@article {1333,
	title = {BREAKING GENDER STEREOTYPES: HOW INTERACTING WITH STEM PROFESSIONALS CHANGED FEMALE STUDENTS{\textquoteright} PERCEPTIONS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {974-990},
	abstract = {Various studies have reported that students have limited, stereotypical perceptions of STEM fields. However, few studies have attempted to evaluate interventions undertaken with the aim of changing female student{\textquoteright}s perceptions of STEM professions. This research aimed to examine the changes in mental images among female students as a result of interacting with STEM professionals in a STEM camp. The Draw-a-Scientist Test was revised, and female students were asked to draw and describe STEM professionals at work before and after attending STEM camp. The participating students attended workshops and career talks given by STEM professionals. The findings showed that the perceptions of the participating female students regarding gender images of STEM professionals changed. After the STEM camp, it was also observed that knowledge about STEM professionals and the content of their work had increased. The studied intervention program for female students positively contributed to changes in the students{\textquoteright} mental images of STEM professionals. Therefore, it is recommended that female students interact with professionals working in STEM fields to change their perceptions of those fields.},
	keywords = {female students, gender stereotypes, human images in STEM, role models, STEM},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.974},
	url = {https://oaji.net/articles/2023/987-1702728638.pdf},
	author = {{\.I}smail D{\"o}nmez}
}
@article {1272,
	title = {THE CHAIN MEDIATING ROLE OF PERCEIVED FAMILY SUPPORT FOR FORMAL AND INFORMAL SCIENCE LEARNING IN THE ASSOCIATION BETWEEN FAMILY SOCIOECONOMIC STATUS AND INFORMAL SCIENCE LEARNING EXPERIENCES},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {232-253},
	abstract = {Students{\textquoteright} informal science learning experiences are believed to strongly influence their attitudes toward science and their abilities in the subject. Factors associated with students{\textquoteright} informal science learning experiences include family socioeconomic status and perceived family support. However, little is known about whether perceived family support for children{\textquoteright}s formal and informal science learning differs significantly. The present study filled this gap by exploring how students{\textquoteright} perceived family support for formal/informal science learning affected the link between their socioeconomic status and their experiences of informal science learning. Survey data were collected from 486 Chinese grade 4-6 primary school students. Structural equation modeling demonstrated that the students{\textquoteright} socioeconomic status and their informal science learning experiences were significantly and positively correlated. This association was chain-mediated through two categories of perceived family support. Specifically, students{\textquoteright} socioeconomic status affected their informal science learning experiences through the separate mediating role of family support for formal science learning and the sequential mediation of perceived family support for formal and informal science learning. These results uncover the role that family support plays in students{\textquoteright} science education; accordingly, parents are encouraged to help their children learn science both formally and informally.},
	keywords = {family support, informal science learning experiences, mainland China, primary school students, socioeconomic status},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.232},
	url = {https://oaji.net/articles/2023/987-1681286585.pdf},
	author = {Xiang-xiang He and Yi-ping Deng and Jian-hua Liu and Guang-yu Sun and Jian-wen Xiong and Yang Xiao}
}
@article {1258,
	title = {THE EFFECTS OF BLENDED LEARNING APPROACH ON STUDENT MOTIVATION FOR LEARNING PHYSICS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {73-82},
	abstract = {The topic of Direct current is one of the areas where the physics students{\textquoteright} lack of deep understanding was identified. The aim of the research was to examine the effect of the blended learning approach on students{\textquoteright} motivation for learning physics. The sample included 128 upper-secondary school students from Novi Sad (Serbia) with an average age of 16. Of these, 64 students made up the experimental group and 64 students made up the control group. In the control group, the students did not actively participate in simulated experiments, and in the experimental group learning was realized through the application of the blended learning approach (BLA), since the students had an active role in conducting simulations themselves. The obtained results showed that BLA contributes to the overall motivation for learning physics, as well as self-efficacy and physics learning value. Also, an increase in motivation was observed in two dimensions of motivation among female students in the experimental group. The implementation of BLA caused a significant increase in the motivation of students with lower achievement. Therefore, the main recommendation, based on the obtained research results, would be for teachers to apply BLA to a greater extent because it contributes to student motivation.},
	keywords = {blended learning approach, experimental research, physics education, student motivation},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.73},
	url = {https://oaji.net/articles/2023/987-1676960753.pdf},
	author = {Branka Radulovi{\'c} and Marina Dorocki and Oli{\'c} Ninkovi{\'c}, S. and Maja Stojanovi{\'c} and Jasna Adamov}
}
@article {1315,
	title = {RAISING QUALITY OF PHYSICS EDUCATION: CONTRIBUTION OF JBSE OVER THE PAST ISSUES },
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Editorial},
	chapter = {744-748},
	abstract = {I have worked more than thirty years in physics education (as some of the readers of this journal), many years as a secondary school physics teacher in various curricula (as some of the readers), and more than 20 years at university doing research and preparing future physics teachers (as some or readers). I am also the author of a physics textbook for secondary education, and now I am working on a new one. Naturally, I would like to have the new textbook, like my other outputs, based on the current state of knowledge and well-developed and well-applied theories behind physics education. And here is the seed of the question - how does our journal contribute to raising the quality of our outputs {\textendash} in my case, increasing the quality of physics education? I first look at the goals of physics education. Here, I use the most straightforward taxonomy of goals presented in (Demkanin 2013): goals related to attitudes of society to science, goals related to methods of science, and goals related to particular knowledge. The last one I split into two sub-goals {\textendash} knowledge selected to develop methods and attitudes and knowledge selected to raise the quality of living and general scientific culture. Of course, the goals we can reach by means {\textendash} by the methods of education {\textendash} methods of teaching and learning. So, let{\textquoteright}s look at a few previous issues of JBSE and at the contributions having the potential to raise the quality of physics education. I have mentioned only some of the contributions I will probably use in the next few years. I tried to focus on physics education, not explicit chemistry or biology education, even if some of such articles could be fully relevant to my work. },
	keywords = {general scientific culture, physics education, physics teachers, secondary school},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.744},
	url = {https://oaji.net/articles/2023/987-1697653188.pdf},
	author = {Peter Demkanin}
}
@article {1286,
	title = {TWENTY-TWO YEARS OF SCIENCE COMMUNICATION RESEARCH: A BIBLIOMETRIC ANALYSIS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {393-412},
	abstract = {In recent years, the number of academic studies in the field of science communication has increased. It is important to make a general examination of the studies on science communication and to reveal their distribution according to years and countries in order to draw the framework of science communication studies. The main aim of this study was to analyze the science communication-based articles published in journals in the Web of Science (WoS) index in the last 22 years. Within the scope of the study, articles were scanned by typing keywords such as "topic", "title", "keywords" science communication from the WoS database and 322 articles were examined by bibliometric analysis method. As a result of the study, the articles published between 2000 and 2022 were examined according to years, countries, funding organizations, research area, publishing houses, country scores and citations. According to the results, most articles were published in 2022(N = 58); USA, UK, Australia, Germany ranked first with the number of articles and SAGE (N = 74) ranked first in publisher distributions. This study offers a global perspective on science communication and proposes a vision for future research.},
	keywords = {bibliometrics analysis, journal articles, research trends, science communication, Web of Science (WoS)},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.393},
	url = {https://oaji.net/articles/2023/987-1687107857.pdf},
	author = {Emre Vadi Balc{\i} and {\"O}zlem Du{\u g}an and Bulent Cavas}
}
@article {1157,
	title = {DETERMINING LOWER-SECONDARY STUDENTS{\textquoteright} STEM MOTIVATION: A PROFILE FROM TURKEY},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {38-51},
	abstract = {The ongoing motivation of students toward the fields of science, technology, engineering, and mathematics (STEM) is a process related to their orientation toward those fields and their active participation in related activities. This study aimed to examine the ongoing STEM motivations of lower-secondary school students in a sample from Turkey according to demographic variables. In this study, in which 1926 students from 12 provinces participated, the students{\textquoteright} STEM motivations were compared according to the variables of gender, place of residence, grade level, school type, {\textquotedblleft}mothers{\textquoteright} and fathers{\textquoteright} education level, and family income level. T-tests and ANOVA testing were used in the analysis process via SPSS package program. As a result, male students{\textquoteright} STEM motivations were found to be at higher levels than those of female students. The STEM motivations of gifted students were found to be higher than those of students studying in religiously oriented education institutions. The results also revealed that STEM motivation is directly proportional to the education level of the parents. The results obtained in this study, reflecting the general profile of STEM motivation among students in Turkey, may guide education policy makers, program developers, teachers, prospective teachers, and researchers on STEM education. },
	keywords = {lower-secondary school students, quantitative research, STEM, STEM motivation},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.38},
	url = {https://oaji.net/articles/2022/987-1647117625.pdf},
	author = {Ismail D{\"o}nmez and Sahin Idin and Seraceddin G{\"u}rb{\"u}z}
}
@article {1208,
	title = {THE EFFECTS OF SCIENCE TEACHERS{\textquoteright} PEDAGOGICAL CONTENT KNOWLEDGE ON STUDENTS{\textquoteright} ATTITUDES TOWARD SCIENCE AND THEIR ACHIEVEMENT},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {694-705},
	abstract = {Pedagogical content knowledge (PCK) is one of the most important research topics in science teacher education. The purpose of this study was to investigate the PCK of science teachers with different teaching experiences and examine the effects of teachers{\textquoteright} PCK on students{\textquoteright} achievement and attitudes toward science. A mixed methods research design was used for the study. Participants were science teachers and their students from two middle schools. Interviews, observation forms, achievement tests, and attitude scales were used as instruments for data collection. Data were collected and analyzed using content analysis, descriptive and inferential statistics. The findings obtained from the quantitative and qualitative data showed some significant differences between teachers{\textquoteright} PCKs according to their teaching experience. The results also showed that the PCK of a teacher with the least experience was lower than that of the other two experienced science teachers. The results indicated that experienced teachers who developed PCKs did not significantly impact student achievement and attitudes. Educational implications and recommendations for further studies are also provided.},
	keywords = {attitudes toward science, pedagogical content knowledge, Science Achievement, SCIENCE teachers, teaching experience},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.694},
	url = {https://oaji.net/articles/2022/987-1662187302.pdf},
	author = {Muhammet Usak and Harun Uygun and Muharrem Duran}
}
@article {1246,
	title = {INQUIRY AND PROJECT-BASED LEARNING AS AN APPROACH FOR DEVELOPING ENTREPRENEURSHIP COMPETENCIES IN PRIMARY SCHOOL HIGH-ACHIEVING STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {1143-1164},
	abstract = {Development of entrepreneurial capacities, entrepreneurial mindset and entrepreneurial culture among students is one of the goals of modern education. In Serbia, there is an idea and vision of entrepreneurial education in the chemistry domain, which is also regulated by the curriculum. Despite these facts, a curriculum that supports entrepreneurship and a large scope for chemistry entrepreneurship, primary schools still lack in activities that could develop competencies related to entrepreneurship in students. Within this research, a series of activities were designed with the aim to enhance students{\textquoteright} entrepreneurial competencies. Proposed activities were based on inquiry-based learning (IBL) and project-based learning (PBL) as their characteristics support entrepreneurial education. The conducted study involved 18 high-achieving students in the chemistry domain. Data obtained from pre- and post-questionnaires confirm the assumptions of present researchers that the proposed activities could improve some students{\textquoteright} entrepreneurial skills. The results from the second questionnaire, which examined the impact of conducted activities on the students{\textquoteright} entrepreneurial skills and abilities, reveal that when an approach like this is used as the teaching method, some entrepreneurial peculiarities within students can be increased.},
	keywords = {entrepreneurial education, high-achieving students, primary school},
	doi = {https://doi.org/10.33225/jbse/22.21.1143},
	url = {https://oaji.net/articles/2022/987-1672585295.pdf},
	author = {Vera M. Divac and Filip Sta{\v s}evi{\'c} and Marina D. Kosti{\'c} and Daliborka Popovi{\'c} and {\DJ}ur{\dj}evi{\'c} Nikoli{\'c}, J.}
}
@article {1188,
	title = {MULTI-INDEX AND HIERARCHICAL COMPREHENSIVE EVALUATION SYSTEM FOR TRAINING QUALITY OF SCIENCE AND ENGINEERING POSTGRADUATES},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {408-427},
	abstract = {It is essential to establish a multi-dimensional postgraduate quality evaluation system for student assessment and training. This study aimed to explore the construction of the multi-index and hierarchical comprehensive evaluation system for postgraduate training in science and engineering based on the Context, Input, Process, Product (CIPP) model using Analytic Hierarchy Process. It involved 756 postgraduates in physics and engineering who were randomly selected via the Internet. Data were collected from the questionnaire about postgraduates{\textquoteright} basic information. After collection, Factor Analysis was used to verify the rationality of the design of second-level and third-level indicators, and adjust the corresponding weights. On this basis, Cluster Analysis was used to classify the training quality of the postgraduates based on their scores on academic ability, basic quality, and social ability indicators. The results revealed that the index system includes 4 first-level indicators,12 second-level indicators and 36 third-level indicators, and different weights being assigned to the indicators according to their influence on the training quality of postgraduates in science and engineering. This study also provides some reference for the quality of science and engineering postgraduate training in Chinese universities by proposing relevant measures, which could be interesting also for international audience.},
