@article {1370,
	title = {CONCEPTUAL DEVELOPMENT OF 7TH GRADE STUDENTS PROVIDED INQUIRY BASED GEOSCIENCE EDUCATION },
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {April/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {292-314},
	abstract = {Learning about the Earth through geoscience education is important in order to make informed decisions about the future of the Earth. The aim of this study is to examine students{\textquoteright} conceptual development on geoscience subjects based on inquiry-based learning. 7th grade students participated in this study. The researcher prepared lesson plans and activities connected with the aforementioned subjects in accordance with the inquiry-based learning model. In this study, the "Geoscience Concept Achievement Test (GCAT)" was used in order to obtain quantitative data, and it was applied as a pre-post test and also a retention test. Qualitative data obtained from 8 students, selected from the working group using the maximum sampling method, Science Writing Heuristics (SWH), interviews with the students, worksheets and assessment tests were used as qualitative data collection tools. The geoscience education program was implemented for 8 weeks. The results from quantitative and qualitative data showed that geoscience education positively affected 7th grade students{\textquoteright} conceptual understanding of geoscience subjects. The results of the students{\textquoteright} GCAT pre-test, post-test, retention test, SWH data, weekly interviews with the students and final interviews, revealed that the learning and teaching process applied in geoscience education positively affected their conceptual development regarding the subject of geoscience. },
	keywords = {conceptual development, geoscience education, inquiry based education, mixed methods research},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.292},
	url = {https://oaji.net/articles/2023/987-1713273080.pdf},
	author = {Keskin Cevik, G. and Hikmet Surmeli}
}
@article {1362,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {April/2024},
	pages = {Continuous},
	type = {Other},
	chapter = {179},
	abstract = {Journal of Baltic Science Education, Vol. 23, No. 2, 2024
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1713272361.pdf},
	author = {Editorial Board}
}
@article {1346,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Journal of Baltic Science Education, Vol. 23, No. 1, 2024
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1709891817.pdf},
	author = {Editorial Board}
}
@article {1361,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {April/2024},
	pages = {Continuous},
	type = {Other},
	chapter = {177-178},
	abstract = {Journal of Baltic Science Education, Vol. 23, No. 2, 2024
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1713272328.pdf},
	author = {Editorial Board}
}
@article {1345,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Journal of Baltic Science Education, Vol. 23, No. 1, 2024
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1709891795.pdf},
	author = {Editorial Board}
}
@article {1368,
	title = {CURRICULUM DEVELOPMENT BASED ON AN INTERDISCIPLINARY CONTEXT-BASED LEARNING APPROACH IN THE CONTEXT OF ELECTRICITY AND MAGNETISM},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {April/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {260-279},
	abstract = {This research is a needs analysis study aimed at developing a curriculum based on an interdisciplinary context-based learning approach within the 10th-grade physics course, focusing on the electricity and magnetism unit. The research was designed according to the case study model and data were collected from expert, teacher, and student sample groups through questionnaires and interview forms. Descriptive statistics were utilized for quantitative data analysis, while content analysis technique was employed for qualitative data. The results indicated that the physics curriculum continued to maintain a disciplinary perspective and a classical understanding of physics, with insufficient connection with daily life and adaptation to contemporary conditions. Similar results were identified in the 10th-grade physics textbooks and in-class instructional practices concerning the unit of electricity and magnetism. In this respect, the research identified the needs for developing a curriculum based on an interdisciplinary context-based learning approach to address these negative results. These needs, while enhancing interdisciplinary context-based understanding, can also contribute to the emergence of various opportunities and different perspectives in physics education. It is recommended to identify needs in other subfields of physics as well and develop curricula designed with an interdisciplinary context-based approach for more effective and efficient physics education.},
	keywords = {context-based learning, electricity and magnetism, high school students, Interdisciplinary Understanding, physics education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.260},
	url = {https://oaji.net/articles/2023/987-1713272927.pdf},
	author = {Onur Yal{\c c}in and Fatma Sadik}
}
@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 {1290,
	title = {CHALLENGES AND OPPORTUNITIES TO TEACHING INQUIRY APPROACHES BY STE(A)M PROJECTS IN THE PRIMARY EDUCATION CLASSROOM},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {454-469},
	abstract = {This study analyses the teachers{\textquoteright} perceptions of their capacity for designing and developing STE(A)M projects in a professional development programme (PD) conducted through a collaborative educational research project carried out between the University and the centres by the IndagaSTEAM Escuela project. Incorporating STEAM education in the classroom poses various challenges to teachers, among other aspects, associated with conceptualising, designing and applying the curricular integration of STE(A)M subjects, requiring training programs updates for this purpose. Hence, the design developed promotes applying an inquiry-based approach and adapting the integrative STE(A)M curriculum in the Primary Education classroom. Challenges and opportunities of the teachers{\textquoteright} involvement have been analysed as a case study undertaken longitudinally between 2019 and 2022. Data have been compiled from a varied typology (rubrics evaluation, ad hoc interviews and questionnaires, using the Likert scale), which give an account of the global perception these educators have, on the one hand, of STE(A)M education and the inquiry approach and, on the other hand, of the collaborative learning scenario from the framework used.},
	keywords = {Active learning, primary school teacher, teacher skills, teaching fundamental sciences},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.454  },
	url = {https://oaji.net/articles/2023/987-1687108197.pdf},
	author = {Teresa Lupi{\'o}n-Cobos and Jos{\'e} Ignacio Crespo-G{\'o}mez and Cristina Garc{\'\i}a-Ruiz}
}
@article {1295,
	title = {CHINESE PRE-SERVICE SCIENCE TEACHERS{\textquoteright} VIEWS OF THE SOCIAL RESPONSIBILITY OF SCIENTISTS AND ENGINEERS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {538-548},
	abstract = {Scientific and technological research is important to everyone because their results affect humanity worldwide. Although science and technology bring many benefits to humanity, individuals and societies can face the negative consequences of science and technology. To prevent and solve the negative consequences of research in these fields, it is important to educate scientists and engineers to have social responsibility. However, no research has addressed pre-service science teachers{\textquoteright} views of social responsibility in literature. Therefore, this study aimed to explore Chinese pre-service science teachers{\textquoteright} views on the social responsibility of scientists and engineers. The research participants were 194 pre-service science teachers. A social responsibility instrument was administered for data collection. The results showed that participants had high mean scores in five areas of social responsibility and a good awareness of the role of scientists and engineers in addressing problems and risks related to human, environmental, and societal impacts. However, they had lower mean scores in three areas requiring action or involvement. In addition, the results did not show statistical differences by gender or grade level. In light of our findings, we conclude pedagogical and practical implications for teachers and researchers in teaching social responsibility.},
	keywords = {pre-service science teachers, quantitative research, science education, social responsibility, social responsibility of scientists and engineers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.538},
	url = {https://oaji.net/articles/2023/987-1687108620.pdf},
	author = {Shen Zhang}
}
@article {1277,
	title = {CLIMATE CHANGE ATTITUDES, RELATIONSHIP TO NATURE AND PRO-ENVIRONMENTAL BEHAVIOUR OF STUDENTS FROM THREE EUROPEAN COUNTRIES},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {309-322},
	abstract = {Climate change is not a future problem, it is a significant variation of weather conditions becoming warmer, wetter or drier. It is the longer-term trend that differentiates climate change from natural weather variability. The aim of this research was to determine primary school students{\textquoteright} knowledge and attitudes related to climate change among primary school students (n = 473) in the Czech Republic, the United Kingdom and Portugal using a questionnaire survey. The dimensions of climate change knowledge, environmental attitudes and values, pro-environmental behaviour, and climate change attitudes were measured and analysed. The results showed gender differences in favour of girls in all the dimensions studied, except for climate change knowledge, where the results of boys and girls were comparable. In an international comparison, UK children scored higher on climate change knowledge and climate change attitudes dimensions. A multiple regression analysis showed the dimensions of nature preservation and appreciation of nature as the strongest positive predictors of pro-environmental behaviour and the dimensions of climate change knowledge and nature preservation as the strongest predictors of climate change belief. The results suggest the importance and implications of the wider societal debate on climate-related personal dimensions. The interconnectedness of environmental and climate-related topics at the primary school level is also evident.},
	keywords = {climate change attitudes, climate change education, climate change knowledge, environmental attitudes, primary school, pro-environmental behaviour},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.309},
	url = {https://oaji.net/articles/2023/987-1681287540.pdf},
	author = {Karel Nepras and Tereza Strejckova and Roman Kroufek and Milan Kubiatko}
}
@article {1325,
	title = {COGNITION AND ATTITUDE TOWARD SUSTAINABLE DEVELOPMENT BEHAVIOR: COLLEGE STUDENTS{\textquoteright} INFORMAL ONLINE LEARNING AS A MODERATION EFFECT},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {900-913},
	abstract = {The social responsibility of college students in the later stages of adolescence for sustainable development is emphasized, and the role of universities has become a crucial task. This study aimed to explore the level of college students{\textquoteright} cognition, attitude, and behavior towards sustainable development and the association among them through the moderation effect of informal online learning. The difference verification and structural equation modeling were applied to 559 students who majored in science, and statistical validity was confirmed. Regarding the sustainable development level of college students, there was a significant difference in cognition, attitude, and behavior towards sustainable development between males and females, formal education, and informal online learning. Further, college students{\textquoteright} attitudes towards sustainable development played a significant mediating role between cognition and behavior. The study also found a significant moderation effect of informal online learning on students{\textquoteright} cognition and attitude toward sustainable development behavior. Accordingly, this study suggests that universities should systematically design educational programs to promote college students{\textquoteright} behavioral change toward sustainable development through personal life-oriented learning courses.},
	keywords = {College Student, informal online learning, sustainable development attitude, sustainable development behavior, sustainable development cognition},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.900},
	url = {https://oaji.net/articles/2023/987-1697653956.pdf},
	author = {Qi Liu and Xiaoxia Tian and Younghwan Bang and Kyung Hee Park}
}
@article {1263,
	title = {COMPARING THE EFFECTS OF PHYSICAL, VIRTUAL, AND HYBRID LABS ON PRIMARY SCHOOL STUDENTS{\textquoteright} CONCEPTUAL LEARNING OF HEAT AND TEMPERATURE},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {153-166},
	abstract = {Physical and virtual labs have unique capabilities that can influence how students learn from them. The purpose of this study was to examine the effect of physical and virtual manipulatives on students{\textquoteright} learning of heat and temperature and to examine the influence of various combinations of physical and virtual manipulatives. A total of 205 participants were divided into four groups: only physical manipulatives, only virtual manipulatives, physical-virtual manipulatives, and virtual-physical manipulatives. Students{\textquoteright} knowledge acquisition was tested using Pre-test{\textendash}Post-test design. The results showed that physical and virtual manipulatives are as effective in facilitating students{\textquoteright} learning of state changes, but virtual manipulatives are more beneficial to students{\textquoteright} learning of thermal expansion and contraction than physical manipulatives are. Physical-virtual manipulatives are more effective than virtual-physical manipulatives or physical manipulatives alone are to promote students{\textquoteright} learning of heat and temperature, but this effect is similar to that of virtual manipulatives alone. The results suggest that virtual laboratories can effectively model abstract concepts. The better effect of the physical-virtual operation sequence on learning does not depend on whether the two types of experiments are combined or on the sequence of operations but on the type of experiment when its advantages actually contribute to learning.},
	keywords = {experimental design, heat and temperature, physical manipulative, virtual manipulative},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.153 },
	url = {https://oaji.net/articles/2023/987-1676961317.pdf},
	author = {Yi-Kuan Tseng and Fan-Sheng Lin and Wernhuar Tarng and Yu-Ling Lu and Tzu-Ling Wang}
}
@article {1267,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {187},
	abstract = {Journal of Baltic Science Education, Vol. 22, No. 2, 2023
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1681286056.pdf},
	author = {Editorial Board}
}
@article {1283,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {375},
	abstract = {Journal of Baltic Science Education, Vol. 22, No. 3, 2023
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1687107566.pdf},
	author = {Editorial Board}
}
@article {1252,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Journal of Baltic Science Education, Vol. 22, No. 1, 2023
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1676960052.pdf},
	author = {Editorial Board}
}
@article {1330,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {951},
	abstract = {Journal of Baltic Science Education, Vol. 22, No. 6, 2023
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1702728271.pdf},
	author = {Editorial Board}
}
@article {1299,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {563},
	abstract = {Journal of Baltic Science Education, Vol. 22, No. 4, 2023
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1693763675.pdf},
	author = {Editorial Board}
}
@article {1314,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {743},
	abstract = {Journal of Baltic Science Education, Vol. 22, No. 5, 2023
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1697653076.pdf},
	author = {Editorial Board}
}
@article {1341,
	title = {THE CONTEXT CONDITIONS STUDENTS{\textasciiacute} REPRESENTATIONS OF THE HUMAN NUTRITION MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {1089-1102},
	abstract = {The human nutrition model is relevant in Biology education. Researchers and policymakers propose the introduction of modelling practices in science education, including the representation of the model. Despite being scarce, previous studies have shown that the guideline given to students conditions their performance when representing their models. This study addresses how the context given to 79 preservice teachers (PSTs) in two cohorts at the end of a modelling sequence conditions the representations of the nutrition model constructed by them. The contexts were a child running and a lactose intolerant person. Written explanations and drawings of PSTs were analyzed according to the components-mechanisms-phenomena (CMP) framework. PSTs of both cohorts expressed a more developed nutrition model in a running context than in an intolerance context with respect to CMP aspects, which was shown by statistically significant differences. Therefore, the conclusion is that the context conditions the expression of the model. In this case, it was the context that appealed directly to the circulatory system and implied the use of energy, the one that led to a more complete representation of the human nutrition model.},
	keywords = {evaluation context, model representation, nutrition model, preservice teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.1089 },
	url = {https://oaji.net/articles/2023/987-1702729294.pdf},
	author = {Teresa Zamalloa and Araitz Uskola and Ainara Achurra}
}
@article {1296,
	title = {CORRECTION ON USING COMICS FOR CLIMATE CHANGE IN SCIENCE EDUCATION: STUDENTS{\textquoteright} SOLUTIONS AND AESTHETIC SUBTLETIES },
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {549-558},
	abstract = {Issue date: 15 April 2023 

Original Paper: Alp, G., \& Coskun Onan, B. (2023). Using comics for climate change in science education: Students{\textquoteright} solutions and aesthetic subtleties. Journal of Baltic Science Education, 22(2), 215-231. https://doi.org/10.33225/jbse/23.22.215

Abstract. Erratum for {\textquotedblleft}Alp, G., \& Coskun Onan, B. (2023). Using comics for climate change in science education: Students{\textquoteright} solutions and aesthetic subtleties. Journal of Baltic Science Education, 22(2), 215-231. https://doi.org/10.33225/jbse/23.22.215{\textquotedblright}.  
Keywords: erratum 

This document presents the appendices belonging to the published article.
