Relevant bibliographies by topics / Natural science education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Natural science education'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Natural science education"

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Lamanauskas, Vincentas. "NATURAL SCIENCE AND TECHNOLOGY EDUCATION: VALUES COMPONENT." Journal of Baltic Science Education 14, no. 6 (2015): 704–5. http://dx.doi.org/10.33225/jbse/15.14.704.

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One cannot doubt in the importance of Natural science and Technology education. Over the last two or three decades, attention to Natural science and Technology education has been significantly growing. On the one hand, science and technology development was encouraging this, on the other hand, one can observe a decreasing young generation interest in natural sciences and technologies. Paradoxical contrast – in technologically developed countries youth interest in natural sciences is significantly decreased. Completely different situation is in so-called developing countries. About such a situa
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Arroio, Agnaldo, and Dirceu D. D. de Souza. "MULTIMODALITY IN NATURAL SCIENCE EDUCATION." Problems of Education in the 21st Century 44, no. 1 (2012): 5–9. http://dx.doi.org/10.33225/pec/12.44.05.

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Natural Science Education plays a very important role in broadening students’ world outlook. The Natural Science classes should discuss real, concrete things and phenomena, which are a part of students’ reality and even everyday life (Lamanauskas, 2003). Nowadays it is necessary to take advantage of the Information and Communication Technologies to support innovative methodologies of teaching natural science. As well, it leads to different ways of seeing the world and consequently leads to different beliefs concerning our comprehension of the world. Expanding the experiences as the augmented r
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Arroio, Agnaldo. "VISUALIZATIONS FOR NATURAL SCIENCE EDUCATION." Journal of Baltic Science Education 11, no. 2 (2012): 112–14. http://dx.doi.org/10.33225/jbse/12.11.112.

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Motivation, to be successful, and Natural Science Education is no exception in this context should have to rely on a rich repertoire of experiences on which to build conceptual learning by students. These experiences could pave the way to making meaning of them, which in turn supports learning. It also helps to entertain, create or re-create a sense of wonder, which becomes an authentic incentive for learning. It is therefore important to think of education in a systemic conception, not just limiting the student’s experiences to what can possibly take place in the classroom. Therefore, the rol
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Vilkonienė, Margarita. "INTEGRATION OF NATURAL SCIENCE AND LINGUISTIC EDUCATION USING NATURAL SCIENCE INFORMATION SOURCES." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 3, no. 1 (2006): 43–49. http://dx.doi.org/10.48127/gu-nse/06.3.43.

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The requirements of Lithuanian Natural Science Education standards for a primary school are quite difficult to implement. The conducted research has demonstrated that natural science education of the primary school graduates in Šiauliai city and Šiauliai region did not correspond to national primary natural science education standards (Vilkonienė, Vilkonis ir Lamanauskas, 2005). Some researchers (Klimienė, 2001; Lamanauskas, 1996) maintain that the planned results can be achieved through integrated teaching. In their opinion the objectives and the tasks of natural science education can be impl
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Bílek, Martin. "INTERCULTURAL LEARNING: CHALLENGES FOR CURRENT SCIENCE EDUCATION." Journal of Baltic Science Education 17, no. 4 (2018): 532–34. http://dx.doi.org/10.33225/jbse/18.17.532.

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In the time of curricular reforms across the Europe another chance appeared towards increasing learners´ interest in science education, particularly in relation to the future job selection in the field of natural sciences and technology. Innovations in natural science instruction can be conducted in various ways, e.g. (Bílek & Klečková, 2006): (1) learners´ interest in natural sciences and their instruction (What am I interested in?; What would I like to learn?; What learning content should be learned?) – answers to these questions were discussed i.e. in the analysis of the international c
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Makarskaitė-Petkevičienė, Rita. "NATURAL SCIENCE EDUCATION AT SCHOOL: JOY OR CONCERN." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 18, no. 2 (2021): 70–74. http://dx.doi.org/10.48127/gu-nse/21.18.70.

