@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 {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 {1360, title = {END}, journal = {Journal of Baltic Science Education}, volume = {23}, year = {2024}, month = {February/2024}, pages = {Continuous}, type = {Other}, chapter = {175-176}, abstract = {Journal of Baltic Science Education, Vol. 23, No. 1, 2024 ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/}, keywords = {end page}, issn = {1648-3898}, url = {https://oaji.net/articles/2023/987-1709892860.pdf}, author = {Editorial Board} } @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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {1306, title = {DEVELOPING AN ATTITUDE SCALE TOWARDS SCIENCE AND TECHNOLOGY COURSES: A STUDY OF VALIDITY AND RELIABILITY}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {August/2023}, pages = {Continuous}, type = {Original article}, chapter = {641-652}, abstract = {Science education in primary school is critical for establishing a comprehensive understanding of the nature of science. Students with positive attitudes towards science courses are more likely to achieve academic success. Measuring and fostering positive attitudes is essential for effective instructional planning. This study aimed to develop a measurable scale to assess the attitudes of fourth-grade elementary school students in Northern Cyprus towards Science and Technology Courses (STC). While developing the Student Science and Technology Attitude Scale (SSTAS), the literature was reviewed, and 168 students were asked to write essays about STC. A pool of attitude items was created by analyzing the literature and essays, and expert opinions were sought. The preliminary scale was prepared based on expert consultation. The study group included 651 randomly selected fourth-grade students during the 2020-2021 academic year. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted to determine SSTAS{\textquoteright}s construct validity. The results indicated that the scale is valid and reliable, comprising three dimensions. The first dimension measures students{\textquoteright} attitudes towards the teaching process, with 13 items. The second dimension assesses students{\textquoteright} negative attitudes, including five items. The third dimension evaluates students{\textquoteright} attitudes towards experiments, containing five items.}, keywords = {attitude scale development, attitude toward science and technology courses, science and technology lesson}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.641}, url = {https://oaji.net/articles/2023/987-1693507893.pdf}, author = {Sinem Yalgin and Kemal Akkan Batman and Mert Bastas} } @article {1253, title = {A DIDACTIC UNIT ON MATHEMATICS AND SCIENCE EDUCATION: THE PRINCIPLE OF MATHEMATICAL INDUCTION }, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {February/2023}, pages = {Continuous}, type = {Editorial}, chapter = {4-9}, abstract = {Among the mathematical methods which are taught in the last years of almost every high school, the mathematical induction deserves particular attention. It can be used both to define mathematical entities and to prove theorems. The second use is more common at high school level and is easier. Thus, I will basically focus on it, though analysing in depth two definitions by induction. The aim of this contribution is to offer the basic elements for a didact unit which could be developed in six/seven hours of lesson. In this editorial a didactic unit has been proposed. Here only the basic elements have been given. The unit might be enriched by tracing the history of the inductive principle, which is interesting and formative from an educational standpoint (see, e.g., Palladino-Bussotti 2002). From an epistemological-methodological perspective, it should be pointed out that mathematical induction is a method of proof, but not a method of discovery. It is not a heuristic procedure. The presentation of an organised set of lessons on the principle of mathematical induction is significant and appropriate in the last years of high school because: 1) it introduces the learners within a method typical of whole numbers; 2) it connects mathematical issues with logical ones; 3) it is useful in order to clarify the difference between the way of reasoning connoting mathematic and that typical of empirical sciences. Hence, it is also useful in a science education context; 4) it can be related to the history of mathematics, so as to show that mathematics is also a humanistic discipline, born from conceptual problems, and not only a technical one; 5) it has also connection with epistemological themes linked to the heuristic of mathematics. }, keywords = {educational importance, mathematical induction, science education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.04 }, url = {https://oaji.net/articles/2023/987-1676960178.pdf}, author = {Paolo Bussotti} } @article {1318, title = {THE EFFECT OF OUTDOOR INQUIRY PROGRAM FOR LEARNING BIOLOGY USING DIGITAL TWIN TECHNOLOGY}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {October/2023}, pages = {Continuous}, type = {Original article}, chapter = {781-798}, abstract = {The outdoor inquiry has a significant meaning in learning biology, but it has a problem that is difficult to be frequently implemented in the school garden due to causes. On the other hand, alternative activities using the virtual world have been proposed, but due to a lack of reality and passive use, the continuity of the activities is low, and there are doubts about the effect on the affective domain. Therefore, this study developed a class program in which students directly construct a virtual world and explore living organisms using the digital twin platform. Also, researchers checked the changes in students{\textquoteright} affective domain according to the application of the learning program. A teaching and learning strategy for learning biology was composed through the review of research and statistical analysis performed changes of the affective domain. The experimental group changed more positively than the control group in the affective domain of learning biology due to replicating the school garden so that living organisms can be explored indoors and outdoors. Consequently, class programs for learning biology can positively affect the learner{\textquoteright}s affective domain when it is provided with improved realism by digital twin, self-directedness, and autonomy to compare real space and object.}, keywords = {affective domain, digital twin, learning biology, outdoor inquiry, school garden, virtual world}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.781 }, url = {https://oaji.net/articles/2023/987-1697653427.pdf}, author = {Jung-Ho Byeon and Yong-Ju Kwon} } @article {1340, title = {EFFECTS OF MULTIMEDIA APPLICATION ON STUDENTS{\textquoteright} ACADEMIC ACHIEVEMENT IN AGRICULTURAL SCIENCE}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {December/2023}, pages = {Continuous}, type = {Original article}, chapter = {1074-1088}, abstract = {The performance of agricultural science students is consistently low as seen in their external examinations. This could be attributed to the poor teaching methods, materials and techniques applied in teaching the subject. This study determined the multimedia application effects on the academic achievement of Agricultural science students. It adopted a mixed-method design. All the students and teachers of Agricultural science in secondary schools in Enugu State, Nigeria formed the population but six schools with 583 students and teachers of agriculture formed the sample. Students{\textquoteright} Academic Achievement Test in Agricultural Science (SAATAS) and Convenience Teaching Method Questionnaire (CTMQ) were used to collect data. Mean, ANCOVA and Friedman{\textquoteright}s test were used for data analyses. Results indicated that students instructed using multimedia significantly performed higher than the students instructed using the conventional teaching method. The performance of males was not different from that of the females. The interaction between the teaching media and gender had a non-significant effect on the academic achievement of students. Moreover, teachers adopted note-taking, lecture, demonstration and project methods but did not use multimedia in teaching. Teachers of agriculture accepted that inconsistent power supply, poor network connectivity, and non-availability of computers, among others, were the problems hindering them from using multimedia in teaching.}, keywords = {academic achievement, agricultural science, mixed method design, multimedia, teaching and learning}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.1074}, url = {https://oaji.net/articles/2023/987-1702729233.pdf}, author = {Cajethan U. Ugwuoke and Emmanuel A. Babajide and Lilian U. Ekenta and Godwin E. Eze and Clara U. Nwankwo and Florence O. Ifeanyieze and Christiana U. Nwachukwu} } @article {1328, title = {END}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {October/2023}, pages = {Continuous}, type = {Other}, chapter = {945-948}, abstract = {Journal of Baltic Science Education, Vol. 22, No. 5, 2023 ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/}, keywords = {end page}, issn = {1648-3898}, url = {https://oaji.net/articles/2023/987-1697654182.pdf}, author = {Editorial Board} } @article {1297, title = {END}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {June/2023}, pages = {Continuous}, type = {Other}, chapter = {559-560}, abstract = {Journal of Baltic Science Education, Vol. 22, No. 3, 2023 ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/}, keywords = {end page}, issn = {1648-3898}, url = {https://oaji.net/articles/2023/987-1687109052.pdf}, author = {Editorial Board} } @article {1281, title = {END}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {April/2023}, pages = {Continuous}, type = {Other}, chapter = {370-372}, abstract = {Journal of Baltic Science Education, Vol. 22, No. 2, 2023 ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/}, keywords = {end page}, issn = {1648-3898}, url = {https://oaji.net/articles/2023/987-1681287946.pdf}, author = {Editorial Board} } @article {1265, title = {END}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {February/2023}, pages = {Continuous}, type = {Other}, chapter = {182-184}, abstract = {Journal of Baltic Science Education, Vol. 22, No. 1, 2023 ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/}, keywords = {end page}, url = {https://oaji.net/articles/2023/987-1676961453.pdf}, author = {Editorial Board} } @article {1312, title = {END}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {August/2023}, pages = {Continuous}, type = {Other}, chapter = {737-740}, abstract = {Journal of Baltic Science Education, Vol. 22, No. 4, 2023 ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/}, keywords = {end page}, issn = {1648-3898}, url = {https://oaji.net/articles/2023/987-1693508346.pdf}, author = {Editorial Board} } @article {1344, title = {END}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {December/2023}, pages = {Continuous}, type = {Other}, chapter = {1137-1140}, abstract = {Journal of Baltic Science Education, Vol. 22, No. 6, 2023 ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/}, keywords = {end page}, issn = {1648-3898}, url = {https://oaji.net/articles/2023/987-1702729526.pdf}, author = {Editorial Board} } @article {1332, title = {ENHANCING PRE-SERVICE BIOLOGY TEACHERS{\textquoteright} TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE THROUGH A TPACK-BASED TECHNOLOGY INTEGRATION COURSE}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {December/2023}, pages = {Continuous}, type = {Original article}, chapter = {956-973}, abstract = {The effective use of technology in teaching can aid in enhancing the teaching and learning of a subject matter. This study aimed to enhance the technological pedagogical content knowledge (TPACK) of five pre-service biology teachers (PSBTs) by implementing a TPACK-Instructional Design (TPACK-ID) model-based technology integration course at a Zambian public university. An explanatory case study design was used. Data sources for the study included semi-structured interviews , video lesson recordings, lesson plan reports and PSBTs{\textquoteright} reflection notes. Data from interviews and reflection notes were analyzed using deductive thematic analysis while a TPACK rubric was used to simultaneously analyze lesson plan reports and video lesson recordings. The findings indicated that the TPACK-ID model-based technology integration course improved PSBTs{\textquoteright} overall TPACK and sub-knowledge domains: pedagogical knowledge, technology knowledge, technological content knowledge, and technological pedagogical knowledge. The study recommends implementing context-based technology integration courses in teacher preparation programs to enhance pre-service teachers{\textquoteright} TPACK. }, keywords = {micro-teaching lesson study, pre-service biology teachers, technology integration, TPACK}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.956}, url = {https://oaji.net/articles/2023/987-1702728572.pdf}, author = {Anthony Bwalya and Marcellin Rutegwa and Dorothy Tukahabwa and Thumah Mapulanga} } @article {1254, title = {EXAMINING THE PHYSICS CONCEPTIONS, SCIENCE ENGAGEMENT AND MISCONCEPTIONS OF UNDERGRADUATE STUDENTS IN STEM}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {February/2023}, pages = {Continuous}, type = {Original article}, chapter = {10-19}, abstract = {Exploring students{\textquoteright} physics conceptions, science engagement and misconceptions in physics together with their association to certain variables (gender, educational background, and program of study) are essential in improving physics teaching and learning. However, few studies have been conducted to explore these three measures and almost none among STEM undergraduate students in the domain of Newtonian mechanics. To explore these measures, the Force Concept Inventory (FCI) and the Science Engagement Survey (SES) were administered to 281 STEM undergraduate students. Various statistical tools (ANOVA, t-test, correlations, etc.) have been utilized in the data analyses. The result revealed that gender and previous upper-secondary school strand have no significant effect on physics conceptions but have a significant effect on science engagement. The results also revealed a weak correlation between physics conceptions and science engagement, suggesting that interest becomes more effective when it was developed during the learning process. Finally, the results also revealed that more than 80\% of the participants have a misunderstanding about the force direction of a thrown object, confirming that the dominant features of force and motion students have less conform to problems that involve non-contact force. }, keywords = {conceptual change, misconceptions, physics conceptions, science engagement}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.10 }, url = {https://oaji.net/articles/2023/987-1676960251.pdf}, author = {Michael Allan A. Bahtaji} } @article {1278, title = {IMPROVING SCIENCE PROCESS SKILLS OF STUDENTS WITH MILD INTELLECTUAL DISABILITIES}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {April/2023}, pages = {Continuous}, type = {Original article}, chapter = {323-336}, abstract = {Relevant literature has an unexplored question on how prediction-observation-explanation (POE) worksheets affect science process skills of students with mild intellectual disabilities (SMID). Therefore, this research aimed to examine the effect of POE worksheets developed for the {\textquotedblleft}matter and its nature{\textquotedblright} subject on SMID{\textquoteright}s science process skills. Through pre-experimental research design, 12 fifth grade SMID participated in the research. To collect data, the researchers used science process skills development forms and rubrics to score their observations. During the teaching intervention, SMID implemented three POE worksheets, which included buzz 22 technique in the {\textquoteleft}prediction{\textquoteright} stage, hands-on experiments and QR codes in the {\textquoteleft}observation{\textquoteright} stage and snowball, learning gallery or card showing techniques in the {\textquoteleft}evaluation{\textquoteright} stage. The results indicated that the POE worksheets are effective at developing SMID{\textquoteright}s science process skills of the "matter and its nature" subject. This research recommends that future comparative research should unveil how the POE worksheets with/without active learning techniques impact the SMID{\textquoteright}s SPS. }, keywords = {mild intellectual disabilities, science education, science process skills}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.323}, url = {https://oaji.net/articles/2023/987-1681287618.pdf}, author = {{\c S}enel {\c C}oruhlu, T. and Muammer {\c C}al{\i}k and Er Nas, S. and B{\"u}{\c s}ra Bilgin} } @article {1316, title = {MICROBIOLOGICAL AWARENESS AMONG UPPER-SECONDARY SCHOOL STUDENTS IN THE CONTEXT OF COVID-19 VACCINATION}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {October/2023}, pages = {Continuous}, type = {Original article}, chapter = {749-766}, abstract = {There is evidence that education levels have an impact on people{\textquoteright}s attitudes toward vaccination. The recent COVID-19 pandemic has highlighted the need to maximize vaccinations - one of the most efficient ways to prevent the spread of infectious diseases. Young individuals play a major role in disease transmission due to their intense social life and frequent asymptomatic infections. In this study, a survey of upper secondary school students in Poland was conducted to assess their microbiological awareness depending on subjects that they studied on the extended level and COVID-19 vaccination willingness. Participants learning biology and chemistry on the extended level had significantly higher microbiological awareness. Clear proof of microbiological awareness{\textquoteright}s influence on vaccination willingness was not found. Although studying biology did not significantly influence students{\textquoteright} willingness to be vaccinated, their place of residence did. Students from bigger cities were more willing to get vaccinated. These results show that while science education raises microbiological awareness among upper secondary school students, place of residence, likely through social pressure, is a more important factor influencing vaccination willingness. It is suggested that more effort should be put into educating society as a whole and encouraging vaccination particularly.}, keywords = {attitudes towards vaccinations, infectious diseases, microbiological education, SARS-CoV-2, upper secondary school students}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.749}, url = {https://oaji.net/articles/2023/987-1697653260.pdf}, author = {Beniamin Abramczyk and Szymon {\L}awicki and Weronika Pyter and Agata Bluszcz and Ignacy Piszczek and Jonatan Audycki and Julia Paw{\l}owska} } @article {1284, title = {SOME ISSUES CONCERNING THE USE OF DIDACTICS OF BIOLOGY}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {June/2023}, pages = {Continuous}, type = {Editorial}, chapter = {376-380}, abstract = {Teaching biology is interesting and challenging, at the same time, it is also a dilemma because new and new advances are being made in biological science: biodiversity is changing - new species are being discovered while others are threatened with extinction, and unprecedented genetically modified organisms are being created. Teachers find it difficult to keep up with all the latest developments, especially in cell and molecular biology (Tunnicliffe \& Ueckert, 2007). Biology is a unique science that studies living things. The discipline of biology differs from other fields of science (e.g. physics and chemistry) in the breadth and complexity of its knowledge content and the interconnectedness of knowledge at many different levels (Wandersee et al., 2000). Regarding the use of different research methods, biology is also involved in exploring both the micro-world through microscopy, experimental work in the laboratory or in field studies of the macro-world.}, keywords = {civic engagement, Critical thinking, Problem Solving, Project-based learning, research and digital skills}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.376}, url = {https://oaji.net/articles/2023/987-1687107653.pdf}, author = {Rita Birzina} } @article {1287, title = {TEACHER{\textquoteright}S GAZE BLIND SPOT IN SCIENCE LECTURE CLASS}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {June/2023}, pages = {Continuous}, type = {Original article}, chapter = {413-426}, abstract = {The teacher{\textquoteright}s gaze attention can trigger interaction with the student. So if the teacher fails to equal attention during class, students may be alienated from the interaction. According to this perspective, this study aimed to establish the pattern of the teacher{\textquoteright}s gaze during science lecture classes and whether the change of the gaze when the student{\textquoteright}s seat as an external factor changed. Eye tracking was conducted on six teachers during class, and the teacher{\textquoteright}s gaze fixation and movement were also analyzed after changing the student seat. According to the results, teachers mainly focused on the center of student seats, and the gaze blind spot was mainly biased forward. Even if the student{\textquoteright}s seat was changed, the gaze was focused on the center of the classroom, and the gaze blind spot differs within the individual, and the teacher tends to be unaware of it himself. Consequently, the teacher{\textquoteright}s gaze concentration pattern is generally similar, but the gaze blind spot varies depending on the teacher and can be affected by external factors. Therefore, it is necessary to develop a system and retrain program for diagnosis and feedback of teachers{\textquoteright} attention to provide proper and high-quality education to students.}, keywords = {science class; science teacher; blind spot; eye tracking; gaze attention; teaching behavior}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.413}, url = {https://oaji.net/articles/2023/987-1687107941.pdf}, author = {Jung-Ho Byeon and Yong-Ju Kwon} } @article {1279, title = {THE THINKING OF STUDENTS AGED 15-18 IN EXPLAINING THE DISSOLUTION PHENOMENON}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {April/2023}, pages = {Continuous}, type = {Original article}, chapter = {337-356}, abstract = {Explaining natural phenomena by determining causal relationships is conducive to understanding scientific concepts. In science education, numerous studies examine students{\textquoteright} causal reasoning. Given the importance of core ideas for students{\textquoteright} understanding of how and why a phenomenon occurs, the study focused on the relationship between students{\textquoteright} understanding of atoms/molecules interactions and the nature of reasoning. This study drew on a framework that identifies essential components of students{\textquoteright} reasoning, which was used to analyze the dissolution phenomenon in the example of salt in water. Students in grades 9-12 (N=147) explained the dissolution of salt. The results showed that there were five types of reasoning: simple descriptive, fuzzy causal, linear causal, interactive causal, and mechanistic. More students in higher than lower grades exhibited non-causal reasoning. Based on the students{\textquoteright} drawings of atoms/molecules interactions, the study summarized performance in the association category. Students{\textquoteright} performance in drawing indicated that their understanding of particle interactions was limited. The results showed that there was a large correlation between understanding of the core ideas and reasoning types. }, keywords = {causal reasoning, core ideas understanding, dissolution phenomenon, small-sample qualitative study}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.337}, url = {https://oaji.net/articles/2023/987-1681287686.pdf}, author = {Guanxue Shi and Shanshan Lu and Hualin Bi} } @article {1286, title = {TWENTY-TWO YEARS OF SCIENCE COMMUNICATION RESEARCH: A BIBLIOMETRIC ANALYSIS}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {June/2023}, pages = {Continuous}, type = {Original article}, chapter = {393-412}, abstract = {In recent years, the number of academic studies in the field of science communication has increased. It is important to make a general examination of the studies on science communication and to reveal their distribution according to years and countries in order to draw the framework of science communication studies. The main aim of this study was to analyze the science communication-based articles published in journals in the Web of Science (WoS) index in the last 22 years. Within the scope of the study, articles were scanned by typing keywords such as "topic", "title", "keywords" science communication from the WoS database and 322 articles were examined by bibliometric analysis method. As a result of the study, the articles published between 2000 and 2022 were examined according to years, countries, funding organizations, research area, publishing houses, country scores and citations. According to the results, most articles were published in 2022(N = 58); USA, UK, Australia, Germany ranked first with the number of articles and SAGE (N = 74) ranked first in publisher distributions. This study offers a global perspective on science communication and proposes a vision for future research.