<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Leni Marlina</style></author><author><style face="normal" font="default" size="100%">Ardi</style></author><author><style face="normal" font="default" size="100%">Mardiah Afifa</style></author><author><style face="normal" font="default" size="100%">Ida Sriyanti</style></author><author><style face="normal" font="default" size="100%">Meilinda</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">NANOFIBER MEMBRANES FOR RENEWABLE ENERGY: A STEM APPROACH TO CREATIVE THINKING IN EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">creative thinking skills</style></keyword><keyword><style  face="normal" font="default" size="100%">experimental research</style></keyword><keyword><style  face="normal" font="default" size="100%">nanofiber membrane</style></keyword><keyword><style  face="normal" font="default" size="100%">science and technology education for sustainable development</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM approach</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2025</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">24</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The development of renewable energy technology is increasing rapidly, one of which is the nanofiber membrane, which has the potential to be an innovative material for various applications, including renewable energy. Its utilization in learning, especially STEM-based approach, to improve students' understanding of renewable energy and its applications, is still limited. This study contributes by introducing a novel approach that integrates nanofiber membranes into STEM-based approach in current educational practices. This study aimed to describe and evaluate the effectiveness of STEM-based approach that integrates a nanofiber membrane to improve students' creative thinking skills on the topic of renewable energy. A quasi-experimental design with pre-test and post-test design was employed, involving 120 tenth-grade high school students. The findings indicated that implementing nanofiber membrane within STEM-based learning improved students' creative thinking skills compared to traditional teaching methods. In the experimental group, no students achieved medium-level n-gain, while 45.45% attained high-level n-gain. Conversely, in the control group, 13.64% of students had low-level n-gain, 86.36% reached medium-level, and none achieved high-level n-gain. This research highlights the importance of linking current technologies, such as nanofiber membranes, with classroom learning to enhance students' understanding of renewable energy and to prepare them for future sustainable development challenges.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">488-505</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Mustafa Cansız</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EXPLORING THE IMPACT OF HISTORY OF SCIENCE TEACHING ON SCIENCE PROCESS SKILLS, KNOWLEDGE OF SCIENCE CONCEPTS, AND ATTITUDES TOWARD SCIENCE</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">attitudes toward science</style></keyword><keyword><style  face="normal" font="default" size="100%">experimental research</style></keyword><keyword><style  face="normal" font="default" size="100%">history of science teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">subject matter knowledge</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1719377450.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">23</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Although integrating the history of science (HOS) into teaching has long been recommended in science education research, studies have revealed conflicting results on its effectiveness. These are mainly due to the need for more studies in this context. Therefore, this research aimed to explore the impact of HOS teaching on science process skills, knowledge of science concepts, and attitudes toward science. In this research, a quasi-experimental research design was employed. The HOS was contextualized into the topic of the circulatory system. Two intact classes were chosen as the experimental group (EG) and the two others as the control group (CG). The EG students were involved in HOS activities during the treatment, while the CG students followed the curriculum-driven activities. The findings indicated that the impact of HOS education was evident, as students in the EG outperformed those in the CG in retaining knowledge of science concepts and demonstrating positive attitudes towards science. However, HOS education and curriculum-driven instruction have similarly impacted the development of science process skills. These results support the conceptual premise that HOS teaching is an alternative and a worthy way of supporting students’ scientific literacy.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">449-463</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Branka Radulović</style></author><author><style face="normal" font="default" size="100%">Marina Dorocki</style></author><author><style face="normal" font="default" size="100%">Olić Ninković, S.</style></author><author><style face="normal" font="default" size="100%">Maja Stojanović</style></author><author><style face="normal" font="default" size="100%">Jasna Adamov</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECTS OF BLENDED LEARNING APPROACH ON STUDENT MOTIVATION FOR LEARNING PHYSICS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">blended learning approach</style></keyword><keyword><style  face="normal" font="default" size="100%">experimental research</style></keyword><keyword><style  face="normal" font="default" size="100%">physics education</style></keyword><keyword><style  face="normal" font="default" size="100%">student motivation</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1676960753.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">22</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The topic of Direct current is one of the areas where the physics students' lack of deep understanding was identified. The aim of the research was to examine the effect of the blended learning approach on students' 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.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">73-82</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Yu-Chen Chiang</style></author><author><style face="normal" font="default" size="100%">Shao-Chieh Liu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECTS OF EXTENDED REALITY TECHNOLOGIES IN STEM EDUCATION ON STUDENTS’ LEARNING RESPONSE AND PERFORMANCE</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">experimental research</style></keyword><keyword><style  face="normal" font="default" size="100%">extended reality</style></keyword><keyword><style  face="normal" font="default" size="100%">learning performance</style></keyword><keyword><style  face="normal" font="default" size="100%">learning response</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1693507482.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">22</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">STEM education is a crucial learning area to understand important concepts and gain 21st-century skills in different disciplines, explore scientific knowledge, and solve problems in daily life. However, research in STEM education is scarce on extended reality technologies. This research examined the effects of extended reality integrated STEM on students’ learning response and performance. A quasi-experimental research design was used to find answers to the research questions. The same lecture taught the experimental and control groups but preceded STEM experimental activities at a different time and with distinct instructional strategies and teaching aids. The participants were students in two classes at a university in Taiwan. The research results showed that students in the experimental group applying extended reality-integrated STEM had better learning responses than students in the control group using teaching materials. The results also showed that students in the experimental group learning with an extended reality system could apply the STEM curriculum knowledge acquired in classes and reflect the learning outcomes on the test assessment for better learning performance than students in the control group. In addition, the results revealed that good learning responses could enhance students’ higher learning performance. In light of the results, educational implications are made. </style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">568-578</style></section></record></records></xml>