this interdisciplinary direction is offered by the discipline called 'cognitive anthropolinguistics', and its central concept of 'cultural cognition'. The paper discusses the implication of this concept for the field of educational linguistics, followed by a brief illustration of a cognitive-cultural application of that concept, namely the concept of 'ethnic stereotype', as part of a socio-cultural guide for a cross-cultural pedagogical grammar.

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Pečiuliauskienė, Palmira. "APPLYING ICT IN NATURAL SCIENCE EDUCATION WITHIN TEACHING PRACTICE: THE PRESENT SITUATION AND DETERMINING FACTORS." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 4, no. 3 (December 1, 2007): 5–12. http://dx.doi.org/10.48127/gu-nse/07.4.05b.

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Applying ICT in teaching practice is little researched. The studies focusing on the subjective factors of ICT application in educational practice of natural sciences are very rare. The investigation may include motivation for pedagogical work, the need for continuing studies, different experiences of applying ICT etc. The problem of research has been determined by such preconditions as the present situation of applying ICT teaching natural sciences during pedagogical practice and subjective factors determining the latter educational phenomenon. The goal of research is to analyse the use of ICT in natural science education concerning the subjective factors defining this educational phenomenon. The object of research is ICT application in natural science education. The techniques of literature analysis, questioning and mathematical statistics have been applied to conduct research. 300 students carrying on teaching practice in natural sciences have been surveyed. The following subjective factors marking ICT application in educational practice of natural sciences have been established: the sex, learning experience gained in secondary school, the character of entering the university, the outlooks for future studies and motivation for pedagogical job. The number of male rather than female students using ICT in educational practice in natural sciences is gradually increasing. The students having previous experience gained in the last two years of studies in upper secondary school more frequently and efficiently apply ICT in practice. Professional motivation for pedagogical job has no relations with applying computers in educational practice. Key words: educational practice, natural science.

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18

Erixon, Per-Olof. "Editorial—Educational Sciences – National and International Aspects." Education Inquiry 1, no. 4 (December 2010): 259–68. http://dx.doi.org/10.3402/edui.v1i4.21945.

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Krašna, Marjan, and Tomaž Bratina. "Designing digital security course in educational sciences." International Journal of Knowledge Engineering and Soft Data Paradigms 3, no. 3/4 (2012): 280. http://dx.doi.org/10.1504/ijkesdp.2012.050723.

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20

Özbulak, Berrin Emran, Nergüz Bulut Serin, and Özgür Özbulak. "World Confer*ence on Educational Sciences 2009." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 671–75. http://dx.doi.org/10.1016/j.sbspro.2009.01.117.

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&NA;, &NA;. "Derma Sciences, Inc., Introduces Interactive Educational Brochure." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 14, no. 10 (October 1996): 836. http://dx.doi.org/10.1097/00004045-199610000-00017.

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22

Besozzi, Elena. "Social Sciences, Reflective Practice and Educational Context." Pedagogy, Culture & Society 7, no. 2 (January 1999): 321–28. http://dx.doi.org/10.1080/14681366.1999.11090870.

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Besozzi, Elena. "Social sciences, reflective practice and educational context." Pedagogy, Culture and Society 7, no. 2 (July 1, 1999): 321–28. http://dx.doi.org/10.1080/14681369900200059.

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24

Howe, Kenneth R. "Philosophy of education and other educational sciences." Theory and Research in Education 12, no. 1 (January 16, 2014): 77–87. http://dx.doi.org/10.1177/1477878513517339.

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Smith, A., R. Fosse, D. Dewhurst, and K. Smith. "Educational Simulation Models in the Biomedical Sciences." ILAR Journal 38, no. 2 (January 1, 1997): 82–88. http://dx.doi.org/10.1093/ilar.38.2.82.

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26

Luttges, M. W., L. S. Stodieck, and D. M. Klaus. "Four educational programs in space life sciences." Advances in Space Research 14, no. 8 (August 1994): 439–46. http://dx.doi.org/10.1016/0273-1177(94)90438-3.

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Al-Absi, Mohammad M., Nafez A. Bukaiei, -, -, and -. "Faculty of Educational Sciences and Arts / UNRWA." Journal of Educational and Psychological Sciences 21, no. 04 (December 1, 2020): 478–96. http://dx.doi.org/10.12785/jeps/210415.

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28

Simon, Herbert A. "Observations on the Sciences of Science Learning." Journal of Applied Developmental Psychology 21, no. 1 (January 2000): 115–21. http://dx.doi.org/10.1016/s0193-3973(99)00055-6.

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29

Tibell, Lena A. E., and Carl-Johan Rundgren. "Educational Challenges of Molecular Life Science: Characteristics and Implications for Education and Research." CBE—Life Sciences Education 9, no. 1 (March 2010): 25–33. http://dx.doi.org/10.1187/cbe.08-09-0055.