},
	keywords = {erratum},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.549},
	url = {https://oaji.net/articles/2023/987-1687109015.pdf},
	author = {Gamze Alp and Coskun Onan, B.}
}
@article {1320,
	title = {CORRELATION BETWEEN ENERGY METAPHOR AND EMPATHY TENDENCY},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {813-832},
	abstract = {Creating a metaphor for the concept of energy can contribute to the determination of the mental structuring of the concept of energy. Pre-service teachers{\textquoteright} metaphors about the concept of energy were classified according to traditional and scientific fields. The metaphors produced by the mathematics and science teacher candidates for the concept of energy consisted of structural and abstract concepts, approximately 60\% of them were the continuity of life and 40\% were science categories. While pre-service mathematics teachers mainly produce metaphors for biology, pre-service science teachers produce metaphors mainly for physics. Empathic tendency scores and levels of pre-service teachers were determined. Pre-service teachers have a high level of empathic disposition and predominantly see the other person{\textquoteright}s problem and emotion as their own. There was no quantitatively significant difference between traditional metaphor types and empathic tendencies. It is understood that the pre-service teachers have high empathic tendencies, and mostly in the sen stage, the concepts related to the continuity of life are primarily used in developing metaphors related to the concept of energy, and they tend to produce structural metaphors. Metaphor and empathy will contribute to the determination of mental models and the establishment of a connection between the fields of science.},
	keywords = {empathic disposition, energy metaphor creation, relationship identification},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.813},
	url = {https://oaji.net/articles/2023/987-1697653576.pdf},
	author = {Mustafa Erdemir and Kandil {\.I}nge{\c c}, {\c S}.}
}
@article {1298,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {561-562},
	abstract = {Journal of Baltic Science Education, Vol. 22, No. 4, 2023
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1693507251.pdf},
	author = {Editorial Board}
}
@article {1313,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {741-742},
	abstract = {Journal of Baltic Science Education, Vol. 22, No. 5, 2023
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1697653050.pdf},
	author = {Editorial Board}
}
@article {1282,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {373-374},
	abstract = {Journal of Baltic Science Education, Vol. 22, No. 3, 2023
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1687107523.pdf},
	author = {Editorial Board}
}
@article {1266,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {185-186},
	abstract = {Journal of Baltic Science Education, Vol. 22, No. 2, 2023
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1681285985.pdf},
	author = {Editorial Board}
}
@article {1329,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {949-950},
	abstract = {Journal of Baltic Science Education, Vol. 22, No. 6, 2023
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1702728220.pdf},
	author = {Editorial Board}
}
@article {1251,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Journal of Baltic Science Education, Vol. 22, No. 1, 2023
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1676960019.pdf},
	author = {Editorial Board}
}
@article {1244,
	title = {CHEMISTRY EDUCATION IN THE BALKAN REGION: TRENDS, CHALLENGES AND OPPORTUNITIES},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Editorial},
	chapter = {1124-1125},
	abstract = {According to the European Commission, education, science, technology, research and innovation are a prerequisite for achieving a sustainable EU economy. EU leaders have agreed to work towards a European Education Area by 2025 to take full advantage of education, training, and culture (EU, 2019). Scientific literacy takes center stage in major reforms in education and is often presented as a key goal of science education. This is due to the idea that scientific literacy could be a prerequisite for the economic survival and technological development of the society, at least if judged by the research based on correlations between large-scale international testing results and country{\textquoteright}s economic prosperity level (Hanushek \& Woessmann, 2010). Chemical literacy presents a significant constituent part of scientific literacy, given that the use of various chemicals plays a vital role in our daily lives whether we are talking about food, medicine, clothing or climate change.},
	keywords = {Balkan region, scientific literacy, teaching chemistry},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.1124},
	url = {https://oaji.net/articles/2022/987-1672585081.pdf},
	author = {Du{\v s}ica D. Rodi{\'c} and Sa{\v s}a A. Horvat}
}
@article {1168,
	title = {CLIMATE EDUCATION: A GRAND CHALLENGE},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Editorial},
	chapter = {176-178},
	abstract = {Climate change and its mitigation represent a major global challenge, alongside biodiversity loss, global pandemics, and shortages of fresh water and food. It has the power to shape the environment and future; however, policymakers seek to prevent undesirable changes through environmental and education policies. Hinesjeffrey et al. (2013) consider climate education to be a major challenge. For example, the mitigation of climate change requires an understanding of climate change as a multidisciplinary phenomenon that must be considered in addition to the natural sciences, at least from the perspective of the social sciences, engineering, economics and education. This mitigation requires individuals to have a wide range of competences, such as creative and critical thinking and socioemotional skills (Hestness, 2015).},
	keywords = {climate change, climate education, engineering, social sciences},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.176  },
	url = {https://oaji.net/articles/2022/987-1652121994.pdf},
	author = {Jari Lavonen}
}
@article {1200,
	title = {COMPARING PRE-SERVICE PRIMARY SCHOOL TEACHERS{\textquoteright} AND LOWER-SECONDARY LEARNERS{\textquoteright} UNDERSTANDING THE PARTICULATE NATURE OF MATTER},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {558-574},
	abstract = {Cross-age studies have suggested that although children{\textquoteright}s notions of scientific phenomena change moderately with increasing age, certain misconceptions persist from preschool to a higher educational level. The purpose of this study was to diagnose the prevalence of selected misconceptions about the particulate nature of matter among pre-service primary school teachers and to compare the findings with the results of lower-secondary learners. The participants in the study were 197 pre-service primary school teachers and 170 ninth graders. The multiple-choice diagnostic test was developed to collect data. In the analysis of the test results, the paired difference test and Pearson{\textquoteright}s chi-square independence test for the contingency table were used. Frequency analysis was performed for individual questions in the test and percentages were calculated. The results obtained with primary school teacher trainees demonstrate the existence of a number of misconceptions similar to those observed with ninth graders; some misconceptions were observed to even be present significantly more frequently among pre-service primary school teachers. This study confirmed that age maturity and mere knowledge of scientific concepts such as atoms, molecules, etc. do not have to be sufficient to allow students to better understand the particulate nature of matter.},
	keywords = {lower-secondary learners, misconceptions, multiple-choice diagnostic test, particulate nature of matter, pre-service primary school teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.558},
	url = {https://oaji.net/articles/2022/987-1662186650.pdf},
	author = {Eva Hejnov{\'a}}
}
@article {1179,
	title = {COMPARING THE EFFECTS OF MODELLING AND ANALOGY ON HIGH SCHOOL STUDENTS{\textquoteright} CONTENT UNDERSTANDING AND TRANSFERABILITY: THE CASE OF ATOMIC STRUCTURE},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {325-341},
	abstract = {Analogies and modelling have been developed and applied in learning and teaching science to facilitate students{\textquoteright} understanding of abstract concepts, such as atomic structure. Considering few studies focus on comparing the effects of two teaching strategies{\textemdash}analogy-based teaching (ABT) and modelling-based teaching (MBT){\textemdash}this study aims to compare the effects of ABT and MBT on high school students{\textquoteright} content understanding and transferability of atomic concepts in science. Implementing a quasi-experimental design with pre-post-delayed tests, the study compared learning outcomes achieved by the MBT group (N = 68) and the ABT group (N = 69). The results showed both MBT and ABT could improve students{\textquoteright} content understanding and promote transferability. However, the MBT group significantly outperformed the ABT group in terms of generating initial models and overall transferability. Although there was no difference in content understanding, or near or far transferability, at post-test between the two groups, the MBT group maintained more extended memory of atomic structure on the delayed post-test. Moreover, qualitative analysis of students{\textquoteright} drawings of atomic models revealed that both groups were able to develop and transfer their models, but inadequate scientific knowledge affected the quality of the transfer product. These findings have implications for designing and implementing instructional approaches that leverage analogy and modelling in the science class.},
	keywords = {analogy-based teaching, atomic concepts, modelling-based teaching, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.325},
	url = {https://oaji.net/articles/2022/987-1652123108.pdf},
	author = {Song Xue and Daner Sun and Liying Zhu and Hui-Wen Huang and Keith Topping}
}
@article {1239,
	title = {COMPONENTS OF GEOGRAPHICAL PRACTICE POWER COMPETENCY (GPPC) FOR PRIMARY AND SECONDARY SCHOOL STUDENTS: CONCEPTUALIZATION, CONTEXTS, AND CONTENT},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {1083-1100},
	abstract = {Geographical practice power is a key competency essential for students{\textquoteright} overall development. It is, therefore, important to understand its concepts, contexts, and content. Practical activities following scientific and operable principles in real geographical situations would enable students to unleash their potential across the curriculum. The primary aim of this study was to design and validate a conceptual, contextual, and content framework for geographical practice power competency (GPPC) of primary and secondary school students in China. The study used a three-step mixed-method research design with expert opinions collected through interviews and questionnaires. The dimensions of GPPC in this study included the mental processes of cognition, awareness, attitude, and behavior. A compilation of the attributes of GPPC for primary and secondary school students was proposed. There was a general consensus among the evaluators regarding the conceptual, contextual, and content framework of GPPC. When the weight values of the four dimensions and sub-dimensions of GPPC were calculated, it was found that they played different roles in the framework. Contrary to the expectation that scientific argumentation would be the most important dimension of GPPC, this study found that information acquisition was rated the most important. In each GPPC sub-dimension, consciousness received the highest weighting.},
	keywords = {geographical practice power competency, primary school students, secondary school students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.1083},
	url = {https://oaji.net/articles/2022/987-1671188273.pdf},
	author = {Yanhua Xu and Zile Liu and Peiying Lin}
}
@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.}
}
@article {1167,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {175},
	abstract = {Contents, Vol. 21, No. 2, 2022, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1652121871.pdf},
	author = {Editorial Board}
}
@article {1153,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 21, No. 1, 2022, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1647117037.pdf},
	author = {Editorial Board}
}
@article {1182,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {347},
	abstract = {Contents, Vol. 21, No. 3, 2022, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1656443090.pdf},
	author = {Editorial Board}
}
@article {1197,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {535},
	abstract = {Contents, Vol. 21, No. 4, 2022, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1662186352.pdf},
	author = {Editorial Board}
}
@article {1213,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {743},
	abstract = {Contents, Vol. 21, No. 5, 2022, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1667236270.pdf},
	author = {Editorial Board}
}
@article {1243,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {1123},
	abstract = {Contents,
Journal of Baltic Science Education, Vol. 21, No. 6A, 2022
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1672584952.pdf},
	author = {Editorial Board}
}
@article {1227,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {907},
	abstract = {Contents,
Journal of Baltic Science Education, Vol. 21, No. 6, 2022
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online},
	keywords = {contents},
	issn = {1648-3898},
	doi = {n/a},
	url = {https://oaji.net/articles/2022/987-1671187306.pdf},
	author = {Editorial Board}
}
@article {1212,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {741-742},
	abstract = {Cover page, Vol. 21, No. 5, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1667236223.pdf},
	author = {Editorial Board}
}
@article {1152,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 21, No. 1, 2022, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1647116999.pdf},
	author = {Editorial Board}
}
@article {1226,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {905-906},
	abstract = {Cover page,
Journal of Baltic Science Education, Vol. 21, No. 6, 2022
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online},
	keywords = {cover page},
	issn = {1648-3898},
	doi = {n/a},
	url = {https://oaji.net/articles/2022/987-1671187250.pdf},
	author = {Editorial Board}
}
@article {1166,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {173-174},
	abstract = {Cover page, Vol. 21, No. 2, 2022, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1652121816.pdf},
	author = {Editorial Board}
}
@article {1242,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {1121-1122},
	abstract = {Cover page,
Journal of Baltic Science Education, Vol. 21, No. 6A, 2022
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1672584906.pdf},
	author = {Editorial Board}
}
@article {1181,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {345-346},
	abstract = {Cover page, Vol. 21, No. 3, 2022, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1656443047.pdf},
	author = {Editorial Board}
}
@article {1196,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {533-534},
	abstract = {Cover page, Vol. 21, No. 4, 2021},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1662186309.pdf},
	author = {Editorial Board}
}
@article {1214,
	title = {CRISES OF THE WORLD, CRISES OF THE SCIENCE EDUCATION? LET{\textasciiacute}S TAKE A CRISIS AS AN OPPORTUNITY!},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Editorial},
	chapter = {744-746},
	abstract = {The world faces several crises in the last years. There have been more active conflicts presently than at any time since 1945. More than 82 million refugees must live away from their homes. The Covid-19 pandemic has led to a dramatic loss of human life worldwide and caused economic and social disruption, whose further consequences related to human health and further aspects of well-being can be only estimated so far. Many countries are fighting climate change for a long time and this {\textquotedblleft}fight{\textquotedblright} has been disrupted by unprecedented energy crises that changes our energy goals from day to day. We are surrounded by uncertainty and worries about the future which rises of populist forces even in the democratic part of the world.  So, there is no doubt that we are living through challenging times. There are many strategies for coping with these challenges, one of them is acceptance. It allows us to see reality in the present moment and to move forward. But still, there will likely be many options to choose. We believe that science education is (can become) a means for explaining possibilities and our chances. At least in some of the above crises. And sustainable development indicators with good narratives can be effective educational and information tools bringing evidence about changes in the society and environment (Janou{\v s}kov{\'a} et al., 2022).},
	keywords = {Ecological Footprint, energy crises, scientific thinking, sustainable development},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.744 },
	url = {https://oaji.net/articles/2022/987-1667236403.pdf},
	author = {Svatava Janou{\v s}kov{\'a} and Martin B{\'\i}lek}
}
@article {1012,
	title = {THE COMMON METAPHORICAL PERCEPTIONS OF PROSPECTIVE TEACHERS AS TO DNA-GENE-CHROMOSOME CONCEPTS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {471-494},
	abstract = {This research was performed to determine the Common Metaphorical Perceptions of Prospective Teachers on DNA-Gene-Chromosome Concepts, despite classroom levels and university differences. For the baseline group studies, two State Universities, one from the east and the other from the north of Turkey, were selected to be studied in the Fall Semester of 2017-2018. They were respectively called University A{\textquotedblright} and {\textquotedblleft}B{\textquotedblright}. The population sample contained a total of 326 students from 1st, 2nd, 3rd, and 4th- classroom level of the {\textquotedblleft}Science Education Department{\textquotedblright} of {\textquotedblleft}Education Faculties.{\textquotedblright} The phenomenology design which is one of the qualitative research methods was applied. Answers to questions regarding {\textquotedblleft}the metaphors of DNA-Gene-Chromosome concepts{\textquotedblright} and {\textquotedblleft}under what theoretical categories the common features and metaphors were investigated{\textquotedblright} to be in line with the university differences. The research data were obtained by {\textquoteleft}metaphor identification{\textquoteright} for respective concepts and content examination studies in the framework of {\textquotedblleft}Qualitative Analysis Methods.{\textquotedblright} Correspondingly, it has been determined that Prospective Teachers have common metaphors concerning DNA-Gene-Chromosome concepts, regardless of their class or university differences.},
	keywords = {content analysis, metaphorical image for DNA-gene-chromosome, phenomenological research, prospective teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.471},
	url = {http://oaji.net/articles/2021/987-1622791389.pdf},
	author = {Banu{\c c}i{\c c}ek {\"O}zdemir}
}
@article {1042,
	title = {COMPARISON OF AUGMENTED REALITY AND CONVENTIONAL TEACHING ON SPECIAL NEEDS STUDENTS{\textquoteright} ATTITUDES TOWARDS SCIENCE AND THEIR LEARNING OUTCOMES },
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {558-572},
	abstract = {This study examined the impact of the Augmented reality (AR) use on Jordanian 6th grade students{\textquoteright} attitudes towards science and their learning outcomes. A quantitative quasi-experimental study is preceded with the Pre-test and Post-test control group design model, where 24 students who identified to have special needs participated in this study and were randomly divided into two groups. Two groups, control group 12 students were taught conventionally, and 12 students were designated as the experimental group, they used the AR technology for four weeks. The two scales used in this research were reliable and validated. The results show significant results for the AR technology in enhancing student learning outcomes. Additionally, results supported that AR technology has the potential to enhance students with learning disabilities positive attitudes. The result shows that AR technology helped students in promoting positive attitudes towards students and enhance students learning outcomes. },
	keywords = {attitudes towards science, augmented reality, learning disabilities, learning outcomes},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.558},
	url = {http://oaji.net/articles/2021/987-1629707085.pdf},
	author = {Turki Alqarni}
}
@article {995,
	title = {COMPARISON OF SCHOOL BASED-COOPERATIVE PROBLEM BASED LEARNING (SB-CPBL) AND CONVENTIONAL TEACHING ON STUDENTS{\textquoteright} ATTITUDES TOWARDS SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {261-276},
	abstract = {This study examined the effect of the SB-CPBL on Jordanian 8th-grade students{\textquoteright} attitude towards science. A quantitative quasi-experimental design with a non-equivalent control group was employed in this study. 120 8th-graders, divided into two groups, were involved in this study. Two groups (60 students, 30 males, and 30 females) were designated as the experimental group; they used the SB-CPBL module for six weeks, while two groups (60 students, 30 males, and 30 females) were designated as the control group and taught conventionally. The validity and reliability of the measurements used, comprising four sub-scales with 40-items, were already robust. The statistical comparison between the groups showed a significant improvement in the SB-CPBL students{\textquoteright} attitudes towards learning science compared with their conventionally-taught counterparts. The findings also confirmed the insignificant effects of gender vis-{\`a}-vis attitudes towards science. The results concluded the effectiveness of SB-CPBL approach in improving students{\textquoteright} attitudes towards science in school settings.},
	keywords = {Cooperative learning, cooperative problem-based learning, Problem-Based Learning, students{\textquoteright} attitudes towards science},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.261 },
	url = {http://oaji.net/articles/2021/987-1616866031.pdf},
	author = {Wael Musalamani and Ruhizan Mohammad Yasin and Kamisah Osman}
}
@article {1094,
	title = {A COMPARISON OF SCHOOL CLIMATE WITH TIMSS 2015 SCIENCE ACHIEVEMENT AMONG SOUTH-EAST AND EAST ASIAN COUNTRIES },
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {790-810},
	abstract = {Since 1995, the International Association for the Evaluation of Educational Achievement (IEA) implemented the Trends in International Mathematics and Science Study (TIMSS) as an international comparative study. This article aims at identifying the correlations of science classroom instructions with TIMSS science achievement of eighth graders among countries in Southeast Asia and East Asia. The freely downloadable secondary data were analyzed using a plug-in for SPSS, i.e., the International Database (IDB) Analyzer (version 4.0) of IEA using an imputation methodology involving plausible values so that student{\textquoteright}s performance can be reported. This study found that Southeast and East Asian countries with high average science achievement adequately emphasized academic success, have teachers with job satisfactions well as facing few challenges, have students with sense of belonging to school. Based on the research findings, policy recommendations were made to the Malaysian Ministry of Education to boost Malaysian eighth graders{\textquoteright} science performance in the forthcoming TIMSS studies.},
	keywords = {Classroom instructions, comparative study, leadership motivation, Science Achievement, TIMSS},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.790},
	url = {http://oaji.net/articles/2021/987-1633680594.pdf},
	author = {Yoon Fah Lay and Khar Thoe Ng}
}
@article {1105,
	title = {COMPREHENSIVE ANALYSIS OF THE FORT INSTRUMENT: USING DISTRACTOR ANALYSIS TO EXPLORE STUDENTS{\textquoteright} SCIENTIFIC REASONING BASED ON ACADEMIC LEVEL AND GENDER DIFFERENCE},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {906-923},
	abstract = {Scientific reasoning ability is essential to get developed in the current digital age, particularly in the process of judgement and decision-making in complex problems. Few studies have conducted an in-depth exploration of scientific reasoning ability, especially in relation to the confidence level and gender. The scientific reasoning ability of Indonesian upper-secondary school and university students were examined and compared with previous recorded data of US students. In this study, the data were collected from 372 university and 528 upper-secondary education students in Indonesia. Students{\textquoteright} scientific reasoning ability was measured using a scientific formal reasoning test (FORT). In addition, confidence level and metacognitive data was collected through self-reported measures. Two-way ANOVA was performed to compare mean differences between groups based on academic level and gender and to observe interaction between the variables. Students{\textquoteright} confidence level in selecting the correct answer and distractor answer was analyzed using an independent t-test. The results reveal that many Indonesian students selected specific distractors with relatively high confidence. Moreover, upper-secondary school students and female students selected more distractors than the groups{\textquoteright} counterparts. Finally, the factors related to Indonesian students{\textquoteright} responses to the scientific formal reasoning were discussed.},
	keywords = {confidence level, distractor analysis, gender differences, Indonesian student, scientific (formal) reasoning test, scientific reasoning ability},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.906  },
	url = {http://oaji.net/articles/2021/987-1639222151.pdf},
	author = {Minsu Ha and Yustika Sya{\textquoteright}bandari and Ai Nurlaelasari Rusmana and Rahmi Qurota Aini and Sarah Meilani Fadillah}
}
@article {962,
	title = {THE CONCEPT OF INERTIA: AN INTERDISCIPLINARY APPROACH},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Editorial},
	chapter = {4-9},
	abstract = {{\textquotedblleft}Every body perseveres in its state of rest, or of uniform motion in a right line, unless it is compelled to change that state by forces impressed thereon{\textquotedblright} (p. Newton 1846, p. 83).
This is the famous first axiom or law of motion stated by Newton in his masterpiece The Mathematical principles of natural philosophy (ivi). Everywhere, in the courses of physics at the high school level the inertia principle is the first to be taught. However, there are many doubts that most of learners fully grasp its numerous and fundamental nuances, which are necessary for a satisfying introduction to physics. Therefore, I propose an interdisciplinary approach for the explanation of this principle in which history of science and analysis of the daily experiences are joined to offer a complete comprehension of the concept of inertia. 