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The introductory article of this issue deals with natural science education changes at school in recent years. For the science education to be successful, teacher qualification or student’s motivation are not enough, a good material base (laboratory, research equipment, tools and materials), and outdoor educational environments are needed. After implementing several projects in the country, the situation in schools has improved, but not enough. Much is expected from the activities of the STEAM centre network, which started on October 27, 2021. Of course, the change for the better is pleasing,
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Lamanauskas, Vincentas. "NATURAL SCIENCE AND TECHNOLOGY EDUCATION: IMPORTANCE OF VALUES." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 12, no. 3 (2015): 124–26. http://dx.doi.org/10.48127/gu-nse/15.12.124.

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In recent years, both in Lithuania and in other countries, natural science and technology development is given emphasis to. Decreasing youth interest in natural sciences and/or technology has become a big concern. On the one hand, such concern is reasonable, because youth motivation choosing the studies at universities is usually directed to social and humanitarian sciences. Such a situation is determined by a number of reasons. Anyway the choice of a further way is closely connected with the values of the younger generation. Progress in science and technology is very high. Progress in the sph
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Abdushukurova, Zamira Z., Bashorat A. Muminova, and Dilnoza A. Umarova. "TERMINOLOGY OF BIOLOGY AS A KEYSTONE OF INTERDISCIPLINARY NATURAL SCIENCE AND EDUCATION." Journal of Social Research in Uzbekistan 02, no. 03 (2022): 25–31. http://dx.doi.org/10.37547/supsci-jsru-02-03-04.

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Interdisciplinary natural sciences and education The natural sciences are intertwined in their methods and results, as well as in their specific terminology. The best approach to a correct and unified understanding of science in education is to develop professional dictionaries. For a number of reasons, current reference publications do not always meet the requirements of students and professionals. This article is based on the development of a new comprehensive dictionary of biological terms that includes basic medical concepts. The principles of compiling such a dictionary are suggested.
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Rybalko, Lina, Oleg Topuzov, and Lyudmila Velychko. "Natural science education concept for sustainable development." E3S Web of Conferences 166 (2020): 10030. http://dx.doi.org/10.1051/e3sconf/202016610030.

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The article is revealed essence and the concept of “ecological and evolutionary approach”, conceptual ideas of ecological and evolutionary approach (the idea of evolution and the idea of ecocentrism) are disclosed. Author determined methodological principles of ecological and evolutionary approach to teaching. The concept of teaching natural sciences on the basis of ecological and evolutionary approach and didactic principles of implementation of ecological and evolutionary approach to the teaching of natural sciences (didactic conditions, principles and laws) are developed and scientifically
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Yarinovsky, Boris, and Ilmars Kangro. "ENGINEERING STUDENTS’ ATTITUDE TO NATURAL SCIENCES EDUCATION." Natural Science Education in a Comprehensive School (NSECS) 20, no. 1 (2014): 211–23. http://dx.doi.org/10.48127/gu/14.20.211.

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In recent years, school teachers as well as teachers at universities have noticed a negative trend and admit that the ratio of students in the natural sciences (NS) is being reduced, and this is a topical issue not only in Latvia, but also in other countries. The findings of the study carried out by the authors reveal that the interest of the school students regarding the natural sciences depends not only on the quality of teaching, but also on the attitude to the natural sciences in society in general. The youth, entering higher education institutions, is completely unmotivated to study NS co
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Dissertations / Theses on the topic "Natural science education"

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Woods, Shaneka. "The Pedagogy of Science Teachers from Non-Natural Science Backgrounds." Thesis, University of Southern California, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602180.

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<p> This is a descriptive, exploratory, qualitative, collective case study that explores the pedagogical practices of science teachers who do not hold natural science degrees. The intent of this study is to support the creation of alternative pathways for recruiting and retaining high-quality secondary science teachers in K-12 education. The conceptual framework is based on Social Cognitive Theory &amp; Self-Efficacy (Bandura, 1977; Bandura, 1997) and Problem-Solving &amp; Transfer (Berg &amp; Strough, 2011; van Merrienboer, 2013). The research questions are: What does science instruction look
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Butterfield, Alexandra. "Employing metacognitive procedures in Natural Science teaching." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20212.