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Molecular life science is one of the fastest-growing fields of scientific and technical innovation, and biotechnology has profound effects on many aspects of daily life—often with deep, ethical dimensions. At the same time, the content is inherently complex, highly abstract, and deeply rooted in diverse disciplines ranging from “pure sciences,” such as math, chemistry, and physics, through “applied sciences,” such as medicine and agriculture, to subjects that are traditionally within the remit of humanities, notably philosophy and ethics. Together, these features pose diverse, important, and exciting challenges for tomorrow's teachers and educational establishments. With backgrounds in molecular life science research and secondary life science teaching, we (Tibell and Rundgren, respectively) bring different experiences, perspectives, concerns, and awareness of these issues. Taking the nature of the discipline as a starting point, we highlight important facets of molecular life science that are both characteristic of the domain and challenging for learning and education. Of these challenges, we focus most detail on content, reasoning difficulties, and communication issues. We also discuss implications for education research and teaching in the molecular life sciences.

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Keser, Hafize, and Deniz Özcan. "Current trends in educational technologies studies presented in World Conferences on Educational Sciences." Procedia - Social and Behavioral Sciences 15 (2011): 3989–98. http://dx.doi.org/10.1016/j.sbspro.2011.04.403.

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31

Fuchs, Eckhardt. "Educational sciences, morality and politics: international educational congresses in the early twentieth century." Paedagogica Historica 40, no. 5-6 (October 2004): 757–84. http://dx.doi.org/10.1080/0030923042000293751.

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32

唐, 涌. "On the Concepts of and the Relationships between “Educational Sciences” and “Educational Disciplines”." Advances in Education 11, no. 04 (2021): 1095–102. http://dx.doi.org/10.12677/ae.2021.114170.

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33

Tryfonova, Olena. "FEATURES OF CREATING AN EDUCATIONAL ENVIRONMENT BASED ON SELF-ORGANIZATION AND INTEGRATION OF NATURAL SCIENCES, DIGITAL TRANSFORMATION AND COMPUTER TECHNOLOGY." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 410–13. http://dx.doi.org/10.24144/2524-0609.2021.48.410-413.

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Modern society is characterized by rapid changes in the vast majority of its spheres of existence. These trends determine the changing requirements for the process of obtaining, transforming, storing, transforming, transmitting information in the process of learning in educational institutions. Education must be advanced. In these conditions, the model of the educational environment requires improvement. The purpose of the article is to create an educational environment. The functionality of the environment should be based on the principles of integration of natural sciences, digital transformation and computer technology. Various methods were used to achieve this goal. We analyzed and synthesized scientific and methodological literature. We have summarized the best pedagogical experience. The ratio of the development of experimental science and science, and accordingly technology and science determines the level of contradiction between theory and experiment, between theory and life, between theory and practice and is a measure of the development of science. We modeled the structure of a synergistically oriented educational environment. The article identifies the necessary conditions for self-organization. We proposed a structure of a synergistically oriented educational environment. We have developed a scheme of an integrated working body as an example of the integration of knowledge from the natural and technical sciences. The content of learning in a synergistically oriented educational environment involves the creation of nonequilibrium, probabilistic problem situations. Their solution requires the involvement of verbal, abstract-logical, figurative-intuitive, emotional-cognitive resources of students. At the same time, they have to look for a meaningful answer to the problem not within a narrowly specialized subject, but in terms of integrating knowledge of a range of natural sciences and, as time demands, digital transformation and computer technology.

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Žogla, Irēna. "Science of Pedagogy: Theory of Educational Discipline and Practice." Journal of Teacher Education for Sustainability 20, no. 2 (December 1, 2018): 31–43. http://dx.doi.org/10.2478/jtes-2018-0013.

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Abstract The article addresses and provides an introduction to pedagogy in its capacity of science and a university discipline in the field of education sciences. Nowadays not only teacher education programmes are embedded in theories and follow transitions of pedagogy. These have become even more complex, therefore, challenge new discussions in the evolving importance of human relations and transition towards learning-centred science of pedagogy to underpin practice of competence-oriented education. Based on the main historical processes in Latvia and along with informative insight into the practices of European universities and research, the article traces the traditional background of pedagogy, the challenging role of philosophy to foster understanding of pedagogy as a unique, well-structured science with its object of investigation, which is not being explored by any other science. Alongside the discrete field of education and constantly evolving research, pedagogy develops its theories, all-level practices and disciplines within tertiary and doctoral programmes; because of these its changing nature provides sustainability, cause critique and improvements to an extent which is resilient to multiple external forces. The article highlights some current developments of pedagogy as a stable, open-to-diversity and innovative theory to underpin the process of formal and informal education. The understanding of pedagogy in its meaning of teacher philosophy-in-use leads to a discussion of the constant and changing components of the definition. The intellectual tradition of pedagogy has become a phenomenon and notion to be compared and clarified in the context of another phenomenon – education sciences. The conclusions remind therefore the benefit of adopting the science of pedagogy being a theory and practice of formal education.