	keywords = {Analytic Hierarchy Process, CIPP model, multivariate statistical analysis, postgraduate quality training},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.408},
	url = {https://oaji.net/articles/2022/987-1656921079.pdf},
	author = {Peitong Duan and Huijun Niu and Jiawen Xiang and Caiqin Han}
}
@article {1219,
	title = {RASCH MODELLING TO EVALUATE REASONING DIFFICULTIES, CHANGES OF RESPONSES, AND ITEM MISCONCEPTION PATTERN OF HYDROLYSIS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {817-835},
	abstract = {This study evaluates the difficulties in concept reasoning, changes in response patterns, and item misconception hydrolysis patterns using Rasch modeling. Data were collected through the development of 30 distractor-based diagnostic test items, measuring ten levels of conceptual reasoning ability in three types of salt hydrolysis compounds: 〖〖Na〗_5 P〗_3 O_10, NaOCl and 〖〖(NH〗_4)〗_2 〖SO〗_4. These 30 written test items were completed by 849 students in Gorontalo, Indonesia. The findings show empirical evidence of the reliability and validity of the measurement. Further analysis found that the students{\textquoteright} reasoning difficulty levels of the concept of saline solutions were varied; the calculation of saline solution{\textquoteright}s pH level is the most difficult construct to reason. In particular items, changes in response patterns were found; the misconception curve showed a declining trend and disappeared along with the increase of comprehension along the spectrum of students{\textquoteright} abilities. The item misconceptions pattern was found repeatedly in similar items. This finding strengthens the conclusion that resistant misconceptions potentially tend to cause students{\textquoteright} conceptual reasoning difficulties and are difficult to diagnose in conventional ways. This study contributes to developing ways of diagnosing resistant misconceptions and being a reference for teachers and researchers in evaluating students{\textquoteright} chemical conceptual reasoning difficulties based on Rasch modeling.},
	keywords = {hydrolysis, misconception, Rasch model, reasoning difficulties},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.817},
	url = {https://oaji.net/articles/2022/987-1667236909.pdf},
	author = {Laliyo, L. A. R. and La Kilo, A and Mardjan Paputungan and Wiwin Rewini Kunusa and Lilan Dama and Citra Panigoro}
}
@article {1106,
	title = {ASSESSING THE VALIDITY AND RELIABILITY OF SCIENCE MULTIPLE CHOICE TEST USING RASCH DICHOTOMOUS MEASUREMENT MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {924-941},
	abstract = {Multiple choice tests are widely applied to assess students{\textquoteright} knowledge in science education. This study aimed at assessing the validity and reliability of Science Multiple-choice Test in Malaysia. The items for this test were formulated by the researcher together with a panel of science teachers and the head of the science department with close reference to Secondary School Standard Curriculum (KSSM) syllabus. The test consists of 50 multiple-choice items with four options. Rasch measurement model was adopted to evaluate the quality of the Science Multiple-choice Test in terms of reliability analysis, item polarity analysis (PTMEA-CORR), item fit analysis and Principal Component Analysis of Residuals (PCAR). The reliability analysis was performed using Cronbach{\textquoteright}s Alpha, and the results of reliability and separation index respectively indicated good reliability level of the test items. In order to improve the validity of the test, two negatively worded items (Q39 and Q40) were removed. Lastly, the PCAR analysis showed the unexplained variance in the 1st contrast (5.4\%) was found to be well controlled and was below the ceiling value of one-third of the variance explained by the item (18.7\%). However, the positive value of the disattenuated correlations indicate no evidence of the presence of secondary dimension. },
	keywords = {multiple-choice test, Rasch Measurement Model, reliability and validity, science subject, secondary school standard curriculum},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.927},
	url = {http://oaji.net/articles/2021/987-1639222215.pdf},
	author = {Najah Hazirah Mohd Dzin and Yoon Fah Lay}
}
@article {1008,
	title = {CONCEPTIONS OF LEARNING SCIENCE IN INFORMAL ENVIRONMENTS AMONG PRIMARY SCHOOL STUDENTS IN MAINLAND CHINA},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {407-427},
	abstract = {Previous studies on students{\textquoteright} conceptions of learning science (COLS) have focused primarily on formal environments. In these studies, students{\textquoteright} COLS were positively associated with their approaches to and outcomes for science learning. However, little research has been conducted to explore students{\textquoteright} conceptions of learning science in informal environments (COLSIE), despite its importance to students{\textquoteright} academic achievement. To fill this research gap, this study qualitatively and quantitatively explored Chinese primary school students{\textquoteright} COLSIE. First, in Study I, interview data gathered from a group of 80 students were analysed using the phenomenographic method, and ten hierarchical categories of COLSIE emerged (e.g., communicating and explaining). Based on these categories, a survey was developed and distributed to another group of 414 students in Study II. Exploratory factor analysis was conducted to validate the survey, which revealed nine factors matching the ten categories except for the initial categories of applying and understanding. This study also revealed the commonalities and uniqueness of COLSIE in comparison with students{\textquoteright} COLS in formal environments. The findings suggested that informal science learning experiences may strengthen students{\textquoteright} impressions of science practices. Science educators are encouraged to provide their students with opportunities to engage with science practices in informal environments.},
	keywords = {primary school students; Mainland China; conceptions of learning science; informal environments; phenomenographic},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.407},
	url = {http://oaji.net/articles/2021/987-1622791047.pdf},
	author = {De-An Li and Qin Zhao and Xiao-Qi Yang and Wan-Mei Li and Rui Dai and Yang Xiao and Bing Yu}
}
@article {1048,
	title = {THE EFFECT OF LEARNING EXPERIENCES ON INTEREST IN STEM CAREERS: A STRUCTURAL EQUATION MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {651-663},
	abstract = {Learning experiences can affect students{\textquoteright} interest in STEM (science, technology, engineering, and mathematics) careers. Applying the social cognitive career theory, this study tested and compared the effect size and effect mechanism of formal learning experiences (FLE) and informal learning experiences (ILE) on 1133 tenth-grade students{\textquoteright} interest in STEM careers (ISC) through a paper questionnaire survey. The results of structural equation model analysis showed that: 1) The total effect of ILE on students{\textquoteright} ISC is much greater than that of FLE; 2) ILE, STEM self-efficacy (SSE) and STEM careers perceptions (SCP) can directly affect students{\textquoteright} ISC; FLE and ILE can also indirectly affect students{\textquoteright} ISC through the mediating role of SSE and SCP. The analyses suggest that in order to improve students{\textquoteright} ISC, STEM education (especially informal STEM education) should be strengthened, both formal and informal education should pay attention to the cultivation of students{\textquoteright} SSE and SCP.},
	keywords = {interest in STEM careers, learning experiences, Social Cognitive Career Theory, STEM careers perceptions, STEM self-efficacy, structural equation model},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.651},
	url = {http://oaji.net/articles/2021/987-1629707739.pdf},
	author = {Ning Wang and Aik-Ling Tan and Wu-Rong Xiao and Feng Zeng and Jiong Xiang and Wei Duan}
}
@article {964,
	title = {THE EFFECTS OF STEM ACTIVITIES ON 6TH GRADE STUDENTS{\textquoteright} CONCEPTUAL DEVELOPMENT OF SOUND},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {21-37},
	abstract = {Engineering design process-oriented STEM activities are activities that involve solving a real-world problem with teamwork by using integrative engineering design and engineering applications using scientific and mathematical concepts and 21st century skills. The research aimed to examine the effects of engineering design process-oriented STEM activities, which were developed for sound concept, on the conceptual development of 6th grade students. In the research, comparative case study design was used. The study group consisted of 40 students attending a middle school in Kayseri, Turkey. The teaching was carried out by the activities in science curriculum in the control group, while it was carried out by engineering design process-oriented STEM activities in the experimental group. Each student was individually interviewed using 11 open-ended questions in a verbal format. The mean of Kappa coefficients of the questions was 0.93. As a result of content analysis, 11 categories, including 21 themes and 81 codes, were obtained. When the differences between pre- and post-interviews were examined, it was seen that conceptual understanding levels of the students in experimental group were more positive than the students in control group. This shows that engineering design process-oriented integrated STEM activities have positive effects on students{\textquoteright} conceptual understanding of sound. },
	keywords = {case study, conceptual development, engineering design, STEM},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.21},
	url = {http://oaji.net/articles/2021/987-1611648462.pdf},
	author = {Ay{\c s}eg{\"u}l Dedet{\"u}rk and Asl{\i} Saylan K{\i}rm{\i}z{\i}g{\"u}l and Hasan Kaya}
}
@article {988,
	title = {IMPACT ON HEALTH EDUCATION FROM COVID-19 AND CLIMATE CHANGE},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Editorial},
	chapter = {168-170},
	abstract = {World Health Organization (WHO) health policy for Europe {\textquotedblleft}Health 2020{\textquotedblright} became a stimulus for many countries to renew their national health policies, and it is a guide of actions (WHO, 2013). Long-term studies proved that health is closely linked to socio - economic indicators, among which age plays a major role, and education. Given that there are as many healthy people as possible, it is especially important to form the most important young people attitude to health, to develop a personality who would take care of the health of yourself, your family and those around you. Schools, colleges, and universities are the medium in which a mature generation of future intellectuals are capable and possessed to have a major influence on the development of the state and, with knowledge of the principles of good health, to contribute to and to shape the health policy of the right country, its implementation and at the same time to the population of the country improving health (Misevi{\v c}iene et al., 2017).  },
	keywords = {climate change, Covid-19 pandemic, Health Education, health policies},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.168 },
	url = {http://oaji.net/articles/2021/987-1616865527.pdf},
	author = {C{\'e}sar Agostinis-Sobrinho and Inga Dailidiene and Alona Rauckiene-Michaelsson}
}
@article {1096,
	title = {SECONDARY SCHOOL STUDENTS{\textquoteright} ABILITY TO WORK WITH THE TASKS DESIGNED FOR BIOLOGY OLYMPIAD},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {827-839},
	abstract = {For the possibility of using competitive tasks from the Biology Olympiad (BiO), either directly or after certain adaptations for everyday teaching tasks in the teaching process, it was aimed to determine if students could work meaningfully with them. The success of 2nd-year secondary school students (n = 113) in solutions of tasks (n = 5) designated for BiO was compared with the solutions by the regional round BiO{\textasciiacute}s participants. One-way analysis of variance and Tukey{\textasciiacute}s multiple comparison test were used for the statistical evaluation of the data. The research shows that secondary school students achieved an average success rate of 47.58 {\textpm} 12.51 \% and BiO participants 62.69 {\textpm} 9.86 \%. Within the results of all selected tasks, at least someone of the class of the secondary students achieved similar results in each of the tasks as BiO participants. That indicates that secondary school students were able to work meaningfully with BiO tasks which confirmed students{\textquoteright} eligibility for work with these tasks.},
	keywords = {biology education, Biology Olympiad, difficulty of tasks, learning tasks, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.827},
	url = {http://oaji.net/articles/2021/987-1633974438.pdf},
	author = {Mat{\v e}j Nov{\'a}k and Jan Petr and Tom{\'a}{\v s} Ditrich}
}
@article {979,
	title = {BROADENING EDUCATIONAL PATHWAYS TO STEM EDUCATION THROUGH ONLINE TEACHING AND LEARNING DURING COVID-19: TEACHERS{\textquoteright} PERSPECTIVES},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1055-1067},
	abstract = {COVID-19 posed formidable challenges to the teaching and learning of subjects with abstract concepts such as Science, Technology, Engineering and Mathematics (STEM).  The study explored how STEM teachers transformed their pedagogical practices as an integral part of the transition to online teaching and learning in response to COVID-19 and further examined the effectiveness of online teaching and learning. The study adopted an exploratory descriptive survey design and involved purposively selected STEM teachers from schools operating under the auspices of the Association of Muslim Schools. The Technological Pedagogical Content Knowledge (TPACK) framework underpinned the study. Quantitative data was collected through the administration of a Likert scale instrument. Data was analysed using inferential and descriptive statistics.  Findings revealed that COVID-19 essentially compelled teachers to make a transition to online teaching and learning resulting in a concomitant profound impact on their pedagogical practices.  Teachers provided various perspectives on the key modalities adopted to navigate online teaching and learning on virtual platforms in an attempt to ensure sustainable, equitable and inclusive teaching and learning. Implications for broadening educational pathways to STEM education through online teaching and learning on virtual platforms and sustainable teacher professional development on technology integration in teaching and learning are discussed.},
	keywords = {COVID-19, online teaching, pandemic, pedagogy, STEM, Teaching practices},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.1055},
	url = {http://oaji.net/articles/2021/987-1613414365.pdf},
	author = {Thasmai Dhurumraj and Sam Ramaila and Ferhana Raban and Ahmed Ashruf}
}
@article {898,
	title = {EXAMINING CHANGE IN PERCEPTIONS OF SCIENCE TEACHERS ABOUT E-STEM},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {696-717},
	abstract = {Professional development programs might affect teachers{\textquoteright} perceptions of how STEM disciplines are interconnected. The purpose of this research was to examine the change in perceptions of science teachers particularly in disadvantageous schools, who participated in a practice-based professional development program offered in Turkey, about STEM, entrepreneurship, and E-STEM, and their experiences related to E-STEM. This qualitative research had a phenomenological design. The participants were totally 30 science teachers who were teaching in each of the seven geographical regions of Turkey. The data were collected through semi-structured pre- and post-focus group interview forms finalized after the expert review and pilot study. Furthermore, the science teachers were asked to keep a diary about the implementation process throughout the research. The data collected through focus group interviews were examined using content analysis and the data collected through the diaries were examined using descriptive analysis. The findings of the study indicate that the science teachers defined E-STEM as a process containing the aspects of entrepreneurship (communication, perseverance and determination, self-confidence, motivation, risk-taking, presentation, and marketing) more comprehensively compared to the pre-interviews. },