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Thesis (MEdPsych)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: Education, both in South Africa and internationally, experiences a number of challenges with regards to the need for improved teaching and learning. South African education is in a state of transformation to address the country's educational needs. In science education specifically, there is a heightened necessity to develop teaching that will respond to distinctive educational needs in the sciences. Many of the educational issues, presented in current literature, are mirrored in my Natural Sciences classroom. Given the ben
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Laudadío, Julieta, and Claudia Mazzitelli. "Teaching styles of teachers from different higher education careers associated with Natural Science." Pontificia Universidad Católica del Perú, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/117356.

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Teaching styles manifest the preferences in kind of teaching of professors, which involve certain teaching conceptions (Heimlich & Norland, 2002). Identification of teaching styles is the starting point to reflect on teaching practices and consistency between the theoretical and the practical way of teaching. The aim of this study is to identify the predominant teaching styles in professors who work in different higher level careers related with natural science and to analyze them in relation to career guidance. The results show the need of thinking about the characteristics of teachers traini
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Wallace, Nicole N. "The effect of alternative assessments in natural science on attitudes towards science in grade 8 girls in South Africa." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/14004.

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Attitudes towards science and school science have long been studied because of a desire to keep students in science-related subjects and science-related careers. In South Africa, little research has been done to identify what interventions would encourage students, especially girls, to continue in the sciences. This study focused on the implementation of an alternative assessment in Natural Science in Grade 8 at an all-girls independent school. Students were given an open-ended questionnaire at the beginning and end of the school year to determine their choices for their favourite and hardest
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Pike, Angela Gay. "Why Not Science? A study of the low uptake of the natural sciences at post-16 education in England." Thesis, University of Sussex, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487091.

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This study addresses the pro~ess of choice which young people go through at the age of 16, when making their educational choices beyond compulsory education. The issue of the supply of scientists into the workplace and higher education continues to be of concern to governments and educationalists alike. In recent years, some universities in England have been forced to close their physical science departments. Inthe academic year of 200212003 I listened to student voices through 49 individual student interviews supported by focus group and staff interviews. These were the young people who had r
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Ady, Janet Carrier. "Dissertation Title| Framing Youth Citizen Science for Education, Youth Development, andPublic Land Conservation." Thesis, Prescott College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10252184.

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<p> This study explored how citizen science programs can connect young people with nature while providing needed scientific data. The premise was that, with attention to proper design, modification of current programming might increase citizen science outcomes for conservation. Furthermore, combining sound scientific protocols with effective education and positive youth development strategies can lead to consequential benefits for youth and society. An embedded single-case study explored a set of 20 citizen science programs relevant to the U.S. Fish and Wildlife Service to determine how the pr
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Minakova, K., Serhii Petrov, S. Radoguz, and R. Tomashevskyi. "Inquiry based science education in National Technical University "Kharkiv Polytechnic Institute" as a way to increase the popularity of natural and thechnical sciences." Thesis, Copissaurio Repro – Centro Imp. Unip. Lda. Campus de Gualtar, 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/46264.

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The article analyses the problem of reducing the rating of natural sciences in youth. Possible options for solving this issue are considered. Based on the experience of young scientists of the National Technical University "Kharkiv Polytechnic Institute" (NTU "KhPI"), it is indicated on perspective directions of interaction between higher education and secondary school in order to increase the popularity of natural and technical sciences. One of the points of contact can be the foundation of a creative space for children, which will be the focus of STEM education, and promote a positive imag
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O'Sullivan, John J. D. "Teach2Learn : gamifying education to gather training data for natural language processing." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/117320.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2017.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 65-66).<br>Teach2Learn is a website which crowd-sources the problem of labeling natural text samples using gamified education as an incentive. Students assign labels to text samples from an unlabeled data set, thereby teaching superised machine learning algorithms how to interpret new samples. In return, students can learn how that algorithm works by unlocking lessons written by researcher
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WALDHELM, MONICA DE CASSIA VIEIRA. "HOW HAVE LEARNED SCIENCES ON BASIC EDUCATION A PERSON THAT NOW PRODUCES SCIENCE?: THE IMPORTANCE OF SCIENCE TEACHERS ON THE ACADEMIC AND PROFESSIONAL TRAJECTORY OF RESEARCHERS ON NATURAL SCIENCES FIELD." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=11290@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>Que tipo de professor de ciências da Educação Básica pode levar um aluno a querer ser um cientista? Como aprendeu Ciências na Educação Básica quem hoje produz Ciência? Para responder a estas questões, investigou-se em que medida e de que modo a prática de professores de Ciências da Educação Básica influenciou cientistas em sua opção profissional. Foram aplicados questionários e gravados relatos de cientistas da área de Ciências Naturais em atividade, a fim de identificar quais fatores consideram decisivos e marcantes em s
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Critien, Candice. "The implementation of Outcomes-Based Education (OBE) in Grade 8 Natural Science classrooms in the Western Cape." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/11908.