}, keywords = {bibliometrics analysis, journal articles, research trends, science communication, Web of Science (WoS)}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.393}, url = {https://oaji.net/articles/2023/987-1687107857.pdf}, author = {Emre Vadi Balc{\i} and {\"O}zlem Du{\u g}an and Bulent Cavas} } @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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {1216, title = {DIFFERENCES IN CHEMISTRY TEACHERS{\textquoteright} ACCEPTANCE OF EDUCATIONAL SOFTWARE ACCORDING TO THEIR USER TYPE: AN APPLICATION OF EXTENDED UTAUT MODEL}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {October/2022}, pages = {Continuous}, type = {Original article}, chapter = {762-787}, abstract = {In this research, a model to determine chemistry teachers{\textquoteright} acceptance of educational software in secondary education is proposed. The model extends the unified theory of acceptance and use of technology (UTAUT) model. Data were collected from 556 Czech chemistry teachers and analysed using structural equation modelling. With respect to the significant differences among technology users and various types of nonusers, the research model for each user group was tested too. The results showed significant differences in the individual models for each group of technology user. In the model for {\textquoteleft}current users{\textquoteright} of educational software, the influence of facilitating conditions on current users{\textquoteright} use of educational software behavioural intention is stressed. In addition, non-planning users{\textquoteright} behavioural intention seems to be influenced by their personal innovativeness in IT, social influence, and performance expectancy. Behavioural intention and attitude towards using educational software affect each of the tested models, with attitudes being an even stronger predictor of educational software usage than behavioural intention. The models contribute to the understanding of teachers{\textquoteright} acceptance of educational software, which can be utilized in both pre- and in-service teacher training, considering technology mastery a necessary teacher competence.}, keywords = {chemistry teachers{\textquoteright} motivation, educational software use, secondary education, technology acceptance}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.762}, url = {https://oaji.net/articles/2022/987-1667236618.pdf}, author = {Kate{\v r}ina Chroustov{\'a} and Andrej {\v S}orgo and Martin B{\'\i}lek and Martin Rusek} } @article {1185, title = {THE EFFECTS OF MODIFIED KNOW-WANT-LEARN STRATEGY IN MIXED-GENDER LOWER SECONDARY PHYSICS EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {June/2022}, pages = {Continuous}, type = {Original article}, chapter = {366-380}, abstract = {The differences related to gender are evident in physics education from the early age of the students. Thus, it is important that the teaching strategies that are implemented in mixed-gender physics classrooms are appropriate for both boys and girls. This research examined physics achievement and metacognitive awareness of students in lower secondary education in relation to gender when the modified Know-Want-Learn (mKWL) strategy is implemented. During the study, the students were divided into the control group (where direct teaching was implemented) and the experimental group (where the mKWL strategy was implemented in physics teaching). Students{\textquoteright} physics achievement (estimated with knowledge tests) and metacognitive awareness (estimated with a questionnaire) before and after the pedagogical experiment, and also the students{\textquoteright} comments on the mKWL strategy (provided through an informal conversation) were analyzed. It was shown that the students{\textquoteright} achievement did not differ in relation to gender while girls showed higher metacognitive awareness in comparison with boys, and the mKWL strategy increased physics achievement and metacognitive awareness of both boys and girls. Furthermore, the students{\textquoteright} comments on the strategy were discussed. The proposed strategy is shown to be appropriate for both genders, and its implementation in physics classrooms can be recommended.}, keywords = {metacognitive awareness, physics education, quasi-experimental research, students{\textquoteright} achievement, students{\textquoteright} comments}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.366}, url = {https://oaji.net/articles/2022/987-1656443394.pdf}, author = {Ivana Z. Bogdanovi{\'c} and Du{\v s}ica D. Rodi{\'c} and Tamara N. Ron{\v c}evi{\'c} and Jelena D. Stanisavljevi{\'c} and Zekri A. M. Zouhor} } @article {1241, title = {END}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {December/2022}, pages = {Continuous}, type = {Other}, chapter = {1119-1120}, abstract = {End page, Journal of Baltic Science Education, Vol. 21, No. 6, 2022 ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online}, keywords = {end page}, issn = {1648-3898}, url = {https://oaji.net/articles/2022/987-1671188436.pdf}, author = {Editorial Board} } @article {1180, title = {END}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {April/2022}, pages = {Continuous}, type = {Other}, chapter = {342-344}, abstract = {End page, Vol. 21, No. 2, 2022, JBSE}, keywords = {end page}, issn = {1648-3898}, url = {https://oaji.net/articles/2022/987-1652123180.pdf}, author = {Editorial Board} } @article {1195, title = {END}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {June/2022}, pages = {Continuous}, type = {Other}, chapter = {528-532}, abstract = {End page, Vol. 21, No. 3, 2022, JBSE}, keywords = {end page}, issn = {1648-3898}, url = {https://oaji.net/articles/2022/987-1656444358.pdf}, author = {Editorial Board} } @article {1225, title = {END}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {October/2022}, pages = {Continuous}, type = {Other}, chapter = {902-904}, abstract = {End page, Vol. 21, No. 5, 2022, JBSE}, keywords = {end page}, issn = {1648-3898}, url = {https://oaji.net/articles/2022/987-1667237474.pdf}, author = {Editorial Board} } @article {1211, title = {END}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {August/2022}, pages = {Continuous}, type = {Other}, chapter = {739-740}, abstract = {End page, Vol. 21, No. 4, 2022, JBSE}, keywords = {end page}, issn = {1648-3898}, url = {https://oaji.net/articles/2022/987-1662187531.pdf}, author = {Editorial Board} } @article {1250, title = {END}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {December/2022}, pages = {Continuous}, type = {Other}, chapter = {1205-1208}, abstract = {End page, Journal of Baltic Science Education, Vol. 21, No. 6A, 2022 ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/}, keywords = {end page}, issn = {1648-3898}, url = {https://oaji.net/articles/2022/987-1672585642.pdf}, author = {Editorial Board} } @article {1165, title = {END}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {February/2022}, pages = {Continuous}, type = {Other}, chapter = {171-172}, abstract = {End page, Vol. 21, No. 1, 2022, JBSE}, keywords = {end page}, issn = {1648-3898}, url = {https://oaji.net/articles/2022/987-1647118199.pdf}, author = {Editorial Board} } @article {1231, title = {ENHANCING THE LEARNING OF NEWTON{\textquoteright}S SECOND LAW OF MOTION USING COMPUTER SIMULATIONS}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {December/2022}, pages = {Continuous}, type = {Original article}, chapter = {946-966}, abstract = {This quasi-experimental study was conducted in two secondary schools in a major city in the United Arab Emirates (UAE) to examine the impact of Computer Simulations (CSs) on students{\textquoteright} learning of Newton{\textquoteright}s Second Law of Motion (NSLOM) in grade 11 compared to traditional face-to-face education. The study used Newton{\textquoteright}s Second Law of Motion Achievement test (NSLMAT) as a pre and post-test to collect the data. Altogether 90 students aged 16-17 (grade 11) participated in this study. Two grade 11 girls{\textquoteright} classes (40 students) and two grade 11 boys{\textquoteright} classes (50 students) were chosen randomly to participate in this study. Descriptive and Inferential statistics were used to analyze data. Results showed that CSs, through visualization, aided in establishing connections and brought attention to the concepts and details of NSLOM. In addition, CSs yielded better results than those taught in face-to-face education. The Results also suggest that CSs greatly impacted both female and male students. CSs helped female and male students gain a better understanding of NSLOM topics. The study recommended that physics teachers integrate CSs into their teaching and use them as valuable tools to improve student learning outcomes.}, keywords = {computer simulations, Newton{\textquoteright}s Second Law of Motion, students{\textquoteright} performance, United Arab Emirates}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.946}, url = {https://oaji.net/articles/2022/987-1671187660.pdf}, author = {Khaleel AlArabi and Hassan Tairab and Yousef Wardat and Shashidhar Belbase and Suzan Alabidi} } @article {1199, title = {THE JIGSAW TECHNIQUE IN LOWER SECONDARY PHYSICS EDUCATION: STUDENTS{\textquoteright} ACHIEVEMENT, METACOGNITION AND MOTIVATION}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {August/2022}, pages = {Continuous}, type = {Original article}, chapter = {545-557}, abstract = {Physics teaching should facilitate students to acquire knowledge, increase metacognitive awareness and motivation for learning physics. The implementation of cooperative learning could be useful for improving teaching. The aim of this research was to examine the effect of cooperative learning (specifically the jigsaw technique) on students{\textquoteright} achievement in physics, metacognitive awareness, and motivation. An experiment with parallel groups (experimental and control) was carried out with 92 seventh-grade students (in lower secondary education). Jigsaw technique was implemented in the experimental group, while the control group was taught using teacher-directed teaching method. Students{\textquoteright} physics achievement, metacognitive awareness and motivation were measured using knowledge tests and questionnaires (before and after the experiment). Statistical analysis included calculations of Cronbach{\textquoteright}s Alpha coefficient, performance of the Shapiro-Wilk test, Mann-Whitney U test and the Wilcoxon Signed Ranks Test. The research results showed that the implementation of jigsaw technique in physics classes significantly improved students{\textquoteright} physics achievement, metacognitive awareness, and motivation. Therefore, it can be suggested that this technique is beneficial in lower secondary physics education, and it can be recommended to implement the jigsaw technique in everyday school practice. }, keywords = {Cooperative learning, metacognitive awareness, parallel group design, physics education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.545}, url = {https://oaji.net/articles/2022/987-1662186576.pdf}, author = {Branislava K. Blajvaz and Ivana Z. Bogdanovi{\'c} and Tamara S. Jovanovi{\'c} and Jelena D. Stanisavljevi{\'c} and Milica V. Pavkov-Hrvojevi{\'c}} } @article {1155, title = {THE PREFERRED MENTORING ATTRIBUTES AND PRACTICES FOR EFFECTIVE SCIENCE TEACHING}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {February/2022}, pages = {Continuous}, type = {Original article}, chapter = {7-25}, abstract = {Pre-service teachers encounter many different mentor teachers during the teaching practicum process. While some teachers give sufficient coverage to early childhood science education, some do not. This research aimed to explain effective mentoring attributes and practices of the mentors which preferred by pre-service pre-school teachers during science teaching activities throughout the teaching practice lessons. The study was designed in line with the Q-methodology. The participants of the study were 39 pre-service teachers. Quantitative data were collected with the Q measurement tool developed by the researchers to describe the mentoring attributes and practices in science teaching. In addition, qualitative data were collected and analyzed through an open-ended questionnaire. The results obtained in the study revealed that pre-service pre-school teachers preferred the mentoring attributes and practices, in which they could get support at the point of personal development in science teaching. In addition, it was found that the same pre-service teachers were less likely to prefer the mentor who gave feedback and tried to be a role model while science teaching. }, keywords = {effective mentoring, mentor teachers, pre-school education, science teaching}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.07}, url = {https://oaji.net/articles/2022/987-1647117435.pdf}, author = {Durmu{\c s} Burak and Ahmet Simsar} } @article {1169, title = {PRE-SERVICE SCIENCE AND COMPUTER TEACHERS{\textquoteright} VIEWS ON TEACHING PRACTICE COURSES}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {April/2022}, pages = {Continuous}, type = {Original article}, chapter = {179-191}, abstract = {The Teaching Practice course taught in Education Faculties gives pre-service teachers real experience before starting the profession. This study aims to examine the teaching practice courses in the undergraduate programs of education faculties by the views of pre-service science and computer teachers. 50 4th grade students, 25 from the science education department and 25 from the computer and instructional technology education department, participated in the study. Within the scope of the study, the data were collected through online interviews of approximately 30 minutes with the participants, and content analysis was made. According to the findings, pre-service teachers believe that teaching practice courses are insufficient to ensure active participation in lessons in terms of learning gains and content and that they lack a flexible structure that allows them to participate in classes at various grade levels. They also stated that the teaching practice course includes result-oriented measurement and evaluation activities. However, they underlined that the semesters and credits allocated to undergraduate teaching practice courses are insufficient. Furthermore, throughout the process, pre-service teachers reported some communication and coordination issues in the teaching practice course. They suggested that every university with an education faculty should open practice schools that include all levels of compulsory education to overcome the challenges encountered during the process. }, keywords = {computer teaching, pre-service teachers, science teaching, teaching practice course}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.179}, url = {https://oaji.net/articles/2022/987-1652122087.pdf}, author = {Ayhan Bulut and Abdullatif Kaban and {\"O}mer Bilen} } @article {1186, title = {STUDENTS{\textquoteright} IDEAS ON COMMON EXPERIMENTS ABOUT THE PARTICULATE NATURE OF MATTER }, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {June/2022}, pages = {Continuous}, type = {Original article}, chapter = {381-397}, abstract = {Research on students{\textquoteright} thinking about the particulate nature of matter has shown that students find it difficult to connect the macroscopic with the sub microscopic world. Although they have heard about atoms, students stay within a continuous model of matter or attribute macroscopic properties to particles. The research presented focuses on the arguments students make when they have to explain experiments on a sub microscopic level. The question is if experiments convince students of the applicability of the particulate nature of matter. Therefore, the researchers conducted twenty interviews according to the method of probing acceptance with students from lower and upper-secondary school. Every interview featured one of five experiments, commonly used in teaching. The goal was to see if the experiments helped students to successfully apply the particulate model of matter. Students{\textquoteright} answers were coded using qualitative content analysis. The results of this research show, that explaining experiments on a sub microscopic level proves a great challenge for students. None of the five experiments seems to be a good starting point when engaging students with the particulate nature of matter for the first time. Therefore, further research should focus on other ways of introducing this difficult topic to students. }, keywords = {classroom experiments, conceptual change, particulate model, probing acceptance}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.381}, url = {https://oaji.net/articles/2022/987-1656443487.pdf}, author = {Florian Budimaier and Martin Hopf} } @article {1194, title = {USE OF RASCH ANALYSIS TO DEVELOP AN ARABIC LANGUAGE SURVEY (STPLTS) TO MEASURE OMANI SCIENCE TEACHERS{\textquoteright} VIEWS TOWARDS THE CLASSROOM APPLICATION OF PEDAGOGICAL LEARNING THEORIES }, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {June/2022}, pages = {Continuous}, type = {Original article}, chapter = {513-527}, abstract = {A range of pedagogical learning theories has been proposed to guide science teachers{\textquoteright} classroom teaching. This study presents the results of the development and use of an 18-item Arabic language rating scale survey to assess Omani teachers{\textquoteright} (N = 400) views towards the application of selected pedagogical learning theories of potential use in their science classrooms. The current study was a quantitative approach following the survey design. Rasch analysis was used to guide the analysis of the instrument. The results suggested that one dimension was defined by survey items and item independence. Person and item reliability were acceptable. Analysis of category probability curves showed acceptable measurements from the rating scale. The Wright Map matched theory and so provided guidance for the future teaching of Omani science teachers. This study adds to the literature reporting the results of science education data collected from science teachers who teach for international use in general, and for Oman and Arab countries in particular. Perspectives and contributions of the study findings on improving science teaching and learning are discussed.}, keywords = {Oman, pedagogical learning theories, Rasch analysis, science teachers{\textquoteright} views}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.513}, url = {https://oaji.net/articles/2022/987-1656444312.pdf}, author = {Mohamed A. Shahat and William J. Boone and Abdullah K. Ambusaidi and Khalsa Al Bahri and Annika Ohle-Peters} } @article {973, title = {ANALYSIS OF TWO-TIER QUESTION SCORING METHODS: A CASE STUDY ON THE LAWSON{\textquoteright}S CLASSROOM TEST OF SCIENTIFIC REASONING}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {February/2021}, pages = {Continuous}, type = {Original article}, chapter = {146-159}, abstract = {The Lawson{\textquoteright}s Classroom Test of Scientific Reasoning (LCTSR) is a popular instrument that measures the development of students{\textquoteright} scientific reasoning skills. The instrument has a two-tier question design, which has led to multiple ways of scoring and interpretation. In this research, a method of pattern analysis was proposed and applied to analyze two-tier item pairs on the subskill of Control-of-Variable (COV) of LCTSR. The data were collected from students in grade 4 through college in both the United States and China. Students{\textquoteright} response patterns to two combined item pairs were analyzed and compared against students at different grade levels and reasoning development levels. Six performance levels were established based on students{\textquoteright} response patterns, serving as indicators of COV reasoning development levels. With the new method, a relation was obtained between students{\textquoteright} level of COV skills and grade level, as well as their level of overall reasoning development. It can provide useful information on the possible developmental levels of students{\textquoteright} reasoning skills.}, keywords = {control-of-variable, grade level, pattern analysis, scientific reasoning}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.146}, url = {http://oaji.net/articles/2021/987-1611649216.pdf}, author = {Shao-Na Zhou and Qiao-Yi Liu and Kathleen Koenig and Qiu-ye Li and Yang Xiao and Lei Bao} } @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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {1045, title = {THE EFFECT OF USING COMPUTER SIMULATIONS ON GRADE 11 LEARNERS{\textquoteright} PERFORMANCE IN PLANTS BIODIVERSITY IN SOUTH AFRICA}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {August/2021}, pages = {Continuous}, type = {Original article}, chapter = {612-621}, abstract = {Teachers use different pedagogies to improve learners{\textquoteright} performance. The study explored the effect of Computer Simulations (CS) on Grade 11 learners{\textquoteright} performance when taught Plants Biodiversity. A Solomon Four-Group design was used to cater for internal and external validity. Sixty-six learners were assigned to two Control Groups (CG) taught using CS and 66 learners to two Experimental Groups (EG) taught using Talk and Chalk Method (TCM). The pre-test was administered to EG1 and CG1, while post-tests were administered to all four groups. Focus Group Discussion Interviews (FGDI) were conducted with 12 learners: six from EG and six from CG. Quantitative data were analyzed using a T-test, Analysis of Variance (ANOVA), while qualitative data were analyzed using thematic analysis. The results show that EG outperformed CG (T-test; ANOVA; p < .05). Boys{\textquoteright} and girls{\textquoteright} performance in EG did not differ significantly, suggesting that CS favour both gender to perform well. CS positively influenced EG learners{\textquoteright} attitudes towards Biodiversity topic, but not CG. Thus, CS is an effective tool for enhancing learners{\textquoteright} performance. }, keywords = {computer simulations, learners{\textquoteright} performance, Solomon Four-Group Design, Talk and Chalk Method (TCM)}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.612}, url = {http://oaji.net/articles/2021/987-1629707411.pdf}, author = {Israel Kibirige and Kgashane Bethuel Bodirwa} } @article {1111, title = {END}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {December/2021}, pages = {Continuous}, type = {Other}, chapter = {1001-1004}, abstract = {End page, JBSE, Vol. 20, No. 6, 2021}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2021/987-1639222534.pdf}, author = {Editorial Board} } @article {1098, title = {END}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {October/2021}, pages = {Continuous}, type = {Other}, chapter = {857-860}, abstract = {End page, Vol. 20, No. 5, 2021, JBSE}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2021/987-1633680889.pdf}, author = {Editorial Board} } @article {1015, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {June/2021}, pages = {Continuous}, type = {Other}, chapter = {519-520}, abstract = {End page, Vol. 20, No. 3, 2021, JBSE}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2021/987-1622791586.pdf}, author = {Editorial Board} } @article {1051, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {August/2021}, pages = {Continuous}, type = {Other}, chapter = {691-692}, abstract = {End page, Vol. 20, No. 4, 2021, JBSE}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2021/987-1629708009.pdf}, author = {Editorial Board} } @article {974, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {February/2021}, pages = {Continuous}, type = {Other}, chapter = {160-164}, abstract = {End page, Vol. 20, No. 1, 2021, JBSE}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2021/987-1611649257.pdf}, author = {Editorial Board} } @article {1000, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {April/2021}, pages = {Continuous}, type = {Other}, chapter = {332-336}, abstract = {End page, JBSE, Vol. 20, No. 2, 2021}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2021/987-1616866345.pdf}, author = {Editorial Board} } @article {1044, title = {AN EVALUATION OF THE CREATIVE DRAMA METHOD USED IN THIRD- AND FOURTH- GRADE CLASSES ON ENVIRONMENTAL TOPICS BY TEACHING METHOD AND TEACHER EFFECT}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {August/2021}, pages = {Continuous}, type = {Original article}, chapter = {590-611}, abstract = {This study deals with the effects of applying drama method in the teaching of environmental issues in science courses on the achievement, retention of learning, student interest and attitudes of primary school students and also whether these effects are dependent on teachers. The study was designed on the basis of the Solomon Four-Group Design. The study is a two group pre- and post-test experiment in two parts, each part having an experimental and control group. The courses were delivered to both groups by the researcher in the first part and drama teacher in the second. The experimental groups received 144 hours of teaching for six weeks, during which a drama course outline was employed, while in the control groups the courses followed the course outlines covered in the curricula. The data were collected using the Environmental Achievement Test, Interest Scale towards the Environment and Attitude Scale towards Science. The findings suggest that the teachers had some effects on the methods, but the significant differences in scores were due to the drama method, which was found to improve the achievement of the third-grade students and the interest towards environment and attitudes towards science of both third- and fourth-grade students.