},
	keywords = {inertia law, interdisciplinary approach, science education, sensorial experiences},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.04},
	url = {http://oaji.net/articles/2021/987-1611648316.pdf},
	author = {Paolo   Bussotti}
}
@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 {968,
	title = {THE CONCEPTUAL STRUCTURE OF CHEMICAL EQUILIBRIUM IN UPPER-SECONDARY SCHOOL STUDENTS: EVIDENCE FROM FACTOR ANALYSIS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {80-92},
	abstract = {This research aimed to explore the conceptual structure of chemical equilibrium in upper-secondary school students using factor analysis. Research on chemistry education has shown that chemical equilibrium is an important but difficult-to-understand topic. Exploring the conceptual structure of chemical equilibrium among students will help chemistry researchers and educators to conduct more targeted teaching practices. Based on a survey of chemistry research and teaching practice experts, a high-quality concept pool composed of 24 relevant concepts was developed. Next, a survey involving a total of over 700 twelfth-grade students from five upper-secondary schools was conducted, and a factor analysis was utilized to determine the conceptual structure. The results showed that a three-factor model and a five-factor model with 15 relevant concepts were all accepted as the conceptual structure for students. The new form of conceptual structure in this research helps understand the features and categories in students{\textquoteright} latent organization of concepts. Also, it may be revealed that factor analysis can be utilized as an approach to exploring students{\textquoteright} conceptual structure.},
	keywords = {chemical equilibrium, chemistry education, conceptual structure, factor analysis},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.80},
	url = {http://oaji.net/articles/2021/987-1611648800.pdf},
	author = {Yuhua Mai and Yangyi Qian and Linshen Li and Haihang Lan}
}
@article {1007,
	title = {CONSTRUCTING CORE TEACHING COMPETENCY INDICATORS FOR SECONDARY SCHOOL SCIENCE TEACHERS IN CHINA},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {389-406},
	abstract = {Science teachers play a key role in successfully implementing science education reforms and providing all students with meaningful science learning opportunities. Therefore, what core teaching competencies do science teachers need to have in their practice? This study uses fuzzy Delphi technique and Analytic Hierarchy Process to approach the above problems. Experts from Chinese universities, secondary schools and educational research institutions were invited to participate in two rounds of Delphi process. The research results show that the four domains of core teaching competencies of science teachers and their 21 competencies have high content validity. Additionally, it can be concluded that the weights of core competencies of making learning objectives, raising pedagogical questions, stimulating learning motivation and analyzing course content ranked high, while the weights of core competencies of using information technology and multimedia, evaluating practical work, and presenting research results have received less attention. It is believed that the results of this study can enlighten the education reform of science teachers and promote the professional development of pre-service/in-service science teachers.},
	keywords = {Analytic Hierarchy Process, fuzzy Delphi, science teacher, teaching competence},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.389},
	url = {http://oaji.net/articles/2021/987-1622790950.pdf},
	author = {Jianqiang Ye and Shuaishuai Mi and Hualin Bi}
}
@article {1100,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {863},
	abstract = {Contents, Vol. 20, No. 6, 2021, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1639221798.pdf},
	author = {Editorial Board}
}
@article {961,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 20, No. 1, 2021, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1611648128.pdf},
	author = {Editorial Board}
}
@article {1038,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {523},
	abstract = {Contents, Vol. 20, No. 4, 2021, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1629706597.pdf},
	author = {Editorial Board}
}
@article {1002,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {339},
	abstract = {Contents, Vol. 20, No. 3, 2021, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1622790426.pdf},
	author = {Editorial Board}
}
@article {987,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {167},
	abstract = {Contents, JBSE, Vol. 20, No. 2, 2021},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1616865426.pdf},
	author = {Editorial Board}
}
@article {1086,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {695},
	abstract = {Contents, Vol. 20, No. 5, 2021, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1633974371.pdf},
	author = {Editorial Board}
}
@article {990,
	title = {CORRELATIONS BETWEEN TEACHING STRATEGIES IN BIOLOGY, LEARNING STYLES, AND STUDENT SCHOOL ACHIEVEMENT: IMPLICATIONS FOR INQUIRY BASED TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {184-203},
	abstract = {Research studies aimed at finding a more efficient model of teaching biology are still sporadic and inconsistent in the contemporary literature. The main aim of the research was to examine the correlation between the application of teaching strategies in biology teaching and students{\textquoteright} school achievements, depending on how much the teacher respects their learning styles. The method of theoretical analysis and descriptive method were applied in the research. The sample consisted of 151 third-grade students (39.7\% male and 60.3\% female) of upper-secondary school.  Kolb{\textquoteright}s Inventory of Learning Styles and Questionnaire for Assessing the Teaching Strategies of Biology Teachers were used as data gathering tools. Independent t-test, χ2 - square test, and One-way analysis of variance (ANOVA) were used to analyze data. The results showed that there was a statistically significant correlation between teaching strategies, learning styles, and students{\textquoteright} school achievement in biology learning. At the same time, students perceived the applied teaching strategies differently, and manifested different dimensions of learning styles. This was followed by the conclusion that students achieved better school achievements in biology teaching when they were taught in the ways that corresponded to their learning styles, which pointed to certain implications for inquiry-based teaching, as well as in education of future biology teachers.},
	keywords = {descriptive method, inquiry-based teaching, learning styles, teaching strategies in biology, theoretical analysis},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.184},
	url = {http://oaji.net/articles/2021/987-1616865664.pdf},
	author = {Milica M. Gaji{\'c} and Tomka B. Miljanovi{\'c} and Babi{\'c}-Kekez, S. S. and Vera D. {\v Z}upanec and Tamara T. Jovanovi{\'c}}
}
@article {1085,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {693-694},
	abstract = {Cover page, Vol. 20, No. 5, 2021, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1633679868.pdf},
	author = {Editorial Board}
}
@article {1099,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {861-862},
	abstract = {Cover, JBSE, Vol. 20, No. 6, 2021},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1639221751.pdf},
	author = {Editorial Board}
}
@article {1001,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {337-338},
	abstract = {Cover page, Vol. 20, No. 3, JBSE, 2021},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1622790385.pdf},
	author = {Editorial Board}
}
@article {1037,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {521-522},
	abstract = {Cover page, Vol. 20, No. 4, 2021, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1629706542.pdf},
	author = {Editorial Board}
}
@article {986,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {165-166},
	abstract = {Cover page, JBSE, Vol. 20, No. 2, 2021},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1616865380.pdf},
	author = {Editorial Board}
}
@article {960,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, JBSE, Vol. 20, No. 1, 2021},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1611648080.pdf},
	author = {Editorial Board}
}
@article {997,
	title = {CURIOSITY TOWARDS STEM EDUCATION: A QUESTIONNAIRE FOR PRIMARY SCHOOL STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {289-304},
	abstract = {There are limited research studies about the development of questionnaire to assess the level of primary school students{\textquoteright} curiosity towards STEM education. In this research, curiosity towards STEM Education Questionnaire (CQ-STEM) instrument was developed based on Berlyne{\textquoteright}s Theory of Curiosity. CQ-STEM consisted of 10 items measuring the two constructs of curiosity towards STEM, namely exploration and acceptance. A total of 166 fifth graders aged 10 to 11 years enrolled in five urban schools in Sabah, Malaysia made up the research sample. Rasch Measurement Model was applied to determine the validity and reliability of CQ-STEM. The validity of the CQ-STEM instrument was well established among the constructs of exploration and acceptance through the person fit, item fit, item polarity, unidimensionality, and variable map. The CQ-STEM instrument was found to have a high reliability with a Cronbach{\textquoteright}s alpha value (KR-20) of .93.  CQ-STEM has an excellent item reliability and moderate high item separation value of .96 and 4.83 respectively. In conclusion, CQ-STEM has good validity and high reliability in measuring curiosity towards STEM Education among primary school students.},
	keywords = {curiosity towards STEM Education, primary school students, questionnaire development, Rasch Measurement Model, validity and reliability},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.289},
	url = {http://oaji.net/articles/2021/987-1616866175.pdf},
	author = {Jamilah Ahmad and Siew, N. M.}
}
@article {827,
	title = {CHEMISTRY TEACHERS{\textquoteright} ASSESSMENT LITERACY IN TURKEY},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {76-90},
	abstract = {The aim of this research was to find out the assessment literacy level of chemistry teachers in Turkey. For the purpose of the research, different types of formative assessment techniques were included in the research. This research was conducted as a case study, which is a kind of qualitative research design. The participants in the research were 12 chemistry teachers working in different high schools in {\c S}anl{\i}urfa, one of the largest cities in south-eastern Turkey in 2017-2018 spring term. Research data were collected with a semi-structured interview form. Content analysis was performed on the research data. According to the results, chemistry teachers did not have sufficient perception and knowledge about diagnostic and formative assessment. Chemistry teachers{\textquoteright} perception related to objective of formative assessment techniques was very low and it was almost unfamiliar to them. Also, chemistry teachers had little perception about how formative assessment techniques should be prepared and what is their function. Their perception related to the interpretation/scoring of the results obtained from formative assessment techniques was almost non-existent. They had serious deficiencies related to formative assessment techniques and they focused on summative assessment rather than formative assessment and related techniques in their chemistry classes.},
	keywords = {assessment literacy (AL), chemistry teachers (CTs), formative assessment techniques (FATs), Turkey},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.76},
	url = {http://oaji.net/articles/2020/987-1581269707.pdf},
	author = {Mehmet Diyaddin Ya{\c s}ar}
}
@article {900,
	title = {A COGNITIVE MODEL TO ANALYSE PHYSICS AND CHEMISTRY PROBLEM-SOLVING SKILLS: MENTAL REPRESENTATIONS IMPLIED IN SOLVING ACTIONS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {730-746},
	abstract = {In physics and chemistry, the development of problem-solving skills is necessary to become an expert. A simple cognitive model to analyse such development is proposed and tested. An exploratory research was conducted with expert professors and students in initial and advanced years. A think aloud procedure was used to obtain relevant data while the participants tried to solve undefined, open problems. Solving these problems required a particular skill representative of expertise: modelling reality using science. More than 1350 solving actions were collected and related to the mental representations elaborated, developed and inter-related by solvers. The proposed model was able to account for expert-novice differences in terms of the respective distributions of solving actions among the mental representations. Large differences appeared in the mental representation of Conceptual scientific Model. In addition, advanced and initial students showed similar and significant averages of unproductive actions, while experts took very few. Experts showed high convergence in their distributions of actions among the mental representations. If the outcomes were replicated with higher external validity, the model could help researchers to analyse the cognitive mechanisms in problem-solving, and teachers to better focus their efforts on specific students{\textquoteright} lacks.},
	keywords = {cognitive model, expert-novice differences, mental representations, problem-solving skills, solving actions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.730},
	url = {http://oaji.net/articles/2020/987-1602524564.pdf},
	author = {Vanessa {\'A}lvarez and Tarcilo Torres and Zulma Gangoso and Vicente Sanjos{\'e}}
}
@article {856,
	title = {COGNITIVE PERCEPTIONS OF PRE-SERV{\.I}CE SCIENCE TEACHER FOR ENVIRONMENTAL POLLUTION},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {415-428},
	abstract = {This research aims to determine cognitive structures about environmental pollution of pre-service science teachers and their perceptions of the most important environmental pollution in their lives. Data have been obtained from 33 pre-service science teachers. In this research, both quantitative and qualitative research methods were used together. Data is collected with word association test, open-ended questions, and drawing technique. The data obtained were analyzed using descriptive analysis and content analysis methods. According to the data obtained from the word association test, environmental pollution was put into four categories. These categories are {\textquoteleft}sources of pollution{\textquoteright}, {\textquoteleft}types of pollution{\textquoteright}, {\textquoteleft}consequences caused by pollution{\textquoteright} and {\textquoteleft}those affected by pollution{\textquoteright}. The pre-service teachers drew mostly air pollution and then water and soil pollution in their drawings. Similarly, pre-service teachers wrote mostly air and water pollution as the most important environmental pollution. The majority of the pre-service teachers were seen to have the perception that humans cause environmental pollution. However, it was determined that some pre-service teachers hardly mentioned the extent of pollution over other living things. },
	keywords = {cognitive perception, drawing technique, environmental pollution, Pre-Service Science Teacher, word association test},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.415},
	url = {http://oaji.net/articles/2020/987-1591087806.pdf},
	author = {Serpil Kalayc{\i}}
}
@article {852,
	title = {A COMPARATIVE PERSPECTIVE OF TEACHING SKILL ACQUISITION IN PRE-SERVICE PHYSICS TEACHER (PsPT) TRAINING PROGRAM IN CHINA AND NIGERIA},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {356-373},
	abstract = {Microteaching practice is an important part of Pre-Service Physics Teacher (PsPT) Training Program adopting different approaches to inspire the acquisition of teaching skills by prospective teachers. Using psychomotor domain aspect of revised Bloom{\textquoteright}s taxonomy to explore microteaching practice as it relates to physics teaching, this research examined the significant influences of the two approaches (Nigeria and China) identified on the teaching skill of PsPT and suggests the best ways of improving the teaching skill of PsPT through micro-teaching practices. Data were collected using the mixed-method research design of administering descriptive survey questionnaire on final year PsPT while a structured interview question was used to interview the teachers. It was found that the two approaches had significant influences on the teaching skill acquisition of PsPT through microteaching practices with respect to physics as a subject that requires motor skill, and that this can be improved through micro-teaching by a combination of theory with practice. Also, physics teacher educators need to focus on developing PsPTs{\textquoteright} psychomotor domain in line with time reform in microteaching practices to accommodate more time for PsPTs{\textquoteright} to master the subject concept of physics as a psycho motive subject.},
	keywords = {micro-teaching practices, pre-service physics teacher, teaching skill acquisition, training program},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.356 },
	url = {http://oaji.net/articles/2020/987-1591087535.pdf},
	author = {Blessing F. Komolafe and Moses O. Ogunniran and Fen Y. Zhang and Xu S. Qian}
}
@article {832,
	title = {A COMPARISON OF A VIRTUAL LAB AND A MICROCOMPUTER-BASED LAB FOR SCIENTIFIC MODELLING BY COLLEGE STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {157-173},
	abstract = {This research aimed to explore the effects of a virtual lab (VL) and a Microcomputer-based Lab (MBL) on students{\textquoteright} performance in scientific modeling. A web-based virtual lab and a low-cost MBL were proposed to help first-year engineering students build scientific models. Empirical research was done in a slope motion experiment. The participants were 118 first-year engineering students in Taiwan, and they were divided into a VL group and an MBL group. From the results of the questionnaire, these groups of students thought that the systems were usable and easy to use, and they expressed positive attitudes towards the labs. The post-test{\textquoteright}s average score was higher than that of the pre-test for both groups, and the average posttest score of the VL group was better than that of the MBL group. From the students{\textquoteright} learning sheets, many students successfully manipulated the experimental variables and built correct models after gradual revision of earlier models. According to the results of the empirical research, these systems helped the students understand the meaning of the experiment and increased students{\textquoteright} interests with hands-on labs. A comparison of the results of these two groups\suggests the integration of VL and MBL to facilitate students{\textquoteright} learning.},
	keywords = {experimental design, MBL, scientific modelling, slope motion, virtual lab},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.157},
	url = {http://oaji.net/articles/2020/987-1581270043.pdf},
	author = {Wing-Kwong Wong and Kai-Ping Chen and Hong-Ming Chang}
}
@article {825,
	title = {CONCEPTUALIZING SPATIAL ABILITIES AND THEIR RELATION TO SCIENCE LEARNING FROM A COGNITIVE PERSPECTIVE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {50-63},
	abstract = {Science learning requires visuospatial thinking. Accordingly, spatial ability is regarded as the key to learning science well, but its effects are sometimes not as significant as expected. To this end, this research aims to conceptualize spatial abilities and to clarify their relation to science learning based on an analysis of empirical studies. Content analysis of 39 studies showed that (1) intrinsic-dynamic skills are the most frequently measured, (2) the explored science topics mostly involve well-established knowledge, (3) the effects of spatial ability on science achievement are inconsistent, and (4) educational interventions are not always effective in improving students{\textquoteright} spatial abilities or science achievement. It is argued that domain knowledge interferes with the study results and that domain-specific spatial ability exists, referring to apply spatial-type and domain-specific knowledge. Supported by cognitive theories and empirical evidence, a model is constructed to exhibit the relations between domain-general and domain-specific spatial ability as well as their effects on science achievement. According to the model, the two spatial abilities functionally partially overlap in the operations of spatial skills, and educational experience and malleable spatial skills are reciprocal; however, improvement in general spatial ability, involving the function of the central executive system, is likely limited.  },
	keywords = {domain knowledge, domain-generality, domain-specificity, educational intervention, science learning, spatial ability},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.50},
	url = {http://oaji.net/articles/2020/987-1581663740.pdf},
	author = {Yi-Chun Chen and Fang-Ying Yang and Cheng-Chieh Chang}
}
@article {835,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {179},
	abstract = {Contents, JBSE, Vol. 19, No. 2, 2020},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1586941092.pdf},
	author = {Editorial Board}
}
@article {976,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {1039},
	abstract = {Contents, Vol. 19, No. 6A, JBSE, 2020. Theme: "Responding to Covid-19: The integration of online teaching and learning in STEM education" Guest Editors: L. Mnguni \& H.O. Mokiwa},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1613414052.pdf},
	author = {Editorial Board}
}
@article {849,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {339},
	abstract = {Contents, Vol. 19, No. 3, JBSE, 2020},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1591087276.pdf},
	author = {Editorial Board}
}
@article {820,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 19, No. 1, 2020, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1581269076.pdf},
	author = {Editorial Board}
}
@article {909,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {859},
	abstract = {Contents, JBSE, Vol. 19, No. 6, 2020},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1606572027.pdf},
	author = {Editorial Board}
}
@article {873,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {519},
	abstract = {Contents, Vol. 19, No. 4, 2020},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1597213992.pdf},
	author = {Editorial Board}
}
@article {896,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {691},
	abstract = {Contents, JBSE, Vol. 19, No. 5, 2020},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1602524198.pdf},
	author = {Editorial Board}
}
@article {984,
	title = {CONTEXT MATTERS: SCIENCE, TECHNOLOGY AND MATHEMATICS EDUCATION LECTURERS{\textquoteright} REFLECTIONS ON ONLINE TEACHING AND LEARNING DURING THE COVID-19 PANDEMIC},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1125-1136},
	abstract = {To limit the spread of the COVID-19 virus conditions of lockdown were enforced by countries globally. Universities and schools revised the mode of delivery from contact teaching to online teaching and learning. This qualitative research was conducted at one university in South Africa and explored STEM discipline lecturers{\textquoteright} reflections on the use of online technologies and the factors which enable or constrain online teaching and learning. Three lecturers from STEM disciplines involved in online teaching were purposively selected to participate in this study. Data were generated via semi-structured interviews and reflective journals. The findings reveal that lecturers supplement the use of Moodle and Zoom with WhatsApp, the factor that enabled online teaching was the availability of data to lecturers and students. In contrast, the factors that constrained online teaching and learning were the technical training received for online teaching, the mismatch between pedagogy and students{\textquoteright} learning styles, the pressure of balancing work-home life and assumptions made about the availability of conducive home environments for learning, connectivity, and availability of devices for online learning. These findings have implications for professional development for online teaching and recommend that universities adopt WhatsApp to be a formal platform for online teaching and learning.},
	keywords = {learning style, online teaching and learning, pandemic, reflections, WhatsApp},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.1125},
	url = {http://oaji.net/articles/2021/987-1613414714.pdf},
	author = {Asheena Singh-Pillay and Jayaluxmi Naidoo}
}
@article {848,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {337-338},
	abstract = {Cover, JBSE, Vol. 19, No. 3, 2020},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1591087238.pdf},
	author = {Editorial Board}
}
@article {834,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {177-178},
	abstract = {Cover page, JBSE, Vol. 19, No. 2, 2020},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1586941050.pdf},
