@article {1292,
	title = {ONE HUNDRED CORE CONCEPTS IN CHEMISTRY AND UPPER-SECONDARY SCHOOL TEACHERS{\textquoteright} AND STUDENTS{\textquoteright} CHEMISTRY CONCEPTUAL STRUCTURES},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {493-505},
	abstract = {A solid grasp of basic concepts and their relationships can stimulate learning motivation, improve teaching quality, and help students to build a body of knowledge in a discipline. Most of the previous studies have considered one chemistry topic amongst many others. To date, no studies have been conducted to explore the conceptual structures of teachers and students based on chemical concepts. Experts, teachers, and students (N=2348) from three public universities and ten upper-secondary schools in China participated in the studies. In Study 1, personal interviews, material evaluation, and importance rating questionnaires were conducted to determine the core concepts. In Study 2, the multidimensional scaling (MDS) and cluster analysis (CA) were conducted to explore the conceptual structures of upper-secondary school teachers and students. Then the structural differences between high- and low-achieving students were compared. The results showed that the three-dimensional solutions were appropriate for the conceptual structures of teachers and students, respectively. The high-achieving students have a more scientific and organized conceptual structure than those of low-achieving students. This study is the first to explore core concepts and their structure with a large sample size, and the reliable results help students understand abstract chemical concepts and improve their interest in scientific disciplines in the future.},
	keywords = {cluster analysis, conceptual structure, core concepts in chemistry, multidimensional scaling, upper-secondary school students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.493},
	url = {https://oaji.net/articles/2023/987-1687108348.pdf},
	author = {Yangyi Qian and Yangqian Wang and Jinju Wen and Simin Wu}
}
@article {715,
	title = {ORGANIZING AND ATTENDING INTERNATIONAL CONFERENCES},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Editorial},
	chapter = {912-917},
	abstract = {Conferences, and especially international conferences, have become an integral part of a scientist{\textquoteright}s activities. The attendees are, as a rule, academics and their graduate students, with the latter usually accompanying their supervisors. In addition to recent graduates undertaking full-time research, the term graduate student can also apply to part-time research students, including teachers who often adopt an action research approach, using their own classes as the focus of their studies. },
	keywords = {collaborative projects, international conferences, science education},
	issn = {1648-3898},
	doi = {10.33225/jbse/18.17.912},
	url = {http://oaji.net/articles/2017/987-1544775774.pdf},
	author = {Georgios Tsaparlis}
}
@article {416,
	title = {OBSERVING NATURAL OBJECTS: CHARACTERISTICS OF FLOWERING PLANTS PERCEIVED AS IMPORTANT BY 5- AND 10-YEAR-OLD CHILDREN},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {109-120},
	abstract = {This research examined the ways in which children observe flowering plants, namely: which features they perceive as significant, whether the skill of observing flowering plants develops with age, and what is the difference between genders. The research involved 174 children: 89 children aged 5 and 85 children aged 10 who were given the task of choosing the plant they recognised as the same as each of the 10 given test plants among a total of 37 plants which looked more or less similar to the test plants. The analysis of the plant combinations the children most frequently mismatched showed, that colour is the feature to which they attribute the most importance. Shape turned out to be considered more important to the children than size. Older children revealed better plant observation skills than younger ones with the girls achieving better results than the boys in both age groups. The findings show that children{\textquoteright}s observation skills develop with age, and corroborate the need to support the development of observation in the educational process.},
	keywords = {biology education, observation skills, plant characteristics, preschool children},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.109},
	url = {http://oaji.net/articles/2016/987-1462908340.pdf},
	author = {Marjanca Kos and Janez Jerman}
}
@article {421,
	title = {ONLINE FUNCTIONAL LITERACY, INTELLIGENT TUTORING SYSTEMS AND SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {162-171},
	abstract = {We live in a time of transition from print reading (off-line) to screen reading (on-line), where the role of the book and other literature is being taken over by different types of electronic devices (computers, tablets, smart phones). In the lives of young people, there is less and less printed media, because it is being pushed out by electronic media. Most written media that is still used is thus bound to the classroom. However, in recent years schools have also become more like e-schools. It is almost impossible to find a school that does not use e-material in its educational process. Research indicates that there are differences in reading comprehension when reading off-line and on-line. In a study in which 78 students from the 8th grade of elementary school participated at the course Technology and science (n=77; 53.2\% female), it was shown that in order to overcome this difference, individualised and adaptive Intelligent Tutoring Systems (ITS) can be used. The evaluation of the results also indicates that, for such a form of ITS, there is still plenty of space for optimisation, which is a permanent method of improvement and upgrade in such systems.},
	keywords = {elementary school, reading comprehension, technology and science},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.162},
	url = {http://oaji.net/articles/2016/987-1473430613.pdf},
	author = {Kosta Dolenc and Boris Aber{\v s}ek and Kordigel Aber{\v s}ek, M.}
}
@article {407,
	title = {OBSTACLES MODELLING REALITY: TWO EXPLORATORY STUDIES ON PHYSICS DEFINED AND UNDEFINED PROBLEMS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {December/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {883{\textendash}895 },
	abstract = {One important skill to be developed in future physicists is modelling reality using physics. Problem-solving is the activity most used to teach, learn and assess physics skills at the university level. However, most of the problems habitually used in physics subjects seem not to encourage developing this skill. Two empirical exploratory studies were conducted. Educational materials were analysed to contrast the hypothesis asserting that most of the academic problems would not help students to develop the modelling skills. Secondly, with the proposed {\textquoteleft}Physics Problem Understanding Model{\textquoteright}, two kinds of experimental problems were elaborated. A small group of experts solved the experimental problems in an interview. The hypothesis stated that there would be evident differences between skills associated with the solving procedures of each type of experimental problem. Results served to contrast the cognitive model proposed for sufficiency and supported the hypotheses even though further studies are needed to obtain external validity.},
