@article {1324,
	title = {GENDER DIFFERENCES IN EXPERIENCES OF 6TH-GRADE STUDENTS INQUIRY ACTIVITIES IN THE REPUBLIC OF KOREA},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {881-899},
	abstract = {Each student{\textquoteright}s individual experience in learning is very important. Lower secondary school students are engaged in activities that focus on inquiry rather than the acquisition of scientific knowledge in science classrooms. Therefore, the experiences and thoughts of lower secondary school students in the stage of scientific inquiry need to be analyzed. To this end, the internal and external experiences of students in the stages of observation, variable control, and conclusion drawing were analyzed through candle-burning experiments. Seventy-seven 6th-grade students were used as participants. The main activities; main actions; main thoughts; and contribution of actions, consciousness, and emotions were analyzed. No differences were observed in the external and internal experiences of male and female students in each stage of the inquiry activities. There were many cases in which other activities related to the inquiry were carried out in addition to the activities that were mainly performed at the corresponding stage. About 1/4 of the participants had internal experiences unrelated to inquiry. The results showed that interaction needs to be increased by including the variable control stage in the inquiry activities. Given that there were no differences in the external and internal experiences of male and female students, equal inquiry activities without gender discrimination can be achieved.},
	keywords = {external experience, gender difference, inquiry stage, internal experience},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.881},
	url = {https://oaji.net/articles/2023/987-1697653866.pdf},
	author = {Lim, S.-M. and Youngshin Kim}
}
@article {1173,
	title = {ALIGNMENT OF CONCEPTS OF MEIOSIS AMONG CURRICULUM, TEXTBOOKS, CLASSROOM TEACHING AND ASSESSMENT IN UPPER SECONDARY SCHOOL IN REPUBLIC OF KOREA},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {232-244},
	abstract = {If the concepts used in curriculum, textbooks, classroom teaching, and assessment are not consistent, students may have difficulty in understanding the concepts of science correctly and this may lead to the formation of misconceptions. The purpose of this study is to measure the alignment of science concepts by analyzing the semantic networks of curriculum, textbooks, classroom teaching, and student assessment with respect to the contents on meiosis as covered in Life Science I. The semantic network method using the NetMiner 4.0 program was applied. 11 concepts were extracted from the curriculum commentary. The textbook presented 36 concepts; classroom teaching presented 54 concepts; a total of 23 concepts were presented from assessment. With respect to alignment of relevant concepts, 6 (gamete, chromosome, meiosis, gene, daughter cell and cell division) were linked to all 4 sources (curriculum, textbooks, classroom teaching, and assessment). These concepts are mainly used to explain the process of meiosis. It is concluded that the key concepts of meiosis exhibited alignment in curriculums, textbooks, classroom teaching and assessment. However, there are many concepts used only in textbooks and classroom teaching. The greater number of concepts in textbooks and teaching can become one of the causes of a deficit in learning.},
	keywords = {concepts{\textquoteright} alignment, meiosis concepts, semantic network, upper secondary school},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.232},
	url = {https://oaji.net/articles/2022/987-1652206452.pdf},
	author = {Youngshin Kim and Yun-hye Lee and Hyonyong Lee and Lim, S.-M.}
}
@article {1234,
	title = {CONNECTION OF TERMS BETWEEN INQUIRY ACTIVITIES AND THE MAIN TEXT IN THE LIFE SCIENCE UNIT OF LOWER SECONDARY SCHOOL TEXTBOOKS IN THE REPUBLIC OF KOREA},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {1004-1025},
	abstract = {Teachers are highly reliant on textbooks for teaching. In the Republic of Korea, science textbooks help students to understand scientific terms through inquiry activities. However, there is a lack of analysis on whether the inquiry activities suggested in these textbooks appropriately cover the terms included in the main text. Therefore, this study assesses the life science units included in widely used lower secondary school science textbooks in the Republic of Korea by analysing the connection between the terms presented in the inquiry activities and the main text using the NetMiner 4.0 programme. The results reveal that the life science units included in the lower secondary school science textbooks are well structured for learning life science terms through the inquiry activities, as the terms presented in the inquiry activities and the main text are well connected. However, the number of terms included in each unit greatly differs and needs to be supplemented with the optimization of the number of terms per unit. The results provide basic data for the future development of lower secondary school science textbooks. Future research should analyse how the terms used in inquiry activities and the main text are connected in real science classes. },
	keywords = {biological terms, connection network, inquiry activity, main text, terms connection},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.1004},
	url = {https://oaji.net/articles/2022/987-1671187872.pdf},
	author = {Youngshin Kim and Chaewon Oh and Mohadesse Eskandari and Lim, S.-M.}
}