}, keywords = {creative drama method, environmental education, science education, teacher effect}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.590}, url = {http://oaji.net/articles/2021/987-1629707310.pdf}, author = {Nilg{\"u}n Bakkalo{\u g}lu and P{\i}nar {\"O}zdemir {\c S}im{\c s}ek} } @article {1004, title = {MODELS AND MODELLING IN SCIENCE EDUCATION IN TURKEY: A LITERATURE REVIEW}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {June/2021}, pages = {Continuous}, type = {Original article}, chapter = {344-359}, abstract = {This research examined articles about models and modelling in the context of science education in Turkey by using content analysis method. Two specific academic databases; one of which was Dergipark, a platform including the academic journals published in Turkey, and Scholar Google were examined in detail so that totally 71 articles on models and modelling in science education were identified. The {\textquotedblleft}article analysis form{\textquotedblright} developed by the researchers considering into the relevant literature was used to examine these articles. The findings were presented in tables and charts to show the frequency and percentile values regarding the articles examined. As a result, it was found that the purpose of most of the articles is to examine the effect of model / modelling-based teaching method. Concerning the discipline related in the articles, physics was seen to be on the top of the list, more specifically astronomy subject. As another result, qualitative research method appeared to be the most commonly used research method in the articles at hand. Lastly, it was found out that the most frequently examined variable was the mental model of the participants, and the most preferred data collection instrument was conceptual understanding test. }, keywords = {content analysis, literature review, modelling in science, models in science, science education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.344}, url = {http://oaji.net/articles/2021/987-1622790650.pdf}, author = {Ali Ihsan Benzer and Suat {\"U}nal} } @article {963, title = {THE ROLE OF MATH AND SCIENCE EXPOSURE ON THE EFFECT OF 5E INSTRUCTIONAL MODEL IN PHYSICS CONCEPTIONS}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {February/2021}, pages = {Continuous}, type = {Original article}, chapter = {10-20}, abstract = {5E instructional model is commonly utilized in science teaching to promote conceptual learning. However, the benefit of 5E instructional model cannot be fully attained if the knowledge and skills essential to learning were not properly established from past. Similarly, the development of new concepts cannot be fully attained if the important processes inculcated in the 5E model were not considered in teaching. In this research, the effects of 5E model instruction and previous learning experiences on the conceptual learning of students in Newtonian mechanics were evaluated. Using 2 x 2 factorial research design, the conceptual understanding of 172 undergraduate students was evaluated before and after the experiment. These participants were distributed into four groups with different programs. The result revealed that both 5E instructional model and previous learning experiences contributed to the conceptual learning of students in mechanics. Those students who received 5E instructional model and whose exposure to science and math courses is high, gained the highest increase in the mean score after the experiment. This suggests that the effectiveness of 5E instructional model can be fully achieved if the knowledge and skills essential to learning and conceptual change were properly established from previous learning experiences and activities.}, keywords = {5E Model, conceptual change, conceptual learning, learning cycle, prior knowledge}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.10}, url = {http://oaji.net/articles/2021/987-1611648389.pdf}, author = {Michael Allan A. Bahtaji} } @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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {822, title = {DEVELOPMENT OF AN ATTITUDE SCALE FOR PHYSICS COURSES AND A REVIEW OF STUDENT ATTITUDES}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {February/2020}, pages = {Continuous}, type = {Original article}, chapter = {6-24}, abstract = {The aim of present research was to develop a Likert type scale that determines the attitudes of 9th grade students towards physics courses so as to identify the physics students{\textquoteright} attitudes towards this course. The research started with a draft scale of 30 items. The draft scale was applied to 177 ninth grade students as a pilot research. According to results obtained from factor analysis, a scale that has 21 items and covering six sub-sets was developed. KMO value of the scale was .82; the Bartlett{\textquoteright}s test value was 1997.3; and the internal consistency coefficient (Cronbach{\textquoteright}s alpha) was .90. The scale was then applied to 460 ninth grade students from different schools to conduct a confirmatory factor analysis. It was found that the types of upper-secondary school influence students{\textquoteright} attitudes towards physics courses while gender and educational level of the parents had no significant influence on these attitudes. Therefore, it was also found that the students had an ambivalent attitude towards physics courses. }, keywords = {factor analysis, physics course, scale development, student attitude}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.06}, url = {http://oaji.net/articles/2020/987-1581269338.pdf}, author = {S{\"u}meyye Ayd{\i}n G{\"u}rler and Oktay Baykara} } @article {985, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {December/2020}, pages = {Continuous}, type = {Other}, chapter = {1137-1140}, abstract = {End page, JBSE, Vol. 19, No. 6A, 2020. Theme: "Responding to Covid-19: The integration of online teaching and learning in STEM education" Guest Editors: L. Mnguni \& H.O. Mokiwa}, keywords = {end page, special issue}, issn = {1648-3898}, url = {http://oaji.net/articles/2021/987-1613414780.pdf}, author = {Editorial Board} } @article {862, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {June/2020}, pages = {Continuous}, type = {Other}, chapter = {514-516}, abstract = {End page, Vol. 19, No. 3, 2020}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2020/987-1591088183.pdf}, author = {Editorial Board} } @article {833, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {February/2020}, pages = {Continuous}, type = {Other}, chapter = {174-176}, abstract = {End page, Vol. 19, No. 1, 2020, JBSE}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2020/987-1581270083.pdf}, author = {Editorial Board} } @article {847, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {April/2020}, pages = {Continuous}, type = {Other}, chapter = {333-336}, abstract = {End page, JBSE, Vol. 19, No. 2, 2020}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2020/987-1586941955.pdf}, author = {Editorial Board} } @article {907, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {October/2020}, pages = {Continuous}, type = {Other}, chapter = {855-856}, abstract = {End page, JBSE, Vol. 19, No. 5, 2020}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2020/987-1602525073.pdf}, author = {Editorial Board} } @article {922, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {December/2020}, pages = {Continuous}, type = {Other}, chapter = {1034-1036}, abstract = {End page, JBSE, Vol. 19, No. 6, 2020}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2020/987-1606573107.pdf}, author = {Editorial Board} } @article {886, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {August/2020}, pages = {Continuous}, type = {Other}, chapter = {688}, abstract = {End page, Vol. 19, No. 4, 2020}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2020/987-1597214831.pdf}, author = {Editorial Board} } @article {904, title = {EXPLORING RELATIONS AMONG PRE-SERVICE SCIENCE TEACHERS{\textquoteright} MOTIVATIONAL BELIEFS, LEARNING STRATEGIES AND CONSTRUCTIVIST LEARNING ENVIRONMENT PERCEPTIONS THROUGH UNSUPERVISED DATA MINING}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {October/2020}, pages = {Continuous}, type = {Original article}, chapter = {804-823}, abstract = {Educational data mining is a developing research trend for exploring hidden patterns and natural associations among a set of student, teacher or school related variables. Discovering profiles of preservice science teachers using data mining methods would give important information about quality of teacher education programs and future science teachers{\textquoteright} performance. The aim of this research was to describe characteristics of preservice science teachers and to explore the relations among their motivational beliefs, learning strategy use, and constructivist learning environment perceptions. Participants included 480 preservice science teachers in their final semester of the teacher education program. Data were gathered using Demographic Questionnaire, Motivated Strategies for Learning Questionnaire, Achievement Goal Questionnaire and Constructivist Learning Environment Scale. Findings of clustering analysis revealed gender as a discriminating factor between the obtained two natural groups. Preservice science teachers{\textquoteright} characteristics including background characteristics, motivational beliefs, strategy use and constructivist learning environment perceptions were grouped into two clusters, namely males and females. Moreover, the association rules mining analysis revealed strong relations among preservice science teachers{\textquoteright} motivational beliefs, learning strategy use, and constructivist learning environment perceptions. This research provided many important findings that can be useful for further decision-making strategies.}, keywords = {Constructivist learning environment, data mining, learning strategies, motivational belief, Pre-Service Science Teacher}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.804}, url = {http://oaji.net/articles/2020/987-1602524864.pdf}, author = {Sevgi Kingir and Bilge Gok and Ahmet Selman Bozkir} } @article {897, title = {GENERAL REMARKS ON BASIC ACTUALITIES WITHIN OUR LIFE AND EDUCATION DURING FIRST 20 YEARS OF 21st CENTURY}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {October/2020}, pages = {Continuous}, type = {Editorial}, chapter = {692-695}, abstract = {Development of Human personal as well as social Life means continuing physical and spiritual (mental) changes all around them and within them. Corresponding changes traditionally reflected by humans as evolution (reformational) or revolution (transformational) processes, that are realizing corresponding quantitative or qualitative steps within the development of people{\textquoteright}s Life Activities. First 20 years of 21-st Century presented a real start of serious qualitative changes as a process of implementation up to date achievements of modern Science and Technologies. These are transformational changes not only within physical background of our traditional Life, but fast developing of corresponding changes also within our spiritual (or mental) Life (Broks, 2016). The central phenomenon within the mentioned processes above today is the development of overall computerization of physical as well as mental Life Activities of Humans. Global, regional, local explosion of information as an artefact of revolution within Computer Science and Information Technology marks the above mentioned beginning of the 21-st century. So, our life today is becoming more and more complex by means of increasing diversity and speed of corresponding changes. Virus COVID-19 attack has just only accelerated these changes. Global turnover of Biological as well as Computer viruses is part of modern Life today for tomorrow.}, keywords = {human life activities, interconnected changes, mental Life Activities, STEM}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.692}, url = {http://oaji.net/articles/2020/987-1603081853.pdf}, author = {Andris Broks} } @article {838, title = {THE IMPACT OF PROFESSIONAL DEVELOPMENT IN INQUIRY-BASED METHODS ON SCIENCE TEACHERS{\textquoteright} CLASSROOM PRACTICE}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {April/2020}, pages = {Continuous}, type = {Original article}, chapter = {201-219}, abstract = {Inquiry-based methods have become very popular in science education all over the world. In Europe, they were strongly advocated in years 2007-2013 within the 7th EU Framework Programme projects, and in that time, in many countries teacher educational programmes (TEP) in inquiry were developed and implemented. However, there has been limited information on how effective those trainings are, and how teachers bring theory into practice. Therefore, the aim of this research was to determine the impact of training in inquiry-based methods on the teachers{\textquoteright} professional practices. The training consisted of two stages: I {\textendash} one-week-long core training, and II {\textendash} one-year-long extended support. Ninety-two science teachers participated in the research. It had a quantitative character and was based on a self-evaluation sheet that was completed three times: before the training, a month after the training, and a year after the training. The research results revealed current Polish science teachers{\textquoteright} practices related to facilitating learning by inquiry and identified the inquiry{\textquoteright}s features that were immediately adopted by teachers, those that were adopted after a longer period, and finally, those that were not implemented at all. These results can be especially useful to educators who design and run TEPs in inquiry-based teaching and learning.}, keywords = {in-service teachers, inquiry-based learning, professional development, science education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.201}, url = {http://oaji.net/articles/2020/987-1586941315.pdf}, author = {Pawe{\l} Bernard and Karol Dudek-R{\'o}{\.z}ycki} } @article {824, title = {INFLUENCE OF FORMATIVE ASSESSMENT CLASSROOM TECHNIQUES (FACTs) ON STUDENT{\textquoteright}S OUTCOMES IN CHEMISTRY AT SECONDARY SCHOOL}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {February/2020}, pages = {Continuous}, type = {Original article}, chapter = {36-49}, abstract = {Assessment in many Central- and Eastern-European countries is dominated by summative assessment (SA). Simultaneously, researchers and educators from western Europe and the US proclaim the formative assessment (FA) as an important element of the educational process and advise including it into curricula and everyday teachers{\textquoteright} practice. The research presented herein reports an introduction of formative assessment classroom techniques (FACTs) during chemistry lessons at K7 level in Slovakia. In total 202 students participated in the research. They were divided randomly into a control (n=97) and an experimental (n=105) group, and the intervention covered 10 successive lessons. After the intervention, the student{\textquoteright}s outcomes were compared using the test checking student{\textquoteright}s knowledge and skills according to various domains of Bloom{\textquoteright}s revised taxonomy. The results suggested a statistically significant increase in the score of the experimental group, and a detailed analysis revealed that the increase was significant in both lower- and higher-order cognitive skills area. Finally, the students{\textquoteright} reaction on the introduction of formative assessment was studied and showed their positive attitude towards the introduced method.}, keywords = {chemical education, formative assessment classroom techniques, higher-order cognitive skills, secondary school}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.36}, url = {http://oaji.net/articles/2020/987-1581269504.pdf}, author = {M{\'a}ria Babin{\v c}{\'a}kov{\'a} and M{\'a}ria Ganajov{\'a} and Ivana Sot{\'a}kov{\'a} and Pawe{\l} Bernard} } @article {861, title = {INQUIRY-BASED SCIENCE EDUCATION AS A REVISION STRATEGY}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {June/2020}, pages = {Continuous}, type = {Original article}, chapter = {499-513}, abstract = {The research aim was to identify the effect of revising the thematic unit {\textquotedblleft}Changes in Chemical Reactions{\textquotedblright} using IBSE (based on confirmation inquiry) in the 8th grade of secondary school. This thematic unit is taught in chemistry lessons in the 2nd term of the 7th grade. A set of activities verified by a piece of pilot research was used to implement IBSE based on confirmation inquiry using the 5E Educational Model. The research was performed in ten Slovak secondary schools during the 1st term of the 2017/2018 school year. This research employed the quasi-experimental methodology involving pre-test{\textendash}post-test two-group design. The research sample consisted of 292 8th grade students. They were divided randomly into a control (n=149) and experimental (n=143) group, and the intervention took place during 10 lessons. Cognitive tests based on the revised Bloom{\textquoteright}s taxonomy were used to measure students{\textquoteright} knowledge and skills before and after revision. The results indicate that using IBSE (based on confirmation inquiry) in the revision phase is more effective than teaching without using IBSE in terms of developing conceptual understanding. It affects the lower and higher cognitive processes (understanding, application, and analysis) and stimulates learning mainly in students with lower academic performance.}, keywords = {chemistry education, cognitive processes, confirmation inquiry, secondary school}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.499 }, url = {http://oaji.net/articles/2020/987-1591088137.pdf}, author = {Ivana Sot{\'a}kov{\'a} and M{\'a}ria Ganajov{\'a} and M{\'a}ria Babin{\v c}{\'a}kov{\'a}} } @article {918, title = {MODELING TEACHING IN STUDY OF GALVANIC CELLS: UPPER-SECONDARY SCHOOL CONTEXT}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {December/2020}, pages = {Continuous}, type = {Original article}, chapter = {972-988}, abstract = {Besides improving students{\textquoteright} understanding of scientific concepts, chemistry teaching should also improve students{\textquoteright} ability of applying concepts to solve problems. The research aims to explore the effects of modeling teaching on students{\textquoteright} proficiency in solving galvanic cell problems. This research used a quasi-experimental design, and the independent variable of the research was the teaching method. Forty-five students in the experimental class received modeling teaching, and 48 students in the control class received lecture-style teaching. The dependent variable was the performance level of the student{\textquoteright}s ability to solve the problem of the galvanic cell, which was evaluated using the galvanic cell proficiency assessment tool. The research results show that the students in the experimental class were significantly more proficient in solving galvanic cell problems than those in the control class. The results of unstructured interviews assisted in illustrating the role of modeling teaching in improving the proficiency of students in solving galvanic cell problems, and students in the experimental class had positive views on modeling teaching. }, keywords = {galvanic cells, modeling teaching, Problem Solving, proficiency level}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.972}, url = {http://oaji.net/articles/2020/987-1606764553.pdf}, author = {Huanhuan Lu and Yanxia Jiang and Hualin Bi} } @article {978, title = {STEM EDUCATION DURING THE COVID-19: TEACHERS{\textquoteright} PERSPECTIVES ABOUT STRATEGIES, CHALLENGES AND EFFECTS ON STUDENTS{\textquoteright} LEARNING}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {December/2020}, pages = {Continuous}, type = {Original article}, chapter = {1043-1054}, abstract = {This research aims to examine: (a) how Physics teachers who participated in a STEM project, adopted and implemented a STEM activity in the context of a pandemic; (b) from the perspective of Physics teachers, what were the effects on students{\textquoteright} learning of a STEM activity implemented in the context of the pandemic; (c) what challenges had Physics teachers faced in implementing the STEM activity during the pandemic. A qualitative and interpretive methodology was used. The participants are four Physics teachers who implemented a STEM activity on sound, during the pandemic. Data were collected through interviews and written reflections. The study has shown how, in a crisis context such as COVID-19, which affected schools all around the world, teachers were able to deal with it and kept developing a STEM activity, revealing the main challenges and effects on student learning, from the teachers{\textquoteright} points of view. Moreover, it was clear that carrying out with success a STEM activity, in such an adverse scenario, was strongly related with teachers who found new strategies and keep students motivated, by guiding them proficiently, and that requires to merge scientific and technological knowledge.}, keywords = {COVID-19, online teaching, pandemic context, physics teachers, STEM activity}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.1043}, url = {http://oaji.net/articles/2021/987-1613414275.pdf}, author = {M{\'o}nica Baptista and Estela Costa and Iva Martins} } @article {845, title = {STUDENTS{\textquoteright} ABILITY TO WORK WITH GRAPHS IN PHYSICS STUDIES RELATED TO THREE TYPICAL STUDENT GROUPS}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {April/2020}, pages = {Continuous}, type = {Original article}, chapter = {298-316}, abstract = {Graphs are often used to represent mathematical functions, to illustrate data from social and natural sciences, or to specify scientific theories. With increasing emphasis on the development of scientific research skills, the work with graphs and data interpretation are gaining in importance. The research involved an eye-tracking experiment conducted to evaluate student work with graphs in physics. Eye-movement data were recorded using the GazePoint eye-tracker. A total of 40 third-year grammar school students participated in the research. These students were allocated into three groups by a physics teacher. These groups were called PLUS, AVERAGE and MINUS. The PLUS group showed excellent results in education and included gifted physics students. The MINUS group was composed of the opposite end of this cognitive spectrum, whose members made the most mistakes in graph reading. The aim of the experiment was to find the differences between students allocated to these three groups and to evaluate whether the allocation based on the teacher{\textquoteright}s experience, long-term observations and the students{\textquoteright} previous achievements was sufficient. The results showed that students from all three groups had problems with reading graphs in physics. According to the eye-movement data, several students who had been incorrectly assigned to groups were identified. }, keywords = {education in physics, experimental study, eye-tracking, gifted children, graph}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.298}, url = {http://oaji.net/articles/2020/987-1586941849.pdf}, author = {Jana Skrabankova and Stanislav Popelka and Marketa Beitlova} } @article {912, title = {TEACHING MECHANICAL WAVES BY INQUIRY-BASED LEARNING}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {December/2020}, pages = {Continuous}, type = {Original article}, chapter = {875-892}, abstract = {In this research, the teaching of mechanical waves was realized with inquiry-based learning; the aim was to determine the changes in students{\textquoteright} conceptual understanding of spring, water, and sound waves. It was designed as action research. The study group comprised 58 upper-secondary school students enrolled in 10th grade at an Anatolian upper-secondary school in Turkey. Data collection tools used in the research were the form for conceptual understanding of mechanical waves, semi-structured interviews, video recordings and photographs, student journals, and hand-made materials. Moreover, researchers designed an action plan that was composed of activities on spring, water, and sound waves. Descriptive and conceptual content analyses were utilized in data analysis. At the end of the research, it was determined that there was a change in students{\textquoteright} conceptual understanding of spring, water, and sound waves. Moreover, it was determined that teaching based on inquiry-based learning contributed positively to students{\textquoteright} learning. In this respect, it is thought that such applications should become widespread. There should be online training for lecturers which in return would contribute to students{\textquoteright} learning.