	keywords = {cognitive model, modelling skills, problem statements, university level},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.883},
	url = {http://oaji.net/articles/2015/987-1450982799.pdf},
	author = {Mar{\'\i}a Elena Truyol and Vicente Sanjos{\'e} and Zulma Gangoso}
}
@article {339,
	title = {OWNERSHIP AMONG SCIENCE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {February/2014},
	pages = {Continuous},
	type = {Editorial},
	chapter = {4-5},
	abstract = {Science education is continuously changing in terms of goals, curricula and teaching methods. Such changes stem from major educational reforms and the development of new theoretical concepts related to science teaching. It has been long emphasised that the implementation of these changes in schools depends on the teachers, who need to identify with and support the innovations which are to be introduced, and to feel that change is necessary. An active involvement of teachers in the process of designing, developing and implementing innovation is one of the indicators of a sense of "ownership", which in this case can be understood as identifying with the innovation, feeling as if one is its owner. This psychological state can be achieved thanks to teachers{\textquoteright} investment in the innovation, and has the potential to reduce resistance and create a better climate for change. Ownership can have a considerable impact on teachers{\textquoteright} involvement in further changes, if they notice that innovation has a positive influence on the effects of their work. Ownership also has a beneficial impact on their working environment, motivating other teachers to implement the desired change and thus helping spread the change throughout the teacher community. That is why teachers{\textquoteright} ownership is often discussed together with sensemaking and agency, which influence teachers{\textquoteright} attitude towards innovation. The issue of developing a sense of ownership is not limited to teachers, as in today{\textquoteright}s world many professions require constant adjustment to change, and personal involvement in introducing innovation is often necessary for being efficient and successful at work. },
	keywords = {educational reforms, science education, sense of ownership},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.04},
	url = {http://oaji.net/articles/2015/987-1437061913.pdf},
	author = {Ryszard M. Janiuk}
}
@article {105,
	title = {OPERATION OF EDUCATIONAL SOFTWARE IN THE PROCESS OF TEACHING SCIENCES IN LITHUANIAN PRIMARY AND BASIC SCHOOL},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {March/2006},
	type = {Original article},
	chapter = {17-26},
	abstract = {On the basis of national research data on the schoolchildren{\textquoteright} achievements and on the grounds of a secondary analysis of the gained information the article deals with operation of educational software in the process of teaching world study in primary school and different natural sciences in basic school. It has been established that in comparison with science lessons provided in basic school educational software is often enough followed during the classes on world study in primary school. Primary educational software is regularly used in the city site and regional centre schools while in the rural area it is very rare. On the opposite of the city site schools, basic educational software is widely employed in the rural area. },
	keywords = {basic school, educational software, primary school, science education, world study},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404214150.pdf},
	author = {Palmira Pe{\v c}iuliauskiene and Marija Barkauskaite}
}
@article {92,
	title = {THE OPINIONS OF PHYSICS TEACHERS ON THE NATURE OF THE CONTENT OF PHYSICS SENIOR SECONDARY SYLLABI AND RESOURCES},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {March/2005},
	type = {Original article},
	chapter = {70-83},
	abstract = {The purpose of this study was to find out the opinions of physics teachers on the nature of BGCSE physics syllabi in Single Science, Double Science and Pure Science in the areas of their: (i) content (ii) objectives (iii) teaching methods (iv) differentiation teaching (v) assessment (vi) teaching orientation (viii) availability of computers (ix) student projects (x) laboratory facilities (xi) duration of the programme and (xii) laboratory assistants. A 38-item open-ended questionnaire was completed by 22 senior secondary school physics teachers. The results showed the need to revise the content, and assessment practices and those teachers were trying to promote learner-centered approach, even though they were faced with problems.
     The study suggests the reduction of physics topics and objectives in each of the three physics syllabi. The two-year duration of the programme should be increased to three years to ensure that the content is covered adequately. The students should be placed into Pure, Double and Single Science on the basis of their performance in Form 3 examinations. Most physics teachers considered it realistic to expect students to acquire the four process skills of: (i) using and organizing techniques, apparatus and materials, (ii) observing, measuring and recording, (iii) handling experimental observations and data and (iv) planning investigations in two years. The commonly employed teaching methods included class discussion, group discussion and class presentation, practical work (individual/group), questioning (question/answer), assignment (class and home work), and worksheet-guidelines for performing experiments. Some physics teachers favoured the assessment system in which students{\textquoteright} final course grade is based on the ratio of 20\% continuous assessment to 80\% final examinations. Though most physics teachers are computer literate, their departments are not adequately equipped with functional computers for use in word processing and record keeping. Most physics teachers were of the opinion that it was possible for students to do projects in two years. Most physics teachers said that their physics laboratories were inadequately equipped with facilities to enable students to carry out individual practical work. They lacked trained technicians to assist teachers in setting up and running practical sessions.},
	keywords = {the content of physics syllabi and resources},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481050100.pdf},
	author = {Cephas David Yandila and Magdeline Patience Nkumba and Mokaruvapa Kazoozu}
}