	keywords = {E-STEM education, science teacher, STEM education, teacher education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.696},
	url = {http://oaji.net/articles/2020/987-1602524391.pdf},
	author = {Bulent Aydogdu and Koray Kasapoglu and Nil Duban and Selanik Ay, T. and Fatih Ozdinc}
}
@article {838,
	title = {THE IMPACT OF PROFESSIONAL DEVELOPMENT IN INQUIRY-BASED METHODS ON SCIENCE TEACHERS{\textquoteright} CLASSROOM PRACTICE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {201-219},
	abstract = {Inquiry-based methods have become very popular in science education all over the world. In Europe, they were strongly advocated in years 2007-2013 within the 7th EU Framework Programme projects, and in that time, in many countries teacher educational programmes (TEP) in inquiry were developed and implemented. However, there has been limited information on how effective those trainings are, and how teachers bring theory into practice. Therefore, the aim of this research was to determine the impact of training in inquiry-based methods on the teachers{\textquoteright} professional practices. The training consisted of two stages: I {\textendash} one-week-long core training, and II {\textendash} one-year-long extended support. Ninety-two science teachers participated in the research. It had a quantitative character and was based on a self-evaluation sheet that was completed three times: before the training, a month after the training, and a year after the training. The research results revealed current Polish science teachers{\textquoteright} practices related to facilitating learning by inquiry and identified the inquiry{\textquoteright}s features that were immediately adopted by teachers, those that were adopted after a longer period, and finally, those that were not implemented at all. These results can be especially useful to educators who design and run TEPs in inquiry-based teaching and learning.},
	keywords = {in-service teachers, inquiry-based learning, professional development, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.201},
	url = {http://oaji.net/articles/2020/987-1586941315.pdf},
	author = {Pawe{\l} Bernard and Karol Dudek-R{\'o}{\.z}ycki}
}
@article {920,
	title = {UNDERSTANDING PRE-SERVICE TEACHER CONCEPTUAL KNOWLEDGE OF HUMAN NUTRITION PROCESSES THROUGH DRAWINGS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1008-1019},
	abstract = {Teachers{\textquoteright} subject matter knowledge is a substantive component of the teaching-learning process. For a teacher to be able to transform and integrate into the classroom all the knowledge and experience they have acquired in the course of the professional activity, it is first necessary to acquire a deep and solid knowledge of the matter. The aim of the research was to analyse the understanding that pre-service teachers have about the physiology and anatomy of the human body. The alternative conceptions that pre-service teachers held about the nutritional function in living beings were also explored. The research was conducted on a biology course of the Primary Education Bachelor{\textquoteright}s Degree during the 2018/2019 academic year. Drawings and open-ended questions were collected from 96 pre-service teachers. The results reveal that the students surveyed have limited knowledge of the subject before entering university. The use of drawing proved to be an excellent tool for detecting previous conceptions and evaluating the progression made by the students in their learning. Numerous alternative conceptions were identified among the students, thus demonstrating the need to think about the scientific methodology used to teach these contents.},
	keywords = {alternative conceptions, human body, human nutrition, pre-service teacher{\textquoteright}s drawings, subject matter knowledge},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.1008 },
	url = {http://oaji.net/articles/2020/987-1606572998.pdf},
	author = {Reinoso Tapia, R. and Jaime Delgado-Iglesias}
}
@article {910,
	title = {THE WAYS THE THEORY OF PHYSICS EDUCATION CAN EVOLVE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Editorial},
	chapter = {860-863},
	abstract = {Theory of physics education, as well as our Journal of Baltic Science Education, made a significant step over the last 20 years. Twenty years ago, formal physics education had a one-and-a-half century of development; JBSE was just an idea to be turned into the 1st issue in 2002. In this article, I would like to mention some of the great steps physics education made in the last decades and some open questions for the nearest future. I would like to apologize to the readers from the field of biology, chemistry or primary science education - unlike in my previous articles in this Journal (Demkanin, 2013; Demkanin, 2018), here I focus on physics education.},
	keywords = {digital technologies, physics education, science education, university students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.860},
	url = {http://oaji.net/articles/2020/987-1606572136.pdf},
	author = {Peter Demkanin}
}
@article {786,
	title = {COOPERATION OF THE PRE-SERVICE CHEMISTRY AND GEOGRAPHY TEACHERS ON AN INTERDISCIPLINARY LESSON PLANNING},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {620-633},
	abstract = {The aim of this research was to examine the effects of a new platform for raising the pre-service chemistry and geography teachers{\textquoteright} awareness of cooperation possibilities associated with the planning relevant interdisciplinary lesson. The research featured the participation of 16 students of the Faculty of Chemistry and 28 students of the Faculty of Geography of Belgrade University. Two workshops were conducted within the research. During the first workshop the participants worked in small groups on the tasks which served to strengthen their awareness on the relevant science education. The second workshop comprised the jointly planning the interdisciplinary lessons in groups with members of the pre-service teachers of both subjects. The participants{\textquoteright} lesson plans contain goals that can be classified as those relevant for the individual and those relevant for society. Half of the lesson plans contained formulations of goals that can be assessed as relevant for certain professions. The activities planned for the attainment of the stated goals support an interdisciplinary approach, encompass the concepts envisaged by the chemistry and geography curricula, and the activities specific to these two subjects.},
	keywords = {cooperative planning, interdisciplinary lesson, pre-service chemistry teachers, pre-service geography teachers, relevant science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.620},
	url = {http://oaji.net/articles/2019/987-1564686761.pdf},
	author = {Dragica D. Trivic and Milanka D{\v z}inovi{\'c} and Vesna D. Milanovic and Ljiljana {\v Z}ivkovi{\'c}}
}
@article {734,
	title = {THE EFFECTS OF INQUIRY-BASED LEARNING AND LEARNING STYLES ON PRIMARY SCHOOL STUDENTS{\textquoteright} CONCEPTUAL UNDERSTANDING IN MULTIMEDIA LEARNING ENVIRONMENT},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {51-62},
	abstract = {This research aimed to identify the effects of inquiry-based learning on the conceptual understanding of students with various learning styles in the multimedia learning environment. This research was factorial experiment with the quasi-experimental design. There were total of 157 primary school students in Bali, Indonesia being involved as the subjects of the study.  There were two instruments used in this research. The first instrument was a questionnaire adapted from Index of Learning Style (ILS) developed by Felder and Soloman for measuring the verbal-visual learning styles. The second instrument was the conceptual understanding test for measuring students{\textquoteright} conceptual understanding in the form of multiple-choice test. The research discovered three findings as follows: (1) there is a significant difference in terms of conceptual understanding between students who are taught by inquiry-based learning and direct instruction strategy, (2) there is a significant difference in terms of students conceptual understanding between visual and verbal students, (3) there is a significant interaction between different learning strategies (inquiry based learning and direct instruction strategy) and students{\textquoteright} learning styles (visual verbal) toward students conceptual understanding. },
	keywords = {Conceptual Understanding, inquiry-based learning, learning style, multimedia learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.51},
	url = {http://oaji.net/articles/2019/987-1550082814.pdf},
	author = {Dek Ngurah Laba Laksana and I Wayan Dasna and I Nyoman Sudana Degeng}
}
@article {795,
	title = {EFFECTS OF MICROTEACHING MULTIPLE-REPRESENTATION PHYSICS LESSON STUDY ON PRE-SERVICE TEACHERS{\textquoteright} CRITICAL THINKING},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {692-707},
	abstract = {A research on the effects of the microteaching Multiple-Representation Lesson Study (MRLS) on pre-service Physics teachers{\textquoteright} critical thinking was conducted using a pre-test-post-test quasi-experimental design. Eighteen fourth year Bachelor of Secondary Education-Physical Science majors participated in the research. The experimental group employed the microteaching MRLS while the control group implemented the Traditional Instructional Planning Approach (TIPA). Data were gathered from multiple sources such as researcher-made written tests, interviews, diaries, and field notes. The Mann-Whitney U test was utilized to ascertain statistical difference between the experimental and the control group. Results revealed significant differences in the scores between the two groups in the overall critical thinking and on its sub-domains. Findings indicate beneficial effects of the microteaching MRLS in developing pre-service teachers{\textquoteright} critical thinking. },
	keywords = {Critical thinking, lesson study, multiple representations, physics education, pre-service teachers, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.692},
	url = {http://oaji.net/articles/2019/987-1571127016.pdf},
	author = {Billy A. Danday and Sheryl Lyn C. Monterola}
}
@article {747,
	title = {INTEGRATION OF INQUIRY-BASED INSTRUCTION WITH FORMATIVE ASSESSMENT: THE CASE OF EXPERIENCED CHEMISTRY TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {184-196},
	abstract = {Inquiry-based teaching and learning methods are more and more widely used in the teaching natural sciences all over the world. The elements of inquiry are included in many national sciences{\textquoteright} core curricula and indicate that students should be actively involved in acquiring knowledge. This fact changes the teacher{\textquoteright}s role in the classroom and the structure of everyday lessons. Independent inquiry helps students to develop various elements of scientific education, gain specific skills and competencies. Consequently, the assessment methods used so far are no longer sufficient and they should be expanded with new strategies, tools, and criteria. In recent years, there were many projects, in which teachers were trained in using both inquiry-based instructions and formative assessment. So far, unfortunately, there has been limited information on how teachers bring theory into practice and combine the new teaching and assessment methods, and how they adopt available teaching materials during everyday classes. This case study explored how experienced chemistry teachers, who have broad content, pedagogical content, and inquiry methodology knowledge, integrate inquiry-based teaching with formative assessment for the first time. The results of the study revealed the main limiting factors and teachers{\textquoteright} dilemmas.},
	keywords = {formative assessment, in-service science teachers, inquiry-based learning, qualitative research, teacher professional development},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.184},
	url = {http://oaji.net/articles/2019/987-1554359401.pdf},
	author = {Pawe{\l} Bernard and Karol Dudek-R{\'o}{\.z}ycki and Kinga Orwat}
}
@article {749,
	title = {ITEM DIMENSIONALITY EXPLORATION BY MEANS OF CONSTRUCT MAP AND CATEGORICAL PRINCIPAL COMPONENTS ANALYSIS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {209-226},
	abstract = {The aim of this research is to study the merits and complementarity of Construct Mapping and Categorical Principal Components Analysis as two approaches that explore the dimensionality of multiple-choice items in achievement tests. Data from the two forms of the Romanian National Assessment Tests on Science were used to explore the dimensionality of items and to identify potentially problematic items that affect the equivalence of the two parallel forms. The findings confirm that the two tests have at best partial equivalence, but while the two methods both agree on test unidimensionality, they flag in part different items as potentially problematic. The results enable researchers and practitioners to make coherent data-driven decision regarding the use of unidimensional vs multidimensional IRT models.},
	keywords = {categorical principal components analysis, construct map, item response theory, unidimensionality},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.209},
	url = {http://oaji.net/articles/2019/987-1554359543.pdf},
	author = {Gabriela Deliu and Cristina Miron and Cristian Opariuc-Dan}
}
@article {674,
	title = {THE COGNITIVE STRUCTURE OF PRE-SERVICE SCIENCE TEACHERS ABOUT ENERGY METABOLISM},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {462-473},
	abstract = {In this research word association test was used to explore the cognitive structure of Pre-service science teachers about biological energy metabolism. The participant group constitutes 67 Pre-service students at a university in Black Sea Region of Turkey. Ten key concepts in General Biology course were given as a stimulating word and a mind map was established by using the frequency values of valid response words. The results showed that the total number of different response words for the key word {\textquotedblleft}enzyme{\textquotedblright} is the highest with {\textquotedblleft}cell{\textquotedblright} and {\textquotedblleft}energy{\textquotedblright} being higher than others and for the key word {\textquotedblleft}photosynthesis{\textquotedblright} is the lowest. The mind map also showed that they based their cognitive perceptions of the biological energy mechanism mostly on scientific concepts that are emphasized in the lessons and are academically acknowledged and included in the concepts used in everyday life at the least. However, they were not able to see the key concept {\textquotedblleft}enzymes{\textquotedblright} as a part of branched network and they had also problems regarding the respiratory event in the plants as well as realization process of photosynthesis in the cellular level. Implications of the results in terms of understanding the subject of biological energy metabolism are also discussed.},
	keywords = {biological energy metabolism, cognitive structure, mind map, Pre-Service Science Teacher, word association test},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.462},
	url = {http://oaji.net/articles/2017/987-1529509067.pdf},
	author = {Ye{\c s}im Yener and Mehmet Bahar and Naciye Somuncu Demir and Mustafa Y{\i}lmaz and D{\"u}ndar Yener}
}
@article {635,
	title = {CONCEPT FORMATION: PHYSICS TEACHER AND HIS KNOW-HOW AND KNOW-WHY},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Editorial},
	chapter = {4-7},
	abstract = {Physics education is an easy job, making people happy. It is an easy job for all, including teachers and learners. Do you agree? I do, but probably it is good to try to discuss these words somehow in details.