}, keywords = {5E learning model, action research, inquiry-based learning approach, mechanical waves, upper-secondary students}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.875}, url = {http://oaji.net/articles/2020/987-1606572281.pdf}, author = {Sevim Bezen and Celal Bayrak} } @article {877, title = {TRENDS AND FOUNDATIONS IN RESEARCH ON STUDENTS{\textquoteright} CONCEPTUAL UNDERSTANDING IN SCIENCE EDUCATION: A METHOD BASED ON THE STRUCTURAL TOPIC MODEL}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {August/2020}, pages = {Continuous}, type = {Original article}, chapter = {551-568}, abstract = {This study aims to reveal the trends and foundations in research on students{\textquoteright} conceptual understanding in science education. The literature was selected from three recognized journals in science education. The Structural Topic Model (STM) method was used to categorize articles into ten topics considering information about the semantic cohesion and exclusivity of words to topics. The topic, which has attracted increasing research interest, was selected using a method similar to standard regression analysis, and its changing focus was identified through an analysis of its research contents. Foundations of research about students{\textquoteright} conceptual understanding between 1980{\textendash}1999 and 2000{\textendash}2019 were obtained through a review of their top 10 most-cited papers. Three conclusions were drawn: a) there were ten sub-topics of research about students{\textquoteright} conceptual understanding; b) the research on the development (or pathways) of students{\textquoteright} scientific argumentation/reasoning is likely to attract further interest in the future; and c) compared to the studies in the first period, the studies in the second stage favor research on the description (nature, mental process, etc.) of the process of students{\textquoteright} conceptual understanding as the research foundation. }, keywords = {Conceptual Understanding, journal publication, structural topic model, text mining}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.551}, url = {http://oaji.net/articles/2020/987-1597214269.pdf}, author = {Shuaishuai Mi and Shanshan Lu and Hualin Bi} } @article {874, title = {WHO IS AND SHOULD BE A SCIENCE TEACHER}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, chapter = {520-522}, abstract = {Who is and should be a Science teacher like? This seemingly multiple-time answered ques-tion, however, has not been clearly answered yet; moreover, in this case, a multi-alternative an-swer is required. Ideas of an optimal characteristic of Science teacher should be defined in context of their main activity. Two alternatives are under the focus; the apparent discrepancy which has been solved in some legal documents, and the state which is frequently not unambiguous in practice. }, keywords = {general education, personal development, science teacher, teaching qualification}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.520}, url = {http://oaji.net/articles/2020/987-1597214072.pdf}, author = {Martin B{\'\i}lek} } @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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {762, title = {THE EFFECT OF COMPUTER-AIDED 3D MODELING ACTIVITIES ON PRE-SERVICE TEACHERS{\textquoteright} SPATIAL ABILITIES AND ATTITUDES TOWARDS 3D MODELING}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {June/2019}, pages = {Continuous}, type = {Original article}, chapter = {335-348}, abstract = {The computer-aided 3D modelling which is one of the innovative technologies can offer great opportunities to improve students{\textquoteright} skills. The aim of this research was to examine the effects of computer-aided 3D modeling activities on pre-service teachers{\textquoteright} spatial abilities and attitudes towards 3D modeling and the relevant course. The study group of the research was composed of 55 pre-service IT teachers at a state university in Turkey. The research was carried out in quasi-experimental design based on pre-post test model. The experimental research was carried out with the experimental group for 14 weeks. During the 3D modeling learning/teaching process, a five-stage education framework based on problem-based and project-based learning approaches was used. "Purdue Visualization of Rotations Test" and "Attitude Scale towards 3D Modeling and 3D Modeling Course" were used as data collection tools in the research. As a result, it was found out that computer-aided 3D modeling activities improved the spatial abilities of pre-service teachers also increased their attitudes towards 3D modeling and the course. It was concluded that the education of computer-aided three-dimensional modeling offers important opportunities to improve spatial abilities.}, keywords = {3D modeling, 3D modeling attitude, 3D modeling education, pre-service teachers, spatial ability}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.335}, url = {http://oaji.net/articles/2019/987-1559372061.pdf}, author = {Ali Ihsan Benzer and Bunyamin Yildiz} } @article {761, title = {THE EFFECT OF EARTHCOMM LEARNING MODEL AND SPATIAL THINKING ABILITY ON GEOGRAPHY LEARNING OUTCOMES}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {June/2019}, pages = {Continuous}, type = {Original article}, chapter = {323-334}, abstract = {Geography learning is meaningless if it is not followed by the development of students{\textquoteright} spatial thinking ability. Research aimed to 1) determine the effect of earthcomm learning and conventional learning on geography learning outcomes, 2) find out the effect of spatial thinking ability on geography learning outcomes, 3) find out the interaction between the application of earthcomm learning and spatial thinking ability on geography learning outcomes. Research used a quasi-experimental non-equivalent control group design. The research sample was taken from three high schools in Malang City, Indonesia. Geography learning outcomes data were obtained from paper-based test and spatial thinking ability data obtained from spatial thinking test instruments. Data were analyzed using Two Way ANOVA test using SPSS devices. The results of the research, 1) there is an effect of the application of learning to students{\textquoteright} geography learning outcomes, 2) there is an influence of the ability of spatial thinking on geography learning outcomes, 3) there is no interaction between the application of learning and spatial thinking on geography learning outcomes. Efforts to improve learning outcomes and spatial thinking ability are needed by students to face the challenges of global competition. }, keywords = {Earthcomm learning model, geography learning, geography learning outcome, quasi experimental, spatial thinking ability}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.323}, url = {http://oaji.net/articles/2019/987-1559371993.pdf}, author = {Muhammad Aliman and Budijanto and Sumarmi and I Komang Astina and Rozana Eka Putri and Muhammad Arif} } @article {777, title = {EFFECT OF THE STEM ACTIVITIES RELATED TO WORK-ENERGY TOPICS ON ACADEMIC ACHIEVEMENT AND PROSPECTIVE TEACHERS{\textquoteright} OPINIONS ON STEM ACTIVITIES}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {August/2019}, pages = {Continuous}, type = {Original article}, chapter = {507-518}, abstract = {In this research, the effects of STEM (Science-Technology-Mathematics-Engineering) activities on academic achievement of prospective teachers were researched, their opinions on STEM activities were sought. The research was based on a semi-experimental model with pre-test and post-test control group. During the application phase, the topic of Work-Energy subject was taught through STEM based 5E model in the experimental group, while in the control group, the lessons were conducted using traditional teacher centred teaching. The research group is comprised of second-year students in Elementary Mathematics Education taking Physics I course at the Dokuz Eylul University in Turkey. A statistically significant difference was found in favour of the experimental group in terms of prospective teachers{\textquoteright} academic achievement. In addition, the positive opinions of the prospective teachers from the experimental group on STEM activities were that STEM activities included encouraging group work, assisting students to produce original work, enabling them to do research, and ensuring that the information learned is permanent. The negative opinions of them on STEM activities were insufficient time for the application, the dominance of some students during the group work, and difficulties with noise levels in class. }, keywords = {academic achievement, prospective teachers{\textquoteright} opinions, STEM activities, work-energy}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.507}, url = {http://oaji.net/articles/2019/987-1564685800.pdf}, author = {Mert B{\"u}y{\"u}kdede and Rabia Tanel} } @article {764, title = {THE EFFECT OF THE USE OF AUGMENTED REALITY APPLICATIONS ON THE ACADEMIC SUCCESS AND MOTIVATION OF 7TH GRADE STUDENTS}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {June/2019}, pages = {Continuous}, type = {Original article}, chapter = {362-378}, abstract = {The aim of this research was to examine the effects of the Augmented Reality (AR)-supported teaching activities on the academic success, motivation of students towards science learning and attitudes of students towards AR application, in the scope of the seventh grade science course, "Solar System and Beyond" unit. For this purpose, "Solomon Four Group Model", which controls the internal and external validity, was used. Research was conducted with 120 students in two different schools and involved two experimental and two control groups established by random method. Experimental (1) and Control (1) groups received data collection tools as pre-test and post-test, while Experimental (2) and Control (2) groups received only post-test. During the six-week research, the students were taught in the experimental groups using the {\textquoteright}Star-Tracker, Spacecraft, iSolarsystem, Space-4D{\textquoteright} mobile AR applications, while the control groups were taught with the activities envisaged in the curriculum. "Solar System and Beyond Success Test" and the "Students{\textquoteright} Motivation to Science Learning" scale, were used as data collection tools. Findings from the research showed that teaching with AR applications significantly alters the success of students and motivation towards science learning. This showed that teaching with AR applications is effective. }, keywords = {7th grade students, Academic Success, augmented reality, solar system, Solomon four-group model}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.362 }, url = {http://oaji.net/articles/2019/987-1559372194.pdf}, author = {Esma Bulu{\c s} Kirikkaya and Melek {\c S}ent{\"u}rk Ba{\c s}g{\"u}l} } @article {818, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {December/2019}, pages = {Continuous}, type = {Other}, chapter = {988}, abstract = {End page, Vol. 18, No. 6, 2019}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2019/987-1576226571.pdf}, author = {Editorial Board} } @article {772, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {June/2019}, pages = {Continuous}, type = {Other}, chapter = {481-484}, abstract = {End page, Vol. 18, No. 3, JBSE, 2019}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2019/987-1559372717.pdf}, author = {Editorial Board} } @article {757, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {April/2019}, pages = {Continuous}, type = {Other}, chapter = {314-316}, abstract = {End page, Vol. 18, No. 2, JBSE, 2019}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2019/987-1554360073.pdf}, author = {Editorial Board} } @article {741, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {February/2019}, pages = {Continuous}, type = {Other}, chapter = {147-148}, abstract = {End page, JBSE, Vol. 18, No. 1, 2019}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2019/987-1550083219.pdf}, author = {Editorial Board} } @article {803, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {October/2019}, pages = {Continuous}, type = {Other}, chapter = {808}, abstract = {End page, JBSE, Vol. 18, No. 5, 2019}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2019/987-1571128405.pdf}, author = {Editorial Board} } @article {788, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {August/2019}, pages = {Continuous}, type = {Other}, chapter = {646-648}, abstract = {End page, JBSE, Vol. 18, No. 4, 2019}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2019/987-1564687060.pdf}, author = {Editorial Board} } @article {763, title = {FACTORS INFLUENCING THE FIRST YEAR STUDENTS{\textquoteright} ADAPTATION TO NATURAL SCIENCE STUDIES IN HIGHER EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {June/2019}, pages = {Continuous}, type = {Original article}, chapter = {349-361}, abstract = {The mass-approach in higher education promotes the broadening of students{\textquoteright} number and diversity therefore the question about the young people{\textquoteright}s readiness to adapt to studies becomes more and more topical. Students who enrol in the natural science faculties of the University of Latvia (UL) are motivated and have high assessment in biology and chemistry as school subjects. However, the studies already during the 1st term prove that students encounter problems to get adjusted to the study process. In order to find out the key factors that determine the adaptation of the first-year students to studies, an e-questionnaire was developed and 79 students from the Faculty of Chemistry and Faculty of Biology were surveyed. Institutional and personal factors that are focused on the application of transferable skills are mainly those that affect the students{\textquoteright} adaptation in the first term of studies. At the same time such issues of the academic factor as students{\textquoteright} prior knowledge in biology, chemistry, physics and mathematics and their skill to learn independently are intrinsic for students{\textquoteright} successful studies.}, keywords = {adaptation to studies, first year natural science students, institutional, personal and academic factors, transferable skills}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.349}, url = {http://oaji.net/articles/2019/987-1559372124.pdf}, author = {Rita Birzina and Dagnija Cedere and Liva Petersone} } @article {809, title = {IDENTIFYING BARRIERS WHEN TEACHING SCIENCE AND MATHEMATICS IN LOW ECONOMY REGIONS: SWANSEA AND HAKKARI AS CASE STUDIES}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {December/2019}, pages = {Continuous}, type = {Original article}, chapter = {848-865}, abstract = {The purpose of this research was to identify the barriers that upper-secondary school science and mathematics teachers face during the teaching process in economically disadvantaged regions (Hakkari, Turkey and Swansea, UK). The research design was comparative case research and pursues qualitative methodological approach in collecting and analyzing the data about the barriers that teachers are encountering during the teaching process. The research sample consisted of 24 science and mathematics teachers from different upper-secondary schools in Hakkari and Swansea. Semi-structured interview forms, were developed and employed to collect the data. The thematic analysis was used to analyze the obtained data. The results revealed different categories in understanding the situations that science and mathematics teachers confront in both cases; student-related issues, pedagogical issues, teachers{\textquoteright} lack of subject knowledge and socio-economic and cultural-based issues. As student-based barriers, lack of prior knowledge, students{\textquoteleft}attention span, and interest; and regarding teachers-based barriers, teachers{\textquoteleft} lack of class management and communication skills, and lack of student-centered methods found as similar barriers. Language and socio-economical problems were also shared barriers for both cities. In addition to those barriers, political and family-based issues which hindered educational attainment found as the main barriers by science and mathematics teachers in Hakkari.}, keywords = {comparative case research, mathematics teachers, SCIENCE teachers, teaching barriers}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.848}, url = {http://oaji.net/articles/2019/987-1576225891.pdf}, author = {Mukadder Baran} } @article {747, title = {INTEGRATION OF INQUIRY-BASED INSTRUCTION WITH FORMATIVE ASSESSMENT: THE CASE OF EXPERIENCED CHEMISTRY TEACHERS}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {April/2019}, pages = {Continuous}, type = {Original article}, chapter = {184-196}, abstract = {Inquiry-based teaching and learning methods are more and more widely used in the teaching natural sciences all over the world. The elements of inquiry are included in many national sciences{\textquoteright} core curricula and indicate that students should be actively involved in acquiring knowledge. This fact changes the teacher{\textquoteright}s role in the classroom and the structure of everyday lessons. Independent inquiry helps students to develop various elements of scientific education, gain specific skills and competencies. Consequently, the assessment methods used so far are no longer sufficient and they should be expanded with new strategies, tools, and criteria. In recent years, there were many projects, in which teachers were trained in using both inquiry-based instructions and formative assessment. So far, unfortunately, there has been limited information on how teachers bring theory into practice and combine the new teaching and assessment methods, and how they adopt available teaching materials during everyday classes. This case study explored how experienced chemistry teachers, who have broad content, pedagogical content, and inquiry methodology knowledge, integrate inquiry-based teaching with formative assessment for the first time. The results of the study revealed the main limiting factors and teachers{\textquoteright} dilemmas.}, keywords = {formative assessment, in-service science teachers, inquiry-based learning, qualitative research, teacher professional development}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.184}, url = {http://oaji.net/articles/2019/987-1554359401.pdf}, author = {Pawe{\l} Bernard and Karol Dudek-R{\'o}{\.z}ycki and Kinga Orwat} } @article {658, title = {AN ANALYSIS OF PLANT BLINDNESS IN TURKISH TEXTBOOKS USED AT THE BASIC EDUCATION LEVEL}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {April/2018}, pages = {Continuous}, type = {Original article}, chapter = {277-287}, abstract = {The importance of plants is not as clearly understood as that of animals. This lack of attention is called {\textquotedblleft}plant blindness{\textquotedblright} and is considered one of the most important problems in biology education. Textbooks do not put much emphasis on plants and, therefore, they may contribute to plant blindness. In this research, ten textbooks used for teaching at the basic education level in Turkey were analyzed for plant blindness using the document analysis method. The words and photographs associated with plants and animals were analyzed. The data analysis did not find any evidence that could lead to a conclusion of plant blindness based on the text and photos of these textbooks. However, if the number of plant and animal species covered is increased, and more words and photos are used to introduce these species, children will become more familiar with plants and animals. Besides textbooks, other educational tools can be analyzed in terms of plant blindness to expand on the related literature. }, keywords = {document analysis, photograph in textbook, plant blindness, written text}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.277}, url = {http://oaji.net/articles/2017/987-1523527409.pdf}, author = {Berat Ahi and Volkan Atasoy and Sibel Balci} } @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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {673, title = {THE EFFECTS OF ELECTIVE COURSE DESIGNED WITH DIFFERENT CONTENTS ON PRE-SERVICE SCIENCE TEACHERS{\textquoteright} SELF-EFFICACY BELIEFS AND KNOWLEDGE ABOUT ORGANIZING CURRICULUM BASED FIELD TRIPS}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {June/2018}, pages = {Continuous}, type = {Original article}, chapter = {446-461}, abstract = {This research examined the effect of a course designed with different content on pre-service science teachers{\textquoteright} self-efficacy beliefs and knowledge about organizing curriculum-based trips. A pre-test post-test quasi experimental design was used in the research. One-hundred and thirty pre-service science teachers participated in the research. The research was carried out within the context of an elective course called {\textquotedblleft}Informal Learning Environments in Science Education{\textquotedblright} and was conducted over 14 weeks in total for two hours per week. The research data were obtained by means of a questionnaire, self{\textendash}efficacy scale for designing curriculum-based field trips (CFTSES) and semi-structured focus-group interviews. As a result of the research, it was found that the course content which included in-class and out-of-school setting practices in the 3rd group was the most effective. This was followed by the 2nd group which included only in-class implementations. The first group which was supported with visuals and theoretical related presented information was the group which was the least effected. The results of the research revealed that pre-service science teachers had mainly different concerns about safety, but that this did not deter them, as they still continued to design curriculum-based field trips for learners. }, keywords = {elective course, field trip, knowledge level, pre-service teachers, self-efficacy}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.446}, url = {http://oaji.net/articles/2017/987-1529509014.pdf}, author = {Aykut Emre Bozdo{\u g}an} } @article {664, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {April/2018}, pages = {Continuous}, type = {Other}, chapter = {357-360}, abstract = {End page, JBSE, Vol. 17, No. 2, 2018}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2017/987-1523527826.pdf}, author = {Editorial Board} } @article {726, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {December/2018}, pages = {Continuous}, type = {Other}, chapter = {1056-1060}, abstract = {End page, Vol. 17, No. 6, JBSE, 2018}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2017/987-1544860675.pdf}, author = {Editorial Board} } @article {712, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {October/2018}, pages = {Continuous}, type = {Other}, chapter = {904-908}, abstract = {End page, JBSE, Vol. 17, No. 5, 2018}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2017/987-1539418803.pdf}, author = {Editorial Board} } @article {697, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {August/2018}, pages = {Continuous}, type = {Other}, chapter = {742-744}, abstract = {End page, JBSE, Vol. 17, No. 4, 2018}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2017/987-1533709368.pdf}, author = {Editorial Board} } @article {647, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {February/2018}, pages = {Continuous}, type = {Original article}, chapter = {177-180}, abstract = {End page, Vol. 17, No. 1, 2018}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2017/987-1519060475.pdf}, author = {Editorial Board} } @article {679, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {June/2018}, pages = {Continuous}, type = {Original article}, chapter = {525-528}, abstract = {End page, JBSE, Vol. 17, No. 3, 2018}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2017/987-1529509362.pdf}, author = {Editorial Board} } @article {703, title = {HERMENEUTIC PERSPECTIVES OF PRE-SERVICE SCIENCE TEACHERS ABOUT SCIENCE}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {October/2018}, pages = {Continuous}, type = {Original article}, chapter = {778-799}, abstract = {Science education emphasizes the development of individuals{\textquoteright} ability to make comments, reasoning, and critical reflection while expressing their scientific thoughts. In this sense, future science teachers have great responsibility to develop those skills of the learners and their meaningful learning. Many researches emphasize hermeneutical thinking for disciplines such as mathematics and science to create meaningful learning. The current research aimed to reveal pre-service science teachers{\textquoteright} hermeneutical perspectives about science and to determine their existing ideas. For this aim, scientific problems presented to pre-service science teachers via scenarios, and how they developed their approaches to solve these problems, and whether they used hermeneutics in this process were examined. The hermeneutical perspectives of pre-service teachers were selected as a single case -by using qualitative research method- to have a deep understanding of their hermeneutical perspectives. The research group consisted of nine third-year-students. Semi-structured interviews prepared by the researchers were applied before and after the intervention in the research conducted for 14 weeks in Science Teaching Laboratory Applications-I course. The data were analysed by a descriptive analysis method. It has been evidenced that science-related hermeneutical perspectives of the pre-service science teachers have developed as a result of the problem-based scenario studies.