@article {1221,
	title = {EFFECTS OF INQUIRY LEARNING WITH DIFFERENT TASK ORDERS ON FIFTH GRADERS{\textquoteright} INDIVIDUAL AND SITUATIONAL INTEREST AND CONCEPT ACHIEVEMENT IN SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {849-861},
	abstract = {Inquiry-based learning has been widely applied in the classroom. Different inquiry learning models may have different orders of performing tasks and discussing. In this study, the Discuss-Do (D-DO) inquiry model and the Do-Discuss (DO-D) inquiry model were applied in the science learning of two groups of fifth-grade students. Group 1 (n = 41) used the Discuss-Do model whereas Group 2 (n = 38) used the Do-Discuss model. Interest measurements and the Light Reflection Test were administered to the two groups prior to and following the experiment to investigate the effects of the two kinds of inquiry model on students{\textquoteright} individual and situational interest, and concept achievement through learning the unit of Light Reflection in a science course. Results showed a significant difference in situational interest and concept achievement between the two groups. However, there was no significant difference in the individual interest of the two groups. Findings suggested that the adoption of the Do-Discuss model is more conducive to learners{\textquoteright} development of situational interest and concept achievement, which has implications for exploring task order adjustments for inquiry-based learning, as well as in education for science instructors. },
	keywords = {concept achievement, individual interest, inquiry learning, science education, situational interest, task order},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.849},
	url = {https://oaji.net/articles/2022/987-1667237111.pdf},
	author = {Yinsheng Liu and Wei He and Li Zhao}
}
@article {1049,
	title = {EXPLORING THE EFFECTS ON FIFTH GRADERS{\textquoteright} CONCEPT ACHIEVEMENT AND SCIENTIFIC EPISTEMOLOGICAL BELIEFS: APPLYING THE PREDICTION-OBSERVATION-EXPLANATION INQUIRY-BASED LEARNING MODEL IN SCIENCE EDUCATION },
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {664-676},
	abstract = {The inquiry-based learning model can facilitate students{\textquoteright} understanding of scientific concepts. Scientific epistemological beliefs (SEBs) are related to students{\textquoteright} beliefs about the nature of the process of knowledge in science education. However, whether the {\textquotedblleft}prediction-observation-explanation{\textquotedblright} (POE) inquiry-based learning model can facilitate fifth graders{\textquoteright} concept achievement and SEBs in science education has not been extensively studied. This study selected the unit of Light Refraction to explore the effects of POE learning on fifth graders{\textquoteright} science concept achievement and SEBs. The Light Refraction Test and Scientific Epistemological Beliefs measurement were applied to the two groups prior to and following the experiment. The experimental group (N=86) participated in POE inquiry-based learning, whereas the control group (N=88) participated without POE inquiry-based learning. The results revealed a significant difference between the two groups, with the experimental group learners performing better than the control group in the concept achievement. In addition, the results showed better positive effects of POE on experimental group learners{\textquoteright} SEBs in the scales of Source and Certainty. Findings suggested that learners achieved better concept achievements and SEBs with the approach of POE inquiry-based learning, which pointed to certain implications for inquiry-based teaching, as well as in education of future science instructors.},
	keywords = {inquiry-based learning model, light refraction, prediction-observation-explanation, science education, scientific epistemological beliefs},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.664},
	url = {http://oaji.net/articles/2021/987-1629707839.pdf},
	author = {Li Zhao and Wei He and Xiaohong Liu and Kai-Hsin Tai and Jon-Chao Hong}
}
