<?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%">Todar Lakhvich</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PUBLIC SCIENCE EDUCATION: ROLES AND CONTRIBUTIONS</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%">public opinion</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">social relations</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/987-1633974397.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">20</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Why we need Science in our life? Why, when, and how people should learn scientific facts and acquire skills originated from application of specific scientific methods? Whether Science education is limited exclusively with the mission to prepare students to their life in the world of Physical/chemical/biological objects or vice versa it has a special cognitive potential that gives rise to the ability of every person regardless on its professional and social occupation to solve problems more effectively? JBSE publishes articles in which our authors try to answer all these questions exploring the issues of science education in different contexts. At the turn of the millennium, people have met a lot of new realities referring to issues in technologies, psychology, social relations etc. The life has changed drastically during a few last decades and a lot of traditional things seem to be perceived completely differently. How all those changes influenced the attitude to Science, how this is reflected in social and humanitarian issues, and finally, which ways should be proposed for Science Education in new reality?</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">696-699</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%">Todar Lakhvich</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PURE AND APPLIED, MORAL AND PRAGMATIC: THE PROPER WAY TO IMPROVE 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%">key technologies</style></keyword><keyword><style  face="normal" font="default" size="100%">moral aspect</style></keyword><keyword><style  face="normal" font="default" size="100%">moral component</style></keyword><keyword><style  face="normal" font="default" size="100%">public opinion</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1425810097.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In recent years many researchers (ROSE Project in particular) have stated the Science has become one of unpopular areas of knowledge. Most students and graduates are not going to link their fates with the Science and Technology. As the result, we are facing the decline of University Science and Technology Education, as only few talented students choose Science as their priority area of their interest and even less of them decide to teach the Science in school and University.
 In view of the fact that the image of Science emerged at the intersection of interests and perceptions of the general public and scientists, it is important to understand the role of academia in shaping their own public image.
 What kind of self-image do we (scientists and educators) promote?
 Which kind of audience do we reach out?
 How do we interact with this audience?
 To explore the lessons from the history, we could find those, which are particularly obvious. Rather than contemplating the identity of Science in order to derive and support an adequate image, scientists (both researchers, policy makers and, finally, – what strange enough – educators) have preferred to hide themselves behind the industry and technology. Instead of explaining what Science is, we usually have pointed to technological progress. And when audience being questioning more critical, we propose the cliché variant of reflection with exaggerated promises of technological progress, even if nobody would listen. The tendency has become a matter of routine and widely accepted. Butt obviously the cliché approach, which is out of the interests of majority of population, leads to fiasco.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">544-547</style></section></record></records></xml>