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Hufford, Terry L. "Educational Receptivity before Science Literacy." BioScience 40, no. 1 (January 1990): 44–45. http://dx.doi.org/10.2307/1311239.

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36

Mačiukaitė, Angelija. "THE CONTENT AND PROCESS OF NATURAL SCIENCES EDUCATION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 15, no. 1 (May 25, 2018): 7–17. http://dx.doi.org/10.48127/gu-nse/18.15.07.

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The transformation of the classical school into a humanistic one, which started in the last decade of the 20th century, has accelerated a lot in the present century. How did the content and the process of natural sciences education change for students with special educational needs (SEN)? The research reviews documents, research literature and textbooks for students with SEN; it deals with the issues of organizing the process and content of their education and self-education. Adapted natural science textbooks for primary and high school are suitable for students with learning difficulties, disorders or mild learning difficulties. Textbooks for students with SEN partly satisfy the needs of these students. However, it would be useful to write natural science textbooks of a lower degree of difficulty for the students whose SEN are big or very big due to the moderate learning difficulties. Research carried out in the process of natural sciences (self-) education enables to make images directly, while students understand and start using the concepts in various contexts through action during the experiment, through observation and performing practical tasks. Keywords: students with special educational needs (SEN), natural sciences education, the process of (self-) education, textbooks.

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37

Bulvinska, Oksana. "SYSTEM OF EDUCATIONAL SCIENCES: EXPIRIENCE OF EUROPEAN UNIVERSITIES." Continuing Professional Education: Theory and Practice, no. 1 (2020): 68–73. http://dx.doi.org/10.28925/1609-8595.2020.1.10.

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The article is devoted to the system of science of education in the European Universities. For analyzes were provided 16 European Universities from Finland, Belgium, Netherlands, Norway, which are in top 50 in QA World Rankings 2019, and also Humboldt-Universitat zu Berlin and Alma Mater Studiorum – University of Bologna. The main study is the analysis of the study programs about the education in the universities that are listed above. The conclusion, that in most European Universities offered educational programs «Educational studies», which are mainly not for professional, but academic level (especially the Master’s degree). The programs «Educational studies» focused on the study of educational systems and the practical studying in a wide social, cultural, political and economic areas. As usual, this educational program combines the ideas and the study of the educational systems, psychology, sociology, philosophy, history, politics, the management of education, history and culture of education, comparative educational studies, and also the critical analysis of different educational theories and innovative methods. The pedagogical science is one of the educational discipline, which is focused only on the pedagogical problems, which are learning, teaching and development: the educational programs, the measurement and evaluation in education and training, the special pedagogic, which is focused on prevention, research, diagnosis, development and education of children, teenagers or adults with behavioral and emotional problems and their psychosocial consequences. The pedagogical study programs also are focused on development and education of the kids and teenagers in a different social groups (families, schools, groups of friends etc.).

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Tursuntosh Karshievna, Tolipova. "Methods of educational sciences in the first class." International Journal on Integrated Education 2, no. 5 (November 23, 2019): 215–18. http://dx.doi.org/10.31149/ijie.v2i5.177.

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This article details in detail the implementation of innovative approaches in the system of general secondary education and its pedagogical and psychological principles, which play an important role in the upbringing of individuals. The author has widely analyzed the objectives, principles and results of teaching natural science in the primary grades. It also describes the principles of pedagogical mastery and shows ways of inviting, enhancing and reinforcing students. In particular, the article emphasizes that an innovative approach to teaching natural science can enhance the effectiveness of education.

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De Corte, Erik. "Educational Sciences: A Crossroad for Dialogue among Disciplines." European Review 26, no. 2 (January 24, 2018): 262–71. http://dx.doi.org/10.1017/s1062798717000655.

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This article illustrates that due to the complexity of educational practices and of the educational system, their scientific study constitutes a crossroads for dialogue and possible conflicts among a variety of disciplines. The article focuses on school education. A first illustration shows how analyzing and improving classroom practices requires collaboration with and among different sub-disciplines of psychology. In the next section the recent domain of educational neuroscience is discussed as a crossroads of educational science, psychology and neuroscience. Thereafter, it is argued that research on mathematics education calls on the contribution of many disciplines such as mathematics, pedagogy, the psychology of cognition and math-related beliefs, and anthropology. The final example focuses on educational technology that requires interaction between educational science, psychology, computer science, economics, etc.

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Erixon, Per-Olof. "Editorial—Educational sciences and a media ecology perspective." Education Inquiry 1, no. 3 (September 2010): 137–42. http://dx.doi.org/10.3402/edui.v1i3.21938.