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Includes abstract.<br>Includes bibliographical references (leaves 169-177).<br>The present study aimed to monitor the extent to which educators implement an outcomes-based environment in Grade 8 Natural Science classrooms in the Western Cape. The results from the current study in the Western Cape were compared to those collected in a matching study done by Aldridge, Laugksch, Seopa and Fraser (2006) in the Limpopo Province. The comparison is essential as it provides a general impression of the extent to which educators implement an outcomes-based learning environment in South Africa. This stud
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Books on the topic "Natural science education"

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Sharma, Ajay, and Cory Buxton. The Natural World and Science Education in the United States. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76186-2.

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John, Graves Norman, ed. Land, water, and mineral resources in science education. Published for the ICSU Press by Pergamon Press, 1987.

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Northwest Center for Sustainable Resources. Visions for natural resource education and ecosystem science for the 21st century. Northwest Center for Sustainable Resources, 1998.

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Thurman-Veith, Jan. Natural wonders. Monday Morning Books, 1986.

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Blackmore, Christine. Taking responsibility: Science and technology. Pluto Press in association with WWF UK, 1994.

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Blum, Laurie. Free money for mathematics and natural sciences. 2nd ed. Paragon House Publishers, 1987.

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Bentley, Michael Lee. The natural investigator: A constructivist approach to teaching elementary and middle school science. Wadsworth/Thomson Learning, 2000.

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Disinger, John F. Teaching activities in science/society/technology/environment. ERIC Clearinghouse for Science, Mathematics, and Environmental Education, 1986.

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Disinger, John F. Teaching activities in science/society/technology/environment. ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Ohio State University, College of Education and School of Natural Resources, 1988.

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O’Hern, Darren M., and Yoshiko Nozaki. Natural Science Education, Indigenous Knowledge, and Sustainable Development in Rural and Urban Schools in Kenya. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-542-7.

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Book chapters on the topic "Natural science education"

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Castro-Alonso, Juan C., and David H. Uttal. "Science Education and Visuospatial Processing." In Visuospatial Processing for Education in Health and Natural Sciences. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20969-8_3.

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Crossley, Scott, Danielle S. McNamara, Jennifer Dalsen, Craig G. Anderson, and Constance Steinkuehler. "Linking Natural Language Use and Science Performance." In Artificial Intelligence in STEM Education. CRC Press, 2022. http://dx.doi.org/10.1201/9781003181187-24.

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Sharma, Ajay, and Cory Buxton. "A Sustainability Science-Based Framework for Science Education." In The Natural World and Science Education in the United States. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76186-2_7.

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Keers, Henk. "SoTL and Disciplinary Research in Geophysics: Theories in the Natural Sciences and Science Education." In Doing Higher Education. Springer Fachmedien Wiesbaden, 2025. https://doi.org/10.1007/978-3-658-47908-4_5.

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Gaál, Bence. "Robotics-Enhanced Natural Science in Primary Schools." In Informatics in Schools. A Step Beyond Digital Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15851-3_8.

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Watts, Ruth. "‘Unnatural’ Women and Natural Science: Changing Femininity and Expanding Educational Sites Through Women’s Pursuit of Natural Science." In ‘Femininity’ and the History of Women's Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-54233-7_2.

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Castro-Alonso, Juan C., Fred Paas, and Paul Ginns. "Embodied Cognition, Science Education, and Visuospatial Processing." In Visuospatial Processing for Education in Health and Natural Sciences. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20969-8_7.

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Wulff, Peter, Marcus Kubsch, and Christina Krist. "Natural Language Processing and Large Language Models." In Springer Texts in Education. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-74227-9_7.