	author = {Editorial Board}
}
@article {908,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {857-858},
	abstract = {Cover page, JBSE, Vol. 19, No. 6, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1606571989.pdf},
	author = {Editorial Board}
}
@article {895,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {688},
	abstract = {Cover page, JBSE, Vol. 19, No. 5, 2020},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1602524159.pdf},
	author = {Editorial Board}
}
@article {975,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {1037-1038},
	abstract = {Cover, JBSE, Vol. 19, No. 6A, 2020. Special issue: "Responding to Covid-19: The integration of online teaching and learning in STEM education" Guest Editors: L. Mnguni \& H. O. Mokiwa},
	keywords = {cover page, special issue},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1613413913.pdf},
	author = {Editorial Board}
}
@article {819,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 19, No. 1, 2020, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1581269039.pdf},
	author = {Editorial Board}
}
@article {872,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {517-518},
	abstract = {Cover page, JBSE, Vol. 19, No. 4, 2020},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1597213959.pdf},
	author = {Editorial Board}
}
@article {981,
	title = {COVID-19 AS AN AGENT OF CHANGE IN TEACHING AND LEARNING STEM SUBJECTS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1078-1091},
	abstract = {The closing of schools due to Covid-19 has brought a dimension of uncertainty into STEM education. Despite the closing of schools due to the need to observe physical distancing, some schools have found ways to continue teaching and learning on virtual platforms enabled by increasingly pervasive fourth industrial revolution environments. In this study, the teaching of Ordinary level mathematics and science in pursuit of STEM education goals as enabled by the Internet of Things (IoT) in online classrooms was therefore, explored. Using an interpretive case study, relevant data were collected from two mathematics and three science teachers during semi-structured interviews. These participants communicated their experiences in transitioning from face-to-face to online classrooms as they worked to promote STEM education during the Covid-19 pandemic. The findings reveal teachers{\textquoteright} experiences of this transition and their selection of particular Web 2.0 tools to establish online classrooms. Notably, mobile instant messaging tools proved to be a popular option for being cheap, user-friendly, temporal, and multimodal. The findings also revealed that teachers struggled to adapt the hands-on activities to suit online teaching resulting in the use of teacher-centred approaches.},
	keywords = {COVID-19, mathematics and science, online learning, STEM education, virtual platforms},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.1078},
	url = {http://oaji.net/articles/2021/987-1613414533.pdf},
	author = {Chipo Makamure and Maria Tsakeni}
}
@article {837,
	title = {CROSS-NATIONAL COMPARISONS OF STUDENTS{\textquoteright} SCIENCE SUCCESS BASED ON GENDER VARIABILITY: EVIDENCE FROM TIMSS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {186-200},
	abstract = {Identifying key determinants of success plays an important role in efforts of assessing the current state of educational practices and implementing effective actions to improve academic performance. Given how important is accurate identification of these determinants for valid comparisons, the aim of this research was to present extensive comparative results on 8th grade students{\textquoteright} science success for 39 countries. To this end, a total number of 229,493 students{\textquoteright} information obtained from the last cycle of Trends in International Mathematics and Science Study was handled.  Unlike previous studies in which success has been tried to be explained with some factors, this research extended the literature by investigating the effective factors as well as gender-related variability on science success with a holistic view. Using heterogeneous choice models, unobserved heterogeneity caused by gender difference was tested and controlled. The findings showed that gender variability was evident for 10 countries. Furthermore, factors associated with students{\textquoteright} future educational goals, home educational resources and confidence were found as the common determinators of science success in all participant countries. Another notable finding was all factors, except time spent on doing homework, tended to differentiate the success status between girls and boys of 22 countries.},
	keywords = {cross-country comparison, gender variability, heterogeneous choice models, science success},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.186},
	url = {http://oaji.net/articles/2020/987-1586941252.pdf},
	author = {{\"O}yk{\"u}m Esra A{\c s}k{\i}n and Ersoy {\"O}z}
}
@article {806,
	title = {THE CALCULATIONS OF AREAS AND VOLUMES USING THE METHOD OF ARCHIMEDES: SOME DIDACTIC CONSIDERATIONS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Editorial},
	chapter = {812-815},
	abstract = {An interdisciplinary approach to education is nowadays considered an important aspect to improve the critical skills of the learners so that they can guess how several aspects of the human knowledge are interconnected. A key aspect of interdisciplinary education is represented by the use of the history of a certain subject within the teaching of the subject itself. This is particularly conspicuous in science education. For, the appropriate and not superficial introduction of historical elements within science education allows the pupils to discover the human aspects of science, the problems behind the creation and development of many concepts, which are often presented only in a formal manner. As a matter of fact, after having grasped that some problems are difficult and after having understood and appreciated the efforts that in the course of history the scientists have carried out to solve such problems, the learners will accept the necessity of a formalization and will not consider such a formalization as a sort of abstract doctrine imposed by the teachers for unspecified reasons. Furthermore, history of science has profound relations with history, mathematics, science, philosophy, physique and technique, so that it is a typical interdisciplinary subject which can be exploited in an educative context.},
	keywords = {interdisciplinary approach, interdisciplinary education, science education, science history},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.812},
	url = {http://oaji.net/articles/2019/987-1576224811.pdf},
	author = {Paolo   Bussotti}
}
@article {744,
	title = {THE CONCEPT OF FORM IN GEOMETRY: SOME CONSIDERATIONS CONCERNING SCIENCE AND MATHEMATICS EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Editorial},
	chapter = {152-157},
	abstract = {The concept of form is one of the most intuitive within our experience. When we say that two objects of different dimensions have or do not have the same form there is not properly a reflexion behind this claim. Rather, it is, at all appearances, based on our visual faculties, which is perfectly in order in the context of our daily life. This intuitive and visual notion of form is suitable to the necessities of our practical, or also esthetical, experience. However, on second thought, things are not so easy: suppose that I look at an object and I find that it is circular. I claim, hence, that it is a circle and my statement is correct. Another person looks at this object from another point of view and sees that this object is an ellipsis or a hyperbola or a parabola. He is not wrong. This person is not the prey of a dream or of a hallucination. He is observing the world from another point of view, or as usually told in mathematics and physics, from another reference frame. },
	keywords = {Euclidean geometry, Euclidean propositions, mathematics education, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.152},
	url = {http://oaji.net/articles/2019/987-1554359213.pdf},
	author = {Paolo   Bussotti}
}
@article {756,
	title = {CONCEPTUAL DIFFICULTIES PRE-SERVICE PRIMARY TEACHERS HAVE WITH STATIC ELECTRICITY},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {300-313},
	abstract = {Static electricity is the introductory chapter to electricity in all high school and university Physics textbooks. The interpretations of static electricity phenomena are not obvious, even in higher education. This research was conducted to identify the major difficulties which pre-service primary teachers encounter in explaining static electricity. They conducted electrostatic experiments focused on different types of electricity, in the context of an Introductory Physics Laboratory Course.  The data were collected through the reports they wrote at the end of the course. The qualitative content analysis method was used in order to analyze the data. The sample, which was a convenient one, consisted of 200 pre-service primary teachers, 170 females and 30 males. The analysis showed that pre-service primary teachers have considerable difficulty conceptualizing the microscopic processes {\textendash} more specifically, charging by induction {\textendash} that explain these phenomena. The different roles electrons play in conductors and insulators seemed to pose difficulties for pre-service primary teachers. The findings implied an emphasis on microscopic models during macroscopic experimental processes. This could help pre-service primary teachers to understand the role of electrons in conductors and insulators and the different mechanisms involved in different types of charging.  },
	keywords = {conceptual difficulties, content analysis, static electricity},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.300},
	url = {http://oaji.net/articles/2019/987-1554360030.pdf},
	author = {Constantina G. Stefanidou and Konstantina D. Tsalapati and Anastasia M. Ferentinou and Constantine D. Skordoulis}
}
@article {790,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {651},
	abstract = {CONTENTS, JBSE, Vol. 18, No. 5, 2019},
	url = {http://oaji.net/articles/2019/987-1571123781.pdf},
	author = {Editorial Board}
}
@article {774,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {487},
	abstract = {Contents, JBSE, Vol. 18, No. 4, 2019},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2019/987-1564685181.pdf},
	author = {Editorial Board}
}
@article {759,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {319},
	abstract = {Contents, JBSE, Vol. 18, No. 3, 2019},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2019/987-1559371746.pdf},
	author = {Editorial Board}
}
@article {743,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {151},
	abstract = {Contents, JBSE, Vol. 18, No. 2, 2019},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2019/987-1554359065.pdf},
	author = {Editorial Board}
}
@article {805,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {811},
	abstract = {Contents, Vol. 18, No. 6, 2019},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2019/987-1576224730.pdf},
	author = {Editorial Board}
}
@article {729,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 18, No. 1, JBSE, 2019},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2019/987-1550082420.pdf},
	author = {Editorial Board}
}
@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 {810,
	title = {THE CORRELATION BETWEEN RENEWABLE ENERGY KNOWLEDGE AND ATTITUDE: A STRUCTURAL EQUATION MODEL WITH FUTURE{\textquoteright}S EDUCATORS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {December/219},
	pages = {Continuous},
	type = {Original article},
	chapter = {866-879},
	abstract = {It is important to create positive attitudes and enough knowledge for preservice science teachers about renewable energy for future. The aim of this research was to show the correlation between renewable energy knowledge and sub-dimensions of attitude towards renewable energy with Structural Equation Modeling (SEM). The research was conducted by the analysis of 1145 pre-service teachers{\textquoteright} answers to questionnaires data using SEM. Two questionnaires used for data collection which first was renewable energy knowledge scale that Cronbach{\textquoteright}s alpha was .82 and the second was renewable energy attitude scale that Cronbach{\textquoteright}s alpha was .87.  Initially, Kaiser-Meyer-Olkin and Bartlett{\textquoteright}s tests were done with SPSS to test appropriateness of subdimensions to factor analysis. Exploratory factor analysis was done for the subdimensions that were seen to be suitable for factor analysis and then structural model was tested with LISREL. At the end of the SEM test, it was found that there are positive relations between renewable energy knowledge of preservice teachers and their attitudes towards renewable energy. The more knowledge and attitudes about renewable energy can be improved, the more positive attitudes and behaviors will be provided to individuals and the efficient use of renewable energy types will be realized.},
	keywords = {attitude towards renewable energy, Preservice Science Teachers, renewable energy knowledge, structural equation modelling},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.866},
	url = {http://oaji.net/articles/2019/987-1576225982.pdf},
	author = {Murat Gen{\c c} and Mustafa Akilli}
}
@article {728,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, JBSE, Vol. 18, No. 1, 2019},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2019/987-1550082383.pdf},
	author = {Editorial Board}
}
@article {789,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {650-651},
	abstract = {Cover page, JBSE, Vol. 18, No. 5, 2019
},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2019/987-1571123747.pdf},
	author = {Editorial Board}
}
@article {804,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {809},
	abstract = {Cover, JBSE, Vol. 18, No. 6, 2019},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2019/987-1576224686.pdf},
	author = {Editorial Board}
}
@article {742,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {149-150},
	abstract = {Cover page, JBSE, Vol. 18, No. 2, 2019},
	keywords = {cover page, JBSE},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2019/987-1554359026.pdf},
	author = {Editorial Board}
}
@article {758,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {317-318},
	abstract = {Cover page, JBSE, Vol. 18, No. 3, 2019},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2019/987-1559371690.pdf},
	author = {Editorial Board}
}
@article {773,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {485-486},
	abstract = {Cover page, JBSE, Vol. 18, No. 4, 2019},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2019/987-1564685112.pdf},
	author = {Editorial Board}
}
@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 {660,
	title = {THE COMPARISON OF OR-IPA TEACHING MODEL AND PROBLEM BASED LEARNING MODEL EFFECTIVENESS TO IMPROVE CRITICAL THINKING SKILLS OF PRE-SERVICE PHYSICS TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {300-319},
	abstract = {Critical thinking skills are one of the 21st century skills that are effectively trained by using the OR-IPA and Problem Based Learning (PBL) Model, therefore this research aims to compare the effectiveness of both. Research design used True Experiment with Randomized Subject Control-group Pre-test and Post-test with 94 pre-service physics teachers. Data collected using the critical thinking skills test and the student response sheet, and then analyzed using t-test and N-gain. The results showed: (1) the teaching instruments of OR-IPA and PBL Model have fulfilled the validity requirements (rα ~ .26) and reliability (α = .96 - .99). (2) Each of OR-IPA, PBL, and Conventional Model can significantly increase critical thinking skills at α = 5\%, respectively with average N-gain: medium (.60), medium (.48), and low (.14); with the student response of: very positive, very positive, and less positive. (3) The OR-IPA and PBL Model are effective to improve critical thinking skills, while the Conventional Model is ineffective, and the OR-IPA Model is more effective compared to the PBL Model. Implication of this research is that the OR-IPA Model can be an innovative solution to improve critical thinking skills, but there is still a need for repetitive research like this.},
	keywords = {and PBL model, basic physics, critical thinking skills, OR-IPA model, pre-service physics teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.300},
	url = {http://oaji.net/articles/2017/987-1523527582.pdf},
	author = {Budi Jatmiko and Binar Kurnia Prahani and Munasir and Z.A. Imam Supardi and Iwan Wicaksono and Nia Erlina and Paken Pandiangan and Rosyid Althaf and Zainuddin}
}
@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 {666,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {363},
	abstract = {Contents, JBSE, Vol. 17, No. 3, 2018},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1529508517.pdf},
	author = {Editorial Board}
}
@article {634,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 17, No. 1, 2018},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1519059513.pdf},
	author = {Editorial Board}
}
@article {714,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {911},
	abstract = {Contents, Vol. 17, No. 6, 2018, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1544775653.pdf},
	author = {Editorial Board}
}
@article {649,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {183},
	abstract = {Contents, JBSE, Vol. 17, No. 2, 2018},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1523526397.pdf},
	author = {Editorial Board}
}
@article {681,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {531},
	abstract = {Contents, JBSE, Vol. 17, No. 4, 2018},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1533842488.pdf},
	author = {Editorial Board}
}
@article {699,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {747},
	abstract = {Contents, JBSE, Vol. 17, No. 5, 2018},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1539417866.pdf},
	author = {Editorial Board}
}
@article {685,
	title = {CONTEXTUALIZATION OF SPATIAL INTELLIGENCE: CORRELATION BETWEEN SPATIAL INTELLIGENCE, SPATIAL ABILITY, AND GEOGRAPHY SKILLS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {564-575},
	abstract = {This research attempted to find whether spatial intelligence (without context) has a correlation to (contextual) spatial ability and affects geographic skills as crystallized ability (Gc). It employed the descriptive method with subjects including students at the primary, junior high, and senior high schools. The data were collected through two instruments, namely test and questionnaire. Data of test results were processed by tabulation technique and correlated for the scores of spatial intelligence, spatial ability, and geographic skills. The results show that spatial intelligence (Gf) tended to increase from the level of primary to junior high and to senior high school level, whereas spatial ability (Gc) and geographic skills (Geo-s) tended to decrease. Despite the decline, all three (Gf, Gc, and Geo-s) had the potentials for improvement. Thus, geography teachers are encouraged to participate in improving students{\textquoteright} spatial and geographic skills, so students can develop their potentials optimally for geographic skills and future career development.},
	keywords = {contextualization, crystallized intelligence, geographic skills, intelligence and skill correlation, spatial intelligence},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.564},
	url = {http://oaji.net/articles/2017/987-1533708545.pdf},
	author = {Ahmad Yani and Asep Mulyadi and Mamat Ruhimat}
}
@article {686,
	title = {THE CONTRIBUTION OF TEACHER PREPARATION ON GRADE 8 STUDENTS{\textquoteright} SCIENCE ACHIEVEMENT IN TIMSS: A COMPARATIVE STUDY BETWEEN MALAYSIA AND SINGAPORE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {576-589},
	abstract = {The ultimate aim of this research  was to explore the contribution of teacher preparedness or readiness (in terms of their academic background, confidence in teaching science and career satisfaction) towards the achievement in science among Malaysian and Singaporean eighth-graders. The TIMSS 2011 international assessment of student achievement at the eighth grade comprises written tests together with sets of questionnaires that gather information on the educational and social contexts for achievement in science. The TIMSS 2011 science achievement scale was used to gauge Grade 8 students{\textquoteright} science achievement. Confidence in Teaching Science Scale and Teacher Career Satisfaction Scale was used to explore science teachers{\textquoteright} confidence in teaching science and career statisfaction, respectively. Data were obtained from 5,733 Malaysian students and 5,927 Singaporean students who participated in the TIMSS 2011 study using two-stage random sample design.Higher science achievement among Singaporean eighth grade students was related to teachers having more teaching experience, being confident in  science teaching, and being satisfied with  careers . However, these findings were not evident in Malaysia. The findings of such a research may help science educators and policy makers to identify and nurture the strong learning prerequisites of early adolescents in different education systems.},
	keywords = {career satisfaction, confidence in teaching science, Science Achievement, teacher preparation, TIMSS},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.576},
	url = {http://oaji.net/articles/2017/987-1533708650.pdf},
	author = {Yoon Fah Lay and A.L. Chandrasegaran}
}
@article {698,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {745-746},
	abstract = {Cover page, JBSE, Vol. 17, No. 5, 2018},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1539417829.pdf},
	author = {Editorial Board}
}
@article {713,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {909-910},
	abstract = {Cover page, Vol. 17, No. 6, 2018, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1544775608.pdf},
	author = {Editorial Board}
}
@article {633,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 17, No. 1, 2018},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1519059475.pdf},
	author = {Editorial Board}
}
@article {648,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {180-182},
	abstract = {Cover page, JBSE, Vol. 17, No. 2, 2018},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1523526357.pdf},
	author = {Editorial Board}
}
@article {680,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {529-530},
	abstract = {Cover, JBSE, Vol. 17, No. 4, 2018},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1533708155.pdf},
	author = {Editorial Board}
}
@article {665,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {361-362},
	abstract = {Cover page, JBSE, Vol. 17, No. 3, 2018},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1529508472.pdf},
	author = {Editorial Board}
}
@article {581,
	title = {CHANGING NEGATIVE PERCEPTIONS OF ANIMALS THROUGH TEACHING PRACTICE: A RESEARCH IN PRIMARY EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {446-458},
	abstract = {This research focused on whether teaching practice could improve children{\textquoteright}s perceptions of animals with a bad image. For this purpose, children from the 5th year of schooling approached the topic {\textquotedblleft}diversity of animals{\textquotedblright} differently. The experimental group, 50 children from three classes (25 boys and 25 girls) aged 10 to 13, adopted an approach more focused on the role of the ecosystem and benefits of the animals for humans. The control group, 53 pupils from another three classes (27 boys and 26 girls) within the same age range, adopted a more descriptive approach based on the morphology, physiology and behaviours of the different animals. A pre-test and a post-test were administered to identify children{\textquoteright}s empathy with ten animals with a bad image and to assess both their attractiveness and dangerousness. The experimental group significantly increased their empathy with the ten animals and only the assessment of their dangerousness was less conclusive. Even so, the dangerousness of the shark and of the mouse decreased significantly in this group. The research seems to be important as an aid to the design of didactic approaches related to the present issue both in continuous and pre-service training courses for primary teachers.  },
	keywords = {perceptions of animals, primary school, teaching practice},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/jbse/17.16.446},
	url = {http://oaji.net/articles/2017/987-1503904664.pdf},
	author = {Ant{\'o}nio Almeida and Garc{\'\i}a Fern{\'a}ndez, B. and Teresa Silva}
}
@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 {564,
	title = {CLOSING THE SCIENCE PROCESS SKILLS GAP BETWEEN STUDENTS WITH HIGH AND LOW LEVEL ACADEMIC ACHIEVEMENT},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {266-277},