Quite often we see, even in our Journal, research results proving that Physics is not so popular. Physics courses require thinking, using correct words, not making too much algebra and calculation mistakes, using arguments. Really, a reasonable portion of pupils does not find Physics lessons as a source of happiness.},
	keywords = {concept formation, normative knowledge, physics education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.04},
	url = {http://oaji.net/articles/2017/987-1519059651.pdf},
	author = {Peter Demkanin}
}
@article {696,
	title = {DEVELOPMENT OF PRE-SERVICE TEACHERS{\textquoteright} UNDERSTANDING OF THE NATURE OF SCIENCE THROUGH AN INTERDISCIPLINARY CURRICULUM: A CASE STUDY},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {728-741},
	abstract = {In the research, the purpose was to implement and evaluate an interdisciplinary curriculum that aimed at developing social sciences pre-service teachers{\textquoteright} understanding and knowledge about the nature of science. This research was based on case study design. In order to collect the research data, the methods of observation, interview and document analysis were used. For the analysis of the data, the inductive content analysis approach was applied. The results of the analysis demonstrated that the curriculum implemented had positive influence on the pre-service teachers{\textquoteright} understanding and knowledge about the nature of science. In this respect, it was found that the curriculum helped develop the participants{\textquoteright} lack of skills and knowledge about the subjects related to {\textquotedblleft}nature of scientific models, nature of observations and values guiding scientists in their work and social lives{\textquotedblright} included in the content of nature of science. In addition, it was revealed that the pre-service teachers{\textquoteright} lack of readiness made the implementation process difficult. },
	keywords = {curriculum development, interdisciplinary curriculum, nature of science, teacher education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.728},
	url = {http://oaji.net/articles/2017/987-1533842524.pdf},
	author = {Ye{\c s}ilpinar Uyar M. and Tuba Demirel and Ahmet Do{\u g}anay}
}
@article {684,
	title = {THE EFFECT OF VISUALIZATION TYPE AND STUDENT SPATIAL ABILITIES ON LEARNING ACHIEVEMENT},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {551-563},
	abstract = {Students{\textquoteright} spatial ability plays an important role in instruction with dynamic and static visualizations. This research was aimed at describing 1) the difference in learning achievement between the students who learned from dynamic visualization and static visualization, 2) the difference in learning achievement among students who have high spatial ability and those who have low spatial ability, and 3) the interaction between type of visualization and spatial ability on learning achievement. This research used the non-equivalent control group quasi-experimental design. The sample consisted of 115 eighth grade students in Singaraja, Indonesia. The data were collected by learning achievement test and Paper Folding Test. The data were analyzed using ANCOVA. The results showed that:1) there was a significant difference in learning achievement between the students who learned from dynamic visualization and static visualization; 2) there was a significant difference in learning achievement between the students who have high spatial ability and those who have low spatial ability, and 3) there was no interaction between visualization type  and spatial ability on learning achievement. Therefore, the different combination of the types of visualization and sequence of presentation and relation with individual characteristic can be elaborated more in the further research. },
	keywords = {dynamic visualization, learning achievement, science instruction, spatial ability, static visualization},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.551},
	url = {http://oaji.net/articles/2017/987-1533708452.pdf},
	author = {I Gde Wawan Sudatha and I Nyoman Sudana Degeng and Waras Kamdi}
}
@article {718,
	title = {THE EFFECTS OF MODEL SUPPORTED COOPERATIVE AND INDIVIDUAL LEARNING METHODS ON PROSPECTIVE SCIENCE TEACHERS{\textquoteright} UNDERSTANDING OF SOLUTIONS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {945-959},
	abstract = {This research was conducted to facilitate the conceptual understanding of the solutions that contain abstract concepts and not to understand easily. The aim of this research is to determine the effect of applied methods on the achievement level of prospective science teachers and conceptual understanding level at the particulate nature of matter in solution chemistry. The research was conducted with 58 prospective science teachers and a pre-test/posttest non-equivalent quasi-experimental design was used. Three experimental groups were determined as model supported Reading Writing Application method of cooperative learning (n=20), model supported Students Teams Achievement Divisions method of cooperative learning (n=20), and model supported individual learning method (n=18). The data collected with a Particulate Nature of Matter Test (PNMT) and a Module Test (MT). For analyzing data descriptive statistics, one{\textendash}way ANOVA, and ANCOVA were used. The results showed that there was no significant effect with respect to the achievement level. According to findings from the post test of MT, all groups were more successful in terms of correct understanding of the solutions compared with the pre-tests. },
	keywords = {Cooperative learning, individual learning, particulate nature of matter, pedagogical-analogical models, solution chemistry},
	issn = {1648-3898},
	doi = {10.33225/jbse/18.17.945},
	url = {http://oaji.net/articles/2017/987-1544861415.pdf},
	author = {Zehra Ozdilek and Seda Okumus and Kemal Doymus}
}
@article {689,
	title = {FOURTEEN-YEAR-OLD STUDENTS{\textquoteright} MISCONCEPTIONS REGARDING THE SUB-MICRO AND SYMBOLIC LEVELS OF SPECIFIC CHEMICAL CONCEPTS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {620-632},
	abstract = {Learning and presenting chemical concepts at the triple level of chemical concepts provides opportunities for the development of misconceptions. The research aimed to identify potential misconceptions of chemical concepts: the states of matter, a pure substance, a mixture, an element, a compound, a physical change, and a chemical reaction at the sub-micro level when solving problems incorporating sub-microrepresentations. A total of 188 14-year old students, attending six different primary schools, participated in the research. A chemistry achievement test comprising five problems at the macroscopic, sub-micro, and symbolic levels was used to obtain data about students{\textquoteright} misconceptions of selected concepts. The results showed that the majority of students had formed inadequate mental models (misconceptions) for the chemical concept of the liquid state of water (66.5\%). The lowest level of misconceptions is related with the gaseous state of matter, because almost all students (98.5\%) solved the problem correctly. It can be concluded that the results of the research are significant for chemistry teachers because they can: select and apply adequate educational strategies to avoid the deepening or development of misconceptions and make the courses practically oriented by analysing students{\textquoteright} misconceptions and develop teaching strategies to minimise these problems in the chemistry classroom.},
	keywords = {chemical concepts, misconceptions, primary school, sub-micro level, symbolic level},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.620},
	url = {http://oaji.net/articles/2017/987-1533708866.pdf},
	author = {Miha Slapni{\v c}ar and Valerija Tompa and Sa{\v s}a A. Gla{\v z}ar and Iztok Devetak}
}
@article {690,
	title = {IDENTIFYING INDONESIAN UPPER-SECONDARY SCHOOL STUDENTS{\textquoteright} ORIENTATIONS TO LEARN SCIENCE AND GENDER EFFECT THROUGH THE USE OF STRUCTURAL EQUATION MODELING},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {633-648},
	abstract = {The purpose of this research is to examine Indonesian upper-secondary school students{\textquoteright} learning orientation in science via generating structural equation modeling of conceptions of, approaches to and self-efficacy in learning science, and seeking whether the model is significantly different based on gender. A total of 600 (63\% females) Indonesian upper-secondary school students completed a questionnaire with three constructs {\textendash} conceptions of, approach to and self-efficacy in learning science. Rasch analysis was conducted before testing the hypothesized model to examine the psychometric aspects of the instruments. Structural equation modeling featured with multi-group analysis-based gender was used to respond to the main research purpose. Findings indicated that the Indonesian upper-secondary school students had multiple conceptions of as well as multiple approaches to science learning that led to different senses of self-efficacy. Multiple conceptions and mixed approaches are the characteristics of students with achieving orientations. Most importantly, the current research found that conceiving learning science as memorizing was considered as the basis for the higher level of conceptions. The model significantly differed based on gender. Three main differences were Indonesian female students tended to be more conceiving science learning as memorization, using more surface motive and their self-efficacy was more impacted by their higher level of conceptions {\textendash} applying and understanding than males. Based on findings, gender issues in orientations to studying and Indonesian science education curriculum are discussed. },
	keywords = {conceptions of learning, gender, learning orientations, learning strategies, multi-group analysis, self-efficacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.633},
	url = {http://oaji.net/articles/2017/987-1533708941.pdf},
	author = {Arif Rachmatullah and Sariwulan Diana and Minsu Ha}
}
@article {721,
	title = {IDENTIFYING MENTAL MODELS OF STUDENTS FOR PHYSICAL AND CHEMICAL CHANGE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {986-1004},
	abstract = {The right and wrong mental models that learners have about the changes in the matter have a great importance in understanding the basis of the chemistry. Therefore, the main purpose of this research was to identify students{\textquoteright} misconceptions with regard to physical and chemical change and to come up with models to explain their understanding of this topic. This research was qualitative descriptive with cross-sectional design. The participants were 148 6th graders in K{\"u}tahya which is a western city of Turkey. The data were collected through a questionnaire containing five open-ended questions. Additionally, for a more detailed analysis, 28 participants were interviewed to explore the mental models that emerged. Analysis of responses to the questionnaire generated four mental models (Particle Motion Model, Moving Away Particle Model, Particle Motion+Moving Away Particle Model, Macro Model) for physical change and three mental models for chemical change (Changing Particle Model, Moving Away Particle Model and Macro-Micro Change Model). Implications of these results for chemistry education were discussed. Mental models defined in the research can enable teachers of science and researchers to identify difficulties faced by students regarding physical and chemical changes; thus, they can effectively decide which approach to take on to devise scientific models. },
	keywords = {chemical change, chemistry education, mental model, misconceptions, physical change},
	issn = {1648-3898},
	doi = {10.33225/jbse/18.17.986},
	url = {http://oaji.net/articles/2017/987-1544860367.pdf},
	author = {Hasene Esra Yildirir and Hatice Demirkol}
}
@article {683,
	title = {IMPLEMENTATION OF INNOVATIVE CHEMISTRY LEARNING MATERIAL WITH GUIDED TASKS TO IMPROVE STUDENTS{\textquoteright} COMPETENCE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {535-550},
	abstract = {This research aimed to provide an innovative chemistry learning material with guided tasks to improve students{\textquoteright} competence in Chemistry. It involved 180 students enrolled in the Analytical Chemistry course at State University of Medan in academic year of 2016/2017. The samples were purposively selected and divided into two groups. The research consisted of several steps including enrichment, innovation and standardization of learning material, followed by implementation of the developed learning material in class. A set of good quality learning material equipped with the guided task for Gravimetry topic has been provided. It contained relevant contextual examples, laboratory works, students{\textquoteright} activities, multimedia, and hyperlink to trustworthy websites. Implementation of innovative learning material has been conducted by using a set of developed learning material in the experimental class while the existing textbook was used in the control class. The research findings highlighted several points: (1) well-implemented innovative learning material was effective to improve the students{\textquoteright} competence; (2) learning outcome in experimental class was found higher than that in control class; (3) the guided task in the learning package facilitated the students to learn the selected chemistry topic independently which in turn shifted student learning style from lecturer-oriented to student-oriented; (4) the guided task not only made the students be familiar with searching for scientific documents to complete the given tasks but also improved the students{\textquoteright} ability to write and organize their assignments; (5) students{\textquoteright} academic attitudes, observed during the learning activities, were categorized as very good.},
	keywords = {guided tasks, independent learning, innovative learning material, students{\textquoteright} competence},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.535},
	url = {http://oaji.net/articles/2017/987-1533708387.pdf},
	author = {Manihar Situmorang and Marudut Sinaga and Jamalum Purba and Sapnita Idamarna Daulay and Murniaty Simorangkir and Marham Sitorus and Ajat Sudrajat}
}
@article {659,
	title = {TEACHING PHYSICS WITH SIMULATIONS: TEACHER-CENTERED VERSUS STUDENT-CENTERED APPROACHES},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {288-299},
	abstract = {Teaching and learning with simulations is widely used in today{\textquoteright}s classrooms. Therefore, it is important to examine the factors that potentially influence the effectiveness of simulation-based teaching environments. The aim of this research was to compare the effectiveness of teacher-centered and student-centered Physlet-based classes about one-dimensional kinematics at the level of upper-secondary school. The student sample consisted of 43 students (mostly 15-year-olds). Within the teacher-centered approach the teacher ran and controlled the simulations, and students watched the simulations on the projection screen. In the student-centered approach the students had the opportunity to work through the simulations on their computers. At the post-test, students from the teacher-centered approach outperformed their peers when it comes to conceptual understanding of kinematics, but students from the students-centered approach were more successful in solving quantitative problems. The results of this research support the idea that a progression from teacher-centered to student-centered approach may be optimal for learning novel concepts.},
	keywords = {cognitive load theory, kinematics simulations, teaching materials, teaching strategies},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.288},
	url = {http://oaji.net/articles/2017/987-1523527472.pdf},
	author = {D{\v z}evdeta Dervi{\'c} and D{\v z}ana Saliba{\v s}i{\'c} Glamo{\v c}i{\'c} and Azra Gazibegovi{\'c}-Busulad{\v z}i{\'c} and Vanes Me{\v s}i{\'c}}
}
@article {568,
	title = {ATTITUDES TOWARDS ASTRONOMY AMONG THE PRE-SERVICE TEACHERS{\textquoteright} DIFFERENT COGNITIVE STYLES: ALTERNATIVE COURSE SAMPLE},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {300-307},
	abstract = {The purpose of research is to examine the changes in attitudes towards astronomy following alternative astronomy education among pre-service teachers with different cognitive styles. Accordingly, it was thought to be appropriate to use pre-and post-test control group design among the experimental designs. The sample of the study included 4th year students at Abant {\.I}zzet Baysal University Department of Science Teaching during 2015-2016 spring term (N=64). In the treatment group, a process enriched with activity-based astronomy practices was followed, while the control group used a 12-week program designed as consistent with the program developed by Higher Education Council. The results seem to evidence that at undergraduate level there is an urgent need to intensify the efforts, education and practices that focus on increasing the levels of attitudes towards astronomy regardless of cognitive styles and on transferring these attitudes to skill areas and these kinds of studies need to be encouraged and extended.},
	keywords = {attitude towards astronomy, cognitive style, pre-service teacher},
	isbn = {E-ISSN 2538-7138},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.300},
	url = {http://oaji.net/articles/2017/987-1497963764.pdf},
	author = {Naciye Somuncu Demir and Pelin Aks{\"u}t and D{\"u}ndar Yener and Fatih Ayd{\i}n and {\"O}zge Suba{\c s}{\i} and Hilal Fidan and Mehmet Ayg{\"u}n}
}
@article {570,
	title = {CLASSIFICATION OF THE EDUCATIONAL TEXTS STYLES WITH THE METHODS OF ARTIFICIAL INTELLIGENCE},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {324-336},