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Abstract In this chapter we introduce the basics of natural language processing techniques that are important to systematically analyze language data. In particular, we will utilize simple large language models and showcase examples of how to apply them in science education research contexts. We will also point to recently advanced large language models that are capable of solving problems without further training, which opens up novel potentials (and challenges) for science education research.
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Patrick, Patricia G., and Alexandra Moormann. "Family Interactions with Biodiversity in a Natural History Museum." In Contributions from Science Education Research. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74266-9_5.

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Mach, Ernst. "About the Psychological and Logical Moment in Natural Science Teaching (1890)." In Science: Philosophy, History and Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62616-1_7.

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Conference papers on the topic "Natural science education"

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Petrova, Slaveya, Zhelyazka Raykova, and Delka Karagyozova-Dilkova. "THE INTEGRAL APPROACH IN NATURAL SCIENCE EDUCATION - CHALLENGES AND PERSPECTIVES." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0926.

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Jimenez-Saez, Jose Carlos, Pablo Palacios, Sagrario Muñoz, et al. "LEARNING OBJECTS IN UNIVERSITY TEACHING OF BASIC NATURAL SCIENCE SUBJECTS." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0447.

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Rahmadi, M. Taufik, Darwin Lubis, M. Ridha Damanik, et al. "The Natural Resource Curse: A Geographical Perspective." In The International Conference on Humanities Education, Law, and Social Science. SCITEPRESS - Science and Technology Publications, 2024. https://doi.org/10.5220/0013417200004654.

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Makarskaitė-Petkevičienė, Rita. "NATURAL SCIENCE LESSONS: PRE-SERVICE PRIMARY TEACHERS' EXPERIENCE." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.83.

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“Science Education in Europe: National Policies, Practices and Research (2011) discusses students’ natural science literacy, generalises international research results, names natural science education problems, searches for solutions. One of them – suitable teacher preparation. This article analyses what experience pre-service primary teachers have about natural science lessons and what, in their opinion, is necessary for the students to like natural sciences. Keywords: personal experience, pre-service primary teachers, opinion research, lessons in nature.
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Raupova, Mekhrinigor Kh. "Enhancing the natural science education." In PROCEEDINGS OF THE IV INTERNATIONAL CONFERENCE ON ADVANCES IN SCIENCE, ENGINEERING, AND DIGITAL EDUCATION: ASEDU-IV 2024. AIP Publishing, 2025. https://doi.org/10.1063/5.0257222.

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Nodzyńska, Małgorzata. "INFLUENCE OF PIAGET'S THEORY ON CONVINCING EXPERTS ABOUT THE DIFFICULTIES IN THE UNDERSTANDING OF SCIENTIFIC TERMS BY CHILDREN." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.153.

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In formal education, the teaching of natural sciences begins when children are about 12 years old. Teachers justify this with the difficulty and abstraction of concepts in these sciences, and they refer to the theory of child development by Piaget. However, numerous examples from everyday life, from non-formal education, analysis of the difficulties of individual terms as well as research in the field of mathematics and didactics of chemistry show that it is possible to teach natural science at lower stages of education. Keywords: Piaget’s theory, teaching of natural science, formal education.
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Lamanauskas, Vincentas. "NATURAL SCIENCE AND TECHNOLOGY EDUCATION: BalticSTE2017." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.09.

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The 2nd international science symposium “BalticSTE2017” materials are in your hands. This book presents some important issues related to the science and technology education today and in the future. It highlights different aspects of this important area. Though the name of the symposium itself emphasizes the Baltic region, however the symposium’s report panorama is very wide. The works of scientists from Brazil, Czech Republic, Slovenia, Poland, South Korea, Turkey, Italy, Finland, Croatia, Bosnia and Herzegovina, Russia, USA, Slovakia, Portugal are published here. The newest natural science a
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Lamanauskas, Vincentas. "NATURAL SCIENCE AND TECHNOLOGY EDUCATION: BalticSTE2023." In 5th International Baltic Symposium on Science and Technology Education. Scientia Socialis Press, 2023. http://dx.doi.org/10.33225/balticste/2023.08.