	abstract = {Science Process Skills (SPSs) are fundamental skills to mastering science. To nurture students{\textquoteright} SPS, inquiry based learning and student-center activities may work effectively. This study aims at analyzing: How Inquiry-based Learning and Student Team Achievement Division (INSTAD) affects science process skills compared with inquiry-based learning, Student Teams Achievement Divisions (STAD), and conventional learning method. The participants were 136 grade 7 students from 27 public middle schools in Surakarta, Indonesia. They were divided into 68 students with higher academic (HA) achievement and 68 students with lower academic (LA) achievement. A nonequivalent control group design with pretest and posttest were applied to get data on SPSs using a sort of essay test. The result indicates that: (1) While the outcomes of INSTAD and inquiry-based learning are comparable, they are significantly different compared with the outcomes of STAD and conventional learning. (2) Students in HA group have higher SPS than students in LA groups. (3) INSTAD, on an equal level with inquiry-based learning, significantly increases the students{\textquoteright} SPSs. Compared with other three methods, INSTAD was confirmed the most effective in closing the science process skills gaps between students in HA group and LA group.},
	keywords = {inquiry-based learning, INSTAD, science process skills, STAD},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.266 },
	url = {http://oaji.net/articles/2017/987-1497156674.pdf},
	author = {Baskoro Adi Prayitno and Duran Corebima and Herawati Susilo and Siti Zubaidah and Murni Ramli}
}
@article {548,
	title = {COMPARISON ON VIEWS OF NATURE OF SCIENCE BETWEEN MATH AND PHYSICS STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {77-85},
	abstract = {University lecturers stress the importance of science and non-science students developing informed views of nature of science. However, few previous researches have conducted to explore students{\textquoteright} NOS views within specific majors. Consequently, this research used the questionnaire of VNOS-D (View of Nature of Science, the version D) to assess the views of nature of science between math and physics students. From the survey of 311 students, it was found that both math and physics students scored relatively lower on the subjective and social \& cultural dimension than others. However, on the tentativeness dimension, the third year and the fourth year physics students showed significantly more sophisticated views than math counterparts. In addition, the differences across grade levels were found on the observation \& inference dimension in both math and physics major groups. Some possible explanations were provided. The findings indicated that majors and grade levels influenced the views on some special dimensions of NOS. },
	keywords = {math and physics students, university science education, views of nature of science},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.77},
	url = {http://oaji.net/articles/2017/987-1493049902.pdf},
	author = {Wei-Zhao Shi and Jingying Wang}
}
@article {542,
	title = {CONCEPTION OF LEARNING PHYSICS AND SELF-EFFICACY AMONG INDONESIAN UNIVERSITY STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {7-19},
	abstract = {This research aimed to explore the correlation between Indonesian University students{\textquoteright} conception of learning physics and their physics{\textquoteright} self-efficacy. A total of 279 students who were majoring in physics education participated in this research and were invited to complete two instruments: the conception of learning physics (CLP) and the physics learning{\textquoteright} self-efficacy (PLSE). Both of the questionnaires, which were modified from [Lin, Liang, \& Tsai (2015a) and Lin, Liang, \& Tsai (2015b)]{\textquoteright} instruments, had been translated into Indonesian language and validated through an exploratory factor analysis of participants{\textquoteright} responses. The differences between student levels were explored for their significance using an ANOVA test in order to portray a clear line among different conceptions of learning physics and physics learning self-efficacy. The results indicated that, first, the instruments used in the research had satisfactory validity and reliability. Second, students in sophomore level were significantly lower on the conceptions of testing than those in other levels. Meanwhile, the conceptions of calculating-practicing and understanding were not significantly different. Third, university students in senior level performed more confident in four dimensions: science content, higher-order thinking, everyday application, and science communication than others. The research also depicted a moderate correlation among dimensions of CLP and PLSE. },
	keywords = {conception of learning, physics education, self-efficacy, survey study, university student},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.07},
	url = {http://oaji.net/articles/2017/987-1493049396.pdf},
	author = {Nadi Suprapto and Te-Sheng Chang and Chih-Hsiung Ku}
}
@article {587,
	title = {CONSENSUS-BASED EDUCATION: ITS EFFECT ON COLLEGE STUDENTS{\textquoteright} ACHIEVEMENT IN BIOENERGETICS AS MODERATED BY GENDER AND LEARNING STYLES},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {533-548},
	abstract = {Involving students in making an educational decision is claimed to produce better outcomes. The effect of consensus-based education (CBE) on achievement in bioenergetics as moderated by gender and learning styles was determined. Two undergraduate biology classes were compared employing the quasi-experimental design, one using CBE and the other taught the conventional way. The Biology Achievement Test (BAT) was the main data collection tool used, supplemented with questionnaires, learning style inventory, videos, journal, and informal interviews. ANCOVA tested the effect of educational approach and the moderating effects of gender and learning styles while t-test compared the BAT scores between the groups. Results show that CBE can be a feasible alternative approach to teaching biology as it fairly addresses issues on gender and learning styles. It has also helped students develop their reasoning skills and improve their appreciation of democratic practices in the classroom. },
	keywords = {achievement in bioenergetics, consensus-based education, educational decision-making, gender effect, learning style effect},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.533},
	url = {http://oaji.net/articles/2017/987-1503905085.pdf},
	author = {Eddie G. Fetalvero}
}
@article {1023,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 16, No. 1, 2017, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1493049249.pdf},
	author = {Editorial Board}
}
@article {579,
	title = {Contents},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {443},
	abstract = {Contents},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1503904484.pdf},
	author = {Editorial Board}
}
@article {1020,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {143},
	abstract = {Contents, Vol. 16, No. 2, 2017, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1497155843.pdf},
	author = {Editorial Board}
}
@article {598,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {631},
	abstract = {Contents},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1509213427.pdf},
	author = {Editorial Board}
}
@article {1017,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {283},
	abstract = {Contents, JBSE, Vol. 16, No. 3, 2017},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1497963472.pdf},
	author = {Editorial Board}
}
@article {615,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {831},
	abstract = {Contents},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1513970545.pdf},
	author = {Editorial Board}
}
@article {600,
	title = {THE CONTRIBUTION OF DEMONSTRATION AND STUDENT-LED EXPERIMENTS ON THE STUDENTS{\textquoteright} KNOWLEDGE QUALITY IN THE THIRD GRADE OF PRIMARY SCHOOL},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {634-650},
	abstract = {The aim of this research is to establish the contribution of demonstration and student-led experiments on the quality of students{\textquoteright} knowledge about the air-related content in the third grade of primary school. This research included 120 students from Serbia, divided into two groups: control (C) and experimental (E). In group C the experiments were demonstrated by the teacher, whereas those same experiments were independently conducted by the students{\textquoteright} inside smaller groups in group E. The quality of the students{\textquoteright} knowledge was examined after the application of the experiments with the post-test, while the quality of the duration of knowledge was examined with the retest. The students in the group E acquired the knowledge of the higher quality and more durable knowledge about the air-related content then the students{\textquoteright} from the group C on the cognitive levels: analysis, evaluation and synthesis. Therefore, the priority should be given to the student-led experiments over the demonstration, when processed air-related content in the third grade of primary school, because their application contributes to the increase of the students{\textquoteright} knowledge quality.},
	keywords = {demonstration experiments, primary school, student knowledge quality, student-led experiments, third grade},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.634},
	url = {http://oaji.net/articles/2017/987-1509213595.pdf},
	author = {Stanko Cvjeti{\'c}anin and Mirjana Mari{\v c}i{\'c}}
}
@article {1016,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {281-282},
	abstract = {Cover page, JBSE, Vol. 16, No. 3, 2017},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1497963437.pdf},
	author = {Editorial Board}
}
@article {1022,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 16, No. 1, 2017, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1493049193.pdf},
	author = {Editorial Board}
}
@article {1019,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {141-142},
	abstract = {Cover page, Vol. 16, No. 2, 2017, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1497155799.pdf},
	author = {Editorial Board}
}
@article {614,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {829-830},
	abstract = {Cover page},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1513970509.pdf},
	author = {Editorial Board}
}
@article {597,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {629-630},
	abstract = {Cover page},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1509213391.pdf},
	author = {Editorial Board}
}
@article {578,
	title = {Cover page},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {441-442},
	abstract = {Cover page},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1503904418.pdf},
	author = {Editorial Board}
}
@article {486,
	title = {COMPARATIVE RESEARCH ON THE UNDERSTANDINGS OF NATURE OF SCIENCE AND SCIENTIFIC INQUIRY BETWEEN SCIENCE TEACHERS FROM SHANGHAI AND CHICAGO},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {February/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {97{\textendash}108 },
	abstract = {Nature of science is considered to be an important component of scientific literacy, and understanding the nature of science is advocated as an important goal of science education. Scientific inquiry is regarded as the core of curriculum reform, which has become the consensus of the international K-12 science education, as well as a scientific direction for which educators have been striving over the last century. To compare the views of nature of science and scientific inquiry of teachers between China and United States, 90 high school science teachers from Shanghai and Chicago are chosen to do open-ended questionnaires and interviews. By conducting the sequential mixed method and using the empirical investigations of VNOS-D and VOSI-S, their different understandings mainly perform in the specific aspects of nature of science and scientific inquiry, cognitive stages, types and relationships etc. Overall, the level of American teachers{\textquoteright} views of nature of science and science inquiry are better than Chinese. Finally, some suggestions on Chinese science teachers{\textquoteright} education are proposed.},
	keywords = {epistemological belief in science, nature of science, scientific inquiry},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.97},
	url = {http://oaji.net/articles/2016/987-1481286413.pdf},
	author = {Jingying Wang and Ying Zhao}
}
@article {1053,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {April/2016},
	pages = {Continuous},
	type = {Other},
	chapter = {135},
	abstract = {Contents, Vol. 15, No. 2, 2016, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631292204.pdf},
	author = {Editorial Board}
}
@article {1032,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {August/2016},
	pages = {Continuous},
	type = {Other},
	chapter = {407},
	abstract = {Contents, Vol. 15, No. 4, 2016, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1629378711.pdf},
	author = {Editorial Board}
}
@article {1029,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {October/2016},
	pages = {Continuous},
	type = {Other},
	chapter = {555},
	abstract = {Contents, Vol. 15, No. 5, 2016, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1629301918.pdf},
	author = {Editorial Board}
}
@article {1035,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Other},
	chapter = {267},
	abstract = {Contents, Vol. 15, No. 3, 2016, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1629442494.pdf},
	author = {Editorial Board}
}
@article {1026,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {December/2016},
	pages = {Continuous},
	type = {Other},
	chapter = {659},
	abstract = {Contents, Vol. 15, No. 6, 2016, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1629272954.pdf},
	author = {Editorial Board}
}
@article {1056,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {February/2016},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 15, No. 1, 2016, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631343570.pdf},
	author = {Editorial Board}
}
@article {510,
	title = {CONTEXT-BASED QUESTIONS IN SCIENCE EDUCATION: THEIR EFFECTS ON TEST ANXIETY AND SCIENCE ACHIEVEMENT IN RELATION TO THE GENDER OF SECONDARY SCHOOL STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {382-390},
	abstract = {Context-based questions can be effective in reducing test anxiety and increasing science achievement. The purpose of this research was to determine the effects of context-based questions on the test anxiety and science achievement of secondary school students enrolled in a science course, in relation to gender. Seventy students who were found to have high levels of test anxiety were selected from the 185 seventh-grade students at a public school in Turkey. The Revised Test Anxiety Scale (RTAS) was used to measure the students{\textquoteright} test anxiety. The scores the students obtained in three different examinations were considered as indicators of their academic achievement. The analysis results showed that there was a statistically significant difference between the test anxiety and science achievement scores of the students who were given context-based questions and the corresponding scores of the students who were given conventional questions. However, there was no statistically significant difference between the main effect of gender and treatment and there was no gender interaction effect. These findings suggest that context-based questions can be considered as a better alternative to conventional questions for reducing students{\textquoteright} test anxiety and improving their science achievement.},
	keywords = {context-based questions, conventional questions, Science Achievement, secondary school students, Test Anxiety},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.382},
	url = {http://oaji.net/articles/2016/987-1482422784.pdf},
	author = {Namudar {\.I}zzet Kurbano{\u g}lu and Fatma Ko{\c c} Nefes}
}
@article {1055,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {February/2016},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 15, No. 1, 2016, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631343518.pdf},
	author = {Editorial Board}
}
@article {1025,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {December/2016},
	pages = {Continuous},
	type = {Other},
	chapter = {657-658},
	abstract = {Cover page, Vol. 15, No. 6, 2016, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1629272894.pdf},
	author = {Editorial Board}
}
@article {1028,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {October/2016},
	pages = {Continuous},
	type = {Other},
	chapter = {553-554},
	abstract = {Cover page, Vol. 15, No. 5, 2016, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1629301855.pdf},
	author = {Editorial Board}
}
@article {1034,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Other},
	chapter = {265-266},
	abstract = {Cover page, Vol. 15, No. 3, 2016, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1629442420.pdf},
	author = {Editorial Board}
}
@article {1052,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {April/2016},
	pages = {Continuous},
	type = {Other},
	chapter = {133-134},
	abstract = {Cover page, Vol. 15, No. 2, 2016, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631292147.pdf},
	author = {Editorial Board}
}
@article {1031,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {August/2016},
	pages = {Continuous},
	type = {Other},
	chapter = {405-406},
	abstract = {Cover page, Vol. 15, No. 4, 2016, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1629378630.pdf},
	author = {Editorial Board}
}
@article {538,
	title = {CZECH HIGH SCHOOL STUDENTS{\textquoteright} MISCONCEPTIONS ABOUT BASIC GENETIC CONCEPTS: PRELIMINARY RESULTS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {December/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {738{\textendash}745 },
	abstract = {The revelation of misconceptions contributes to better education, especially when that information is described in a specific field of science. Additionally, genetics is one of very problematic topics, and misconceptions appear there frequently as there are difficult interconnections among them. The main aim of the study was to explore high school students{\textasciiacute} misconceptions about basic genetics concepts. Moreover the influence of gender was also examined. Respondents were 102 Czech high school students of two high schools. Research tool was test containing 15 two tier questions concerning about basic genetics concepts like chromosome, DNA, allele and gene. Reliability was determined with the use of Cronbach{\textquoteright}s alpha coefficient. The result of Kolmogor-Smirnov test allowed to use parametric statistical methods. The data were analysed by the using of descriptive statistical methods (mean score) and inferential statistical methods (ANOVA). Concept {\textquoteleft}DNA{\textquoteright} was determined as the most problematic one for students, contrarily concept {\textquoteleft}allele{\textquoteright} was the simplest one. It was found that high school students do not understand selected basic genetic concepts. In addition, students do not interconnect genetic concepts within one complex system of knowledge, they also do not realise structure and hierarchy of these concepts. },
	keywords = {basic genetics concepts, genetics learning, high school students, misconceptions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.738},
	url = {http://oaji.net/articles/2016/987-1482503099.pdf},
	author = {Jana Vlckova and Milan Kubiatko and Muhammet Usak}
}
@article {445,
	title = {CHANGES IN THE NUMBER OF IDEAS DEPENDING ON TIME WHEN CONDUCTING SCIENTIFIC CREATIVITY ACTIVITIES},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {August/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {448{\textendash}459},
	abstract = {Teaching creativity is one of the major goals of science class. This study examined how much time is necessary to conduct a scientific creativity task requiring fluency in middle schools. To accomplish this, 76 and 45 scientifically gifted and ordinary students respectively generated as many ideas as possible for the creativity task. The results revealed that ordinary students spent, on average, approximately 20 minutes to generate 3.49 ideas per student. However, gifted students concentrated on the task for a longer time (roughly 60 minutes), and consequently generated greater (11.53) and more elaborate ideas. In comparing the ordinary students{\textquoteright} fluency with their school science scores, no relationship was found between them. This indicates that only teaching science cannot guarantee the development of creativity. Therefore, it is concluded that teaching fluency in middle schools is necessary and can possibly encourage creativity, provided that teachers can secure a minimal amount of time required to do so. Finally, the limitations of this study and further studies are discussed.},
	keywords = {gifted education, scientific creativity, teaching creativity},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.448},
	url = {http://oaji.net/articles/2016/987-1479497961.pdf},
	author = {Daehyeok Kang and Jongwon Park and Hanghwa Hong}
}
@article {447,
	title = {COGNITIVE BASIS AND SEMANTIC STRUCTURE OF PHENOMENOLOGICAL REASONING ON SCIENCE AMONG LOWER SECONDARY SCHOOL STUDENTS: A CASE OF INDONESIA},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {August/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {474{\textendash}486 },
	abstract = {A study had been conducted in qualitative design employing phenomenology approach to examine the cognitive basis and the semantic structure of phenomena based reasoning of lower secondary school students in Ambon. The data of the study were collected by using a test. Phenomena stimulus of science was given to the informants in the form of cognitive basis and semantic structure of phenomena based reasoning. This study concluded that (1) the cognitive basis of phenomena based reasoning were orientation, inferential abstraction, and inferential affirmation; (2) students were able to analyze phenomena by using systematic cognitive framework only if they had complete information of the phenomena; (3) inference validity related to the cognitive basis is heavily determined by the phenomena analysis ability; (4) the general semantic structures in phenomena based reasoning were definitional and assertional; (5) the semantic structure complexity was determined too by the phenomena knowledge availability which was analyzed.},
	keywords = {cognitive basis, cognitive process, knowledge structure},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.474},
	url = {http://oaji.net/articles/2016/987-1479498134.pdf},
	author = {Johanes Pelamonia and Aloysius Duran Corebima}
}
@article {443,
	title = {COGNITIVE INTEREST: PROBLEMS AND SOLUTIONS IN THE ACQUISITION OF SCIENCE AND MATHEMATICS IN SCHOOLS OF LATVIA},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {August/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {424{\textendash}434},
	abstract = {Cognitive interest is a vital learning motive for the successful learning process. Nowadays students{\textquoteright} interest about science and mathematics are decreasing. The aim of the study is to explore the cognitive interest of Grade 9 students in science and mathematics. Students were surveyed and it helped to explore the respondents{\textquoteright} cognitive activity and the cognitive interest regarding the understanding of causal relations, research activity and the solution of practical problems. The level of cognitive interests on the three level scales is average for the whole sample of respondents. The survey shows that students do not possess explicit cognitive activity; learning happens rather passively, without initiative; however, they have rather pronounced interest to explore and solve problems connected with the real life. Some implications for teachers on how to increase learners{\textquoteright} cognitive interest are provided in the conclusion. },
	keywords = {cognitive interest, learning process, science and mathematics},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.424},
	url = {http://oaji.net/articles/2016/987-1479497805.pdf},
	author = {Dagnija Cedere and Inese Jurgena and Ineta Helmane and Inta Tiltina-Kapele and Gunita Praulite}
}
@article {431,
	title = {A COMPARISON OF STANDARD AND RETROSPECTIVE PRE-POST TESTING FOR MEASURING THE CHANGES IN SCIENCE TEACHING EFFICACY BELIEFS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {275{\textendash}283},
	abstract = {Thirty-nine American and 78 Turkish preservice elementary teachers{\textquoteright} personal science teaching efficacy (PSTE) beliefs were investigated during science methods courses with standard and retrospective pre-post testing methods. Significant differences in the PSTE gain scores, which indicate the changes in the mean PSTE scores from standard/retrospective pretests to the posttest, were found between the standard and retrospective measurements in both samples. Significant differences between the standard and retrospectively measured gain scores were detected among all subgroups under study, which were formed by participants{\textquoteright} PSTE levels and gender. It has been concluded that the differences between the standard and retrospectively measured PSTE gain scores are due to the difference in the nature of these measurement methods and can be seen in most research samples in educational studies around the world. The findings of this study suggest that the response-shift bias should be considered as a common threat to validity for research studies measuring self-efficacy beliefs with the standard pre-post testing method.},