}, keywords = {hermeneutical perspective, hermeneutics, Pre-Service Science Teacher, scenario-based learning, science education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.778}, url = {http://oaji.net/articles/2017/987-1539418221.pdf}, author = {Bilge Can and Asiye Bahtiyar and Hasret K{\"o}kten} } @article {682, title = {INTERCULTURAL LEARNING: CHALLENGES FOR CURRENT SCIENCE EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {August/2018}, pages = {Continuous}, type = {Editorial}, chapter = {532-534}, abstract = {In the time of curricular reforms across the Europe another chance appeared towards increasing learners{\textasciiacute} interest in science education, particularly in relation to the future job selection in the field of natural sciences and technology. New challenge penetrating through all above mentioned {\textquotedblleft}ways{\textquotedblright} and {\textquotedblleft}problems{\textquotedblright} of science education is intercultural aspect, intercultural teaching and learning in science education. In the educational reality we can find recently different contributions to implementation of intercultural context into curriculum, but maths and science education is not frequently included. The ambience to fill this gap has the current project from framework Erasmus+ with acronym IncluSMe. The acronym means {\textquotedblleft}Intercultural Learning in Mathematics and Science Initial Teacher Education{\textquotedblright} and project activities focus on increasing the quality of the initial teacher{\textquoteright}s education of prospective mathematics and science teachers by including intercultural learning into their curricula: Prospective mathematics and science teachers need to learn how to cope with language barriers, culturally different pre-concepts about science and highly varying proficiencies of students (immigrants including) to be prepared to tackle the challenges of their future profession (IncluSMe Project, 2016).}, keywords = {communicative environment, educational reality, intercultural teaching, science education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.532}, url = {http://oaji.net/articles/2017/987-1533708323.pdf}, author = {Martin B{\'\i}lek} } @article {687, title = {SCIENCE TEACHERS{\textquoteright} PERCEPTIONS OF THE EMERGENCE OF RESPONSIBLE RESEARCH AND INNOVATION IN SCHOOL}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {August/2018}, pages = {Continuous}, type = {Original article}, chapter = {590-604}, abstract = {Responsible Research and Innovation (RRI) has recently gained wider importance in the European Union (EU) as an emergent framework informing the governance of science. While a growing body of literature describing RRI and its main conceptual dimensions has appeared in the last seven years or so and in several policy documents, the European Commission has emphasized the need to promote science education in the RRI context, there is no theoretical elaboration of how RRI can be meaningfully integrated into the practice of science education. In order to address this problem, the present research aimed at inquiring into the way in which science teachers make sense of RRI in school. Data were gathered with individual semi-structured interviews from 29 science teachers working in comprehensive schools and hobby schools. Abductive content analysis combining data and conceptual dimensions of RRI was used. In the light of how the science teachers in our sample have made sense of RRI, four theoretical categories have emerged: (1) meaning making; (2) taking action; (3) exploring; and (4) inclusion. These findings have important implications for developing a theory of RRI which can be beneficial for researchers as well as teachers for meaningfully integrating RRI into science education. }, keywords = {abductive content analysis, responsibility as care, Responsible Research and Innovation, science education, science teacher}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.590}, url = {http://oaji.net/articles/2017/987-1533708724.pdf}, author = {Mirjam Burget and Emanuele Bardone and Margus Pedaste and Katrin Saage} } @article {668, title = {STUDENTS{\textquoteright} VIEWS OF SCIENTIFIC INQUIRY IN A CREATIVE DRAMA ACTIVITY}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {June/2018}, pages = {Continuous}, type = {Original article}, chapter = {367-380}, abstract = {One of the most important objectives of the science education includes helping students to think about the nature of scientific inquiries like a scientist and keep this point of view in order to understand the events occurring around them. This research aims to (1) compare secondary school students{\textquoteright} views -who have creative drama \& conventional education- about scientific inquiry, (2) and whether the experimental and control group students{\textquoteright} views about scientific research differ depending on gender after process. Pre-experimental design with control group was used in this research. The sample of this research consisted of 130 students of 6th grade secondary school in Samsun, Turkey. The data were collected by using VOSI-E questionnaire. Data collected with VOSI-E were analyzed using grouping standards, and students were classified as novice, transition and expert. The data were analyzed by descriptive statistics and nonparametric chi-square test. Research results show that when compared to conventional activities in terms of developing positive views about scientific inquiry, creative drama activities lead higher number of students to expert level. Also, it was found out that the number of students in expert category in experimental group was higher than those in control group at the end of education process.}, keywords = {creative drama, Science Curriculum, views of scientific inquiry (VOSI)}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.367}, url = {http://oaji.net/articles/2017/987-1529508634.pdf}, author = {Asl{\i} Sar{\i}{\c s}an-Tunga{\c c} and S{\"u}leyman Yaman and Belgin Bal-Incebacak} } @article {585, title = {ADOPTION OF ICT INNOVATIONS BY SECONDARY SCHOOL TEACHERS AND PRE-SERVICE TEACHERS WITHIN CHEMISTRY EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {August/2017}, pages = {Continuous}, type = {Original article}, chapter = {510-523}, abstract = {This research is focused on secondary school chemistry teachers{\textquoteright} (N=276) and chemistry pre-service teachers{\textquoteright} (N=159) attitudes towards the use of information and communication technology (ICT) in education. A questionnaire constructed upon Rogers{\textquoteright} theory of diffusion of innovation was used. Based on the answers, the respondents were grouped according to their innovativeness {\textendash} into types of innovation adopters. Analysis of the participants{\textquoteright} responses to the statements in the questionnaire suggests that neither gender nor their teaching experience influence their innovativeness. The respondents mostly tend to hold a pragmatic view, accept the role of ICT in education. However, they need proof to decide whether to adopt it in their teaching practice. As the respondents could leave their contact information, it is possible to further focus on particular groups of innovation adopters, to observe their lessons, analyse their approach and mainly influence and support those groups, which maintain a {\textquotedblleft}role model{\textquotedblright} position and trigger diffusion of innovations.}, keywords = {chemistry education, diffusion of innovations, ICT, pre-service teachers{\textquoteright} attitudes, teachers{\textquoteright} attitudes}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.510}, url = {http://oaji.net/articles/2017/987-1503904959.pdf}, author = {Martin Rusek and Dagmar St{\'a}rkov{\'a} and Vlastimil Chytr{\'y} and Martin B{\'\i}lek} } @article {547, title = {ALTERNATIVE CONCEPTIONS OF COMMON SALT HYDROLYSIS AMONG UPPER-SECONDARY-SCHOOL STUDENTS}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {February/2017}, pages = {Continuous}, type = {Original article}, chapter = {64-76}, abstract = {Reactions in aqueous solutions are an important part of chemistry education. As experience shows, they are particularly difficult for students to understand. Hydrolysis is one such reaction. It occurs in organic and inorganic compounds with either covalent and ionic structures, but salt hydrolysis is a special example. Salt hydrolysis is complex, and to understand it, students must consider the reaction equilibrium, dissociation process, and acid-base properties of reactants and products. Additionally, in the upper-secondary-school curriculum, hydrolysis is described only qualitatively, which can lead students to misinterpret hydrolysis and solution equilibrium. In this study, 235 upper-secondary-school students answered questions about the acidity of common salt solutions and tried to justify their responses by writing appropriate chemical equations. An analysis of the answers revealed the students{\textquoteright} alternative conceptions and misconceptions. The character of the misconceptions showed that they are school-based and largely caused by excessive simplification of the process as well as the usage of inappropriate analogies. }, keywords = {acids and bases, alternative and misconceptions, chemical education research, salt hydrolysis}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.64}, url = {http://oaji.net/articles/2017/987-1493049832.pdf}, author = {Kinga Orwat and Pawe{\l} Bernard and Anna Migda{\l}-Mikuli} } @article {608, title = {THE APPLICATION OF CONCEPT MAPS IN THE TEACHING OF POLLINATION AND POLLINATORS IN ELEMENTARY SCHOOL}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {October/2017}, pages = {Continuous}, type = {Original article}, chapter = {746-760}, abstract = {Teaching biology is characterized by a great number of concepts and facts. It is very difficult to concisely represent all important concepts and facts. In order to effectively present important concepts such as pollination and pollinators, concept maps have been applied. In particular, the pedagogical experiment was applied to determine whether the concept maps are effective as teaching technology compared to the usual teaching approach without this technology. The research involved 110 elementary school students who were divided into one experimental (E) and one control (C) group. The E group covered programme content related to pollination and pollinators by applying concept maps. The C group was exposed to the same content, without these maps. It is evidenced a difference of the attained knowledge in favour of the experimental group after the introduction of the experimental factor (application of concept maps). The application of concept maps directly contributed to better learning and knowledge acquisition in teaching the biology content Pollination and Pollinators. Based upon the obtained results of this research, concept maps will be further implemented to improve teaching process and the teachers will be gradually trained for the application of this teaching technology. }, keywords = {concept maps, pollination, pollinators, programme content}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.746}, url = {http://oaji.net/articles/2017/987-1509214135.pdf}, author = {Jelena D. Stanisavljevi{\'c} and Mirka М. Bunijevac and Ljubi{\v s}a {\v Z}. Stanisavljevi{\'c}} } @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 {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 {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 {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 {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 {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 {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 {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 {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 {567, title = {DEVELOPMENT OF A SKILLS-BASED INSTRUMENT TO MEASURE SCIENTIFIC REASONING IN MEDICINE ACROSS DIFFERENT LEVELS OF EXPERTISE}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {June/2017}, pages = {Continuous}, type = {Original article}, chapter = {289-299}, abstract = {Scientific reasoning skills have been defined as mental processes used when engaged in scientific inquiry. Research aimed to develop and validate a Scientific Reasoning in Medicine (SRM) instrument through a psychometric approach which included a preliminary phase with 60 medical students and physicians, followed by a revision phase and subsequent research with 209 medical students and physicians. Research focused on determining the extent to which item content contributed significantly to explaining the variance in SRM, if the level of scientific reasoning differed in relation to medical expertise and if individuals who were inclined to a more rational thinking style showed higher scientific reasoning. Results indicated that item content explained 47\% of the variance in SRM, there were significant differences in scientific reasoning depending on expertise and participants who scored higher on the Cognitive Reflection Test and the Need for Cognition scale, also scored higher on the SRM instrument. }, keywords = {Cognitive Reflection Test, educational assessment, quantitative reasoning, scientific reasoning}, isbn = {E-ISSN 2538-7138}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.289}, url = {http://oaji.net/articles/2017/987-1497963697.pdf}, author = {Daniela Luminita Barz and Andrei Achimas-Cadariu} } @article {545, title = {THE EFFECT OF THE COMMON KNOWLEDGE CONSTRUCTION MODEL-ORIENTED EDUCATION ON SIXTH GRADE STUDENTS{\textquoteright} VIEWS ON THE NATURE OF SCIENCE}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {February/2017}, pages = {Continuous}, type = {Original article}, chapter = {43-55}, abstract = {The aim of the present research was to explore the effect of the Common Knowledge Construction Model (CKCM)-oriented education on sixth grade students{\textquoteright} views on the Nature of Science (NOS) and to compare it with the existing learning model (5Es learning model). The research was conducted with a total of 76 students (38 by 38--for experimental and control groups) in 2013-2014 school year. Within a quasi-experimental research design, the Views of Nature of Science Questionnaire (VNOS) and the Student Interview on the Nature of Science Aspects (SINOSA) were used for data collection. Quantitative data from the VNOS were exposed to independent t-test while qualitative data from the interview protocol were analyzed using content analysis. Results of pre-test and pre-interview denoted that both groups properly constructed {\textquoteleft}empirical{\textquoteright} aspect of the NOS while the other aspects of the NOS were na{\"\i}ve and transitional levels. After the intervention, it was found that the control group{\textquoteright}s views of the NOS, except for the empirical aspect, were transitional level whilst those of the experimental group were informed level. Further, it was elicited that the experimental group performed the highest change in {\textquoteleft}imaginary and creative{\textquoteright} aspect of the NOS. }, keywords = {5Es learning model, CKCM, light and sound topic, nature of science, science education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.43}, url = {http://oaji.net/articles/2017/987-1493049602.pdf}, author = {Hasan Bak{\i}rc{\i} and Muammer {\c C}al{\i}k and Salih {\c C}epni} } @article {624, title = {THE EFFECT OF THE MODIFIED KNOW-WANT-LEARN STRATEGY ON SIXTH-GRADE STUDENTS{\textquoteright} ACHIEVEMENT IN PHYSICS}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {December/2017}, pages = {Continuous}, type = {Original article}, chapter = {946-957}, abstract = {Physics is generally regarded as difficult and uninteresting. The teaching of physics with the use of an appropriate teaching strategy can improve students{\textquoteright} achievement. The aim of this research is to examine the effect of the modified Know-Want-Learn (mKWL) strategy on primary school students{\textquoteright} achievement in physics. The Know-Want-Learn (KWL) strategy was modified to be used for students{\textquoteright} inquiry. Quasi experimental research was carried out with 110 sixth-grade students divided into an experimental and a control group. The students in the control group were taught using direct teaching and the students in the experimental group were taught using TQHL charts. These charts consist of columns: T-What I Think and what I know, Q-What Questions I have, H-How can I find out, L-What I Learned. Pre-test and post-test were administered to both groups; two physics knowledge tests were constructed for that purpose. The data were analyzed using descriptive statistics, paired samples t-tests and independent samples t-tests. The implication of the research results is that using the mKWL strategy in a sixth-grade physics class has a positive effect on students{\textquoteright} achievement. It can be suggested to implement the described strategy in teaching physics in order to improve students{\textquoteright} achievement in this subject.}, keywords = {KWL strategy, learning strategy, modified KWL strategy, students{\textquoteright} performance}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.946}, url = {http://oaji.net/articles/2017/987-1513971179.pdf}, author = {Zekri A. M. Zouhor and Ivana Z. Bogdanovi{\'c} and Sonja J. Skuban and Milica V. Pavkov-Hrvojevi{\'c}} } @article {1018, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {June/2017}, pages = {Continuous}, type = {Other}, chapter = {438-441}, abstract = {End page, JBSE, Vol. 16, No. 3, 2017}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2021/987-1629050279.pdf}, author = {Editorial Board} } @article {1021, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {April/2017}, pages = {Continuous}, type = {Other}, chapter = {278-280}, abstract = {End page, Vol. 16, No. 2, 2017, JBSE}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2021/987-1629119307.pdf}, author = {Editorial Board} } @article {1024, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {February/2017}, pages = {Continuous}, type = {Other}, chapter = {140-144}, abstract = {End page, Vol. 16, No. 1, 2017, JBSE}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2017/987-1493050212.pdf}, author = {Editorial Board} } @article {630, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {December/2017}, pages = {Continuous}, type = {Other}, chapter = {1035-1036}, abstract = {End page}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2017/987-1513971579.pdf}, author = {Editorial Board} } @article {589, title = {REVISITING STUDENTS{\textquoteright} PERCEPTIONS OF RESEARCH SCIENTISTS {\textendash} OUTCOMES OF AN INDIRECT DRAW-A-SCIENTIST TEST (InDAST)}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {August/2017}, pages = {Continuous}, type = {Original article}, chapter = {562-575}, abstract = {What is the image of research scientists in students{\textquoteright} minds? Studies in this area have been underway for more than fifty years and suggest that scientists are perceived as bespectacled men in lab coats, working alone in rooms full of basic lab glassware. This image has been derived mainly from the analysis of drawings, known as the Draw-A-Scientist Test (DAST). However, DAST instructions are based on the word, {\textquotedblleft}scientists{\textquotedblright}, the meaning of which seems too narrow for today{\textquoteright}s world and not reflecting the wide range of STEM-based research careers. Moreover, the instructions can predetermine the number and gender of people in the picture. For this reason, a new tool has been developed which provides an indirect analysis {\textendash} the Indirect Draw-A-Scientist Test (InDAST). The new instrument was used in an experiment with secondary-school students (n = 851), and the resulting image of the scientist was compared with an earlier experiment that employed the original DAST instructions. The results showed that the basic attributes, appearance, and workplace of scientists are similar in both studies, but the new procedure disproved the theory that scientists are perceived as men working alone and that female students do not see themselves as scientists.}, keywords = {drawings analysis, gender and science, image of scientists, scientist stereotype, STEM careers}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.562}, url = {http://oaji.net/articles/2017/987-1503905214.pdf}, author = {Pawe{\l} Bernard and Karol Dudek} } @article {619, title = {VALIDATION OF THEORETICAL CONSTRUCTS TOWARD SUITABILITY OF EDUCATIONAL SOFTWARE FOR CHEMISTRY EDUCATION: DIFFERENCES BETWEEN USERS AND NONUSERS}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {December/2017}, pages = {Continuous}, type = {Original article}, chapter = {873-897}, abstract = {The aim of this research was to empirically validate constructs for evaluation of teachers{\textquoteright} attitudes toward usage of educational software in chemistry teaching. Questionnaire with items transformed from UTAUT (Unified theory of acceptance and use of technology) and other technology acceptance theories were filled in by 556 Czech chemistry teachers. All constructs passed recommended .7 thresholds of Cronbach{\textquoteright}s alpha so they can be used in acceptability researches before and after introduction of educational software or building models. However, analyses of effect sizes show that there are not only differences between users and all nonusers generally, but also prove differences between various types of nonusers. Nonusers were established as a) those who had used educational software and abandoned it; b) those who do not use educational software, but are planning to use it in the future, and c) those who do not use educational software and have no intentions to use it. An unexpected finding reveals that differences among subgroups of nonusers can be even larger than between users and nonusers, especially the group c) is an outstanding group. Consequently, factors and their influence on the acceptance and use of educational software in chemistry teaching should be explored for each group separately.}, keywords = {chemistry education, education software, technology acceptance}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.873}, url = {http://oaji.net/articles/2017/987-1513970871.pdf}, author = {Kate{\v r}ina Chroustov{\'a} and Martin B{\'\i}lek and Andrej {\v S}orgo} } @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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {515, title = {EFFECTIVENESS OF THE INQF-BASED LEARNING ON A GENERAL PHYSICS FOR IMPROVING STUDENT{\textquoteright}S LEARNING OUTCOMES}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {August/2016}, pages = {Continuous}, type = {Original article}, chapter = {441{\textendash}451}, abstract = {This research aims to analyse effectiveness of the Indonesian National Qualification Framework (INQF)-based learning on General Physics to increase the sixth level student{\textquoteright}s Learning Outcomes (LOs) according to the INQF indicators and student{\textquoteright}s skills in using physics laboratory equipment. This research was conducted using two groups of students that consisted of 29 and 30 students. A preliminary test (pre-test) and a post-test were applied to the groups that assumed to have the same level of knowledge and skills. The data were analysed using the paired t-test, the n-gain, and the ANOVA. The results show that the INQF-based learning applied to the General Physics effective in increasing the student{\textquoteright}s LOs according to the INQF indicators. Moreover, the n-gain scores between the pre-test and the post-test can be categorized as moderate for the sixth level student{\textquoteright}s LOs and categorized as high for the student{\textquoteright}s skills in using the physics laboratory equipment. }, keywords = {general physics, INQF-based learning, student{\textquoteright}s learning outcomes}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.441}, url = {http://oaji.net/articles/2016/987-1482423739.pdf}, author = {Budi Jatmiko and Wahono Widodo and Martini and Mohammad Budiyanto and Iwan Wicaksono and Paken Pandiangan} } @article {524, title = {EFFICACY OF INQUIRY-BASED LEARNING IN MATHEMATICS, PHYSICS AND INFORMATICS IN RELATION TO THE DEVELOPMENT OF STUDENTS{\textasciiacute} INQUIRY SKILLS}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {October/2016}, pages = {Continuous}, type = {Original article}, chapter = {559{\textendash}574}, abstract = {The current initiatives at European level urge more emphasis on the implementation of inquiry-based science education (IBSE). Although there are existing studies on the effect of IBSE on understanding science, fewer attempts have been made regarding the development of various inquiry skills. In this research, a model of consistent implementation of inquiry activities across the three subjects of mathematics, physics and informatics was developed and its efficacy with regard to selected inquiry skills development was examined. In order to evaluate the efficacy, a test assessing the level of inquiry skills development was designed. This test was taken by 300 high school students both before and after experimental teaching. In between students were exposed to coherent and intentional multidisciplinary inquiry-based learning within a period of approx. four months. The results showed a statistically significant increase on test scores that is gender independent, however the class specialization played a significant role. The results indicate that the designed model of coactive IBSE implementation is efficacious for inquiry skills development and therefore applicable in school practice.