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Time passes very quickly. It seems that the first BalticSTE symposium took place quite recently. However, eight years have already passed since the first symposium. During this time, when there is a rapid change in all areas of life, a lot has undoubtedly changed. The issues that were discussed during the first symposium have changed significantly. As an example, we can mention the possibilities of (AI), in this case, in the field of education. For example, last year saw the launch of ChatGPT, a chatbot programme that responds to text messages. It is a large language model developed by OpenAI
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Lamanauskas, Vincentas. "NATURAL SCIENCE AND TECHNOLOGY EDUCATION: BalticSTE2025." In Proceedings of the 6th International Baltic Symposium on Science and Technology Education (BalticSTE2025). Scientia Socialis Press, 2025. https://doi.org/10.33225/balticste/2025.07.

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Natural Science and Technology Education (NSTE) is very important in the modern world, and there is probably no doubt about that. Understandably, it was important before, however, each era creates different challenges. It is obvious that science and technology are rapidly changing everything, especially the world of work. For example, knowledge about STEM (Science, Technology, Engineering, Mathematics) fields should help the younger generation acquire promising professions related to artificial intelligence, robotics, bioengineering, and other innovative disciplines. In addition, natural scien
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Nodzyńska, Małgorzata. "CHEMICAL VS. NATURAL: COMMON MISCONCEPTIONS." In SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.126.

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In the era of universal and compulsory education, in which attention is paid to the ability to think scientifically, there should be no room for unscientific views. However, unscientific theories often appear in the media, and they find numerous supporters. Therefore, it was decided to investigate which of the common beliefs about the "chemical vs. natural" pair are believed by Poles. And whether belief in unscientific myths depends on gender, age, level of education or its type. Checking these relationships will allow, inter alia, to evaluate the effectiveness of science education in Poland.
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Reports on the topic "Natural science education"

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Volkova, Nataliia P., Nina O. Rizun, and Maryna V. Nehrey. Data science: opportunities to transform education. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3241.

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The article concerns the issue of data science tools implementation, including the text mining and natural language processing algorithms for increasing the value of high education for development modern and technologically flexible society. Data science is the field of study that involves tools, algorithms, and knowledge of math and statistics to discover knowledge from the raw data. Data science is developing fast and penetrating all spheres of life. More people understand the importance of the science of data and the need for implementation in everyday life. Data science is used in business
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Näslund-Hadley, Emma. Numeracy Education in Latin America and the Caribbean: Summary Report. Inter-American Development Bank, 2010. http://dx.doi.org/10.18235/0005981.

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On June 7, 2010, the Inter-American Development Bank (IDB) hosted an expert seminar in Washington DC entitled "An Even Start: Numeracy Education in Latin America and the Caribbean." The seminar aimed to share some of the initiatives implemented under the IDB's Numeracy initiative, which is focused on implementing policies to help children reach their full potential in mathematics and the natural science.
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Näslund-Hadley, Emma. An Equal Start: Numeracy Education in Latin America and the Caribbean. Inter-American Development Bank, 2010. http://dx.doi.org/10.18235/0005962.

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This art exhibit, held at IDB's headquarters on June 7-11, 2010, embodies the hope and aspiration that all students will gain a level of numeracy essential for successful participation in school, work and everyday life. The artworks on exhibit were selected from over 250 pieces submitted by artists representing nineteen Latin American and Caribbean countries. The exhibition constitutes the visual launch of a new IDB effort focused on implementing policies that help children reach their full potential in mathematics and natural science.
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Barladym, Valentyna, A. V. Bruiaka, M. A. Bugaienko, et al. The Use of AI Tools and Services for the Professional Development of Teaching Staff. Institute for Digitalisation of Education of the NAES of Ukraіne, 2024. https://doi.org/10.33407/lib.naes.id/eprint/744000.

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The preprint (analytical materials) examines the process of using generative artificial intelligence in education; clarifies the role of artificial intelligence in the professional development of teaching staff; explores the pedagogical design of variable models of computer-oriented methodological systems for inquiry-based learning of natural and mathematical sciences using AI technologies; identifies the role of AI tools in the training of teaching staff; describes training in WebAR development with integrated machine learning: immersion methodology and intelligent educational experience; pro
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Kalinina, Liudmyla, and Valentyn Rogoza. Results of an online survey of educational institution leaders and teaching staff on examining the content of ukrainian textbooks in natural sciences and mathematics in the context of PISA. The Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine, 2021. https://doi.org/10.32405/online-survey-2021-52.