	keywords = {personal science teaching efficacy, preservice elementary teacher, response-shift bias, retrospective pretest},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.275},
	url = {http://oaji.net/articles/2016/987-1473431360.pdf},
	author = {Murat Bursal}
}
@article {427,
	title = {THE CONCEPT OF HYBRIDIZATION FROM THE PERSPECTIVE OF SCIENCE TEACHING UNDERGRADUATE STUDENTS: A PHENOMENOGRAPHIC STUDY},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {227{\textendash}236},
	abstract = {The hybridization of carbon is an important problem of quantum chemistry. It means that atomic orbitals could mix giving hybrid orbitals. Orbitals are not physical objects; they are mathematical solutions of the Schrodinger equation. The aim of this study is to determine through phenomenographic method how Science Teaching undergraduate students comprehend "hybridization". 176 students, 78 of whom are male and 98 of whom are female, participated in the study. A semi-structured questionnaire form was used in the study as data collection tool. As a result of analysis of data, it was determined that students describe hybridization in 5 different categories and 4 different ways. According to these categories: "1) Hybridization is a kind of covalent bond, 2) an electronic transition between bonds, 3) an electronic transition between orbitals, 4) the mixing of atomic orbitals to form new orbitals suitable for bonding 5) a case observed as a result of interaction between particles. Among the categories, the one "a mixing of atomic orbitals to form new orbitals suitable for bonding" category was at the top of the list with 69 metaphors.},
	keywords = {chemistry education, Description Category, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.227},
	url = {http://oaji.net/articles/2016/987-1473430977.pdf},
	author = {Erol {\c C}il and Mustafa U{\u g}ra{\c s}}
}
@article {1068,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {June/2015},
	pages = {Continuous},
	type = {Other},
	chapter = {291},
	abstract = {Contents, Vol. 14, No. 3, 2015, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631815493.pdf},
	author = {Editorial Board}
}
@article {1059,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {December/2015},
	pages = {Continuous},
	type = {Other},
	chapter = {703},
	abstract = {Contents, Vol. 14, No. 6, 2015, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631466887.pdf},
	author = {Editorial Board}
}
@article {1071,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Other},
	chapter = {159},
	abstract = {Contents, Vol. 14, No. 2, 2015, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631894398.pdf},
	author = {Editorial Board}
}
@article {1065,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {August/2015},
	pages = {Continuous},
	type = {Other},
	chapter = {419},
	abstract = {Contents, Vol. 14, No. 4, 2015, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631730356.pdf},
	author = {Editorial Board}
}
@article {1062,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {October/2015},
	pages = {Continuous},
	type = {Other},
	chapter = {563},
	abstract = {Contents, Vol. 14, No. 5, 2015, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631556746.pdf},
	author = {Editorial Board}
}
@article {1074,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 14, No. 1, 2015, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631982960.pdf},
	author = {Editorial Board}
}
@article {444,
	title = {CONTEXT-BASED LESSONS WITH 5E MODEL TO PROMOTE CONCEPTUAL UNDERSTANDING OF CHEMICAL REACTIONS AND ENERGY CONCEPTS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {August/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {435{\textendash}447},
	abstract = {This study explores whether the context-based approach with 5E model (CBA-5E) can lead to better understanding of chemical reactions and energy concepts when compared to conventional instruction (CI). Additionally, the study delves into the effect of treatment with regards to gender. Eleventh grade science-major classes with 175 students from two public high schools were enrolled. The experimental groups were treated with CBA-5E, the control groups as CI, the treatments were randomly assigned to the groups. The chemical reactions and energy concepts test, including the common alternative conceptions, was administered as pre- and post-test. The chemical reactions and energy achievement test, including conceptual and algorithmic problems, was administered as a post-test to the groups. Multivariate Analysis of Covariance (MANCOVA) was used for the analysis of the data, and the results revealed that CBA-5E was superior to CI on the students{\textquoteright} conceptual understanding regarding these concepts regardless of gender difference. },
	keywords = {5E Model, chemical reactions and energy, Conceptual Understanding, context-based lessons},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.435},
	url = {http://oaji.net/articles/2016/987-1479497881.pdf},
	author = {Ceyhan Cigdemoglu and Omer Geban}
}
@article {448,
	title = {THE CONTRIBUTION OF LEARNING MOTIVATION AND METACOGNITIVE SKILL ON COGNITIVE LEARNING OUTCOME OF STUDENTS WITHIN DIFFERENT LEARNING STRATEGIES},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {August/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {487{\textendash}500},
	abstract = {The study of the correlation between learning motivation and metacognitive skill on students{\textquoteright} cognitive learning outcome simultaneously in classes taught by different learning strategies is still lacking. A correlational research was conducted to investigate the contribution of learning motivation and metacognitive skill simultaneously on cognitive learning outcome of 142 students studying biology in classes experiencing different learning strategies at Faculty of Mathematics and Natural Science, State University of Makassar, Indonesia. The learning motivation was measured by using motivation questionnaire adapted from Keller (1983), and metacognitive skill was measured integrated with cognitive test. The findings showed that contribution of learning motivation and metacognitive skills simultaneously on cognitive learning outcomes in PBL-RQA, PBL, RQA, and conventional learning strategies was very high. The contribution of metacognitive skills on cognitive learning outcome was much greater than the contribution of learning motivation. This finding research was contrary with the previous studies. Based on the facts related to metacognitive skills, learning should consider seriously the empowerment of metacognitive skills by implementing appropriate learning strategies. Further researches are needed to reveal the correlation between learning motivation on cognitive learning outcomes in different populations and measuring instruments.},
	keywords = {biology cognitive learning outcome, learning motivation, metacognitive skill, problem-based learning-reading},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.487},
	url = {http://oaji.net/articles/2016/987-1479498242.pdf},
	author = {Arsad Bahri and Aloysius Duran Corebima}
}
@article {466,
	title = {THE CORRELATION BETWEEN ATTITUDE TOWARD SCIENCE AND COGNITIVE LEARNING RESULT OF STUDENTS IN DIFFERENT BIOLOGY LEARNINGS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {December/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {723{\textendash}732},
	abstract = {This research was conducted during one year in three different classes that were taught biology by using three different learnings, Inquiry-based learning, Thinking Empowerment by Questioning integrated with Inquiry learning (TEQI), and Scientific learning. This study investigated the correlation between attitude toward science and cognitive learning results in the three different learnings, and compared the three regression lines whether or not they are parallel. The results of this study show that the correlations between attitude toward science and cognitive learning results in the three biology learnings are significant, with the value of contribution as much as 0.634, 0.448, and 0.708 respectively. The results of the analysis of variance related to the regression equation in the three different learnings are parallel and do not coincide; the regression line of TEQI strategy is at the highest position. It indicated that TEQI strategy has the advantage of training attitude toward science and simultaneously increases students{\textquoteright} cognitive learning results.},
	keywords = {attitude toward science, cognitive learning result, inquiry based learning, regression line},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.723},
	url = {http://oaji.net/articles/2016/987-1479543832.pdf},
	author = {Ninik Kristiani and Herawati Susilo and Duran Corebima Aloysius}
}
@article {1061,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {October/2015},
	pages = {Continuous},
	type = {Other},
	chapter = {561-562},
	abstract = {Cover page, Vol. 14, No. 5, 2015, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631556697.pdf},
	author = {Editorial Board}
}
@article {1058,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {December/2015},
	pages = {Continuous},
	type = {Other},
	chapter = {701-702},
	abstract = {Cover page, Vol. 14, No. 6, 2015, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631466843.pdf},
	author = {Editorial Board}
}
@article {1073,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, JBSE, Vol. 14, No. 1, 2015},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631982922.pdf},
	author = {Editorial Board}
}
@article {1067,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {June/2015},
	pages = {Continuous},
	type = {Other},
	chapter = {289-290},
	abstract = {Cover page, Vol. 14, No. 3, 2015, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631815446.pdf},
	author = {Editorial Board}
}
@article {1064,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {August/2015},
	pages = {Continuous},
	type = {Other},
	chapter = {417-418},
	abstract = {Cover page, Vol. 14, No. 4, 2015, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631730301.pdf},
	author = {Editorial Board}
}
@article {1070,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Other},
	chapter = {157-158},
	abstract = {Cover page, Vol. 14, No. 2, 2015, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631894359.pdf},
	author = {Editorial Board}
}
@article {354,
	title = {CHANGING PRESCHOOL CHILDREN{\textquoteright}S REPRESENTATIONS OF LIGHT: A SCRATCH BASED TEACHING APPROACH},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {April/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {191-200},
	abstract = {The research presented here studied preschool children{\textquoteright}s representations of light. A teaching intervention was also carried out, with an aim to construct in children{\textquoteright}s thinking a precursor model according to which light is recognized as an autonomous entity, which is independent of the light sources and the results it causes. The teaching intervention was conducted through the use of special software created in a scratch environment. The study, consisting of three phases (pre-test, teaching intervention and post-test), included 30 children aged 4-6 years. The results of the research showed that in the children{\textquoteright}s initial mental representations light is identified mainly with light sources. After the teaching intervention, a large percentage of the children had constructed a precursor model which was compatible with the scientific one, based upon which children recognize light as an autonomous entity. },
	keywords = {precursor model, preschool pupils{\textquoteright} representations, scratch software},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.191},
	url = {http://oaji.net/articles/2015/987-1437063071.pdf},
	author = {Vassiliki Ntalakoura and Konstantinos  Ravanis}
}
@article {349,
	title = {COGNITIVE STYLES COULD BE IMPLICITLY ASSESSED IN THE INTERNET ENVIRONMENT: REFLECTION-IMPULSIVITY IS MANIFESTED IN INDIVIDUAL MANNER OF SEARCHING FOR INFORMATION},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {February/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {133-145},
	abstract = {The present research aimed to determine whether the cognitive style of reflection {\textendash} impulsivity (R-I) diagnosed in a standard way also manifests itself in the Internet environment. A special task was designed that involved searching for particular information on the Internet. Science students took part in two studies (pilot study, n=11, and replication, n=37). Data analyses revealed that indicators of performance in the simple computer task allow the differentiation of respondents in terms of the R-I dimension. The time spent on reading the command and thinking of a strategy for obtaining the information revealed a high correlation with R-I. The amount of explained R-I variance reached 82\%, indicating that the online searching task is a valid indicator of this cognitive style. The practical conclusion is that the Internet environment may be used in cognitive styles{\textquoteright} assessment which, in turn, may lead to creating interactive, cognitive style-friendly hypermedia learning facilities. },
	keywords = {cognitive styles, learning facilities, reflection-impulsivity},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.133},
	url = {http://oaji.net/articles/2015/987-1437062608.pdf},
	author = {Maciej Stolarski and Jordi Mongay Batalla and Maria Ledzi{\'n}ska}
}
@article {402,
	title = {COMPARING MALE AND FEMALE PRE-SERVICE TEACHERS{\textquoteleft} UNDERSTANDING OF THE PARTICULATE NATURE OF MATTER},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {December/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {821{\textendash}827 },
	abstract = {This study compared male and female pre-service science teachers{\textquoteright} understanding of the effect of phase changes and physical transformation of matter on the size of particles, spaces between particles, speed of particles, and number of particles. Data were collected using a questionnaire that has 36 items. Both gender groups had sound understanding of the effect of phase change on speed, spaces, and number of particles in a substance, and the effect of compression on speed, number, size and spaces between particles in solids and liquids. However, most female pre-service teachers had low understanding of the effect of phase change on the size of the particles in solids, liquids and gases as most of them incorrectly believed that heating increases the size of the particles and cooling decreases the size of particles. The results have implications for science teaching and learning and teacher education.},
	keywords = {physical transformation of matter, pre-service teachers, science teaching and learning, teacher education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.821},
	url = {http://oaji.net/articles/2015/987-1450982465.pdf},
	author = {Frackson Mumba and Vivien Mweene Chabalengula and Asiana Banda}
}
@article {393,
	title = {CONCEPTS OF VEGETABLE AND FRUIT IN PRESCHOOL AND ELEMENTARY EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {October/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {709{\textendash}725 },
	abstract = {The purpose of this study was to investigate the way the concepts of fruit and vegetable are presented in teaching materials, used in pre-school education and in the textbooks of life sciences and science and technology courses in elementary education, in addition to the students and teachers{\textquoteright} knowledge and opinions related to these concepts. Qualitative research techniques were used in this study. The sample of the study comprises the students receiving education in pre-school and elementary education and the teachers serving at these levels. 258 students and 83 teachers took part in this study. A survey, which was developed by the researcher, including two forms, was administered. Teaching materials in pre-school education and course books in elementary education were also used as data sources. When the research findings are considered, it stands out that these concepts have different definitions in different fields and thus, they have no common definitions. This situation seems to have been reflected in the teaching materials used both in pre-school and elementary education. Also, it is seen that there are important differences between teachers{\textquoteright} opinions about these concepts. },
	keywords = {concept learning, elementary education, pre-school education, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.709},
	url = {http://oaji.net/articles/2015/987-1450981641.pdf},
	author = {H{\"u}seyin E{\c s}}
}
@article {362,
	title = {CONCEPTUAL CHANGE ACTIVITIES ALLEVIATING MISCONCEPTIONS ABOUT ELECTRIC CIRCUITS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {June/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {298{\textendash}315 },
	abstract = {This study contributes to a growing literature that investigates vocational students{\textquoteright} conceptual understanding of electricity by proposing a multidimensional and pragmatic approach to conceptual change. Conceptual change model-based activities were designed in a six-stage conceptual change model and were incorporated into a four-week course. The effectiveness of these activities was measured in terms of changing these students{\textquoteright} misconceptions about simple electric circuits towards scientifically accepted ideas in terms of their revolutionary versus evolutionary nature and the extent of transfer of learning. Transformative mixed methods research design was used consisting mainly of a one-group pre-test post-test design with DIRECT Test 1.2 as a research instrument. Paired samples t-test analysis for 15 students{\textquoteright} test scores indicated that there was a statistically significant difference between students{\textquoteright} pre- and post-test scores. The results of the frequency analysis in both pre- and post-tests show a significant percentage drop in the number of students having the identified misconceptions. The majority of students during post pre-test interviews justified their answers incorrectly, but more than 80\% answered correctly in the post post-test interview.},
	keywords = {conceptual change, conceptual change model, electric circuits, misconceptions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.298 },
	url = {http://oaji.net/articles/2015/987-1437678688.pdf},
	author = {Achillefs Kapartzianis and Jeanne Kriek}
}
@article {1077,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {December/2014},
	pages = {Continuous},
	type = {Other},
	chapter = {763},
	abstract = {Contents, Vol. 13, No. 6, 2014, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1632644276.pdf},
	author = {Editorial Board}
}
@article {1083,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {August/2014},
	pages = {Continuous},
	type = {Other},
	chapter = {443},
	abstract = {Contents, Vol. 13, No. 4, 2014, JBSE },
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1633274084.pdf},
	author = {Editorial Board}
}
@article {1113,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {June/2014},
	pages = {Continuous},
	type = {Other},
	chapter = {295},
	abstract = {Contents, Vol. 13, No. 3, 2014, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2021/987-1640621753.pdf},
	author = {Editorial Board}
}
@article {1080,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {October/2014},
	pages = {Continuous},
	type = {Other},
	chapter = {591},
	abstract = {Contents, Vol. 13, No. 5, 2014, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1632662839.pdf},
	author = {Editorial Board}
}
@article {1116,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {April/2014},
	pages = {Continuous},
	type = {Other},
	chapter = {151},
	abstract = {Contents, Vol. 13, No. 2, 2014, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2021/987-1640681966.pdf},
	author = {Editorial Board}
}
@article {1119,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {February/2014},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 13, No. 1, 2014, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2021/987-1640789903.pdf},
	author = {Editorial Board}
}
@article {350,
	title = {A CONTEXT-BASED APPROACH TO SCIENCE TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {April/2014},
	pages = {Continuous},
	type = {Editorial},
	chapter = {152-154},
	abstract = {It has been traditional to educate students in school, especially secondary schools, through subject domains and within lessons named according to the domain. Today in most countries, science lessons are offered in the curriculum, specified as science, or one of its sub-components e.g. biology, chemistry, physics, or perhaps a combination of these e.g. physical science. It does not have to be this way, of course, as can be amplified by the concept of an integrated day, implemented at the primary level in a number of countries. For students to develop a sustained attraction to science and to appreciate the many ways in which it is pertinent to their daily lives, NRC (2012) suggest that class{\textlnot}room learning experiences in science need to connect with their own interests and experiences. Goodbye to the content-only approach. It is time for science education to embrace learning suitable for the modern world.},
	keywords = {science in schools, science lessons, science teaching},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.152},
	url = {http://oaji.net/articles/2015/987-1437062820.pdf},
	author = {Jack Holbrook}
}
@article {346,
	title = {CONTINUING PROFESSIONAL DEVELOPMENT (CPD) PROVISION FOR SCIENCE AND MATHEMATICS TEACHERS IN SAUDI ARABIA: PERCEPTIONS AND EXPERIENCES OF CPD PROVIDERS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {February/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {91-104},
	abstract = {This study examines the perspectives of science and mathematics Continuing Professional Development (CPD) providers regarding the nature and status of CPD provision in Saudi Arabia. It was carried out during a time when current government reforms in Saudi Arabia have placed the teaching and learning of math and science in the schools at the core of its agenda. To achieve the study results, an open-ended questionnaire was developed and used in the data collection process. Twenty science and mathematics CPD providers completed the questionnaire. Data were analyzed inductively using thematic analysis. Three themes were elicited from the study analysis: CPD planning and delivery, assessing the impact of CPD, and views of effective CPD. The article concludes that the dominant model of CPD in Saudi Arabia is based on traditional notions that are focused on a single shot design (such as training courses and workshops). The study suggests increasing the scope of CPD efforts in Saudi Arabia to allow for other forms of CPD opportunities and that science and mathematics Saudi CPD providers require support and fine tune training in order to assure the success of the CPD efforts.},
	keywords = {continuing professional development, Saudi Arabia, science and mathematics education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.91},
	url = {http://oaji.net/articles/2015/987-1437062396.pdf},
	author = {Saed A. Sabah and Merfat Fayez and Saeed M. Alshamrani and Nasser Mansour}
}
@article {1112,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {June/2014},
	pages = {Discontinuous},
	type = {Other},
	chapter = {293-294},
	abstract = {Cover, JBSE, Vol. 13, No. 3, 2014},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2021/987-1640621684.pdf},
	author = {Editorial Board}
}
@article {1082,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {August/2014},
	pages = {Continuous},
	type = {Other},
	chapter = {441-442},
	abstract = {Cover page, Vol. 13, No. 4, 2014, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1633274030.pdf},
	author = {Editorial Board}
}
@article {1118,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {February/2014},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, JBSE, Vol. 13, No. 1, 2014},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2021/987-1640789862.pdf},
	author = {Editorial Board}
}
@article {1115,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {April/2014},
	pages = {Continuous},
	type = {Other},
	chapter = {149-150},
	abstract = {Cover page, Vol. 13, No. 2, 2014, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2021/987-1640681903.pdf},
	author = {Editorial Board}
}
@article {1079,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {October/2013},
	pages = {Continuous},
	type = {Other},
	chapter = {589-590},
	abstract = {Cover page, Vol. 13, No. 5, 2014, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1632662787.pdf},
	author = {Editorial Board}
}
@article {1076,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {December/2014},
	pages = {Continuous},
	type = {Other},
	chapter = {761-762},
	abstract = {Cover page, Vol. 13, No. 6, 2014, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1632644226.pdf},
	author = {Editorial Board}
}
@article {357,
