<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Aarne Tõldsepp</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">WHAT KIND OF RESEARCH DO WE NEED FOR DEVELOPING STL IN SCIENCE EDUCATION?</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">flexible theories</style></keyword><keyword><style  face="normal" font="default" size="100%">Research Methodology</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">statistical methods</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404720331.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">8</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The effectiveness of any R&amp;D work depends on research methodology used by studying nature, regularities and peculiarities related to the researched field of knowledge. How often have we heard that educational researches belong to ‘soft studies’ because all social sciences including science education belong to the soft field of knowledge. A quilty person in this case is not at all science education but educators – researchers working in the field of science education and using only soft methodology and strategies. Any educational research has the same attributes as fundamental (‘strong’) sciences and embraces formulating topics and a tittle, planning theoretical and experimental study, collecting empirical data, statistically treating the results of research etc. There is a single exception between ’soft’ and ‘strong’ studies: in social sciences including science education, we cannot repeat experiments under the same circumstances. During the time between two parallel studies, our kids, pupils, students or currently, our respondents have changed cognitively, emotionally, communicatively etc. A number of changes in their knowledge, skills, values and even in characters can be noticed. In addition to the above mentioned changes, we fail to understand the kind of changes taking place during experimental study.. </style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">4</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Aarne Tõldsepp</style></author><author><style face="normal" font="default" size="100%">Vilja Toots</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">RESEARCH AND DEVELOPMENT WORK FROM THE PERSPECTIVE OF COMPILING BALANCED CURRICULA FOR SCIENCE EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">balanced curriculum</style></keyword><keyword><style  face="normal" font="default" size="100%">educational components</style></keyword><keyword><style  face="normal" font="default" size="100%">educational goals</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific and technological literacy (STL)</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2003</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2003</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1503928012.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">2</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In this paper, research and development (R&amp;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.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">5-11</style></section></record></records></xml>