}, keywords = {inquiry skills, inquiry skills assessment, inquiry-based science education, test of inquiry skills}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.559}, url = {http://oaji.net/articles/2016/987-1482502031.pdf}, author = {Zuzana Je{\v s}kov{\'a} and Stanislav Luk{\'a}{\v c} and Martina Han{\v c}ov{\'a} and {\v L}ubom{\'\i}r {\v S}najder and J{\'a}n Guni{\v s} and Brigita Balogov{\'a} and Mari{\'a}n Kire{\v s}} } @article {1030, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {October/2016}, pages = {Continuous}, type = {Other}, chapter = {653-656}, abstract = {End page, Vol. 15, No. 5, 2016, JBSE}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2021/987-1629301972.pdf}, author = {Editorial Board} } @article {1057, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {February/2016}, pages = {Continuous}, type = {Other}, chapter = {127-132}, abstract = {End page, Vol. 15, No. 1, 2016, JBSE}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2021/987-1631343623.pdf}, author = {Editorial Board} } @article {1054, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {April/2016}, pages = {Continuous}, type = {Other}, chapter = {261-264}, abstract = {End page, Vol. 15, No. 2, 2016, JBSE}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2021/987-1631292251.pdf}, author = {Editorial Board} } @article {1027, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {December/2016}, pages = {Continuous}, type = {Other}, chapter = {776-780}, abstract = {End page, Vol. 15, No. 6, 2016, JBSE}, issn = {1648-3898}, url = {http://oaji.net/articles/2021/987-1629273005.pdf}, author = {Editorial Board} } @article {1036, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {June/2016}, pages = {Continuous}, type = {Other}, chapter = {401-404}, abstract = {End page, Vol. 15, No. 3, 2016, JBSE}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2021/987-1629442562.pdf}, author = {Editorial Board} } @article {1033, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {August/2016}, pages = {Continuous}, type = {Other}, chapter = {547-552}, abstract = {End page, Vol. 15, No. 4, 2016, JBSE}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2021/987-1629378775.pdf}, author = {Editorial Board} } @article {533, title = {AN EVALUATION OF THE EFFECTS OF COMBINED HEALTH WARNINGS ON CIGARETTE PACKETS THROUGH EYE MOVEMENTS}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {December/2016}, pages = {Continuous}, type = {Original article}, chapter = {680{\textendash}692 }, abstract = {Smoking is the source of fundamental health problems. Activities have been organised throughout the world so that smokers and non-smokers do not encounter smoking-related health problems in society. One such activity is the combined health warnings designed to be printed on cigarette packets. The warnings on cigarette packets are considered as an instrument of education to develop the desired attitudes in individuals by improving their knowledge of health. This research aims to evaluate the effects of 14 combined health warnings printed on cigarette packets on smokers and non-smokers. This is a descriptive research, and it employs a correlation model. The research group was composed of 57 individuals participating in the research on the basis of volunteering. The data were collected through eye-tracking and by means of two forms. According to the findings, the combined warnings on cigarette packets were moderately influential and they were remembered at low levels. It was also found that the participants were familiar with the combined warnings on cigarette packets and that they avoided the warnings. These results demonstrate that the warnings should be re-evaluated by taking diverse demographic properties into consideration. }, keywords = {cigarette packet, combined health warnings, eye movements, Health Education, university student}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.680}, url = {http://oaji.net/articles/2016/987-1482502752.pdf}, author = {Cem Ger{\c c}ek and {\"O}zg{\"u}r {\"O}zcan and Nihan Ocak and {\c C}ise Ferhat and Sevgi Berbero{\u g}lu and Elif {\c C}ak{\i}r and Nuri Do{\u g}an and K{\"u}r{\c s}at {\c C}a{\u g}{\i}ltay} } @article {509, title = {HOW SPANISH SCIENCE TEACHERS PERCEIVE THE INTRODUCTION OF COMPETENCE-BASED SCIENCE TEACHING}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {June/2016}, pages = {Continuous}, type = {Original article}, chapter = {371-381}, abstract = {The aim of the research was to determine how teachers in Spain perceived the introduction of competence-based science teaching in the classroom. The research was carried out during the transition between the LOE and LOMCE Education Laws (academic year 2014-2015). Data were collected using an ad hoc questionnaire comprising 19 items requiring responses on a 5-point Likert scale. The sample comprised 443 science teachers in compulsory education in Spain. The results indicated that the way teachers perceived science and its scope and application in the classroom was unlikely to lead to the effective development of the scientific competence. Significant findings were discussed relating to the participating teachers{\textquoteright} initial training, gender, type of school and stage of education. As a final component the didactic implications of teaching scientific competence were considered.}, keywords = {primary education, SCIENCE teachers, scientific competence, secondary education, teachers{\textquoteright} perceptions}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.371}, url = {http://oaji.net/articles/2016/987-1482422711.pdf}, author = {Mateos Jim{\'e}nez, A. and Garc{\'\i}a Fern{\'a}ndez, B. and Bejarano Franco, M.T.} } @article {526, title = {LEARNING STYLE AS A FACTOR INFLUENCING THE EFFECTIVENESS OF THE INQUIRY-BASED SCIENCE EDUCATION AT LOWER SECONDARY SCHOOLS}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {October/2016}, pages = {Continuous}, type = {Original article}, chapter = {588{\textendash}601}, abstract = {The IBSE has become a rather frequently applied strategy of directing learning activities in teaching science subjects. However, results of the IBSE effectiveness are not clear. A more detailed analysis is required which will reflect learners{\textasciiacute} individual characteristics. Therefore, the main aim of this research is to discover what the effectiveness of IBSE reflecting individual learning style is. The learning style categorization followed the Honey and Mumford{\textasciiacute}s variation on the Kolb{\textasciiacute}s system. The IBSE effectiveness was detected by the didactic test consisting of 15 PISA-style tasks. The research was conducted in the sample of 332 learners who were exposed to IBSE for five months. Their knowledge was tested before, immediately after and four months after the IBSE approach was applied in lessons. The collected data were processed by ANOVA and Tukey HSD test. The results show that the highest short-term results were reached with learners preferring concrete sensing; the highest long-term results were reached with those of active processing of information. This finding might be caused by better use of metacognition and acquiring such individual metacognitive strategies which learners apply at utilization of information. Further on, the IBSE should focus on mechanisms of fixing the acquired knowledge.}, keywords = {educational practice, identification of learning results, inquiry-based science education, learning styles, quantitative research}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.588}, url = {http://oaji.net/articles/2016/987-1482502186.pdf}, author = {Ji{\v r}{\'\i} {\v S}koda and Pavel Doul{\'\i}k and Martin B{\'\i}lek and Ivana {\v S}imonov{\'a}} } @article {489, title = {QUESTION FOR CURRENT SCIENCE EDUCATION: VIRTUAL OR REAL?}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {April/2016}, pages = {Continuous}, type = {Editorial}, chapter = {136{\textendash}139}, abstract = {The feasible real experiments should not be in any way eliminated from school laboratory practice. This is the permanent starting point of all approaches to natural science curricula, and it is still in force. The real living environment makes us face more and more items of the virtual environment, worlds, mediated by infinite possibilities of computer networks. The mediated perception through virtual images has become (thanks to the massive spread of information technologies) the major cognitive channel of school age pupils. Direct utilization of information from an objectively existing reality is steadily superseded and replaced by virtual information. Six years ago we asked on the first pages of JBSE Nr. 1 (Bilek, 2010): How to blend an effective and meaningful application of real, indirect and simulative observation, measuring and experimenting according to didactic principles? Do we have to answer now or do we know directions where can we find the answer?}, keywords = {future career, human knowledge, natural science curricula, real experiments, science education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.137}, url = {http://oaji.net/articles/2016/987-1481916626.pdf}, author = {Martin B{\'\i}lek} } @article {529, title = {STUDENTS{\textquoteright} MENTAL MODELS ABOUT THE RELATIONSHIP BETWEEN FORCE AND VELOCITY CONCEPTS}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {October/2016}, pages = {Continuous}, type = {Original article}, chapter = {630{\textendash}641}, abstract = {Mental models help us understand the formation of objects, the development of the process and to state an opinion about it. Therefore, in this study, we understand a mental model as {\textquoteleft}an internal representation, which acts out as a structural analogue of situations or processes. Although mental models are the representations of knowledge created during a cognitive activity, they are also reflective of personal beliefs. This study intends to exhibit prospective teachers{\textquoteright} mental models for the arguments they use in describing the relations between the concepts of force and velocity. In line with this intention, the study employs phenomenographic study method. This study has found that prospective teachers have three different mental models for relating the concepts of force and velocity. One of them is a scientific model called {\textquotedblleft}Newtonian Model{\textquotedblright}. The other two models were determined to be unscientific models and called {\textquotedblleft}Aristotelian Model{\textquotedblright} and {\textquotedblleft}Impulsive Model{\textquotedblright} respectively. By bringing these models into light, we were informed of the scientific and unscientific arguments the prospective teachers used in interpreting the relationships between force and velocity. In other words, this study exhibited how prospective teachers organized and structured their knowledge about these concepts.}, keywords = {force and velocity concept, knowledge structure, Mental Models, prospective teacher}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.630}, url = {http://oaji.net/articles/2016/987-1482502375.pdf}, author = {{\"O}zg{\"u}r {\"O}zcan and Sevim Bezen} } @article {512, title = {SYSTEMS THEORY OF SYSTEMS THINKING: GENERAL AND PARTICULAR WITHIN MODERN SCIENCE AND TECHNOLOGY EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {August/2016}, pages = {Continuous}, type = {Editorial}, chapter = {408-410}, abstract = {Following the concept of human as spiritual alive body, human thinking is spiritual activity of our brain {\textendash} brainwork. Today we accept that thinking means processing of information what is important for management of human body life. Studying organization of human brainwork, people have discovered that all our thoughts and thinking activities are interconnected and form definite hierarchic structures. Humans reflect world as a set or network of diverse phenomena by building corresponding theories or models of observed phenomena. In other words, all phenomena in human world of thoughts are reflected as SYSTEMS, which are organizational units of Systems Thinking. Every system contains their interconnected parts and as a whole is a part of surrounding medium, made from other systems. Such hierarchic integral understanding and comprehension of human brainwork today has become the basic value of Systems Theory as theory of Systems Thinking. }, keywords = {practical life, science education, sustainable development, systems approach, systems thinking}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.408}, url = {http://oaji.net/articles/2016/987-1482423498.pdf}, author = {Andris Broks} } @article {455, title = {ANALYSIS OF THE STATE OF COLLABORATION BETWEEN NATURAL SCIENCE SCHOOL DISTRICT OFFICIALS AND PRIMARY SCHOOL SCIENCE TEACHERS IN SOUTH AFRICA}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {October/2015}, pages = {Continuous}, type = {Original article}, chapter = {586{\textendash}598 }, abstract = {Collaboration and synergy among education stakeholders is a fundamental pillar for any educational reform success. The reported research analyses the state of collaboration and work dynamics that existed between natural science district officials and primary school teachers in the Eastern Cape Province, South Africa. Data were collected through interviews conducted with science district officials and teachers and policy document review. The results focuses on past previous experiences with officials as barrier towards effective collaboration, work dynamics between science district officials and science teachers in their districts, impact on and implications for curriculum reform implementation and professional development. It is argued that effective collaboration between district officials and teachers is a hallmark of curriculum reform success, teacher growth and success in the workplace, which result in student academic achievement. Effective collaborations are built around trust in individual{\textquoteright}s professional integrity and are characterised by professional candour, appreciation of individuals and understanding. In conclusion, it is imperative for district officials and teachers to improve communication and strive for effective collaboration, mutual respect, and power sharing rather than domination of one group by the other.}, keywords = {district officials, Primary schools, South Africa}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.586}, url = {http://oaji.net/articles/2016/987-1479542362.pdf}, author = {Bongani D. Bantwini} } @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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {472, title = {THE EFFECTIVENESS OF INQUIRY BASED SCIENCE EDUCATION IN RELATION TO THE LEARNERS{\textasciiacute} MOTIVATION TYPES}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {December/2015}, pages = {Continuous}, type = {Original article}, chapter = {791{\textendash}803}, abstract = {The study presents the results of the quantitative research focusing on the effectiveness of the inquiry based science education (IBSE) in correlation to motivation types of learners. Reflecting the fact that the learning results are impacted by the inner motivation, the main aim of the research was to find out whether there are differences in IBSE effectiveness in four motivation types - explorers, directors, coordinators, and accurators. The IBSE approach was applied for the period of five months to 395 fifteen-year-old learners of Czech lower secondary schools. The IBSE effectiveness was tested before the instruction (pre-test), immediately after it (post-test1) and four months later (post-test2). The results of four motivation types were compared. Directors reached the best results in post-test1; explorers in post-test2; accurators{\textasciiacute} results were the worst of all. These findings show that the IBSE cannot be applied as a universal method; teachers should adjust its exploitation to learners{\textquoteright} individual particularities.}, keywords = {educational practice, inquiry-based science education, learners{\textquoteright} motivation types, quantitative research, testing}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.791}, url = {http://oaji.net/articles/2016/987-1479544335.pdf}, author = {Ji{\v r}{\'\i} {\v S}koda and Pavel Doul{\'\i}k and Martin B{\'\i}lek and Ivana {\v S}imonov{\'a}} } @article {1075, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {February/2015}, pages = {Continuous}, type = {Other}, chapter = {155-156}, abstract = {End page, Vol. 14, No. 1, 2015, JBSE}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2021/987-1631983010.pdf}, author = {Editorial Board} } @article {1072, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {April/2015}, pages = {Continuous}, type = {Other}, chapter = {284-288}, abstract = {End page, Vol. 14, No. 2, 2015, JBSE}, issn = {1648-3898}, url = {http://oaji.net/articles/2021/987-1631894444.pdf}, author = {Editorial Board} } @article {1060, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {December/2015}, pages = {Continuous}, type = {Other}, chapter = {821-824}, abstract = {End page, Vol. 14, No. 6, 2015, JBSE}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2021/987-1631466940.pdf}, author = {Editorial Board} } @article {1069, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {June/2015}, pages = {Continuous}, type = {Other}, chapter = {411-416}, abstract = {End page, Vol. 14, No. 3, 2015, JBSE}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2021/987-1631815563.pdf}, author = {Editorial Board} } @article {1066, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {August/2015}, pages = {Continuous}, type = {Other}, chapter = {556-560}, abstract = {End page, Vol. 14, No. 4, 2015, JBSE}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2021/987-1631730415.pdf}, author = {Editorial Board} } @article {1063, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {October/2015}, pages = {Continuous}, type = {Other}, chapter = {697-700}, abstract = {End page, Vol. 14, No. 5, 2015, JBSE}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2021/987-1631556794.pdf}, author = {Editorial Board} } @article {429, title = {ENHANCING SCIENCE TEACHERS{\textquoteright} CONTINUOUS PROFESSIONAL DEVELOPMENT IN THE FIELD OF INQUIRY BASED SCIENCE EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {April/2015}, pages = {Continuous}, type = {Original article}, chapter = {254{\textendash}266}, abstract = {Decreasing motivation in science classes is often reported in many countries. Georgia, one of the post Soviet countries, has overcome the highly centralised educational system and nowadays implements a new national educational reform. National reforms demand more student-active and inquiry-based learning. Many Georgian teachers aren{\textquoteright}t ready for these changes and need professional development training to enhance their professional skills in Inquiry-Based Science Education (IBSE). Therefore Ilia State University offers special continuous professional development (CPD) programs for science teachers in the frame of PROFILES project. The aim of the research was to determine what profession oriented attitudes and concerns Georgian in-service science teachers have regarding IBSE and what changes are visible after the implementation of PROFILES-based CPD programme. In order to conduct the research, the Stages of Concern model was used. 40 teachers took part in the two terms of the CPD programme. Research shows that the implemented CPD programme fosters the professional attitudes and concerns of Georgian science teachers in a positive manner. Therefore, it can be highly recommended to use the framework of the PROFILES-based CPD programme(s).}, keywords = {IBSE, in-service teachers in Georgia, professional development, stages of concern}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.254}, url = {http://oaji.net/articles/2016/987-1473431219.pdf}, author = {Marika Kapanadze and Claus Bolte and Vincent Schneider and Ekaterine Slovinsky} } @article {463, title = {SCIENCE EDUCATION IN ITALY: CRITICAL AND DESIRABLE ASPECTS OF LEARNING ENVIRONMENTS}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {October/2015}, pages = {Continuous}, type = {Original article}, chapter = {685{\textendash}696 }, abstract = {Science teaching plays an important role in the contemporary society, but nowadays, many high school students are often not interested in school science. The purpose of the study was to enhance the quality of teaching and to encourage learners to study science, making student learning more effective and meaningful. The opinions of different stakeholders was taken into account. In Italy, almost 200 participants, counting both teachers and students, answered a questionnaire concerning the following aspects of teaching and learning: situations, contexts, motives; basic concepts and topics; scientific fields and perspectives; qualification; methodical aspects. The results obtained showed the priorities and main gaps in current science education. In particular, scientific literacy should be essentially based on three concepts: the development of communication skills, the improvement of intellectual skills and the development of personality. Unfortunately the study has also highlighted that the approaches judged more effective are not really common in the current educational panorama. }, keywords = {inquiry-based science, Learning Environment, PROFILES project}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.685}, url = {http://oaji.net/articles/2016/987-1479543322.pdf}, author = {Virginia Brianzoni and Liberato Cardellini} } @article {418, title = {SOCIAL CAPITAL ON FACEBOOK AS PERCEIVED BY LITHUANIAN UNIVERSITY STUDENTS: A MULTIDIMENSIONAL PERSPECTIVE}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {February/2015}, pages = {Continuous}, type = {Original article}, chapter = {132-141}, abstract = {The rapid expansion of social networking websites (SNW) is raising several issues regarding the influence it has on the modern school. As many authors mentioned, the proliferation of social networks among university people is changing the educational processes. In order to find out how Facebook could support education, a social learning perspective is needed. In turn, this requires to measure the social capital and to analyze its educational potential. The aim of this research is to elaborate a theoretically grounded and empirically validated multi-dimensional model, measuring the social capital that is embedded in the Facebook networks of Lithuanian university students. This is a pilot research carried out between September and December, 2014. In this respect, the research limitation reveals itself; therefore, a wider theoretical and empirical research is necessary, analyzing the usage of Facebook in the university student population. The research is significant, because it is prepared and validated a multidimensional model of the bridging social capital as perceived by university students that are using Facebook. }, keywords = {Facebook, multidimensional model, science education, Social capital, university students}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.132}, url = {http://oaji.net/articles/2016/987-1462908448.pdf}, author = {Costin Pribeanu and Alexandru Balog and Vincentas Lamanauskas and Violeta {\v S}lekiene} } @article {453, title = {THE TEACHING OF HISTORY OF SCIENCE AT THE UNIVERSITY: SOME BRIEF CONSIDERATIONS}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {October/2015}, pages = {Continuous}, type = {Editorial}, chapter = {564{\textendash}568 }, abstract = {I teach history of science at the University of Udine, Italy. My students {\textendash} about 25 {\textendash} frequently the second and the third year at the faculty of Letters and Philosophy (now called {\textquotedblleft}Polo Umanistico{\textquotedblright}). They have to pass a sole proof in history of science. Therefore, in this editorial, I would like to face the problems connected with the teaching of history of science to students who have a scarce knowledge of mathematics and who in their future will have probably few contacts with science and its history. Thus, two problems are particularly difficult in this case: 1) to choose the subject properly; 2) to choose the appropriate educational approach. Obviously, the choice of the subject is always important, but if one teaches history of science in a scientific faculty, the situation is, in a sense, easier: for example, at the faculty of physics, one could select a specific course each year, i.e., history of mechanics in a certain period, history of electromagnetism in the 19th century, the theory of optics as it is developed by an author or a series of authors (Euclid, Witelo, Kepler, Snell, Descartes, and so on), etc. Each subject could be dealt with by facing the particular research of each scholar and entering the specific mathematical arguments. This is not possible in a humanities faculty. Thence, I would like to explain my choice and to trace some general considerations.