	title = {CREATIVE THINKING LEVELS OF PRESERVICE SCIENCE TEACHERS IN TERMS OF DIFFERENT VARIABLES},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {April/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {231-242},
	abstract = {The aim of this study was to determine the creative thinking levels of preservice science teachers in terms of different variables such as gender, year of study, the type of school they graduated from and their parents{\textquoteright} educational background. The study was carried out on 241 preservice science teachers. The data collection tools applied were the Torrance Tests of Creative Thinking (Figural Form A), which was used to measure their creative thinking levels, and the Individual Information Form, which was developed by the researchers. The study revealed that the creative thinking levels of preservice science teachers do not differ significantly with respect to gender, year of study, the type of school they graduated from, or their parents{\textquoteright} educational background. },
	keywords = {concept of creativity, creative thinking, Preservice Science Teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.231},
	url = {http://oaji.net/articles/2015/987-1437063246.pdf},
	author = {Selda Bak{\i}r and Esra {\"O}ztekin}
}
@article {340,
	title = {A CROSS-CULTURAL STUDY ON FRESHMEN{\textquoteright}S KNOWLEDGE OF GENETICS, EVOLUTION, AND THE NATURE OF SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {February/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {6-18},
	abstract = {The purpose of this study was to measure the freshmen{\textquoteright}s level of knowledge about genetics, evolution, human evolution, the nature of science, and opinions on evolution and the presence of non-scientific explanations among Czech, Slovakian, Slovenian and Turkish students. Determination of prior knowledge and pre-conceptions about these issues is important because they are filters to learning other related concepts. The results are going to be a starting point for developing teaching strategies concerning Darwinian evolution and preparing prospective science teachers for working with students in national and international contexts. A total of 994 first-year university students from the Czech Republic (276; 27.8\%), Slovakia (212, 21.3\%), Slovenia (217, 27.3\%) and Turkey (235, 23.6\%) participated in this study. The findings can be summarized as follows: knowledge especially that of the nature of science at the freshmen level was seriously flawed. Non-scientific explanations were present in high percentages. Both were regarded as barriers towards scientific reasoning and acceptance of general human evolution especially for students expressing orthodox religious beliefs. },
	keywords = {human evolution, nature of science, non-scientific explanations},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.06},
	url = {http://oaji.net/articles/2015/987-1437062033.pdf},
	author = {Andrej {\v S}orgo and Muhammet Usak and Milan Kubiatko and Jana Fan{\v c}ovi{\v c}ova and Pavol Prokop and Miro Puhek and Jiri Skoda and Mehmet Bahar}
}
@article {294,
	title = {COGITO ERGO SUM HOMOMACHINE?},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {September/2013},
	type = {Editorial},
	chapter = {268-270 },
	abstract = {When European Union (EU) heads of state and government met at a summit in Lisbon in 2000 (Lisbon declaration, 2000), they set the goal of making Europe {\textquoteright}the most competitive and dynamic knowledge-based economy in the world{\textquoteright}. In a knowledge economy, the {\textquoteright}most effective modern economies will be those that produce the most information and knowledge, and make that information and knowledge easily accessible to the greatest number of individuals and enterprises{\textquoteright}. This policy brief suggests that individuals and companies can easily collaborate and compete globally, and that the solution for Europe in meeting the Lisbon goals is to invest heavily in education and skills. Statistical evidence briefly demonstrates the high return on investment in education. It makes recommendations for ensuring that Europe{\textquoteright} school systems become more flexible and effective in improving learning outcomes, and argues that Europeans capacity to compete in the global knowledge economy will depend on whether its higher education institutions can meet the rapidly growing demand for high-level skills. International comparisons demonstrate the challenges confronting Europe but also illustrate the success of efforts to meet such challenges.},
	keywords = {Artificial Intelligence, human processing power, school system, teaching process},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.268 },
	url = {http://oaji.net/articles/2015/987-1425807869.pdf},
	author = {Boris Aber{\v s}ek}
}
@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 {330,
	title = {COMPARATIVE ANALYSIS OF THE EFFECTIVENESS OF 4MAT TEACHING METHOD IN REMOVING PUPILS{\textquoteright} PHYSICS MISCONCEPTIONS OF ELECTRICITY},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {730-746},
	abstract = {The purpose of this study is to determine pupils{\textquoteright} misconceptions about the electricity and the effects of 4MAT teaching method on these misconceptions. For this purpose, a non-equivalent pretest-posttest control group design was adopted and a three tier test with a sample of 100 ninth grade pupils was used to detect pupils{\textquoteright} misconceptions about the electricity. The analysis of the data showed that pupils have the following misconceptions; local reasoning, attenuation model, empirical rule model, shared current model, current-potential difference confusion, short circuit misconception, current flow as water flow, power supply as a constant current source model and sequential reasoning etc. It was determined that the frequency of most of the misconceptions decreased after the application of the innovation. A greater fall was observed in the experimental group which suggests that the 4MAT teaching method was more effective than the traditional method in reducing misconceptions. Based on the results of this study, investigation of the effects of 4MAT teaching method on other complicated subjects of physics such as magnetism, regular circular momentum is suggested for further studies. },
	keywords = {4MAT teaching method, Electricity, misconceptions, ninth grade pupils, physics teaching},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.730},
	url = {http://oaji.net/articles/2015/987-1425811268.pdf},
	author = {Serap   Ergin and {\c S}eng{\"u}l Atasoy}
}
@article {331,
	title = {A COMPARISON OF STUDENTS{\textquoteright} PERFORMANCE, SKILL AND CONFIDENCE WITH PEER INSTRUCTION AND FORMAL EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {October/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {747-758},
	abstract = {The effects of peer instruction (PI) and formal education (FE) on students{\textquoteright} performance, skill, and confidence were investigated. The research was performed in a two-year college classroom with 98 students from two groups enrolled in a physics course. One of the groups was selected as an experimental group, and the other was the control group. The students in the experimental group were instructed by peer instruction with problem solving strategy steps (PSSS), whereas the students in the control group were instructed by formal education including PSSS. The research data were collected with the Physics Achievement Test (PAT) and the Problem Solving Confidence Questionnaire (PSCQ). The problem solving skills of the students in both groups were evaluated using quantitative problems in Newtonian mechanics. The PAT and the PSCQ results related to the performance and confidence of the students indicated that there was a statistically significant difference between the means of the experimental group and the control group in favor of the experimental group. The combination of PI with PSSS was more effective for increasing the problem solving skills of the students than the combination of FE with PSSS.},
	keywords = {formal education, peer instruction, problem solving strategy steps},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.747},
	url = {http://oaji.net/articles/2015/987-1425811314.pdf},
	author = {Tolga   Gok}
}
@article {325,
	title = {CONCEPT MAPPING IN CHEMISTRY LESSONS: TOOLS FOR INCULCATING THINKING SKILLS IN CHEMISTRY LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {October/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {666-681},
	abstract = {The aim of this study is to investigate the combination effect of concept mapping and vee diagrams as thinking tools in Chemistry among some 360 secondary students in Indonesia. This study employed a quasi-experimental approach whereby students were segregated into three intervention groups: concept mapping, vee diagram and thinking skills embedded throughout the lesson (E1), concept mapping (E2) and a conventional approach (E3). Students were also characterized in terms of their ability: High (H), Moderate (M) and Low (L). Students{\textquoteright} thinking skills were measured using a modified version of the Test of Integrated Process Skills (TIPS), which has beed systematically justified in terms of reliability and validity. Analysis of findings reveal that the EI approach is the most effective technique in inculcating students{\textquoteright} thinking skills. A series of follow-up analyses also demonstrate that the E1 approach is best suited for the high ability (H) students as compared to their moderate (M) and low (L) ability counterparts. },
	keywords = {chemistry learning, concept mapping, scientific thinking skills, vee diagram},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.666},
	url = {http://oaji.net/articles/2015/987-1425810723.pdf},
	author = {Kamisah Osman and Wahidin and Subahan Mohd   Meerah}
}
@article {1138,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {February/2013},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 12, No. 1, 2013, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1645992908.pdf},
	author = {Editorial Board}
}
@article {1125,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {October/2013},
	pages = {Continuous},
	type = {Other},
	chapter = {543},
	abstract = {Contents, Vol. 12, No. 5, 2013, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1643133561.pdf},
	author = {Editorial Board}
}
@article {1122,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	pages = {Continuous},
	type = {Other},
	chapter = {711},
	abstract = {Contents, Vol. 12, No. 6, 2013, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1643099179.pdf},
	author = {Editorial Board}
}
@article {1132,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {June/2013},
	pages = {Continuous},
	type = {Other},
	chapter = {267},
	abstract = {Contents, Vol. 12, No. 3, 2013, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1645895115.pdf},
	author = {Editorial Board}
}
@article {1129,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {August/2013},
	pages = {Continuous},
	type = {Other},
	chapter = {395},
	abstract = {Contents, Vol. 12, No. 4, 2013, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1645888113.pdf},
	author = {Editorial Board}
}
@article {1135,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {April/2013},
	pages = {Continuous},
	type = {Other},
	chapter = {127},
	abstract = {Contents, Vol. 12, No. 2, 2013, JBSE},
	url = {https://oaji.net/articles/2022/987-1645904684.pdf},
	author = {Editorial Board}
}
@article {1134,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {April/2013},
	pages = {Continuous},
	type = {Other},
	chapter = {125-126},
	abstract = {Cover page, Vol. 12, No. 2, 2013, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1645904619.pdf},
	author = {Editorial Board}
}
@article {1131,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {June/2013},
	pages = {Continuous},
	type = {Other},
	chapter = {265-266},
	abstract = {Cover page, Vol. 12, No. 3, JBSE, 2013},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1645895027.pdf},
	author = {Editorial Board}
}
@article {1137,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {February/2013},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 12, No. 1, 2013, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1645992863.pdf},
	author = {Editorial Board}
}
@article {1128,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {August/2013},
	pages = {Continuous},
	type = {Other},
	chapter = {393-394},
	abstract = {Cover page, Vol. 12, No. 4, 2013, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1645888064.pdf},
	author = {Editorial Board}
}
@article {1124,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {October/2013},
	pages = {Continuous},
	type = {Other},
	chapter = {541-542},
	abstract = {Cover page, Vol. 12, No. 5, 2013, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1643133510.pdf},
	author = {Editorial Board}
}
@article {1121,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	pages = {Continuous},
	type = {Other},
	chapter = {709-710},
	abstract = {Cover page, Vol. 12, No. 6, 2013, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1643099125.pdf},
	author = {Editorial Board}
}
@article {252,
	title = {COMPARISON BETWEEN A REAL FIELD TRIP AND A VIRTUAL FIELD TRIP IN A NATURE PRESERVE: KNOWLEDGE GAINED IN BIOLOGY AND ECOLOGY},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {164-174 },
	abstract = {The research presents a case study in the scope of which real and virtual field trips have been compared. The emphasis was on determining the levels of knowledge gain effectiveness in the fields of biology and ecology. A pre-existing natural trail in the protected area of Maribor Island was chosen and digitized for the purposes of the study. During the development of the virtual trail, real fieldwork was simulated in order to ensure a valid comparison. In the spring of 2011, field exercise tests were conducted by means of a study sample consisting of 211 (8th grade) lower secondary school students.
The results have generally shown minute differences between the levels of knowledge acquisition effectiveness between both field trips. The results have also led to the conclusion that the students participating in the real field trip were more successful in their performance regarding the exercises they had been assigned, which included real objects serving as tools supporting the students in their observation and investigation endeavours. On the other hand, the students participating in the virtual field trip were more successful with regard to computer-assisted exercises, where they were able to access additional information on more complex processes.},
	keywords = {Education, knowledge gain, lower secondary school, virtual field trip},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.164},
	url = {http://oaji.net/articles/2014/987-1419167662.pdf},
	author = {Miro Puhek and Matej Per{\v s}e and Andrej {\v S}orgo}
}
@article {267,
	title = {A COMPARISON OF CHEMISTRY TEACHERS{\textquoteright} AND GRADE 11 STUDENTS{\textquoteright} ALTERNATIVE CONCEPTIONS OF {\textquoteleft}RATE OF REACTION{\textquoteright}},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {333-346 },
	abstract = {The purpose of this study is to compare alternative conceptions of chemistry teachers and Grade 11 students on the subject of {\textquoteleft}rate of reaction{\textquoteright}. This study was conducted with a total of seventy chemistry teachers and seventy two grade 11 students. To collect data, a {\textquoteleft}rate of reaction{\textquoteright} concept test comprising 9 lead and 10 sub-questions (in total 19 items) were employed. Also, a structured interview session was conducted with 10 chemistry teachers and 13 grade 11 students. Since the chemistry teachers and grade 11 students possessed similar alternative conceptions, it can be deduced that the chemistry teachers seem to have been principal source at transmitting their alternative conceptions to the grade 11 students. It is recommended that, a common database or website should be created to afford the current chemistry teachers to easily access to improved teaching materials and/or instruments in chemistry education.},
	keywords = {Alternative Conception, chemistry teacher, grade 11 students, rate of reaction},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.333},
	url = {http://oaji.net/articles/2014/987-1419168982.pdf},
	author = {Ali Kolomu{\c c} and Muammer {\c C}al{\i}k}
}
@article {1147,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {June/2012},
	pages = {Continuous},
	type = {Other},
	chapter = {111},
	abstract = {Contents, Vol. 11, No. 2, 2012, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1646309039.pdf},
	author = {Editorial Board}
}
@article {1144,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {September/2012},
	pages = {Continuous},
	type = {Other},
	chapter = {199},
	abstract = {Contents, Vol. 11, No. 3, 2012, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1646244031.pdf},
	author = {Editorial Board}
}
@article {1141,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {December/2012},
	pages = {Continuous},
	type = {Other},
	chapter = {299},
	abstract = {Contents, Vol. 11, No. 4, 2012, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1646165423.pdf},
	author = {Editorial Board}
}
@article {1150,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {March/2012},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 11, No. 1, 2012, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1646328284.pdf},
	author = {Editorial Board}
}
@article {1140,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {December/2012},
	pages = {Continuous},
	type = {Other},
	chapter = {297-298},
	abstract = {Cover page, Vol. 11, No. 4, 2012, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1646165348.pdf},
	author = {Editorial Board}
}
@article {1149,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {March/2012},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 11, No. 1, 2012, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1646328230.pdf},
	author = {Editorial Board}
}
@article {1146,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {June/2012},
	pages = {Continuous},
	type = {Other},
	chapter = {109-110},
	abstract = {Cover page, Vol. 11, No. 2, 2012, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1646308982.pdf},
	author = {Editorial Board}
}
@article {1143,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {September/2012},
	pages = {Continuous},
	type = {Other},
	chapter = {197-198},
	abstract = {Cover page, Vol. 11, No. 3, 2012, JBSE},
	keywords = {cover page},
	url = {https://oaji.net/articles/2022/987-1646243937.pdf},
	author = {Editorial Board}
}
@article {263,
	title = {A CROSS-NATIONAL STUDY OF PROSPECTIVE ELEMENTARY AND SCIENCE TEACHERS{\textquoteright} CREATIVITY STYLES},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {September/2012},
	type = {Original article},
	chapter = {285-292 },
	abstract = {1799 prospective teachers (596 males, 1203 females), enrolled in various departments (elementary school teaching and science teaching) in selected universities in Croatia, Czech Republic, Lithuania, Slovakia, Slovenia and Turkey, answered questionnaire on creativity styles. From the results of present study we can recognize that creativity potential of prospective elementary and science teachers is more on the adaptors{\textquoteright} side than on the side of innovators. The differences between prospective teachers, originating from different countries, study tracks and of different genders, even if statistically significant, are small (Cohen{\textquoteright}s d below 0.2). From the perspective of the teacher educators it can mean that similar methods to enhance creativity can be used.},
	keywords = {creativity styles, prospective elementary teachers, Prospective Science Teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.285},
	url = {http://oaji.net/articles/2014/987-1419168605.pdf},
	author = {Andrej {\v S}orgo and Vincentas Lamanauskas and Slavica {\v S}imi{\'c} {\v S}a{\v s}i{\'c} and Milan Kubiatko and Pavol Prokop and Jana Fan{\v c}ovi{\v c}ova and Martin Bilek and Iztok Toma{\v z}i{\v c} and Mehmet Erdogan}
}
@article {233,
	title = {CONFIRMATORY FACTOR ANALYSIS OF THE QUESTIONNAIRE OF ATTITUDE TOWARD STATISTICAL GRAPHS FOR USE IN SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {261-276},
	abstract = {This study describes the modification of an instrument originally developed for measuring attitudes towards statistical graphs to instead measure elementary pre-service teachers{\textquoteright} attitudes towards line graphs in science. As a result of context-modification and in utilizing Confirmatory Factor Analysis (CFA), the finalized instrument comprises 32-items that incorporate constructs of enjoyment, confidence, usefulness and learning preferences. The revised instrument was found to exhibit adequate ranges of internal consistency and reliability. Based on a variety of completed analyses, the revised instrument appears to have maintained original psychometric fidelity and is recommended for use as an assessment of pre-service teachers{\textquoteright} attitudes towards line graphs in science.},
	keywords = {confirmatory factor analysis, line graphing, pre-service teacher attitudes},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410547797.pdf},
	author = {Sebastian P. Szyjka and Frackson Mumba and Kevin C. Wise}
}
@article {201,
	title = {THE CHANGES IN PUPILS{\textquoteright} CONCEPTIONS OF HUMAN BODY BASED ON SCIENCE, TECHNOLOGY AND SOCIETY BASED TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {September/2010},
	type = {Original article},
	chapter = {212-223},
	abstract = {This paper explores the changes in 12 year old pupils{\textquoteright} conceptions of the organs and systems of the human body. The research was conducted as an intervention study in one Finnish primary school. The instruction was carried out by using the STS teaching approach which aims at linking the studying contents to everyday life contexts. The drawing method was used to catch pupils{\textquoteright} concep{\textlnot}tions of organs and parts of the body, before and after the teaching period. In addition, nine pupils were interviewed. Re{\textlnot}sults indicate that before teaching, pupils were able to name several organs of the human body, but they had no understand{\textlnot}ing of how they function and what is their relation with each other. After the teaching period the pupils were able to name more of the organs and explain more clearly their function and meaning. In particular, the brain and digestive systems were understood more accurately.},
	keywords = {conceptual change, human body research},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405172039.pdf},
	author = {Sari Havu-Nuutinen and Tuula Keinonen}
}
@article {202,
	title = {COMPREHENSION OF TEMPERATURE WHEN SOLVING A THERMODYNAMIC TASK},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {September/2010},
	type = {Original article},
	chapter = {224-236 },
	abstract = {The present study focus the presence and role of deep qualitative conceptual knowledge of temperature among a group of ten individuals (n=10), academic well-educated and experienced in science, when solving a task about changes in temperature of a given thermo{\textlnot}dynamic system. The aim is to find out the variation of comprehension of tempera{\textlnot}ture in the task solving process. 
Data is gathered by interviews based on the thinking aloud method. The inter{\textlnot}views were video-recorded and verbatim transcribed. Transcriptions were analysed by using a two dimensional semiotic/semantic analysing schema (acronym 2-D SAS). The results revealed a broad variation in the comprehension of the term temperature in the given context. The three informants who produced correct answers structured the task by identifying the scientifically appropriate referent and sense of the term temperature according to the given context.},
	keywords = {qualitative analysis, semantics},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405172088.pdf},
	author = {Fredrik Jeppsson and Helge Str{\"o}mdahl}
}
@article {205,
	title = {CONCEPTS AND APPROACHES FOR THE IMPLEMENTATION OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN THE CURRICULA OF UNIVERSITIES IN LATVIA},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {December/2010},
	type = {Original article},
	chapter = {264-272 },
	abstract = {This article identifies general trends in implementation of education for sustainable development into higher education in Latvia. The purpose of this study is to explore to what extent and by means of which approach the higher education institutions in Latvia have been attempting to incorporate sustainability in the curricula. The questioning on 8 higher education institutions was conducted and the current initiatives of practices were assessed. The study results show that higher education institutions are at the first stage of transforming their curricula towards education for sustainable development, and the efforts to incorporate the issues of sustainability into the curricula can rather be characterised as education about sustainable development. Major emphasis is put on the links between environmental education and education for sustainable development.