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Spain, James D. "The BSCS and Educational Computing in the Sciences." American Biology Teacher 48, no. 2 (February 1, 1986): 123–25. http://dx.doi.org/10.2307/4448233.

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Hofstetter, Rita, and Bernard Schneuwly. "Introduction educational sciences in dynamic and hybrid institutionalization." Paedagogica Historica 40, no. 5-6 (October 2004): 569–89. http://dx.doi.org/10.1080/0030923042000293661.

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António, Ana Sofia, and António Teodoro. "Critical Discourse Analysis: Between Educational Sciences and Journalism." Fronteiras: Journal of Social, Technological and Environmental Science 8, no. 1 (February 22, 2019): 18–35. http://dx.doi.org/10.21664/2238-8869.2019v8i1.p18-35.

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Abstract This research, in which we used Critical Discourse Analysis (CDA) applied to the field of Educational Sciences, was developed within the scope of the project of PhD in Education. We submit the question - what relations can be identified between opinion articles concerning Education published in two broadsheet newspapers and the values and aspirations defended by the new middle class? A quantitative methodology was used, and the directors of the newspapers studied were interviewed, as well as parents and teachers. CDA was used on the 20 opinion articles chosen as corpus of this study. It is our belief that it is essential to understand the intentions and the consequences of opinion articles related to the school.

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Stanoev, Martin, Dušan Janák, and Kateřina Tvrdá. "SOCIAL DISADVANTAGE: CHALLENGE FOR EDUCATIONAL SCIENCES AND EDUCATORS." Social Pathology and Prevention 2, no. 1 (March 1, 2016): 11–33. http://dx.doi.org/10.25142/spp.2016.002.

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Blakely, Gillian, Heather Skirton, Simon Cooper, Peter Allum, and Pam Nelmes. "Educational gaming in the health sciences: systematic review." Journal of Advanced Nursing 65, no. 2 (February 2009): 259–69. http://dx.doi.org/10.1111/j.1365-2648.2008.04843.x.

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Huo, Ming, Mieke Heyvaert, Wim Van den Noortgate, and Patrick Onghena. "Permutation Tests in the Educational and Behavioral Sciences." Methodology 10, no. 2 (September 1, 2014): 43–59. http://dx.doi.org/10.1027/1614-2241/a000067.

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Over the past two decades, permutation tests (PTs) have received much attention in the educational and behavioral sciences. The aim of this article is to review the theoretical developments of PTs, the active areas in the educational and behavioral research using PTs, and the types of analysis under which PTs have been applied. We obtained 224 published articles, which included 141 theoretical articles and 83 application articles. After scrutinizing each article, we are happy to see that (1) some researchers began to advocate introducing PTs into basic statistics training; (2) computing load for PTs may be reduced dramatically by some intelligent algorithms; (3) PTs began to be applied in new areas such as studies on the relationship between brain and behavior and the relationship between gene and behavior; (4) besides simple types of analysis such as independent two-group comparison, PTs can also be carried out under more complex situations such as multivariate analysis. However, we should also notice that PTs are still mostly used for simple analyses (e.g., randomness analysis).

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Jahn, Warren. "Council on Forensic Sciences 2014 Educational Conference Summary." Journal of Chiropractic Medicine 14, no. 1 (March 2015): 63–64. http://dx.doi.org/10.1016/j.jcm.2014.11.001.

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48

Mortimer, Alan J. "Educational project in spaces life sciences in Canada." Advances in Space Research 14, no. 8 (August 1994): 459–60. http://dx.doi.org/10.1016/0273-1177(94)90441-3.

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Lasauskiene, Jolanta. "A study of foreign students’ intercultural experiences at Lithuanian University of educational sciences." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (August 26, 2017): 691–99. http://dx.doi.org/10.18844/prosoc.v4i1.2454.

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Peciuliauskiene, Palmira, and Dalius Dapkus. "The Promotion of Cross-Curricular Problem Solving Abilities of Pre-Service Science Teachers through Cooperative Learning." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 16, 2015): 109. http://dx.doi.org/10.17770/sie2015vol1.297.

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Abstract:

<em>Inquiry-based science teaching (IBST) can be realized with a help of different educational technologies. An educational project carried out at Lithuanian University of Educational Sciences used a framework of cross-curricular (biology, chemistry and physics) learning content, learning concepts (learning through cooperation, PBL) and learning method (a nine phase cycle of project activities with self-evaluation at the end of each phase). A case study of application of cross-curricular relationships while teaching pre-service science (biology, chemistry and physics) teachers at Lithuanian University of Educational Sciences was carried out. Quantitative and qualitative methods were used, together with observation of activities of 120 respondents (pre-service teachers) in learning through cooperation. The results revealed that PBL based on cross-curricular content provided suitable conditions for reaching higher levels of problem solving abilities. </em>

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