}, keywords = {Educational approach, history of astronomy, history of science, level of knowledge}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.564}, url = {http://oaji.net/articles/2016/987-1479542196.pdf}, author = {Paolo Bussotti} } @article {452, title = {TERTIARY ECONOMY AND MANAGERIAL STUDY FIELDS AND ISSUES OF SCIENCE EDUCATION AIMED AT DATABASE SYSTEMS}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {August/2015}, pages = {Continuous}, type = {Original article}, chapter = {535{\textendash}555}, abstract = {Currently science education is understood not only as education in mathematics, physics and chemistry, but also as an education in informatics. To analyze the current state of informatics education within the tertiary economy and managerial study fields was the aim of the research, the purpose of which was to support curricula innovation in the relevant study programmes and to bring their content closer to the demands and needs of the labour market. An original feature of the research has been the fact that it has been based on students{\textquoteleft} points of view. The research sample consisted of students of the concerned study programmes in the Slovak and Czech Republic. The paper presents methodology of the carried out questionnaire survey and main findings related to the data recorded at items focused on database systems and technologies. The obtained data related to the respondents{\textquoteleft} opinions and the assessments of the selected learning topics taught within their study programmes and the importance of these topics for the respondents{\textquoteleft} professional career were processed according to the factors of the country, gender and field of the study. The results showed a significant dependence of the respondents{\textquoteleft} answers on their field of the study independently on their gender and the country in which they took their study.}, keywords = {Computer Literacy, curricula innovation, evaluation methodologies, science education, tertiary education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.535}, url = {http://oaji.net/articles/2016/987-1479498507.pdf}, author = {J{\'a}n Z{\'a}horec and Alena Ha{\v s}kov{\'a} and Michal Munk and Martin B{\'\i}lek} } @article {454, title = {{\textquotedblleft}YOUNG NOISE RESEARCHERS{\textquotedblright}: AN INTERVENTION TO PROMOTE NOISE AWARENESS IN PRESCHOOL CHILDREN}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {October/2015}, pages = {Continuous}, type = {Original article}, chapter = {569{\textendash}585 }, abstract = {While little is known about how young children understand noise and its environmental aspects, this topic is suggested to be included in science curricula from early years on. To investigate if and to what extent preschool children{\textquoteright}s level of noise awareness could be improved the {\textquoteleft}Young Noise Researchers{\textquoteright} educational scenario was designed, implemented and evaluated. Research design involved a pretest-posttest procedure. Participants were 52 Greek preschool children, who attended public kindergarten classes. The scenario involved 9 activities following the principles of context-based, socio-cognitive and multimodal teaching and learning, which were implemented by the teachers of the classes in a 4-week period. Prior to and after the intervention participants engaged in individual, semi-structured interviews. The results indicated improvement in children{\textquoteright}s noise awareness in regard to acknowledging everyday noises, understanding annoyance and subjectivity of noise, adopting negative attitudes towards noise and acknowledging its health effects. Nevertheless, their noise awareness did not significantly improve in other crucial respects. Implications for teaching involve a more systematic focus on the distinction between sound and noise, noise subjectivity, the annoyance caused by noise in daily life and the possibility of more active and preventive protection measures.}, keywords = {Early childhood education, pupils{\textquoteright} noise awareness, science education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.569}, url = {http://oaji.net/articles/2016/987-1479542288.pdf}, author = {Vasilia Christidou and Anastasia Dimitriou and Nikos Barkas and Maria Papadopoulou and Stergios Grammenos} } @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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {399, title = {THE EFFECT OF MICROTEACHING ON THE TEACHING SKILLS OF PRE-SERVICE SCIENCE TEACHERS}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {December/2014}, pages = {Continuous}, type = {Original article}, chapter = {789{\textendash}801 }, abstract = {This study was carried out on 97 participants using a mixed research design, in order to determine the effect of microteaching on the teaching skills of pre-service science teachers and to ascertain the opinions of pre-service teachers about the positive and negative effects of microteaching. Analysis of the data revealed that microteaching has a significant effect on teaching skills, and this effect can be seen under the areas of carrying out an introduction lesson, classroom management, time management and planning, effective communication and concluding the lesson, as well as issues which can be described as being related to self-confidence. In the qualitative section of the study, analysis of the data obtained from written responses and individual interviews with pre-service teachers about the positive and the negative effects of microteaching support the quantitative findings. }, keywords = {mixed research design, pre-service science teachers, teaching skills}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.789}, url = {http://oaji.net/articles/2015/987-1450982278.pdf}, author = {Selda Bak{\i}r} } @article {358, title = {EFFECTS OF FORMATIVE ASSESSMENT PROBES INTEGRATED IN EXTRA-CURRICULAR HANDS-ON SCIENCE: MIDDLE SCHOOL STUDENTS{\textquoteright} UNDERSTANDING}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {April/2014}, pages = {Continuous}, type = {Original article}, chapter = {243-258}, abstract = {This study had three main purposes, to (a) determine students{\textquoteright} understanding of basic physics concepts, (b) analyze the science concepts and their connection to real-life context in science curricula and teaching materials, (c) evaluate effect of formative assessment probes on students{\textquoteright} understanding of selected key concepts. Subjects were 197, 8th grade students who had studied five basic physics concepts. To evaluate students{\textquoteright} understanding, a questionnaire consisting of formative assessment probes was administered with 4 multiple choice and 4 open-ended questions. Findings indicated that students had poor conceptual understanding of the concepts. Science curriculum, analyzed in terms of application to real-world contexts, indicated that textbooks included few practical explanations. In an intervention, one public school received formative assessment probes integrated with extra-curricular hands-on science instruction. Pre-post data showed significant increases in students{\textquoteright} understanding of basic physics concepts. Finding that these students significantly out-performed other groups implies: (a) the need to include students{\textquoteright} prior learning in instruction }, keywords = {formative assessment, hands-on science instruction, real-world context, science concepts}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.243}, url = {http://oaji.net/articles/2015/987-1437063296.pdf}, author = {Nermin Bulunuz and M{\i}zrap Bulunuz and Hanife Peker} } @article {1120, title = {END}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {February/2014}, pages = {Continuous}, type = {Other}, chapter = {146-148}, abstract = {End page, Vol. 13, No. 1, 2014, JBSE}, keywords = {end page}, issn = {1648-3898}, url = {https://oaji.net/articles/2021/987-1640789948.pdf}, author = {Editorial Board} } @article {1114, title = {END}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {June/2014}, pages = {Continuous}, type = {Other}, chapter = {436-440}, abstract = {End page, Vol. 13, No. 3, 2014, JBSE}, keywords = {end page}, issn = {1648-3898}, url = {https://oaji.net/articles/2021/987-1640621814.pdf}, author = {Editorial Board} } @article {1117, title = {END}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {April/2014}, pages = {Continuous}, type = {Other}, chapter = {289-292}, abstract = {End page, Vol. 13, No. 2, JBSE, 2014}, keywords = {end page}, issn = {1648-3898}, url = {https://oaji.net/articles/2021/987-1640682053.pdf}, author = {Editorial Board} } @article {1078, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {December/2014}, pages = {Continuous}, type = {Other}, chapter = {896-900}, abstract = {End page, Vol. 13, No. 6, 2014, JBSE}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2021/987-1632644330.pdf}, author = {Editorial Board} } @article {1081, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {October/2014}, pages = {Continuous}, type = {Other}, chapter = {756-760}, abstract = {End page, Vol. 13, No. 5, 2014, JBSE}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2021/987-1632662894.pdf}, author = {Editorial Board} } @article {1084, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {August/2014}, pages = {Continuous}, chapter = {583-588}, abstract = {End page, Vol. 13, No. 4, 2014, JBSE}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2021/987-1633274138.pdf}, author = {Editorial Board} } @article {406, title = {EXAMINING RELATIONSHIPS AMONG TURKISH PRE-SERVICE SCIENCE TEACHERS{\textquoteright} CONCEPTIONS OF TEACHING AND LEARNING, SCIENTIFIC EPISTEMOLOGICAL BELIEFS AND SCIENCE TEACHING EFFICACY BELIEFS}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {December/2014}, pages = {Continuous}, type = {Original article}, chapter = {870{\textendash}882 }, abstract = {This study was conducted to examine the relationships among pre-service science teachers{\textquoteright} (PSTs{\textquoteright}) teaching and learning conceptions, scientific epistemological beliefs and science teaching efficacy beliefs. 310 Turkish PSTs from different regions of the country participated in the study. Three different instruments were validated by confirmatory factor analyses. Structural equation modeling analyses revealed that participants{\textquoteright} constructivist conceptions of teaching and learning promoted sophisticated science related epistemologies. Sophisticated epistemologies, to some extent, also contributed participants{\textquoteright} science teaching efficacy beliefs. Certain assumptions were not supported by the results which pointed out that curricular reform in teacher education system met expectations partly. Implications were presented considering the results. }, keywords = {conceptions of learning and teaching, science teaching efficacy beliefs, Structural Equation Modeling}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.870}, url = {http://oaji.net/articles/2015/987-1450982726.pdf}, author = {Eralp Bahcivan} } @article {367, title = {IMPACT OF MULTIMEDIA ASSISTED TEACHING ON STUDENT ATTITUDES TO SCIENCE SUBJECTS}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {June/2014}, pages = {Continuous}, type = {Original article}, chapter = {361{\textendash}380 }, abstract = {During the last decades, multimedia assisted teaching has expanded to all types and levels of schools. The authors dealt with a question whether there is a possibility through the application of multimedia teaching materials in the natural science school subjects to eliminate students{\textquoteright} negative attitudes to these subjects. To answer this question, a research was carried out in which the attention was paid to possibilities to eliminate students{\textquoteleft} negative attitudes to physics as the most unpopular school subject. The authors show how various aspects of students{\textquoteleft} opinion on physics can be changed due to the use of animations and interactive simulations of the physical phenomena in the teaching process. For the pedagogical intervention two kinds of multimedia teaching materials were used. The difference between them was in the level of their interactivity. Within the research students{\textquoteleft} attitudes to physics through the given explored aspects were assessed twice, once before the multimedia teaching material pedagogical intervention and the second time after it. As the research results show, although it is possible to certain rate to eliminate students{\textquoteleft} negative attitudes to physics, this possible elimination depends also on the level of the intractivity of the used multimedia teaching materials.}, keywords = {change of the attitudes, multimedia assisted teaching, negative attitudes to school subjects, teaching physics}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.361}, url = {http://oaji.net/articles/2015/987-1437679232.pdf}, author = {J{\'a}n Z{\'a}horec and Alena Ha{\v s}kov{\'a} and Martin B{\'\i}lek} } @article {396, title = {SCIENTIFIC THINKING: THE BACKBONE OF MODERN SCIENCE AND TECHNOLOGY EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {December/2014}, pages = {Continuous}, type = {Editorial}, chapter = {764{\textendash}766 }, abstract = {Science and Technology Education (STE) along with Artistic and Pragmatic Education today is continuously and fast developing branch of education to satisfy actual needs of modern life. It follows the development of scientific research of real life phenomena and implementation of corresponding results in practice. In other words, changes within our life are closely connected with corresponding changes in our education, because educational activities of any person as well as society in total mean specially organized gaining of life experience (knowledge, values, skills) for life (cognition, consideration, behaviour). }, keywords = {applied scientific research, educational activities, life experience, pragmatic education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.764}, url = {http://oaji.net/articles/2015/987-1450982095.pdf}, author = {Andris Broks} } @article {345, title = {THE VIRTUAL SCIENCE TEACHER AS A HYBRID SYSTEM: COGNITIVE SCIENCE HAND IN HAND WITH CYBERNETIC PEDAGOGY}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {February/2014}, pages = {Continuous}, type = {Original article}, chapter = {75-90}, abstract = {The findings of cybernetic pedagogy and didactics developed in the 1970s, which were in those times limited due to poor technological capabilities, are taken as a starting point in this research. A revised version of cybernetic pedagogy is proposed and is used to develop the hybrid cognitive model presented. It is not based purely on the symbolic notation of the teaching algorithm alone, as done in the past, but also on the connectionist model of our cognition, which draws on the brain{\textquoteright}s characteristics and their physiological and functional structure, such as parallel data processing, content associative memory and divided presentations. The learning process algorithm can be, on the basis of this idea, re-defined as a hybrid cognitive model, i.e. a combination of a symbol system and a neural network, and named mRKP. The article concludes that an intelligent artificial tutor can independently, i.e. without the need for reprogramming, accommodate the learning process to the needs and possibilities of an individual student if it uses mRKP as its basis, and can eventually replace a human tutor in some situations, but a human teacher must decide where and when it should be used. }, keywords = {cybernetic pedagogy, e-learning material, learning algorithm}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.75}, url = {http://oaji.net/articles/2015/987-1437062280.pdf}, author = {Boris Aber{\v s}ek and Bojan Borstner and Janez Bregant} } @article {373, title = {ARE STORKS HOMOSEXUALS? PERSISTENCE OF MISCONCEPTIONS AMONG UNIVERSITY STUDENTS}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2013}, month = {August/2013}, pages = {Continuous}, type = {Original article}, chapter = {448{\textendash}457 }, abstract = {The misconceptions about different scientific phenomena are persisting from childhood till adulthood and no method managed to transform it into the correct form. The study is focused on finding out the misconceptions about common facts of zoology and also human body. The respondents were 112 university students. Among these respondents were 22 science major students and the rest of the respondents were non-science majors. The number of females was 82. All respondents are potentially future teachers at elementary schools, so there is a great chance/ possibility they will teach pupils and present them the kinds of information which are investigated in this study. Research tool contained 7 items, most of them were from the field of zoology and one from the field of human anatomy. Obtained data were analysed by the proportional ratio of correct and incorrect answers and the chi-square test was used for the determination of differences between groups of variables gender and field of study. There was not found a significant difference between males and females and science major students often answered some items more. There were found many misconceptions about common facts of zoology and human body. }, keywords = {human body, misconceptions, university students}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.448}, url = {http://oaji.net/articles/2015/987-1447523229.pdf}, author = {Milan Kubiatko and Kristyna Balatova} } @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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {338, title = {DIDACTIC ANALYSIS OF THE WEB ACID-BASE TITRATION SIMULATIONS APPLIED IN PRE-GRADUATE CHEMISTRY TEACHERS EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {December/2013}, pages = {Continuous}, type = {Original article}, chapter = {829-839}, abstract = {The wide development of the information and communication technologies provides conditions for using various digital learning objects in education. In Chemistry learning and teaching computer simulations are used for increasing clearness in Chemistry lessons and for supporting experimental activities in laboratory work. For this analysis the topic of acid-base titration was chosen. The research sample included educational simulations of acid-base titration available free on the Internet. In total 35 educational simulations of acid-base titration were found and used for didactic analysis with following research questions: What can be learned from educational simulations of acid-base titration? and How can didactic analysis of different kinds of simulation help to teacher and learner? In the research results of didactic analysis of 35 examples of acid-base titration simulators are presented. Resulting from the analysis we find three different types of educational simulations of acid-base titration with a specific use in Chemistry lessons: (1) simulations of experiments; (2) generators of titration curves according to the user{\textquoteright}s choice; (3) presentations of one titration. The summary of all analysed simulations and proposals of their educational applications is available from the web site http://titrace.wz.cz.}, keywords = {acid-base titration, chemistry instruction, didactic analysis, educational simulation}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.829}, url = {http://oaji.net/articles/2015/987-1425811736.pdf}, author = {Veronika Machkov{\'a} and Martin B{\'\i}lek} } @article {321, title = {THE EFFECT OF 5E LEARNING CYCLE ON MENTAL ABILITY OF ELEMENTARY STUDENTS}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {October/2013}, pages = {Continuous}, type = {Original article}, chapter = {592-607}, abstract = {The purpose of this research is to investigate effect of 5E learning cycle instruction on 4th grade students{\textquoteright} mental ability in the unit of {\textquotedblleft}Introduction to the Matter{\textquotedblright}. The subjects of this study were 160 students from four different classes enrolled to Science Course in an Elementary School in TURKEY. Non-equivalent pre-test/post-test control group design was used. Two of the classes randomly chosen as experimental group (79) took 5E learning cycle instruction, and the other two chosen as control group (81), took traditional instruction. Word-Association Test (WAT) was administered to the experimental and the control groups as pre- and post-tests to measure the students{\textquoteright} mental ability related to Unit of {\textquotedblleft}Introduction to the Matter{\textquotedblright}. The data collected from WAT was converted into mind maps by using content analysis and cut off point methods. As a result of application, while {\textquotedblleft}Introduction to the Matter{\textquotedblright} subject was seen as a whole on the mind maps of the experimental group of students, mind maps of the control group students were seen to be composed of piecemeal knowledge islets. Hence, it proves that the experimental group students learn terms in a more meaningful and more interrelated way than the control group students}, keywords = {5E learning cycle, mind maps, word association test}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.592}, url = {http://oaji.net/articles/2015/987-1425810444.pdf}, author = {Ibrahim Bilgin and H{\"u}meyra Co{\c s}kun and Idris Akta{\c s}} } @article {297, title = {THE EMOTIONS ABOUT TEACHING AND LEARNING SCIENCE: A STUDY OF PROSPECTIVE PRIMARY TEACHERS IN THREE SPANISH UNIVERSITIES}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {September/2013}, type = {Original article}, chapter = {299-311}, abstract = {A descriptive and comparative study is made of the emotions that prospective primary teachers in three Spanish universities have about teaching and learning the natural sciences, differentiating between approaches to the content of Biology/Geology and Physics/Chemistry. The study was carried out using a closed-response questionnaire which was completed by 315 primary education bachelor{\textquoteright}s degree students in the Universities of Extremadura, Las Palmas de Gran Canaria, and the Aut{\'o}noma of Barcelona (UAB). The results showed that in their recall of their secondary education, most of the prospective teachers have positive emotions towards learning Biology/Geology and negative towards learning Physics/Chemistry. With respect to their future teaching in primary education, there predominated positive emotions towards Biology/Geology, and negative emotions towards Physics/Chemistry, except for the UAB students who reported more positive emotions than negative in this latter case. There was an increase of positive emotions in their expectations of their future teaching of all the science content, and a marked decrease in the negative emotions, relative to the emotions that they had experienced as students of these subjects in secondary school.