	abstract = {Modern educational methods emphasize the necessity to transfer knowledge instead of data or information within the educational process. Thus it is important to the educational texts supporting the educational process contain knowledge in a particular textual representation. But it is not trivial to decide whether the particular piece of text contain knowledge or not. The solution is to measure the similarity between the particular text structure and a typical structure of a knowledge-designed text. This research aims at analysing the classification ability of three commonly-used classification techniques: artificial neural networks (ANNs), classification and regression trees (CARTs) and decision trees (bigMLs) to separate texts or text fragments into two groups. The texts in the first group contain mainly data and information (common texts), the texts in the other group contain knowledge in one of the particular knowledge representations (knowledge texts). The sample of 120 text fragments was used for the analysis. The results show that the ANN techniques are significantly more able to make the right classification of the text than the CART or bigML ones, and evidence good classification abilities. Thus the ANN approach could broaden the set of methods used for evaluation of difficulty of educational texts or textbooks.},
	keywords = {Artificial Intelligence, classification and regression trees, educational texts, knowledge representation, knowledge unit, production rules, stylometric analysis},
	isbn = {E-ISSN 2538-7138},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.324},
	url = {http://oaji.net/articles/2017/987-1497963889.pdf},
	author = {Tereza Hor{\'a}kov{\'a} and Milan Hou{\v s}ka and Ludmila D{\"o}meov{\'a}}
}
@article {554,
	title = {EFFECT OF 5E TEACHING MODEL ON PRIMARY SCHOOL PRE-SERVICE TEACHERS{\textquoteright} LEARNING ON SOME ASTRONOMY CONCEPTS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {148-162},
	abstract = {The purpose of this research was to examine the effect of the 5E teaching model on the primary school pre-service teachers{\textquoteright} (PSPTs) learning some astronomy concepts. The sample of this research consisted of 90 PSPTs in the 2nd year at a state university. The research was carried out on the pre-experimental methodology with a single research group. The data of the study were collected by concept cartoon form which included some astronomy concepts such as the Sun, star, planet, meteor, Solar System, constellations. The developed teaching materials about the chosen astronomy concepts were implemented in eight course hours. It was seen that most of the PSPTs had alternative concepts. A considerable decrease was determined when the pre and post-test results of the PSPTs were compared; it was found that learning based on the 5E teaching model had a positive effect on the conceptual change. It can be said that 5E teaching model was effective on remedying alternative concepts. In the future research about astronomy teaching may be conducted to determine the effects of 5E teaching model on remedying the alternative concepts and achieving conceptual change with the different education levels of students.},
	keywords = {5E teaching model, alternative concept, astronomy concepts, concept cartoons, pre-service teachers, primary school},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.148},
	url = {http://oaji.net/articles/2017/987-1497156015.pdf},
	author = {{\c C}i{\u g}dem {\c S}ahin and {\"U}mm{\"u} G{\"u}ls{\"u}m Durukan and Elif Ar{\i}kurt}
}
@article {611,
	title = {THE EFFECTS OF CURRICULUM, GENDER AND STUDENTS{\textquoteright} FAVORITE SCIENCE SUBJECT ON INDONESIAN HIGH-SCHOOL STUDENTS{\textquoteright} CONCEPTIONS OF LEARNING SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {797-812},
	abstract = {Conceptions of learning have been known as having influence on students{\textquoteright} learning outcomes, the one of which is science learning as to be a scientifically literate person. Even, the effects of students{\textquoteright} conceptions in learning have been known, but the contributing factors are still vague. This research aims to explore Indonesian high-school students{\textquoteright} conceptions of learning science (COLS), to find out if gender and students{\textquoteright} favorite science subject cause differences in their COLS, and to validate the COLS instrument by using Rasch analyses. Thirty-one items measuring six COLS were administered to 609 Indonesian high-school students. Rasch analyses, an independent sample t-test, analysis of variance (ANOVA), and cluster analyses featuring chi-square tests of interdependence were used to answer the research questions. Based on the analyses, it was found that the COLS instrument was best fitted as six-dimensional. Gender difference was emerged in memorizing, and differences based on students{\textquoteright} favorite science subject were also found in memorizing and calculating and practicing. Finally, the results of cluster analyses showed that Indonesian students were divided into three different classes based on their COLS, and that the clusters were significantly related to the school locations.},
	keywords = {conceptions of learning science, gender, Indonesia, science learning, secondary level},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.797},
	url = {http://oaji.net/articles/2017/987-1509214315.pdf},
	author = {Arif Rachmatullah and Sariwulan Diana and Minsu Ha}
}
@article {583,
	title = {EXAMINATION OF CHEMICAL REPRESENTATIONS IN TURKISH HIGH SCHOOL CHEMISTRY TEXTBOOKS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {472-499},
	abstract = {The aim of this research was to examine the chemical representations that are present in Turkish high school chemistry textbooks. Content analysis was the method of analysis. Four chemistry textbooks, which were commonly used in Turkey, for each grade (i.e., from 9th to 12th), were selected. When evaluating the representations, a rubric including five main criteria was used: (1) type of representation, (2) interpretation of representations{\textquoteright} surface features, (3) representations{\textquoteright} relatedness to text, (4) properties of representations{\textquoteright} caption, and (5) degree of correlation between subordinates comprising a multiple representation. The results of the research revealed that the chemical representations used in the textbooks are mainly macroscopic, symbolic, and hybrid. Majority of the representations had explicit surface features and appropriate captions. Moreover, they were completely related to the text. Most of the multiple representations had sufficient links between their subordinates. Recommendations for textbook writers and future research are provided.},
	keywords = {chemical representations, chemistry textbooks, content analysis, generic qualitative research},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.472},
	url = {http://oaji.net/articles/2017/987-1503904807.pdf},
	author = {Bet{\"u}l Demird{\"o}{\u g}en}
}
@article {549,
	title = {AN EXAMINATION OF THE CORRELATION BETWEEN SCIENCE AND TECHNOLOGY ATTITUDES SCALE, FREQUENCY OF SMARTPHONE USAGE SCALE AND LIFELONG LEARNING SCALE SCORES USING THE STRUCTURAL EQUATION MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {86-99},
	abstract = {Lifelong learning can be defined as all of the activities which aim to develop an individual{\textquoteright}s skills, knowledge and abilities, socially, individually and professionally. Previous research on lifelong learning has been about using computers, digital competence and the correlation between demographic characteristics and intelligence. However, only one scale was used in this research, and, in general, only scores for demographic characteristics and lifelong learning were compared. In this research, the correlation between distance-learning students{\textquoteright} attitudes to technology, their frequency of use of smartphones and their attitudes to lifelong learning were examined. Reliability studies were carried out prior to the study and the Turkish adaptations of the scales published in international journals were administered with permission. The study sample consisted of 881 students studying in 12 different units of Hitit University: six Vocational Schools, four Faculties and two Graduate Schools. The data were analysed by creating a structural equation model on the open source R analysis program. According to the research results, there was a significant correlation between the three scales, and the correlation between the {\textquoteleft}lifelong learning{\textquoteright} scores and the {\textquoteleft}frequency of of smartphone usage{\textquoteright} scores was greater than the {\textquoteleft}technology attitudes{\textquoteright} scores. },
	keywords = {lifelong learning, smartphone usage, technology attitudes, technology leadership},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.86},
	url = {http://oaji.net/articles/2017/987-1493049988.pdf},
	author = {Hakan K{\"o}r and Hasan Erbay and Melih Engin and Emre D{\"u}nder}
}
@article {569,
	title = {IDENTIFICATION OF THE UNDERSTANDING OF THE STATES OF MATTER OF WATER AND AIR AMONG SLOVENIAN STUDENTS AGED 12, 14 AND 16 YEARS THROUGH SOLVING AUTHENTIC TASKS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {308-323},
	abstract = {The aim of the research was to identify how Slovenian primary and secondary school students of various age groups explain the particulate nature of the states of matter of water and air. The qualitative research included five 12, 14, and 16 year old students. A semi-structured interview including four computer-displayed tasks was used for the data collection. The research results show that all of the students correctly identified the states of matter of water at the particulate level, but not of air. It was found that the students had difficulty justifying their selection. The study confirmed the existence of: (a) misunderstanding regarding the interpretation of the particulate nature of matter, (b) a failure to distinguish between particle and matter, and (c) the inadequate description of submicroscopic level of matter with macroscopic level concept. The survey results provide an insight into the mindset of students and serve as a starting point for teachers{\textquoteright} lesson planning.},
	keywords = {authentic tasks, macroscopic level, misunderstanding of pressure, states of matter, submicroscopic level},
	isbn = {E-ISSN 2538-7138},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.308},
	url = {http://oaji.net/articles/2017/987-1497963826.pdf},
	author = {Miha Slapni{\v c}ar and Iztok Devetak and Sa{\v s}a A. Gla{\v z}ar and Jerneja Pavlin}
}
@article {593,
	title = {MUCH MORE THAN OLD WINE IN NEW SKINS: STUDENTS{\textquoteright} AND ADULTS{\textquoteright} KNOWLEDGE ON GRAPEVINE AND VINEYARDS AS A STARTING POINT FOR NEW TOPICS IN SCHOOL},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {612-624},
	abstract = {Young people continually lose contact to their natural surroundings and agriculture. As school is one of young people{\textquoteright}s main source of knowledge it should bring students and nature back together, by using agricultural examples. This research examines German students{\textquoteright} and adults{\textquoteright} knowledge on plant biological basics and viticulture choosing grapevine as an agricultural example of plants. It was undertaken as a paper-and-pencil test with participants of different ages and from different educational backgrounds. The results reveal the weaknesses of participants{\textquoteright} knowledge concerning botanical as well as viticultural aspects. Additionally, the results show a positive correlation between their age and their knowledge on viticulture. Thus, it shows the chance given by developing new teaching material meeting curriculum requirements, modern didactical approaches and the attempt of reconnecting young people with their agricultural surroundings. By using the example of grapevine a local and culturally important agricultural plant is chosen as a representative of different phenomena of botany as well as steps of food processing.},
	keywords = {biology curriculum, botany and viticulture, knowledge on grapevine, science education, sustainability education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.612},
	url = {http://oaji.net/articles/2017/987-1503905462.pdf},
	author = {Astrid von Albedyll and Lisa Vogt and Daniel Dreesmann}
}
@article {582,
	title = {PROMOTING PRE-SERVICE SCIENCE TEACHERS{\textquoteright} CONCEPTUAL UNDERSTANDING ABOUT BOILING BY DIALOGIC TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {459-471},
	abstract = {In order to reach students who can efficiently use intended scientific understandings, it is important to have science teachers without conceptual difficulties. The aim of present research is to enhance pre-service science teachers{\textquoteright} conceptual understanding about boiling by dialogic teaching. The sample consisted of forty-three pre-service science teachers in their first year of teacher education. Dialog-based instructional activities were conducted in a chemistry laboratory course. Audio recordings of classroom discourse and written texts were used for data collection. Pre-service science teachers{\textquoteright} conceptions about boiling identified before and after dialogic teaching were analyzed using content analysis.. The findings showed that dialogic teaching efficiently supported pre-service science teachers{\textquoteright} understanding about boiling.},
	keywords = {boiling topic, conceptual change, dialogic teaching, pre-service science teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.459},
	url = {http://oaji.net/articles/2017/987-1503904739.pdf},
	author = {Mehmet Demirba{\u g} and Sevgi Kingir}
}
@article {589,
	title = {REVISITING STUDENTS{\textquoteright} PERCEPTIONS OF RESEARCH SCIENTISTS {\textendash} OUTCOMES OF AN INDIRECT DRAW-A-SCIENTIST TEST (InDAST)},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {562-575},
	abstract = {What is the image of research scientists in students{\textquoteright} minds? Studies in this area have been underway for more than fifty years and suggest that scientists are perceived as bespectacled men in lab coats, working alone in rooms full of basic lab glassware. This image has been derived mainly from the analysis of drawings, known as the Draw-A-Scientist Test (DAST). However, DAST instructions are based on the word, {\textquotedblleft}scientists{\textquotedblright}, the meaning of which seems too narrow for today{\textquoteright}s world and not reflecting the wide range of STEM-based research careers. Moreover, the instructions can predetermine the number and gender of people in the picture. For this reason, a new tool has been developed which provides an indirect analysis {\textendash} the Indirect Draw-A-Scientist Test (InDAST). The new instrument was used in an experiment with secondary-school students (n = 851), and the resulting image of the scientist was compared with an earlier experiment that employed the original DAST instructions. The results showed that the basic attributes, appearance, and workplace of scientists are similar in both studies, but the new procedure disproved the theory that scientists are perceived as men working alone and that female students do not see themselves as scientists.},
	keywords = {drawings analysis, gender and science, image of scientists, scientist stereotype, STEM careers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.562},
	url = {http://oaji.net/articles/2017/987-1503905214.pdf},
	author = {Pawe{\l} Bernard and Karol Dudek}
}
@article {558,
	title = {A STUDY OF THE CORRELATION BETWEEN TEACHERS{\textquoteright} TEACHING STYLES AND STUDENTS{\textquoteright} PARTICIPATION MOTIVATION IN THE PHYSICAL EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {199-206},
	abstract = {Based on Self-determination Theory (SDT), this research intends to analyze the effect of different physical education (PE) teachers{\textquoteright} teaching styles on students{\textquoteright} class participation motivation in universities. Students of some universities and colleges in Sichuan Province and Shanghai Municipality, China, are researched. Total 871 valid copies of questionnaire are retrieved for testing the research hypotheses. The results reveal positive correlation between incentive, intelligence inspiration and the intrinsic motivation of student learning as well as between charisma and the extrinsic motivation of student learning in transformational leadership. In transactional leadership, contingent reward and positive involving management show positive relationship with the intrinsic motivation of student learning, and negative involving management also presents positive relationship with the extrinsic motivation of student learning. Finally, it is suggested that PE teachers should build the situation which could satisfy the needs of autonomy, sense of competence and sense of belonging as well as create the physical education environment which could satisfy basic psychological needs of autonomy, competence, and sense of belonging to reinforce students{\textquoteright} positive motivation on physical education. Sports education is the most important education to develop the students{\textquoteright} physical and mental health. },
	keywords = {participation motivation, physical education, self-determination theory, teacher{\textquoteright}s leadership},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.199 },
	url = {http://oaji.net/articles/2017/987-1497156282.pdf},
	author = {Cheng-Bo Yang and Min-Kai Dong}
}
@article {525,
	title = {THE EFFECTIVENESS OF A CONSTRUCTIVIST TEACHING MODEL ON STUDENTS{\textquoteright} UNDERSTANDING OF PHOTOSYNTHESIS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {October/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {575{\textendash}587},