Higher education institutions in Latvia are at the first stage of {\textquotedblleft}greening{\textquotedblright} their curricula, and the efforts to incorporate the issues of SD into curricula can be characterised more as education about sustainable development. Since the environmental dimension is particularly accented and there is a noticeable lack of holistic and interdisciplinary approaches, the limited conception of SD is widespread among the higher education institutions. The possible agents of changes promoting sustainability in university structures are the academicians. Therefore, the activities focusing on the academic staff training and involvement in sustainable development ideas should be developed. Future studies should explore what is the academic understanding of sustainable development and how this perception affects the teaching and learning about SD.},
	keywords = {education for sustainable development, environmental education, university curricula},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405172619.pdf},
	author = {Maris Klavins and Madara Pelnena}
}
@article {195,
	title = {THE CONTRIBUTION OF EDUCATION TOWARDS MEETING THE CHALLENGES OF CLIMATE CHANGE},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {142-155 },
	abstract = {This paper outlines the contribution the education sector can provide in meeting the challenges of climate change, worldwide. It offers an analysis of the means via which education, awareness and training can help the global efforts to tackle climate change and lists a set of practical activities which may assist various groups in handling climate matters as part of formal and non-formal education. The paper concludes by providing a warning: without proper emphasis to educational approaches, the desired (and indeed) changes in attitudes and behaviour as well as the motivation needed in order to engage people in reducing the impacts they may have on the climate, may not be fully achieved.},
	keywords = {Active learning, climate change, formal and non-formal education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405171586.pdf},
	author = {Walter Filho and Paul Pace and Evangelos Manolas}
}
@article {193,
	title = {A CROSS-NATIONAL STUDY OF CZECH AND TURKISH UNIVERSITY STUDENTS{\textquoteright} ATTITUDES TOWARDS ICT USED IN SCIENCE SUBJECTS},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {119-134},
	abstract = {This paper focuses on differences of attitudes related to information and communication technologies among Czech and Turkish university students. Student attitudes were evaluated summatively and with respect to gender, year, country, and type of residential area (town/village). Student attitudes were measured by a modified version of the Information and Communication Technologies Attitudes Questionnaire (Kubiatko \& Hal{\'a}kov{\'a}, 2009). The sample consisted of a total of 770 unversity students (316 Czech and 454 Turkish). The data analysis included factor analysis, MANCOVA, ANOVA, and t-test. The factor analysis yielded five dimensions: 1) Influence of ICT on teaching process, 2) Influence of ICT on human body and environment, 3) Using of ICT in teaching, 4) School and ICT, 5) ICT as didactic equipment. As a result, students from the Czech Republic, male students, sophomores, and students living in town showed more positive attitudes in comparison to other respective groups.},
	keywords = {attitudes, information and communication technologies, Questionnaire, science teaching},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405171457.pdf},
	author = {Milan Kubiatko and Muhammet Usak and Kursad Yilmaz and Mehmet Tasar}
}
@article {164,
	title = {CHEMISTRY TEACHING FELLOWS{\textquoteright} UNDERSTANDING OF THE NATURE OF SCIENTIFIC THEORIES AND LAWS},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {March/2009},
	type = {Original article},
	chapter = {15-21},
	abstract = {The purpose of this study was to assess five chemistry teaching fellows{\textquoteright} understanding of the characteristics and functions of scientific theories and laws, as well as the relationships between them before and after an intervention. The chemistry teaching fellows were participating in a University-School partnership project funded by the National Science Foundation in USA. Data were collected through pre-and post-test questionnaires and semi-structured interviews. Data were analyzed by coding the responses to identify recurring themes. Results show that before instruction most fellows held un-informed views on the characteristics of scientific theories and laws, their functions and relationships. However, after the intervention most participants developed better understanding of these concepts. Four types of relationships between scientific laws and theories emerged from participants{\textquoteright} responses: discrete, intertwined, concentric, and cyclical. The findings have significant implications for teacher education, science teaching and learning, and training of graduate teaching assistants at the university level. },
	keywords = {chemistry education, teaching of dyslexic pupils},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404720457.pdf},
	author = {Frackson Mumba and Jeffrey Carver Vivien M. Chabalengula and William J. F. Hunter}
}
@article {180,
	title = {CHILDREN{\textquoteright}S CONCEPTIONS OF ANIMAL BREATHING: A CROSS {\textendash} AGE AND CROSS {\textendash} CULTURAL COMPARISON},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {191-207 },
	abstract = {Research on children{\textquoteright}s ideas about biological phenomena showed that their interpretations of natural phenomena often differ from those of scientists. The purpose of this study was to investigate children{\textquoteright}s ideas about animal breathing systems. This study was descriptive in nature and consisted of a cross age and cross cultural design involving the collection of qualitative data from a total of 549 children from two distinct countries, Slovakia (n = 248) and Turkey (n = 301). The results revealed that understandings of invertebrates breathing systems were generally poorer than understandings of vertebrates breathing systems. Turkish children acquired better scores than Slovakian children. Although some children were able to identify breathing organs of animals, they had difficulties with describing how breathing works.},
	keywords = {alternative conceptions, breathing, primary children},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404740367.pdf},
	author = {Pavol Prokop and Muhammet Usak and Murat {\"O}zel and Jana Fan{\v c}ovi{\v c}ov{\'a}}
}
@article {179,
	title = {A COMPARATIVE APPROACH TO THE REPRESENTATION OF LIGHT FOR FIVE-, EIGHT- AND TEN-YEAR-OLD CHILDREN: DIDACTICAL PERSPECTIVES},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {182-190 },
	abstract = {Children{\textquoteright}s mental representations of physical concepts and phenomena are often different from those of scientists. In this paper we investigate the issue of understanding light in space as an entity by schoolchildren aged 5 (127 subjects), 8 (142 subjects) and 10 (132 subjects), before they receive any systematic teaching in school. This research was conducted through individual interviews in which the children were asked to talk about light and its results and to locate it in various experimental situations. The results of this study show that even though all the children of all ages have difficulty understanding light as an entity in space, as they grow older they make significant progress in disconnecting light from light sources. These findings allow us to seek out educational perspectives on the understanding of the concept of light in organised scholastic environments.},
	keywords = {children{\textquoteright}s representations, didactics of physics, the concept of light},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404740300.pdf},
	author = {Konstantinos  Ravanis and Jean  Boilevin}
}
@article {864,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {December/2009},
	pages = {Continuous},
	type = {Other},
	chapter = {139},
	abstract = {Contents, Vol. 8, No. 3, 2009},
	keywords = {contents},
	issn = {1648-3898},
	author = {Editorial Board}
}
@article {867,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {August/2009},
	pages = {Continuous},
	type = {Other},
	chapter = {63},
	abstract = {Contents, Vol. 8, No. 2, 2009},
	keywords = {contents},
	issn = {1648-3898},
	author = {Editorial Board}
}
@article {870,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {March/2009},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, JBSE, Vol. 8, No. 1, 2009},
	keywords = {contents},
	issn = {1648-3898},
	author = {Editorial Board}
}
@article {863,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {December/2009},
	pages = {Continuous},
	type = {Other},
	chapter = {137-138},
	abstract = {Cover page, JBSE, Vol. 8, No. 3, 2009},
	keywords = {cover page},
	issn = {1648-3898},
	author = {Editorial Board}
}
@article {866,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {August/2009},
	pages = {Continuous},
	type = {Other},
	chapter = {61-62},
	abstract = {Cover page, Vol. 8, No. 2, 2009, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	author = {Editorial Board}
}
@article {869,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {March/2009},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, JBSE, Vol. 8, No. 1, 2009},
	keywords = {cover page},
	issn = {1648-3898},
	author = {Editorial Board}
}
@article {156,
	title = {CHANGING STUDENTS{\textquoteright} MISCONCEPTIONS OF FLOATING AND SINKING USING HANDS-ON ACTIVITIES},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {134-146},
	abstract = {The aim of this study is to develop hands-on activities and to investigate their effects in changing students{\textquoteright} misconceptions of floating and sinking. It was conducted with 28 eighth-grade students. To assess students{\textquoteright} understanding and the effects of the instruction based on hands-on activities, a diagnostic test, Floating and Sinking Conceptual Test (FSCT), was employed in the study. It was found out that the instruction based on hands-on activities did have a significant positive effect on students{\textquoteright} understanding of flotation concepts and rules. Moreover, the hands-on activities designed for eight problematic areas where students commonly had difficulties helped them to replace their misconceptions with the scientific ones. It is suggested that further studies should be undertaken to highlight the question {\textquoteleft}Does the conceptual change strategy used in this study affect students{\textquoteright} long-term memory?{\textquoteright}},
	keywords = {conceptual change, hands-on activities, science education, sinking and floating},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404719938.pdf},
	author = {Suat Unal}
}
@article {893,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {March/2008},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 7, No. 1, 2008},
	keywords = {contents},
	issn = {1648-3898},
	author = {Editorial Board}
}
@article {890,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {August/2008},
	pages = {Continuous},
	type = {Other},
	chapter = {61},
	abstract = {Contents, Vol. 7, No. 2, 2008},
	keywords = {contents},
	issn = {1648-3898},
	author = {Editorial Board}
}
@article {144,
	title = {CORRELATES OF CONCEPTUAL KNOWLEDGE OF SCIENCE PROCESSES WITH SOME DEMOGRAPHIC VARIABLES OF UNDERGRADUATE STUDENTS: THE CASE OF UNIVERSITY OF BOTSWANA},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {March/2008},
	type = {Original article},
	chapter = {5-16},
	abstract = {The conceptual knowledge of the science process of University of Botswana science students was sought through a questionnaire. Copies of the questionnaire were administered during briefing laboratory sessions in which the students had no practical lab work to do. The expressed conceptual knowledge was scored using a validated list of definitions of science processes. The analysis revealed that there was no correlation between the students{\textquoteright} conceptual knowledge of the processes and their demographic variables of gender, age, present programme of study, year of study, desired profession, secondary school science programme followed, their school and home environments. Their ability to provide correct conceptual definitions did not corroborate their stated level of familiarity with the science processes. No student gave correct definitions for three of the science processes, only 3\% and less could give correct definitions for 10 of the 15 processes, and only for the processes of classification and communication were the percentages of correct definitions up to 23.3\% and 8.2\% respectively. It was suggested that science educators at all levels should ensure that their students acquire both conceptual and practical knowledge of the science processes.},
	keywords = {conceptual knowledge of science processes, undergraduate students},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404288846.pdf},
	author = {Hezekiah Ukegbu Emereole}
}
@article {887,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {November/2008},
	pages = {Continuous},
	type = {Other},
	chapter = {129-130},
	abstract = {Cover page, JBSE, Vol. 7, No. 3, 2008},
	keywords = {cover page},
	issn = {1648-3898},
	author = {Editorial Board}
}
@article {892,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {March/2008},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 7, No. 1, 2008},
	keywords = {cover page},
	issn = {1648-3898},
	author = {Editorial Board}
}
@article {889,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {August/2008},
	pages = {Continuous},
	type = {Other},
	chapter = {59-60},
	abstract = {Cover page, JBSE, Vol. 7, No. 2, 2008},
	keywords = {cover page},
	issn = {1648-3898},
	author = {Editorial Board}
}
@article {133,
	title = {CONTEXT RICH PROBLEMS AS AN EDUCATIONAL TOOL IN PHYSICS TEACHING {\textendash} A CASE STUDY},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {26-34},
	abstract = {We present a case study, in which we used context rich problems as an educational tool in a university level physics course. The students worked in groups of three to four when solving these problems, which provided them with an opportunity to discuss physics together at their own level. Video recordings of groups working with the problems allowed us to study how different groups functioned and also to look for what is known as exploratory talks. This form of communication was interpreted as situational interest on the part of the students. A questionnaire at the end of the course, and interviews with a few of the students after the course, revealed that the students considered that context rich problems facilitated understanding of physical concepts and made physics more interesting..},
	keywords = {context rich problems, cooperative groups, science education, teaching methods, university physics},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404288026.pdf},
	author = {Gunnar Jonsson and Peter Gustafsson and Margareta Enghag}
}
@article {925,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {August/2007},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover, JBSE, Vol. 6, No. 2, 2007},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1607784492.pdf},
	author = {Editorial Board}
}
@article {923,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {December/2007},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover, JBSE, Vol. 6, No. 3, 2007},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1606638374.pdf},
	author = {Editorial Board}
}
@article {927,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {March/2007},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, JBSE, Vol. 6, No. 1, 2007},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1607790568.pdf},
	author = {Editorial Board}
}
@article {930,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {October/2006},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 5, No. 2, 2006},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1607974129.pdf},
	author = {Editorial Board}
}
@article {933,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {March/2006},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, JBSE, Vol. 5, No. 1, 2006},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1608052380.pdf},
	author = {Editorial Board}
}
@article {932,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {March/2006},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover, JBSE, Vol. 5, No. 1, 2006},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1608052338.pdf},
	author = {Editorial Board}
}
@article {929,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {October/2006},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, JBSE, Vol. 5, No. 2, 2006},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1607974089.pdf},
	author = {Editorial Board}
}
@article {100,
	title = {CHALLENGES OF SUSTAINABLE DEVELOPMENT EDUCATION TO HIGHER EDUCATION IN LITHUANIA},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {October/2005},
	type = {Original article},
	chapter = {68-79},
	abstract = {The establishment of a new personal approach and a current position on environment are the concerns of the scholars and educators in the majority of countries. Natural sciences on their own, although spreading broad but abstract knowledge of the world do not foster values and provisions essential for sustainable development education. In order to discover the ways and the scope of how sustainable development education has been introduced into educational programmes, the curricula of Bachelor and Master{\textquoteright}s studies of the University of Klaipeda, the University of {\v S}iauliai and Mykolas Romeris University have been revised. Assessment of postgraduate studies including the surveying of the staff dealing with the above mentioned curricula has been undertaken. The article discloses the issues relevant to higher education in Lithuania when encountering the problems of sustainable development education and takes a view on possible techniques of education as well as on the innovations of the curricula. The project-based technique applied for sustainable development education is a new, non-traditional way creating new opportunities of building up relationships between a student and an educator. },
	keywords = {project-based teaching, strategic abilities, sustainable development education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481285231.pdf},
	author = {Lidija U{\v s}eckiene and Vilija Targamadze}
}
@article {99,
	title = {THE CHARACTERISTICS OF THE LEARNERS{\textquoteright} (FORMS 5 TO 12) INTERACTION WITH NATURE: THE EVALUATION ASPECTS OF BEHAVIOURAL SITUATIONS},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {October/2005},
	type = {Original article},
	chapter = {55-68},
	abstract = { It seems logical to stimulate the young generation{\textquoteright}s wish to protect and love nature. The negative outcomes for today{\textquoteright}s natural environment such as soil pollution, animate and inanimate nature devastation etc. can be clearly noticed. Due to computers, robots and various kinds of technologies, humans have virtually lost their interrelation with nature. Our inability to kindly interact with nature can be treated as an obvious result of unacceptable behaviour. Consequently, ecology-based education is a crucial aspect of socialisation and has an enormous influence on the young generation, because a modern society is deeply influenced by the approach to nature, the natural environment and behaviour towards it. However, we must understand modern human manners of interaction with nature and the ways affecting behaviour. The authors agree that only in-depth assessment of the mechanisms of interaction with nature can provide opportunities to apply the means of educational correction when training the young generation. The article deals with the characteristics of the learners{\textquoteright} (forms 5 to 12) interaction with nature in terms of behavioural situations.},
	keywords = {comprehensive school, human{\textquoteright}s interaction with nature, natural science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481285146.pdf},
	author = {Vincentas Lamanauskas and Rytis Vilkonis}
}
@article {89,
	title = {THE COMPARATIVE STUDY OF PROSPECTIVE SCIENCE TEACHERS{\textquoteright} SKILLS OF WRITTEN EXPLANATION},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {March/2005},
	type = {Original article},
	chapter = {40-50},
	abstract = {A comparative study of prospective teachers{\textquoteright} pedagogical skills of written communication in science is presented. Russian and Swedish students were asked to give detailed explanations of two simple physical phenomena (how and why the shadow from a tree appears and why the bulb lights in a torch) to a hypothetical Grade 7 pupil. The results of the questionnaire revealed the evident gap between the students{\textquoteright} knowledge per se and their abilities to express didactically their knowledge in written form and in pictures. Undoubtedly this is one of the challenges to teacher educators. The study also revealed the differences between forms and qualities of explanations given by Russian and Swedish students as the result of different pedagogical traditions and communication cultures. 
    The analysis of the findings from this study shows that the Russian prospective teachers had more problems with seeing themselves in the role of teacher than did the Swedish students. Russian participants of the study tended to answer the questions just as if they were students on a science course. Their explanations tended to be more academic and formalised than is appropriate for a Grade 7 pupil. In our opinion, this reflects the strict and formal style of teaching / learning which still dominates in Russian teacher education. For Russian students and teacher trainers, a correct answer is valued more highly than a good pedagogical form of presentation. Apparently, the skills of reworking knowledge and communication at the appropriate for children level are not systematically practiced in Russian teacher education.
     In contrast, in Swedish teacher education, students frequently work in small groups, often practising presentations at the children{\textquoteright}s level. They generally feel quite comfortable in acting out different social roles and responsibilities. This reflects the conviction of Swedish teacher educators that learning about science should reflect a participatory and collaborative knowledge generating process. Thus, science education in Sweden is seen as a participatory activity in which teachers and learners share responsibility for learning. },
	keywords = {communication skills, comparative study, science teacher education, sociocultural context},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481049750.pdf},
	author = {Oleg Popov and Sergey Bogdanov}
}
@article {936,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {October/2005},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, JBSE, Vol. 4, No. 2, 2005},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1609079010.pdf},
	author = {Editorial Board}
}
@article {939,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {March/2005},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, JBSE, Vol. 4, No. 1, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1609083242.pdf},
	author = {Editorial Board}
}
@article {935,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {October/2005},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, JBSE, Vol. 4, No. 2, 205},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1609078966.pdf},
	author = {Editorial Board}
}
@article {938,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {March/2005},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, JBSE, Vol. 4, No. 1, 2005},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1609083205.pdf},
	author = {Editorial Board}
}
@article {945,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {March/2004},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 3, No. 1, 2004},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1610375202.pdf},
	author = {Editorial Board}
}
@article {942,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {October/2004},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 3, No. 2, 2004},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1610295525.pdf},
	author = {Editorial Board}
}
@article {941,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {October/2004},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, JBSE, Vol. 3, No. 2, 2004},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1610295478.pdf},
	author = {Editorial Board}
}
@article {944,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {March/2004},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, JBSE, Vol. 3, No. 1, 2004},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1610375155.pdf},
	author = {Editorial Board}
}
@article {951,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {2},
	year = {2003},
	month = {March/2003},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 2, No. 1, 2003},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1610461029.pdf},
	author = {Editorial Board}
}
@article {948,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {2},
	year = {2003},
	month = {October/2003},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, JBSE, Vol. 2, No. 2, 2003},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1610379747.pdf},
	author = {Editorial Board}
}
@article {947,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {2},
	year = {2003},
	month = {October/2003},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, JBSE, Vol. 2, No. 2, 2003},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1610379713.pdf},
	author = {Editorial Board}
}
@article {950,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {2},
	year = {2003},
	month = {March/2003},
	pages = {Continuous},
	chapter = {1-2},
	abstract = {Cover, JBSE, Vol. 2, No. 1, 2003},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1610460984.pdf},
	author = {Editorial Board}
}
@article {35,
	title = {A CONCEPTUAL MATRIX FOR SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {March/2002},
	type = {Original article},
	chapter = {7 - 15},
	abstract = {A conceptual matrix for science education is presented. It contains nine matrix elements, metaphysics, epistemology, ontology, praxis in classroom, content, theories of learning, teachers teaching, students learning and students preconceptions. These elements are linked to each other and constitute a didactical web. The elements in the matrix are regarded from three aspects, philosophical, operational, and interactive. The elements in the matrix and the aspects are discussed from a point of view in which the sociocultural perspective challenges the scientific paradigm of learning. The resulting standpoint is that it is fruitful in science education to utilize the sociocultural perspective in interaction with a constructivistic way of creating knowledge in order to extend the scientific paradigm for teaching and learning in science.},
	keywords = {didactical matrix, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1504180078.pdf},
	author = {Aadu Ott}
}
@article {958,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {February/2002},
	pages = {Continuous},
	type = {Other},
	chapter = {6},
	abstract = {Contents, Vol. 1, No. 1, 2002},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1610521921.pdf},
	author = {Editorial Board}
}
@article {956,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {February/2002},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 1, No. 1, 2002},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1610521800.pdf},
	author = {Editorial Board}
}
@article {953,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {October/2002},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1610522042.pdf},
	author = {Editorial Board}
}