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The analytical report reveals the current state of practice and prospects for adapting the content of mathematics and natural science education in the context of aligning it with PISA goals. It is based on the results of a survey of teaching staff, which aimed to analyze the content and structure of contemporary textbooks for their correlation with PISA tasks and the achievement of PISA objectives, as well as textbook usage, competence formation, and the evaluation of educational materials’ compliance with international standards. The survey findings enabled the authors to identify the main ch
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NELYUBINA, E., and L. PANFILOVA. ASSESSMENT OF THE QUALITY OF EDUCATIONAL ELECTRONIC PUBLICATIONS AND RESOURCES. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-85-97.

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Now the whole life of a person has switched to online mode. These changes also affected the education system. This means the need to introduce new technologies into the educational process. Books, manuals, printed publications are being replaced by electronic educational resources. Providing up-to-date, verified information to students has always been and remains one of the most important functions of the teacher. Unfortunately, with the transition of training to the online mode, the teacher cannot use his literature when conducting classes. In this regard, there is a need to use electronic re
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Lundström, Christina, Elin Wärm, Margherita Caggiano, and Mayte Gallego. Good examples of soil education for youth to increase soil literacy. Department of Soil and Environment, Swedish University of Agricultural Sciences, 2025. https://doi.org/10.54612/a.2bqc5135bc.

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One of eight aims of the EU Mission Soil, is to increase soil literacy in society. One way to do that would be to reach out to teachers and inspire them to involve soil topics in their teaching. Therefore PREPSOIL Task 6.2 aimed to identify good examples of soil education and learning activities for youth and communicate them with teachers and pedagogic representatives across Europe. During 2023 and 2024 teachers were invited to share their good examples on soil education targeting primary, secondary and vocational training pupils. A committee which consisted of three teachers, one soil scient
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Markova, Oksana M., Serhiy O. Semerikov, Andrii M. Striuk, Hanna M. Shalatska, Pavlo P. Nechypurenko, and Vitaliy V. Tron. Implementation of cloud service models in training of future information technology specialists. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3270.

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Leading research directions are defined on the basis of self-analysis of the study results on the use of cloud technologies in training by employees of joint research laboratory “Сloud technologies in education” of Kryvyi Rih National University and Institute of Information Technology and Learning Aids of the NAES of Ukraine in 2009-2018: cloud learning technologies, cloud technologies of blended learning, cloud-oriented learning environments, cloud-oriented methodological systems of training, the provision of cloud-based educational services. The ways of implementation SaaS, PaaS, IaaS cloud
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Soroko, Nataliia V., Lorena A. Mykhailenko, Olena G. Rokoman, and Vladimir I. Zaselskiy. Educational electronic platforms for STEAM-oriented learning environment at general education school. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3884.

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The article is devoted to the problem of the use of educational electronic platform for the organization of a STEAM-oriented environment of the general school. The purpose of the article is to analyze the use of educational electronic platforms for organizing the STEAM-oriented school learning environment and to identify the basic requirements for supporting the implementation and development of STEAM education in Ukraine. One of the main trends of education modernization is the STEAM education, which involves the integration between the natural sciences, the technological sciences, engineerin
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Koh, Teck Seng. Enhancing STEM education through improvisational tinkering and computational thinking: A professional development package for Singapore teachers. National Institute of Education, Nanyang Technological University, Singapore, 2023. https://doi.org/10.32658/10497/27371.

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IMprovisational Tinkering (MT) emphasizes the creative, improvisational nature of problem solving that is the hallmark of MT as an educative, inquiry-based practice in Science, Technology, Engineering and Mathematics (STEM) education. Broadly, Improvisational Tinkering refers to the skill involved in Computational Thinking (CT) refers to MT and CT align with the aspirations of the Singapore education system. The school Science curricula places, at the heart of its curricula framework, the learners to apply themselves meaningfully in the new digital age.
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