	abstract = {Photosynthesis is one of the fundamental processes on Earth and it ranks among the most demanding science concepts for students, associated with a number of misconceptions. For improving students{\textquoteright} understanding and learning outcomes the constructivist approach has proven to be one of the most effective. In this research the constructivist teaching model of photosynthesis (CTMP) was designed and its effectiveness on students{\textquoteright} understanding was tested. Students (N=201) from Slovenian primary schools (aged 11{\textendash}12 years) participated in the research. CTMP was used in the experimental group (EG), while the traditional teaching approach was used in the control group (CG). Students{\textquoteright} learning achievements were evaluated using the paper-and-pencil tests. The test items were classified into three groups based on Bloom{\textquoteright}s taxonomy: (1) knowledge, (2) comprehension and application, and (3) analysis, synthesis, evaluation. Mann-Whitney U-test showed that the EG had better learning outcomes than the CG. Statistically significant differences were found at the highest cognitive level. The CTMP contributes to the improvement of teaching and learning of photosynthesis, fosters the development of higher-order thinking and offers opportunity for integration of the constructivist approach in science classes, which will help to increase the quality of acquired knowledge and to raise the level of scientific literacy of the population.},
	keywords = {Bloom{\textquoteright}s taxonomy, constructivist approach, primary school, teaching about photosynthesis},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.575},
	url = {http://oaji.net/articles/2016/987-1482502117.pdf},
	author = {Nata{\v s}a Dolenc Orbani{\'c} and Darja Skribe Dimec and Majda Cenci{\v c}}
}
@article {533,
	title = {AN EVALUATION OF THE EFFECTS OF COMBINED HEALTH WARNINGS ON CIGARETTE PACKETS THROUGH EYE MOVEMENTS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {December/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {680{\textendash}692 },
	abstract = {Smoking is the source of fundamental health problems. Activities have been organised throughout the world so that smokers and non-smokers do not encounter smoking-related health problems in society. One such activity is the combined health warnings designed to be printed on cigarette packets. The warnings on cigarette packets are considered as an instrument of education to develop the desired attitudes in individuals by improving their knowledge of health. This research aims to evaluate the effects of 14 combined health warnings printed on cigarette packets on smokers and non-smokers. This is a descriptive research, and it employs a correlation model. The research group was composed of 57 individuals participating in the research on the basis of volunteering. The data were collected through eye-tracking and by means of two forms. According to the findings, the combined warnings on cigarette packets were moderately influential and they were remembered at low levels. It was also found that the participants were familiar with the combined warnings on cigarette packets and that they avoided the warnings. These results demonstrate that the warnings should be re-evaluated by taking diverse demographic properties into consideration.  },
	keywords = {cigarette packet, combined health warnings, eye movements, Health Education, university student},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.680},
	url = {http://oaji.net/articles/2016/987-1482502752.pdf},
	author = {Cem Ger{\c c}ek and {\"O}zg{\"u}r {\"O}zcan and Nihan Ocak and {\c C}ise Ferhat and Sevgi Berbero{\u g}lu and Elif {\c C}ak{\i}r and Nuri Do{\u g}an and K{\"u}r{\c s}at {\c C}a{\u g}{\i}ltay}
}
@article {505,
	title = {FRAMEWORK CATEGORIZATION OF PRE-SERVICE PHYSICS TEACHERS{\textquoteright} CONCEPTIONS OF VECTOR-KINEMATICS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {325-339},
	abstract = {Current research in physics shows that pre-service teachers have poor content knowledge in vector-kinematics. This study describes the types of categories of conceptions pre-service teachers display in vector-kinematics. Descriptive and interpretive qualitative research was conducted in which the data were concept maps from 28 third-year pre-service teacher volunteers in a physics module at a university. Participants were supported in the use of CmapTools to draw their concept maps of vector-kinematics. This study was guided by Ausubel{\textquoteright}s theory of meaningful learning which relates individuals{\textquoteright} new knowledge to relevant concepts they already possess. Framework thematic analysis revealed seven knowledge categories with differing extensiveness: two of conceptual knowledge (hierarchical and relational), three of alternative conceptions (na{\"\i}ve, lateral, ontological) and two of mixed conceptions and loose ideas. The findings showed a lack of higher level conceptual understanding of vector-kinematics. The study has implications for the teaching and learning of vector-kinematics. },
	keywords = {alternative conceptions, categories of conceptions, conceptual knowledge, framework analysis method, vector-kinematics},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.325},
	url = {http://oaji.net/articles/2016/987-1482422449.pdf},
	author = {Nadaraj Govender and Bekele Gashe Dega}
}
@article {526,
	title = {LEARNING STYLE AS A FACTOR INFLUENCING THE EFFECTIVENESS OF THE INQUIRY-BASED SCIENCE EDUCATION AT LOWER SECONDARY SCHOOLS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {October/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {588{\textendash}601},
	abstract = {The IBSE has become a rather frequently applied strategy of directing learning activities in teaching science subjects. However, results of the IBSE effectiveness are not clear. A more detailed analysis is required which will reflect learners{\textasciiacute} individual characteristics. Therefore, the main aim of this research is to discover what the effectiveness of IBSE reflecting individual learning style is. The learning style categorization followed the Honey and Mumford{\textasciiacute}s variation on the Kolb{\textasciiacute}s system. The IBSE effectiveness was detected by the didactic test consisting of 15 PISA-style tasks. The research was conducted in the sample of 332 learners who were exposed to IBSE for five months. Their knowledge was tested before, immediately after and four months after the IBSE approach was applied in lessons. The collected data were processed by ANOVA and Tukey HSD test. The results show that the highest short-term results were reached with learners preferring concrete sensing; the highest long-term results were reached with those of active processing of information. This finding might be caused by better use of metacognition and acquiring such individual metacognitive strategies which learners apply at utilization of information. Further on, the IBSE should focus on mechanisms of fixing the acquired knowledge.},
	keywords = {educational practice, identification of learning results, inquiry-based science education, learning styles, quantitative research},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.588},
	url = {http://oaji.net/articles/2016/987-1482502186.pdf},
	author = {Ji{\v r}{\'\i} {\v S}koda and Pavel Doul{\'\i}k and Martin B{\'\i}lek and Ivana {\v S}imonov{\'a}}
}
@article {423,
	title = {ATTITUDES OF PRE-SERVICE SCIENCE TEACHERS TOWARDS EDUCATIONAL RESEARCH AND THEIR SCIENCE TEACHING EFFICACY BELIEFS IN TURKEY},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {183{\textendash}193},
	abstract = {One of the most necessary teaching competencies for science teachers concerns their self-efficacy belief. It is also necessary for teachers to benefit from educational research in order to develop their science teaching efficacy beliefs. However, studies are restricted. This study aims to analyze the attitudes of pre-service science teachers towards educational research and their science teaching efficacy beliefs, and the relationship between the two variables according to some demographical (academic achievement, gender, and the type of high school they attended). The study was conducted according to the survey research design. Sample of the study includes 517 pre-service science teachers (final year students) at five different universities in Turkey. {\textquoteleft}Teachers Attitude Scale towards Educational Research [TASTER]{\textquoteright} and {\textquoteleft}Science Teaching Efficacy Belief Instrument [STEBI]{\textquoteright} were used as data collection tools. The data were analyzed using Statistical Package for Social Sciences (SPSS) version 18.0. Analysis of the data has revealed that there is a relationship between the attitudes of the pre-service science teachers towards educational research and their science teaching efficacy belief.},
	keywords = {educational research, Pre-Service Science Teacher, self-efficacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.183},
	url = {http://oaji.net/articles/2016/987-1473430732.pdf},
	author = {Nail Ilhan and Zeynel Abidin Yilmaz and H{\"u}lya Dede}
}
@article {437,
	title = {DYNAMIC VISUALIZATION IN THE VIRTUAL LABORATORY ENHANCES THE FUNDAMENTAL UNDERSTANDING OF CHEMICAL CONCEPTS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {June/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {351-365},
	abstract = {In natural science education it is important that the macroscopic, submicroscopic and symbolic levels are interconnected in a student{\textquoteright}s mind. Primary school children have the greatest difficulty in understanding the sub-microscopic, which is outside their experiential framework. This research examines the classroom application of the virtual laboratory in integrating macroscopic, submicroscopic and symbolic aspects of chemistry. Pupils of the seventh grade, aged between 12 and 13 years (N = 225), participated in the didactic experiment that was conducted in ten primary schools in Slovenia. The fundamental research question was whether pupils studying the same natural science content using the virtual laboratory performed better than those who did not. The results of the experiment revealed that in terms of knowledge acquisition the use of a virtual laboratory improved pupil performance in relation to those who did not use elements of dynamic visualisation in the classroom. In accordance with Bloom{\textquoteright}s cognitive scale, it was demonstrated that in relation to basic, higher and advanced levels of knowledge and comprehension, the use of the virtual laboratory positively influences pupils{\textquoteright} understanding of selected concepts in chemistry. },
	keywords = {chemical concepts, dynamic visualization, submicroscopic level, virtual laboratory},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.351},
	url = {http://oaji.net/articles/2016/987-1479497157.pdf},
	author = {Nata{\v s}a Rizman Herga and Sa{\v s}a A. Gla{\v z}ar and Dejan Dinevski}
}
@article {472,
	title = {THE EFFECTIVENESS OF INQUIRY BASED SCIENCE EDUCATION IN RELATION TO THE LEARNERS{\textasciiacute} MOTIVATION TYPES},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {December/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {791{\textendash}803},
	abstract = {The study presents the results of the quantitative research focusing on the effectiveness of the inquiry based science education (IBSE) in correlation to motivation types of learners. Reflecting the fact that the learning results are impacted by the inner motivation, the main aim of the research was to find out whether there are differences in IBSE effectiveness in four motivation types - explorers, directors, coordinators, and accurators. 
The IBSE approach was applied for the period of five months to 395 fifteen-year-old learners of Czech lower secondary schools. The IBSE effectiveness was tested before the instruction (pre-test), immediately after it (post-test1) and four months later (post-test2). The results of four motivation types were compared. Directors reached the best results in post-test1; explorers in post-test2; accurators{\textasciiacute} results were the worst of all. These findings show that the IBSE cannot be applied as a universal method; teachers should adjust its exploitation to learners{\textquoteright} individual particularities.},
	keywords = {educational practice, inquiry-based science education, learners{\textquoteright} motivation types, quantitative research, testing},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.791},
	url = {http://oaji.net/articles/2016/987-1479544335.pdf},
	author = {Ji{\v r}{\'\i} {\v S}koda and Pavel Doul{\'\i}k and Martin B{\'\i}lek and Ivana {\v S}imonov{\'a}}
}
@article {417,
	title = {ELEMENTARY AND NATURAL SCIENCE TEACHERS{\textquoteright} ONLINE READING METACOGNITION},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {121-131},
	abstract = {A new generation of students should learn from e-materials on tablets, notebooks and smart phones. This consequently means that teachers must be competent to teach new literacies, needed for reading/learning from PDF texts, hypertexts and/or World Wide Web. The presented research investigated future teachers{\textquoteright} metacognitive awareness in the process of reading online texts. The sample of 53 2nd year students at the university study program Elementary education and 28 students of natural science and mathematics, pedagogical study, was tested with the OSORS, method for measuring three types of online metacognitive awareness: general reading metacognition, problem-solving reading metacognition and support reading strategies. The results give an insight into future teachers{\textquoteright} online metacognitive skills and guide toward conclusions concerning further investigation in the field of new literacies didactics.},
	keywords = {linear text reading metacognition, online metacognition, reading metacognition, SCIENCE teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.121},
	url = {http://oaji.net/articles/2016/987-1462908392.pdf},
	author = {Kordigel Aber{\v s}ek, M. and Kosta Dolenc and Domen Kova{\v c}i{\v c}}
}
@article {458,
	title = {FACTORS AFFECTING YOUNG PEOPLE{\textquoteright}S BEHAVIORAL COMMITMENT TO THE PROTECTION OF LOCAL GAZELLE SPECIES: THE CASE OF {\c S}ANLIURFA IN TURKEY},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {October/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {616{\textendash}626 },
	abstract = {The protection of wildlife is an important issue for Turkey. This research examines factors affecting the behavioral commitment of young people, living in the {\c S}anl{\i}urfa province of Turkey, to the protection of the local gazelle species, within the framework of the Value-Belief-Norm Theory. The research was conducted with the participation of high school students (N=472), and it was found that personal norms and the ascription of responsibility are the strongest predictors of behavioral commitment to the protection of the gazelle species. Self-transcendence and conservation value clusters also had a positive impact on behavioral commitment to the protection of the gazelles. The research concludes by making recommendations concerning education programs on the protection of the gazelle species. },
	keywords = {environmental education, Value-Belief-Norm theory, Wildlife Protection},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.616},
	url = {http://oaji.net/articles/2016/987-1479542637.pdf},
	author = {Sevilay Dervi{\c s}o{\u g}lu and Muhterem Tanku{\c s}}
}
@article {446,
	title = {NEW NATURAL SCIENCE LITERACIES OF ONLINE RESEARCH AND COMPREHENSION: TO TEACH OR NOT TO TEACH},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {August/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {460{\textendash}473},
	abstract = {This study describes a research focused on science teachers{\textquoteright} evaluation of natural science literacy of research and comprehension competence in their students. Natural science literacy of research and comprehension competence is defined as an essential part of science literacy {\textendash} as a competence to find, evaluate and use science knowledge stored on the Internet (as a part of extended memory) to solve a problem in a science class and to construct students{\textquoteright} own science knowledge. Online science literacy was defined in terms of the following aspects: basic skills (which include computer basics, web searching basics, and general navigation basics), locating information, finding a suitable website, locating the information on the website, critically evaluating the information according to its reliability and according to its relevance for the science class assessment. The data were collected through a 53-item Likert {\textendash} scale questionnaire. The items were adopted from the TICA questionnaire for assessing students{\textquoteright} general online reading competence. Science teachers from 5 different levels of pre-university education assessed their students{\textquoteright} online science literacy in order to evaluate their students{\textquoteright} competence to use the Internet as a storage and as a source of knowledge for teaching/learning process in the science class, to re-evaluate their online teaching practice and the need for implementation of natural science literacy of research and comprehension competence in their science curriculum. },
	keywords = {ICT, Internet in natural science education, natural science literacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.460},
	url = {http://oaji.net/articles/2016/987-1479498050.pdf},
	author = {Kordigel Aber{\v s}ek, M. and Kosta Dolenc and Andrej Flogie and Ana Koritnik}
}
@article {421,
	title = {ONLINE FUNCTIONAL LITERACY, INTELLIGENT TUTORING SYSTEMS AND SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {162-171},
	abstract = {We live in a time of transition from print reading (off-line) to screen reading (on-line), where the role of the book and other literature is being taken over by different types of electronic devices (computers, tablets, smart phones). In the lives of young people, there is less and less printed media, because it is being pushed out by electronic media. Most written media that is still used is thus bound to the classroom. However, in recent years schools have also become more like e-schools. It is almost impossible to find a school that does not use e-material in its educational process. Research indicates that there are differences in reading comprehension when reading off-line and on-line. In a study in which 78 students from the 8th grade of elementary school participated at the course Technology and science (n=77; 53.2\% female), it was shown that in order to overcome this difference, individualised and adaptive Intelligent Tutoring Systems (ITS) can be used. The evaluation of the results also indicates that, for such a form of ITS, there is still plenty of space for optimisation, which is a permanent method of improvement and upgrade in such systems.},
