Abstract
Science education (SE) in Lithuania is periodically reformed, however, this area remains problematic. As we have already mentioned, Lithuanian students’ scientific achievements are average or lower than the average of the EU, and the Organisation for Economic Cooperation and Development (OECD) countries. Students often lack not only theoretical knowledge but also the ability to apply it in real-world situations, solve problems, or conduct experiments. On the other hand, natural sciences are often considered complex and have little relevance to everyday life; therefore, students lack motivation to delve deeper into this field. And the teaching process sometimes does not sufficiently engage students – there is a lack of interesting and relevant examples, practical activities, or the application of innovative methods. It is also important to mention that schools in regions often face greater challenges than in cities: lower funding, poorer infrastructure and laboratory equipment, limited opportunities to participate in science competitions and projects. In recent years, great attention has been paid in Lithuania to the integration of STEM (natural science, technology, engineering, and mathematics) fields. Various initiatives, competitions, and trainings are organised, encouraging students to become interested in these fields. STEM centres have also been established in regions and schools.
Published Version
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