<?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%">Vincentas  Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TRADITIONAL AND CONSTRUCTIVE NATURAL SCIENCE EDUCATION PARALLELS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">constructivist education approach</style></keyword><keyword><style  face="normal" font="default" size="100%">natural science education</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching activity</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=939893</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">28</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In recent years attention to natural science education is not decreasing. In various information sources we can find a constantly expressed position that natural science – technological literacy of young generation is not only insufficient but also very often inadequate to the time requirements. We can claim with confidence, that the whole last decade (2000-2010) in one way or another was devoted to the discussion of the mentioned problem in various aspects. What is really important today and especially in perspective?
 Thus, we can claim, that constructivist approach teaching natural science subjects is not the only one that is true. It is necessary to search for clear complex, mixed approaches based on systemic thinking and activity. From this point of view, applying of different strategies in teaching activity is an important and desirable thing. However, only good wishes aren’t enough for this. Broadly speaking, a suitable educational environment is necessary; secure working conditions have to be created for teachers and so on. After all, every educational situation is unique. Teacher’s professional skills become a cornerstone and integrating element of the whole educational process.</style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">5-7</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%">J. Bernardino  Lopes</style></author><author><style face="normal" font="default" size="100%">J. Paulo  Cravino</style></author><author><style face="normal" font="default" size="100%">Maria Branco</style></author><author><style face="normal" font="default" size="100%">Elisa Saraiva</style></author><author><style face="normal" font="default" size="100%">António Silva</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">MEDIATION OF STUDENT LEARNING: DIMENSIONS AND EVIDENCES IN SCIENCE TEACHING</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">science teacher</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher mediation</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching activity</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392298120.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">9</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Our study intends to focus the teacher mediation of student learning in sciences' classrooms in new theoretical and empirical perspectives. The science teacher action, in a research perspective, has been considered as sum of several aspects. Our research problem is how to consider, in a scientific way, the mediation of student learning in science classroom by facing the teaching activity as a whole. We present a theoretical framework to analyse the teacher mediation. We also developed an innovative methodological instrument to obtain data relevant to analyse the teacher mediation. Our instrument is a multimodal account of what happens inside the classroom or what particular context conditions some teacher decisions. We provide preliminary results from two particular science teachers to evidence the usefulness of this framework, in particular the dimensions of analyse and the richness of the instrument to collect data from multiple sources.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">42-52</style></section></record></records></xml>