	keywords = {elementary school, reading comprehension, technology and science},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.162},
	url = {http://oaji.net/articles/2016/987-1473430613.pdf},
	author = {Kosta Dolenc and Boris Aber{\v s}ek and Kordigel Aber{\v s}ek, M.}
}
@article {454,
	title = {{\textquotedblleft}YOUNG NOISE RESEARCHERS{\textquotedblright}: AN INTERVENTION TO PROMOTE NOISE AWARENESS IN PRESCHOOL CHILDREN},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {October/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {569{\textendash}585 },
	abstract = {While little is known about how young children understand noise and its environmental aspects, this topic is suggested to be included in science curricula from early years on. To investigate if and to what extent preschool children{\textquoteright}s level of noise awareness could be improved the {\textquoteleft}Young Noise Researchers{\textquoteright} educational scenario was designed, implemented and evaluated. Research design involved a pretest-posttest procedure. Participants were 52 Greek preschool children, who attended public kindergarten classes. The scenario involved 9 activities following the principles of context-based, socio-cognitive and multimodal teaching and learning, which were implemented by the teachers of the classes in a 4-week period. Prior to and after the intervention participants engaged in individual, semi-structured interviews. The results indicated improvement in children{\textquoteright}s noise awareness in regard to acknowledging everyday noises, understanding annoyance and subjectivity of noise, adopting negative attitudes towards noise and acknowledging its health effects. Nevertheless, their noise awareness did not significantly improve in other crucial respects. Implications for teaching involve a more systematic focus on the distinction between sound and noise, noise subjectivity, the annoyance caused by noise in daily life and the possibility of more active and preventive protection measures.},
	keywords = {Early childhood education, pupils{\textquoteright} noise awareness, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.569},
	url = {http://oaji.net/articles/2016/987-1479542288.pdf},
	author = {Vasilia Christidou and Anastasia Dimitriou and Nikos Barkas and Maria Papadopoulou and Stergios Grammenos}
}
@article {371,
	title = {DEVELOPMENT AND VALIDATION OF ENVIRONMENTAL LITERACY SCALE FOR ADULTS (ELSA)},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {June/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {425{\textendash}435 },
	abstract = {In this study, the development and validation of the Environmental Literacy Scale for Adults (ELSA) is explained. The data were collected from 332 adults whose ages ranged from 18 to over 56. The principal component analysis rotated to varimax rotation was used to obtain evidence for the validity of the scale. The scale was composed of 20 items and had three main dimensions: {\textquotedblleft}environmental consciousness{\textquotedblright}, {\textquotedblleft}environmental anxiety{\textquotedblright} and {\textquotedblleft}environmental awareness{\textquotedblright}. A reliability analysis of the instrument revealed Cronbach-Alpha coefficients of 0.881 for the whole of the scale, 0.807 for the first dimension, 0.765 for the second dimension and 0.715 for the last dimension. Considering the results obtained from the validity and reliability studies, it can be asserted that ELSA can be used to determine adults{\textquoteright} views and levels of environmental literacy.},
	keywords = {adults, environmental literacy, scale development},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.425},
	url = {http://oaji.net/articles/2015/987-1437679561.pdf},
	author = {Elif Atabek-Yi{\u g}it and Nesibe K{\"o}kl{\"u}kaya and Melike Yavuz and Eda Demirhan}
}
@article {369,
	title = {EFFECTS OF MEANINGFUL LEARNING ON CONCEPTUAL PERCEPTIONS RELATED TO {\textquotedblleft}FORCE AND MOTION{\textquotedblright}: AN EXPERIMENTAL STUDY FOR PRE-SERVICE SCIENCE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {June/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {394{\textendash}410 },
	abstract = {The main purpose of science education is to enable students to connect concepts with daily life and establish relations between the concepts. Thus, many implementations related to constructivism have been carried out. The aim of the study is to explore how students{\textquoteright} conceptual perceptions related to {\textquotedblleft}Force and Motion{\textquotedblright} subject changed with meaningful learning. Pre-test -post test single group design, one of the experimental research designs, were used in the research. In order to interpret the students{\textquoteright} results in meaningful learning process, Conceptual Perception Test related to Force and Motion subject (CPTFM) was developed and the test was composed of five open-ended questions. The content of the items in the test was developed in such a way to include {\textquotedblleft}Action-Reaction Law{\textquotedblright}, {\textquotedblleft}Gravity{\textquotedblright}, and {\textquotedblleft}Pairs of Balanced Forces.{\textquotedblright} The points obtained from the evaluation instrument were evaluated according to the levels created by the researcher. 35 students in their third year of study in the Department of Science Teaching participated in the study. The results of the study revealed that meaningful learning activities made positive contributions to pre-service teachers{\textquoteright} conceptual perceptions related to force and motion concepts.},
	keywords = {force and motion concepts, meaningful learning, science teaching},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.394 },
	url = {http://oaji.net/articles/2015/987-1437679406.pdf},
	author = {Murat  Demirba{\c s}}
}
@article {360,
	title = {EXAMINATION OF PRE-SERVICE SCIENCE TEACHERS{\textquoteright} UNDERSTANDING LEVELS OF KEPLER{\textquoteright}S LAWS WITH RANKING TASK QUESTIONS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {April/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {276-288},
	abstract = {The purpose of this study was to investigate pre-service science teachers{\textquoteright} understanding levels of Kepler{\textquoteright}s second and third laws. The participants of the study were 38 pre-service science teachers who attended introductory astronomy class in their teacher education program. The participants{\textquoteright} understandings of Kepler{\textquoteright}s laws were examined by their answers to ranking tasks, which required participants to rank the situations given in the question, and then to explain the reasons behind their answers. The findings showed that the participants{\textquoteright} understanding levels ranged from partial understanding with alternative conceptions to sound understanding. Moreover the number of the participants with partial understanding with alternative conceptions exceeded the participants with sound understanding. The participants{\textquoteright} explanations to ranking tasks also indicated that although participants knew the classic statements of Kepler{\textquoteright}s laws, they had also alternative conceptions. Five different alternative conceptions were identified from the participants{\textquoteright} explanations. Two of them have not been reported in previous studies.},
	keywords = {Kepler{\textquoteright}s laws, pre-service science teachers, understanding levels},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.276},
	url = {http://oaji.net/articles/2015/987-1437063463.pdf},
	author = {Derya {\c C}obano{\u g}lu Aktan and Emrah O{\u g}uzhan Din{\c c}er}
}
@article {391,
	title = {TEACHER EDUCATORS{\textquoteright} VIEWS OF {\textquotedblleft}MODEL{\textquotedblright} CONCEPT AND THEIR MENTAL MODELS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {October/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {674{\textendash}694 },
	abstract = {The aim of this study is to reveal teacher educators{\textquoteright} views of model and also to determine their mental models about it. Phenomenographic research design has been carried out in this study. The sample of study consists of 14 teacher educators from education faculties of different universities in Turkey. Semi-structured interviews that consisted of 7 questions were used to collect data. Besides, sample was asked draw a concept map on {\textquotedblleft}model{\textquotedblright} in the last interview question. Results have shown that teacher educators give similar responses including unqualified explanations to the interview questions related to the definition of model, characteristics of them, and the objectives of using models. It can also be asserted, that teacher educators do not have scientific understanding on the modeling process. The analyses of their responses to the interview questions and their concept maps have shown that most of the teacher educators in the sample have proximate or goal oriented mental models of the {\textquotedblleft}model{\textquotedblright}. Considering the results, it is suggested that teacher educators should not only follow the new theories, methods, or the applications in related literature theoretically, but also employ different theories, methods, or applications such as models and modeling in their courses.},
	keywords = {mental model, models and modeling, teacher educators},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.674 },
	url = {http://oaji.net/articles/2015/987-1450981530.pdf},
	author = {Suat Unal and Gunay Pal{\i}c Sadoglu and Ummu Gulsum Durukan}
}
@article {379,
	title = {THE COGNITIVE ACCELERATION CURRICULUM AS A TOOL FOR OVERCOMING DIFFICULTIES IN THE IMPLEMENTATION OF INQUIRY SKILLS IN SCIENCE EDUCATION AMONG PRIMARY SCHOOL STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2013},
	month = {August/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {523{\textendash}534 },
	abstract = {Many primary school pupils find it difficult to apply inquiry skills in general and variable control in particular, and fail to appreciate the importance of control groups in scientific research. The present study focused on levels of thinking among sixth-graders in the course of an open-ended inquiry activity, by following the planning and execution of an experiment, isolation and variable control, and the difficulties encountered by students in the implementation of various inquiry skills. The study population consisted of forty-four sixth-graders from a primary school in the Arab sector in Israel{\textquoteright}s Northern District. The students were divided into two groups, one that underwent a process of intervention in teaching in the form of three lessons using the CASE approach, while the other learned with the New Outlook textbook. The study{\textquoteright}s results point to a significant difference between the CASE intervention group and the New Outlook intervention group with respect to the final grade of the "variable identification and connection test". An examination of the differences in student achievement between the pre- and post-test reveals an improvement in the post-test final scores among the CASE group of students, in comparison to the New Outlook group.  },
	keywords = {cognitive acceleration, inquiry skills, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.523},
	url = {http://oaji.net/articles/2015/987-1447523769.pdf},
	author = {Muhamad Hugerat and Naim Najami and Mahmood Abbasi and Iyad Dkeidek}
}
@article {326,
	title = {THE EFFECT OF STORYLINES EMBEDDED WITHIN CONTEXT-BASED LEARNING APPROACH ON GRADE 6 STUDENTS{\textquoteright} UNDERSTANDING OF {\textquoteleft}PHYSICAL AND CHEMICAL CHANGE{\textquoteright} CONCEPTS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {October/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {682-691},
	abstract = {Alternative conceptions of {\textquoteleft}physical and chemical change{\textquoteright} concepts to minimize their effects on further learning should be handled at lower secondary school in� that these concepts are formally introduced at grade 6. This study aimed to investigate the effect of storylines embedded within context-based learning approach on grade 6 students{\textquoteright} understanding of {\textquoteleft}physical and chemical change{\textquoteright} concepts. To probe the students{\textquoteright} conceptions, Chemical and Physical Change Concept Questionnaire (CPCCQ) was employed as pre- and post-test. The results indicated that most of the students tended to pay more attention to {\textquoteleft}reversibility{\textquoteright} criterion in distinguishing {\textquoteleft}chemical change{\textquoteright} concept from {\textquoteleft}physical change{\textquoteright} one. Finally, it can be deduced that the storylines embedded within the context-based learning approach not only resulted in a better meaningful learning but also increased student achievement level. To give an opportunity for the students to grasp the relevance of chemistry/science to their lives, the meaning of each daily life concept should be bridged with that in a chemistry context.},
	keywords = {Alternative Conception, chemical change, context-based learning approach, physical change, science education, storylines},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.682},
	url = {http://oaji.net/articles/2015/987-1425810774.pdf},
	author = {H{\"u}lya   Demircio{\u g}lu and Mustafa   Din{\c c} and Muammer   {\c C}alik}
}
@article {324,
	title = {LINKING TEACHERS{\textquoteright} QUALITY AND STUDENT ACHIEVEMENT IN THE KINGDOM OF SAUDI ARABIA AND SINGAPORE: THE IMPACT OF TEACHERS{\textquoteright} BACKGROUND VARIABLES ON STUDENT ACHIEVEMENT},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {October/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {652-665},
	abstract = {This study focused on comparing science teachers{\textquoteright} qualifications and� practices between Saudi Arabia and Singapore. Data analysed in this study were the responses of science teachers� to the Teacher Background Questionnaire-8th Grade from the Trend in International Mathematics and Science Study (TIMSS) in 2007. The Saudi sample consisted of 175 science teachers while the Singapore sample consisted of 377 teachers.� This research is designed as causal comparative research in which attempts will be made to determine the cause or reason for the existing differences in the achievement of the students of the two participating countries.� The comparison between two countries reveals that there were significant differences in teachers{\textquoteright} preparation for teaching science topics (Biology, Chemistry, Physics, and Earth science), teachers{\textquoteright} license, teaching experience, professional development programs, and teaching practices. Results were discussed and recommendations for science educators and policy makers were proffered.},
	keywords = {8th grade, achievement, science, teachers{\textquoteright} practices, teachers{\textquoteright} qualifications, TIMSS},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.652},
	url = {http://oaji.net/articles/2015/987-1425810596.pdf},
	author = {Qasim Al   Shannag and Hassan   Tairab and Hamza   Dodeen and Faisal   Abdel-Fattah}
}
@article {313,
	title = {PARENTS{\textquoteright} VIEWS REGARDING HOMEWORKS GIVEN IN SCIENCE COURSES},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	type = {Original article},
	chapter = {497-508 },
	abstract = {The aim of this study was to explore parents{\textquoteright} opinions about homework assignments given in science and technology courses. The sample of the study was composed of 764 parents who reside in the city of Osmaniye in Turkey. The data were collected by a {\textquotedblleft}Parent Homework Scale{\textquotedblright} developed by the researcher. The instrument includes three subscales; function, attitude and behavior. U-Test and H-Test were employed to identify any difference among variables. The findings showed that there was no significant difference in parents{\textquoteright} scores on attitude and behavior subscales of the instrument regarding gender, educational background, occupation, and average monthly income. When function subscales scores were investigated according to gender educational background, occupation, average monthly income, it was observed that civil servants in occupational category had lower function scores than self-employed, farmer, worker, artisan, and retired. It was found that university graduates in level of education category had lower function scores than primary school graduates, secondary school graduates, and high school graduates. It was also found that high income in the monthly income group had lower function scores than other members in each related group.},
	keywords = {homework, Opinions, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.497},
	url = {http://oaji.net/articles/2015/987-1425809498.pdf},
	author = {{\.I}sa   Deveci and {\.I}smail   {\"O}nder and Salih   {\c C}epni}
}
@article {274,
	title = {PREPARATION OF NEW PHYSICS TEACHERS FROM VARIOUS PERSPECTIVES},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {March/2013},
	type = {Editorial},
	chapter = {4-5},
	abstract = {There is no doubt, that preparation of new teachers significantly influences many aspects of education. Most of us, readers of this Journal, are involved in preparation of new science teachers. My group focuses on physics teachers for secondary school level and this is the main perspective of this reflection.
Many of us work with transformative model of the knowledge base for teaching and with the concept of pedagogical content knowledge (PCK) (Magnusson, Krajcik \& Borko, 1999). We highlight five components of PCK: orientation toward science teaching; knowledge (and beliefs) about science curriculum; knowledge (and beliefs) about students{\textquoteright} understanding of science topics; knowledge (and beliefs) about assessment in science; and knowledge (and beliefs) about instructional strategies for teaching science. Let{\textquoteright}s look at them from the perspective of pre-service teacher trainer.},
	keywords = {physics teacher, pre-service teacher training, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.04},
	url = {http://oaji.net/articles/2015/987-1425757465.pdf},
	author = {Peter Demkanin}
}
@article {376,
	title = {TURKISH MIDDLE SCHOOL STUDENTS{\textquoteright} CONCEPTIONS AND MODELLING OF CHEMICAL BONDS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2013},
	month = {August/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {483{\textendash}496 },
	abstract = {The purposes of this study were to identify students{\textquoteright} conceptions of chemical bonds and to determine, after instruction, the changes these conceptions undergo. The dataset for this study arises from an administered questionnaire that includes answers to three open{\textendash}ended questions from 76 6th grade students and 56 7th grade students. Analysis of the qualitative data obtained through the questionnaire indicates that the majority of students had difficulty comprehending the modelisation of chemical bonds and that levels of interpreting these concepts of chemical bonds was much lower than what is required at the end of these different grades. The study showed that students have similar conceptions of bonding affinity expressed though a language of kinship and convenience, as used in 17th century. Additionally, the students{\textquoteright} conceptions also reflect the 18th century{\textquoteright} macro level concept of affinity expressed through the notion that likes attract.},
	keywords = {chemical bond, intermolecular bond, intramolecular bond, modelling},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.483},
	url = {http://oaji.net/articles/2015/987-1447523453.pdf},
	author = {Aytekin Cokelez and Bur{\c c}kin Dal and Gonca Harman}
}
@article {335,
	title = {TURKISH PRE-SERVICE TEACHERS{\textquoteright} VIEWS OF SCIENCE-TECHNOLOGY-SOCIETY: INFLUENCE OF A HISTORY OF SCIENCE COURSE},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {793-802},
	abstract = {This research is conducted to explore the pre-service teachers{\textquoteright} views of science-technology-society (STS) issues and to investigate the influence of a History of Science (HOS) course on these views. The influence of teaching STS issues through different instructional approaches on the pre-service teachers{\textquoteright} views was also examined. Sample is consisted of 93 pre-service teachers. 11 adapted items of Views of Science-Technology-Society (VOSTS) questionnaire (Aikenhead, Ryan \& Fleming, 1989) were administered. Descriptive and inferential statistics (Wilcoxon Sign-Test) were used to examine and compare pre-service teachers{\textquoteright} pre- and post-test responses. Findings revealed that the HOS course and the instructional approach did not have significant influences on the pre-service teachers{\textquoteright} STS views.},
	keywords = {history of science, pre-service teachers, science-technology-society, views of science-technology-society questionnaire},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.793},
	url = {http://oaji.net/articles/2015/987-1425811588.pdf},
	author = {Ebru   {\"O}zt{\"u}rk-Akar and Do{\u g}an   Do{\u g}an}
}
@article {308,
	title = {WHAT NOS TEACHING PRACTICES TELL US: A CASE OF TWO SCIENCE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	type = {Original article},
	chapter = {424-439 },
	abstract = {Translation of nature of science (NOS) views into teaching practice and the development of teachers{\textquoteright} NOS teaching are still open to investigation. Therefore, how teachers{\textquoteright} translation of NOS understanding into practice occurs and what extend science teachers are able to transform their understanding into explicit reflective NOS instruction have been issues still need to be further exploration. This study explored the impact of intensive nature of science summer workshop on science teachers{\textquoteright} views of NOS and their instructional practices. The current study was a case study of two middle school science teachers documenting their NOS views and instructional practice on NOS in the classrooms. Data resources included the VNOS-C; interviews and classroom observations. Participants made substantial improvements in their understandings of the targeted aspects of NOS as a result of their participation in professional development program. The study also showed that two of teachers translated their understanding of NOS in a certain degree into instructional practice.},
	keywords = {in-service teachers, nature of science, professional development program},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.424},
	url = {http://oaji.net/articles/2015/987-1425809032.pdf},
	author = {Nihal Dogan and Jale Cakiroglu and Kader Bilican and Seda Cavus}
}
@article {240,
	title = {EFFECT OF STUDENT TEAMS-ACHIEVEMENT DIVISIONS TECHNIQUE USED IN SCIENCE AND TECHNOLOGY EDUCATION ON SELF-EFFICACY, TEST ANXIETY AND ACADEMIC ACHIEVEMENT},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {43-54 },
	abstract = {The main purpose of this study was to determine the effect of teaching the "Force and Motion" unit of the Science and Technology class using the Student Teams-Achievement Divisions (STAD) technique on self efficacies, test anxiety and academic achievements of seventh grade students. The STAD technique was applied to the experiment group; the existing program based on constructivism to control-1 group, and traditional teaching methods to control-2 group. The analysis of the obtained data was achieved by using the one-way variance analysis (ANOVA). In conclusion, it was determined that the experiment group was more effective than the control groups in respect to self-efficacy and academic achievement. Moreover, significant improvements were obtained in the exam anxiety of the students in the experiment and control-1 groups compared to the group where traditional teaching methods were used.},
	keywords = {academic achievement, academic divisions techniques, self-efficacy, student teams},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.43},
	url = {http://oaji.net/articles/2014/987-1419166833.pdf},
	author = {Tuna Gencosman and Mustafa Do{\u g}ru}
}
@article {216,
	title = {EMOTIONS EXPRESSED TOWARD GENETICALLY MODIFIED ORGANISMS AMONG SECONDARY SCHOOL STUDENTS AND PRE-SERVICE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {March/2011},
	type = {Original article},
	chapter = {53-64 },
	abstract = {Active student-centered instructional methods bring more emotion into science teaching, especially in the case of socioscientific issues, like research on and usage of genetically modified organisms (GMOs). We tested the strength of ten basic emotions (fear, anger, joy, disgust, sadness, shame, contempt, guilt, surprise and interest) toward different GMOs. Students expressed high levels of interest, surprise and joy towards GMOs, emotions that could be used as possible motivators to raise the level of interest in Science. Students do not express an equal level of negative emotions toward GMOs as a general category, but take a standpoint towards each item or practice separately. Knowing this, the teacher can choose list of GMOs ranked from more acceptable to the least acceptable GMOs, to avoid any obstruction of reasoning toward GMOs based on strong negative emotions.},
	keywords = {genetically modified organisms, pre-service teachers, secondary school students},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405173429.pdf},
	author = {Andrej {\v S}orgo and Jana Ambro{\v z}i{\v c} Dolin{\v s}ek and Iztok Toma{\v z}i{\v c} and Franc Jan{\v z}ekovi{\v c}}
}
@article {232,
	title = {THE IMPACT OF THE DEVELOPMENT OF PROSPECTIVE TEACHERS{\textquoteright} CRITICAL THINKING SKILLS ON SCIENTIFIC ARGUMENTATION TRAINING AND ON THEIR ABILITY TO CONSTRUCT AN ARGUMENT},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {243-260 },
	abstract = {The purpose of this study is to examine the impact of a learning environment created to teach scientific argumentation on the development of critical thinking and argument skills among prospective teacher. The study included 88 2nd grade university students attending Aydin Province Adnan Menderes University, Department of Elementary School Education. An experimental and control group design was used and activity sheets were prepared to develop argument skills in accordance with the topic of {\textquotedblleft}Mechanics{\textquotedblright}. The results of the present study showed that the critical thinking skills among prospective teachers included in the learning environment were higher in comparison to those in the control group, and that critical thinking post-test scores did not show a significant difference by gender in either group. It was also concluded that the learning environment used in the study had a positive effect on the quality of written scientific arguments of prospective teachers.},
	keywords = {argumentation, Critical thinking, written argument},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410547733.pdf},
	author = {Asuman Seda Saracaloglu and Hilal Aktamis and Yesim Delioglu}
}
@article {176,
	title = {THE EFFECT OF UNIVERSITY PROCESS IN IMPROVING THE MISCONCEPTIONS OF PRE-SERVICE SCIENCE TEACHERS ABOUT MOTION},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {145-156 },
	abstract = {In this paper, the effects of university experiences in improving the misconceptions of pre-service science teachers about motion (displacement, distance, average velocity and speed) they brought from secondary education were investigated. This descriptive study was conducted in Ahi Evran University, Faculty of Education between 2003 - 2007 academic years. Total 52 students studying in science education department took part in the study. In the data collection, 12 open-ended questions were asked to pre-service science teachers both in the 1st and 4th years. Frequency tables and percentages were used for analyzing and presenting the data. The paper concludes by arguing that university process could not remove the misconceptions of pre-service science teachers regarding the definitions and quantities of displacement, distance, average velocity, speed, and operational questions.},
	keywords = {misconception, motion concepts, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404740144.pdf},
	author = {Aykut  Bozdo{\u g}an and Murat  Demirba{\c s}}
}
@article {165,
	title = {PRE-SERVICE SCIENCE TEACHERS{\textquoteright} KNOWLEDGE LEVEL ABOUT SOME BASIC AIR POLLUTANTS},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {March/2009},
	type = {Original article},
	chapter = {22-34},
	abstract = {The aim of this study was to investigate the Turkish pre-service science teachers{\textquoteright} level of knowledge about air pollution. The participants{\textquoteright} levels of knowledge about {\textquotedblleft}Air Pollution{\textquotedblright} were identified via a closed form questionnaire. The measuring instrument is applied on 325 female and 137 male students inside of the sample and a total of 462 students was applied this test. The questionnaire using in this study consisted of 17 statements. The results of the study revealed that; even though Turkish pre-service science teachers{\textquoteright} level of knowledge about air pollution were well shaped, it is shown that most of these pre-service science teachers have misconception. The results show that they did not have adequate knowledge (level) about some basic air pollutants and their effects. The results also revealed that pre-service teachers have misconceptions about whether the pollutants CFCs, CO2 and Hydrocarbons are pollutants or not. In order to prevent that, pre-service teachers should be informed about the effects and activities of these pollutants and what should be done. },
	keywords = {air pollution, misconception, pre-service science teachers},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404720517.pdf},
	author = {Ayse Sert Cibik and Emine Selcen Darcin}
}
@article {95,
	title = {IMPROVING METHODOLOGY OF DEMONSTRATION EXPERIMENTS FOR DEVELOPMENT OF PUPILS{\textquoteright} KNOWLEDGE, COMPREHENSION AND SKILLS},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {October/2005},
	type = {Original article},
	chapter = {15-25},
	abstract = {The article offers a model including ideas from psychological-pedagogical theories, which explain how pupils acquire knowledge and which allow a teacher to see the possibilities of applying demonstration experiments within the framework of these theories. There is described the procedure of the carried out pedagogical experiment, put forward the criteria for acquisition of physics and development of learning skills as well as evaluated the effectiveness of the created demonstration experiments model. The model mentioned above envisages more effective acquisition of physical knowledge and skills, deeper understanding of mechanics content and development of learning skills, which is expressed in the quality of knowledge.},
	keywords = {chemistry syllabus, chemistry teachers, natural science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481284833.pdf},
	author = {Janis Dzerviniks}
}
@article {77,
	title = {THE STUDENTS{\textquoteright} PERCEPTIONS: ESSAY VERSUS MULTIPLE-CHOICE TYPE EXAMS},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {March/2003},
	type = {Original article},
	chapter = {52-59},
	abstract = {The purpose of this study was to examine students{\textquoteright} perceptions toward essay versus multiple-choice exams. Fifty students from a science education department participated in this study. Overall student-rating data revealed that students showed significantly (p<0.001) more favorable attitudes towards multiple choice test format compared to essay type formats in terms of the most critical dimensions assessed. These findings suggest that student perceptions should be taken into consideration while planning and constructing classroom testing. Suggestions for future research and implications for having students{\textquoteright} perceptions are also discussed.
Students are the most affected by the educational testing. Therefore, teachers and measurement specialists should take into consideration of students{\textquoteright} attitudes and perceptions regarding test formats, because they are good sources of information about a test{\textquoteright}s face validity besides its content, construct, and predictive validity. It is important to have evidence for face validity of the tests developed by the teachers from the students{\textquoteright} critical perspectives. 
Feedback from the students on various components or facets of classroom tests is valuable source of information, because their perspectives affect test preparation behavior, student cooperation and test motivation during the exam, and influence the level of test performance and attainment on the exam (Zeidner, 1987). If students have a positive tendency toward a particular test format, the possibility of student cooperation, teacher-student rapport, and test motivation would be enhanced, while aversive emotional reactions and harmful motivational tempers would be lessened.     
Since students had strong preference for multiple choice over essay type formats in this study, teachers should pay attention and give careful consideration and weight to the multiple choice format, when they are initially planning a classroom test and deciding appropriated item format in a previously planned test. },
	keywords = {essay exams, multiple choice exams, test attitudes, test format},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1482420585.pdf},
	author = {Dogan Tozoglu and Musavver D. Tozoglu and Ahmet Gurses and Cetin Dogar}
}