}, keywords = {Emotions, preservice primary teachers, science education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.299}, url = {http://oaji.net/articles/2015/987-1425808129.pdf}, author = {Mar{\'\i}a Br{\'\i}gido and Digna Couso and Ciro Guti{\'e}rrez and Vicente Mellado} } @article {1130, title = {END}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {August/2013}, pages = {Continuous}, type = {Other}, chapter = {535-540}, abstract = {End page, Vol. 12, No. 4, 2013, JBSE}, keywords = {end page}, issn = {1648-3898}, url = {https://oaji.net/articles/2022/987-1645888167.pdf}, author = {Editorial Board} } @article {1123, title = {END}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {December/2013}, pages = {Continuous}, chapter = {840-844}, abstract = {End page, Vol. 12, No. 6, JBSE, 2013}, keywords = {end page}, issn = {1648-3898}, url = {https://oaji.net/articles/2022/987-1643099229.pdf}, author = {Editorial Board} } @article {1133, title = {END}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {June/2013}, pages = {Continuous}, type = {Other}, chapter = {389-392}, abstract = {End page, Vol. 12, No. 3, 2013, JBSE}, keywords = {end page}, issn = {1648-3898}, url = {https://oaji.net/articles/2022/987-1645895185.pdf}, author = {Editorial Board} } @article {1139, title = {END}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {February/2013}, pages = {Continuous}, type = {Other}, chapter = {120-124}, abstract = {End page, Vol. 12, No. 1, 2013, JBSE}, keywords = {end page}, issn = {1648-3898}, url = {https://oaji.net/articles/2022/987-1645992960.pdf}, author = {Editorial Board} } @article {1136, title = {END}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {April/2013}, pages = {Continuous}, type = {Other}, chapter = {261-264}, abstract = {End page, Vol. 12, No. 2, 2013, JBSE}, keywords = {end page}, issn = {1648-3898}, url = {https://oaji.net/articles/2022/987-1645904746.pdf}, author = {Editorial Board} } @article {1126, title = {END}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {October/2013}, pages = {Continuous}, type = {Other}, chapter = {703-708}, abstract = {End page, Vol. 12, No. 5, 2013, JBSE}, keywords = {end page}, issn = {1648-3898}, url = {https://oaji.net/articles/2022/987-1643133605.pdf}, author = {Editorial Board} } @article {312, title = {EXPLORATORY TALK IN SCIENCE EDUCATION: INQUIRY-BASED LEARNING AND COMMUNICATIVE APPROACH IN PRIMARY SCHOOL}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {December/2013}, type = {Original article}, chapter = {482-496 }, abstract = {Recent research on science education has increasingly focused on the role of exploratory talk for learning science in school. This study was conducted in third grade in the Swedish compulsory school and shows how difficult exploratory talk in science is to achieve. The recordings of each lesson focused mainly on the teacher but included the pupils as the teacher interacted with them. The empirical material was analysed from two different perspectives: ways of communicating the science content and communicative approach. The analysis of the classroom practice showed that scien{\textlnot}tific descriptions were dominating ways of communication. Only in a few cases explanations of scien{\textlnot}tific phenomena were in focus. Those situations caused turning points into more interac-tive/dialogic communications or exploratory talk. One main conclusion is that exploratory talk and scientific explanations are not easily achieved when working in primary school. These skills are not automatically attained by the use of inquiry-based material {\textendash} it needs to be trained!}, keywords = {exploratory talk, primary school, science}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.482}, url = {http://oaji.net/articles/2015/987-1425809431.pdf}, author = {Ragnhild L{\"o}fgren and Jan Schoultz and Glenn Hultman and Lars Bj{\"o}rklund} } @article {310, title = {IMPROVING PRESERVICE SCIENCE TEACHERS{\textquoteright} SELF-EFFICACY ABOUT THE USE OF ALTERNATIVE ASSESSMENT: IMPLICATION FOR THEORY AND PRACTICE}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {December/2013}, type = {Original article}, chapter = {452-464}, abstract = {In this study, a teaching program was designed to improve preservice teachers{\textquoteright} self-efficacy about the use of alternative assessment. The teaching program has three stages: workshop, observation, and teaching. Preservice teachers{\textquoteright} opinions about the contribution of the teaching program to their professional development and the effect of the program on their self-efficacy were determined. Data was collected through a survey, students{\textquoteright} reflective journal, and interview. Results show that preservice teachers had understanding about alternative assessment and positive opinions about the teaching program. Furthermore, their self-efficacy toward use of the alternative assessment improved. The teaching program had positive contributions to preservice teachers{\textquoteright} professional development.}, keywords = {Alternative Assessment, preservice teacher education, self-efficacy}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.452}, url = {http://oaji.net/articles/2015/987-1425809148.pdf}, author = {Nilg{\"u}n Tatar and Serkan Buldur} } @article {303, title = {A MULTIDIMENSIONAL MODEL FOR THE EXPLORATION OF NEGATIVE EFFECTS OF SOCIAL NETWORKING WEBSITES AS PERCEIVED BY STUDENTS}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {September/2013}, type = {Original article}, chapter = {378-388 }, abstract = {The rapid expansion of social networking websites is raising several issues regarding the influence on the individual and social behavior of users. It is without doubt, that social networking websites are a phenomenon of a contemporary society, which has to be explored in various aspects. It is only because SNW are becoming more and more important for the whole society, especially for the youth, after all, they undoubtedly change the world. Their penetration is observed in various society life spheres. Education is not an exception. It can be stated, that SNW change educational processes. However, the main question is: how change? Can they harm, or maybe on the contrary {\textendash} help in terms of education. Having carried out empiric research, a hierarchical and multidimensional measurement model was developed to explore the negative effects of these websites. The model has been tested on one sample and cross validated on another sample. It has been stated, that SNW negative effects is a multidimensional construct, having several facets that describe distinct aspects.}, keywords = {measurement models, science education, social networking websites, university students}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.378}, url = {http://oaji.net/articles/2015/987-1425808627.pdf}, author = {Alexandru Balog and Costin Pribeanu and Vincentas Lamanauskas and Violeta {\v S}lekiene} } @article {328, title = {A POSSIBLE ROLE FOR HISTORY OF MATHEMATICS AND SCIENCE IN MATHEMATICS AND SCIENCE EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {December/2013}, pages = {Continuous}, type = {Editorial}, chapter = {712-715}, abstract = {My research fields are history of mathematics and science, mainly physics and astronomy. I have also published some works on mathematics and physics education (as to these works see Bussotti 2012a; Bussotti 2012b; Pisano-Bussotti, 2012; Bussotti 2013). I have often wondered which role history of science can have inside science education, basically referring to high school and university students. This subject dates back at least at the second half of the 19th century when an important debate took place in Europe as to the most appropriate manner to teach Euclidean geometry. There were various positions: scholars who thought Euclid (fl. 300 BC) had to be completely abandoned, others who believed that the Elements had to be almost literally taught and, between these two opposite extreme opinions, a series of intermediate ones existed (for this problems see Bussotti, 2012a, where a series of references is presented, too). The discussion on the role of history of science/mathematics inside science/mathematics teaching is hence a long period debate and I have no pretension to provide an answer, but only to point out some questions and to develop a reasoning around them.}, keywords = {high school instruction, history of mathematics and science, mathematics education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.712}, url = {http://oaji.net/articles/2015/987-1425811173.pdf}, author = {Paolo Bussotti} } @article {292, title = {RESULTS OF PISA AND EVALUATION OF COMPUTER SCIENCE EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {June/2013}, type = {Original article}, chapter = {234-248}, abstract = {In the PISA scientific literacy monitoring carried out in 2006 and 2009 Slovak students achieved results below the OECD average scores while Czech students achieved significantly better results. Following the PISA results there was carried out a research aimed at evaluation of the current state of computer science education/informatics teaching at an upper secondary school level in both countries and moreover also in Belgium. In all three concerned countries a lack of textbooks of an appropriate quality was identified as a main weakness. Further identified weaknesses were: in Slovakia a problem of a lack of tasks attractive for students, in the Czech Republic a weak attractiveness of the teacher{\textquoteright}s presentation of new material for students and identically to Belgium a lack of engagement of students in tasks solved in class. Positively evaluated was: in Slovakia attractiveness of the curriculum and methods of new material presentation by teachers, and in the Czech Republic and Belgium clarity of the teacher{\textquoteright}s presentation of new curriculum.}, keywords = {current state of computer science education, evaluation of informatics teaching, international comparison, monitoring of students{\textquoteleft} scientific literacy, strengths and weaknesses of informatics teaching}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.234 }, url = {http://oaji.net/articles/2015/987-1425758806.pdf}, author = {J{\'a}n Z{\'a}horec and Alena Ha{\v s}kov{\'a} and Michal Munk and Martin B{\'\i}lek} } @article {314, title = {TEACHERS{\textquoteright} PEDAGOGICAL STRATEGIES FOR INTEGRATING MULTIMEDIA TOOLS IN SCIENCE TEACHING}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {December/2013}, type = {Original article}, chapter = {509-524 }, abstract = {Since the widespread introduction of Information and Communication Technology (ICT) in education the use of multimedia environments has increased substantially. This qualitative study analyse how teachers integrate multimedia tools into teaching and learning sequences (TLS) in science education. Four in-service teachers{\textquoteright} groups have been investigated across a 40 h teachers{\textquoteright} training course to analyse their pedagogical strategies and difficulties for introducing multimedia tools in science teaching. During the training program to discuss multimedia environments teachers (n=14) were invited to build teaching learning sequences (TLS) about some science content using multimedia tools. The results obtained through a content analysis suggest that these teachers are integrating multimedia tools mostly to enhance particular concepts and skills (integrated approach) than to innovate presentations (enhancement approach). In all cases teachers adopted structured tasks and in two of these they were not aware of the necessity to make explicit links between the multimedia tools and the other activities. Some difficulties related to pedagogical approaches and teachers{\textquoteright} knowledge are discussed.}, keywords = {multimedia tools, science education, Teachers{\textquoteright} knowledge}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.509}, url = {http://oaji.net/articles/2015/987-1425809563.pdf}, author = {Celeste Ferreira and M{\'o}nica Baptista and Agnaldo Arroio} } @article {374, title = {TEACHERS{\textquoteright} VIEWS ABOUT PROBLEM-BASED LEARNING THROUGH CONCEPT CARTOONS}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2013}, month = {August/2013}, pages = {Continuous}, type = {Original article}, chapter = {458{\textendash}468 }, abstract = {This study aimed to examine the views of science and technology teachers towards concept cartoons integrated to problem-based learning. In this context, teachers{\textquoteright} views were compared before and after the experimental treatment of a project. Data was gathered through qualitative research methods. Participants of this study were science and technology teachers from 9 elementary schools in the city of Izmir in the 2011-2012 academic year. In the first step of the study, a 30-hour workshop including theoretical subjects, applications and experimental treatments about concept cartoons was presented to teachers. Then semi-structured interviews were conducted with teachers. Following this workshop, teachers were requested to apply all these applications and experimental treatments. After the experimental applications, semi-structured interviews were conducted again with the same teachers. According to the findings, teachers indicated that problem-based learning modules to improve students{\textquoteright} critical thinking, inquiry learning skills and help them relate their knowledge to daily life. }, keywords = {concept cartoons, Problem-Based Learning, Science and Technology Teacher}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.458}, url = {http://oaji.net/articles/2015/987-1447523317.pdf}, author = {Ali Gunay Balim and Suat Turkoguz and Ummuhan Ormanci and Sevinc Kacar and Ertug Evrekli and Erkan Ozcan} } @article {308, title = {WHAT NOS TEACHING PRACTICES TELL US: A CASE OF TWO SCIENCE TEACHERS}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {December/2013}, type = {Original article}, chapter = {424-439 }, abstract = {Translation of nature of science (NOS) views into teaching practice and the development of teachers{\textquoteright} NOS teaching are still open to investigation. Therefore, how teachers{\textquoteright} translation of NOS understanding into practice occurs and what extend science teachers are able to transform their understanding into explicit reflective NOS instruction have been issues still need to be further exploration. This study explored the impact of intensive nature of science summer workshop on science teachers{\textquoteright} views of NOS and their instructional practices. The current study was a case study of two middle school science teachers documenting their NOS views and instructional practice on NOS in the classrooms. Data resources included the VNOS-C; interviews and classroom observations. Participants made substantial improvements in their understandings of the targeted aspects of NOS as a result of their participation in professional development program. The study also showed that two of teachers translated their understanding of NOS in a certain degree into instructional practice.}, keywords = {in-service teachers, nature of science, professional development program}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.424}, url = {http://oaji.net/articles/2015/987-1425809032.pdf}, author = {Nihal Dogan and Jale Cakiroglu and Kader Bilican and Seda Cavus} } @article {272, title = {ASSESSING PRE-SERVICE TEACHERS (DIS) LIKING OF SOME ANIMAL SPECIES}, journal = {Journal of Baltic Science Education}, volume = {11}, year = {2012}, month = {December/2012}, type = {Original article}, chapter = {393-402 }, abstract = {The purpose of this study was to investigate attitudes of students, in particular primary school and biology pre-service teachers, towards specific animals in order to determine principal reasons for (dis) liking them. The sample consisted of 309 university students. Two factors were extracted termed {\textquotedblleft}pleasant animals{\textquotedblright} and {\textquotedblleft}unpleasant animals{\textquotedblright}. {\textquotedblleft}Unpleasant animals{\textquotedblright} were characterised by certain commonly perceived features such as being dirty, dangerous, distinctive and fear evoking while {\textquotedblleft}pleasant animals{\textquotedblright} were typically beautiful, clean, pleasant to touch, intelligent and responsive. Students with more positive attitudes toward the Biology subject also expressed more positive attitudes toward animals, especially toward {\textquotedblleft}unpleasant{\textquotedblright} animals. And students with more frequent exposure to natural environments had more positive attitudes to {\textquotedblleft}pleasant animals{\textquotedblright}.}, keywords = {animals, biology education, Experiences, pre-service, primary school education, teacher}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/12.11.393}, url = {http://oaji.net/articles/2014/987-1419169320.pdf}, author = {Gregor Torkar and Milan Kubiatko and Barbara Bajd} } @article {243, title = {ASSESSMENT OF PRESERVICE TEACHERS{\textquoteright} KNOWLEDGE AND ATTITUDES REGARDING BIOTECHNOLOGY: A CROSS-CULTURAL COMPARISON}, journal = {Journal of Baltic Science Education}, volume = {11}, year = {2012}, month = {March/2012}, type = {Original article}, chapter = {78-93}, abstract = {This study examines the level of knowledge of and attitudes toward biotechnology of preservice teachers from Lebanon, Lithuania, Slovakia and Turkey. Data were gathered from a total of 768 preservice teachers from these four countries. The Biotechnology Knowledge Questionnaire and the Biotechnology Attitude Questionnaire were used for data collection. Three-way MANOVA was conducted to analyze the cross-cultural data. The results revealed that preservice teachers{\textquoteright} knowledge of biotechnology in all four samples was below average. The results also demonstrated that there were significant differences in attitude towards biotechnology among preservice teachers in the four countries. In addition, significant gender differences were observed between male and females. Implications for teaching and further research are discussed.}, keywords = {Attitude, biotechnology, cross-cultural, knowledge}, issn = {78-93}, doi = {https://doi.org/10.33225/jbse/12.11.78}, url = {http://oaji.net/articles/2014/987-1419167090.pdf}, author = {Mehmet Erdo{\u g}an and Murat {\"O}zel and Saouma BouJaoude and Vincentas Lamanauskas and Muhammet U{\c s}ak and Pavol Prokop} } @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 {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 {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 {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 {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 {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 {259, title = {EFFECT OF TEACHING VIA MODELING ON ACHIEVEMENT AND CONCEPTUAL UNDERSTANDING CONCERNING ELECTRICITY}, journal = {Journal of Baltic Science Education}, volume = {11}, year = {2012}, month = {September/2012}, type = {Original article}, chapter = {236-247 }, abstract = {In this study, it is aimed to determine the effects of teaching via modeling on academic achievement and conceptual understanding concerning some selected undergraduate electricity topics. Dependent variables of the research are academic achievement and conceptual understanding. Academic success was measured by using Electricity Success Test and Electricity Classical Exam and conceptual understanding on the other hand was measured by using an Electricity Concept Test. A total number of 41 students attended the research, 21 of the students were in the modeling group and 20 of the students were in the control group. The study was carried out experimentally by means of pre test-post test research design. In conclusion it is found that teaching via modeling method meaningfully enhances the academic achievement and conceptual understanding.}, keywords = {achievement, Conceptual Understanding, Electricity, modeling instruction, physics education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/12.11.236}, url = {http://oaji.net/articles/2014/987-1419168282.pdf}, author = {Esra Bilal and Mustafa Erol} } @article {256, title = {ELEMENTARY SCHOOL PUPILS{\textquoteright} SELF EFFICACY TOWARDS SCIENCE AND TECHNOLOGY LESSON}, journal = {Journal of Baltic Science Education}, volume = {11}, year = {2012}, month = {September/2012}, type = {Original article}, chapter = {203-215 }, abstract = {This study is aimed at determining the 6th, 7th, 8th grade pupils{\textquoteright} level of self-efficacy towards Science and Technology lesson and also determining the levels of its sub-dimensions including confidence in Science and Technology lesson, the ability to cope with the difficulties in Science and Technology and the confidence in performing Science and Technology tasks. This study investigates whether there is a meaningful difference in elementary school pupils{\textquoteright} self-efficacy of Science and Technology and its sub-dimensions regarding variables such as gender, grade level, and the level of parents{\textquoteright} education, reading scientific books and watching scientific documentaries. With this aim, in this study {\textquotedblleft}Personal Information Form{\textquotedblright} and {\textquotedblleft}Science and Technology Lesson Self-Efficacy Scale{\textquotedblright} have been used. The sample of this study consists of 705 pupils. As a result of the study, it has been concluded that the elementary school pupils{\textquoteright} self-efficacy of Science and Technology and its sub-dimensions are at a high level (=agree level). In addition, while the elementary school pupils{\textquoteright} self-efficacy towards Science and Technology lesson differ in terms of grade, level of parents{\textquoteright} education and profession, reading scientific books and watching scientific documentaries variables, there hasn{\textquoteright}t been found a meaningful difference for the gender variable.}, keywords = {elementary school pupils, Science and technology, self-efficacy}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/12.11.203}, url = {http://oaji.net/articles/2014/987-1419168087.pdf}, author = {Esra U{\c c}ak and H{\"u}seyin Ba{\u g}} } @article {1145, title = {END}, journal = {Journal of Baltic Science Education}, volume = {11}, year = {2012}, month = {September/2012}, pages = {Continuous}, type = {Other}, chapter = {293-296}, abstract = {End page, Vol. 11, No. 3, 2012, JBSE}, keywords = {end page}, issn = {1648-3898}, url = {https://oaji.net/articles/2022/987-1646244104.pdf}, author = {Editorial Board} } @article {1151, title = {END}, journal = {Journal of Baltic Science Education}, volume = {11}, year = {2012}, month = {March/2012}, pages = {Continuous}, type = {Other}, chapter = {103-108}, abstract = {End page, Vol. 11, No. 1, 2012, JBSE}, keywords = {end page}, issn = {1648-3898}, url = {https://oaji.net/articles/2022/987-1646328329.pdf}, author = {Editorial Board} } @article {1148, title = {END}, journal = {Journal of Baltic Science Education}, volume = {11}, year = {2012}, month = {June/2012}, pages = {Continuous}, type = {Other}, chapter = {194-196}, abstract = {End page, Vol. 11, No. 2, 2012, JBSE}, keywords = {end page}, issn = {1648-3898}, url = {https://oaji.net/articles/2022/987-1646309098.pdf}, author = {Editorial Board} } @article {1142, title = {END}, journal = {Journal of Baltic Science Education}, volume = {11}, year = {2012}, month = {December/2012}, pages = {Continuous}, type = {Other}, chapter = {404-408}, abstract = {End page, Vol. 11, No. 4, 2012, JBSE}, keywords = {end page}, issn = {1648-3898}, url = {https://oaji.net/articles/2022/987-1646165475.pdf}, author = {Editorial Board} } @article {270, title = {INVESTIGATING THE CORRELATION BETWEEN STUDENTS{\textquoteright} PERCEPTIONS ON THE CONSTRUCTIVIST LEARNING ENVIRONMENT AND THEIR ACADEMIC SUCCESS IN SCIENCE COURSE WITH PATH ANALYSIS}, journal = {Journal of Baltic Science Education}, volume = {11}, year = {2012}, month = {December/2012}, type = {Original article}, chapter = {367-378 }, abstract = {The purpose of this study was to investigate the correlation between the perceptions on the constructivist learning environment and academic success of elementary students in science course with structural equation modelling. The correlative investigation model was adopted in the research. The sample of the research consisted of 195 students from six public elementary schools, chosen according to random sampling method. In order to answer the research question, {\textquotedblleft}The constructivist learning environment survey{\textquotedblright} (Taylor, Fraser \& Fisher, 1997) was used in the study. Also, the data in relation with students{\textquoteright} academic success in science course were gathered from their school report cards regarding the spring semester. In this research, LISREL 8.51 structural equation software was used in model establishing by using the observed variables. According to the findings obtained in the research, it was found out that the compatibility index results of the constructed equation model, the model-data compatibility was found out to be high enough [χ2/df=1.46; GFI=0.86; CFI=0.93; RMSEA=0.048; RMR=0.078; SRMR=0.056; NFI=0.81; NNFI=0.92] in the research. In the regression equa{\textlnot}tion, it was found out that the variable best predicting students{\textquoteright} academic success in science course was the variable personal relevance in relation to the constructivist learning environment. On the other hand, it was understood that all five predictor variables that were included in the regression equation account for 76\% of the overall variance of the academic success in science course in the research.}, keywords = {Constructivist learning environment, correlation, Elementary students, science course}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/12.11.367 }, url = {http://oaji.net/articles/2014/987-1419169197.pdf}, author = {Gokhan Bas} } @article {271, title = {MOTIVATIONAL ORIENTATIONS IN PHYSICS LEARNING: A SELF-DETERMINATION THEORY APPROACH}, journal = {Journal of Baltic Science Education}, volume = {11}, year = {2012}, month = {December/2012}, type = {Original article}, chapter = {379-392 }, abstract = {The first objective of the present study was to test the factorial validity of the inventory designed to measure students{\textquoteright} motivation to study physics in school. Based on self-determination theory (SDT), it was hypothesised that the four factors of External Regulation, Introjected Regulation, Identified Regulation and Intrinsic Motivation account for the covariances among the items of the inventory. It was also expected that gender moderates the factorial validity of the inventory. A sample of 3626 Finnish comprehensive school students was used. A multilevel confirmatory factor analysis (MLCFA) was used to investigate the fit of the hypothesised four-factor model. The second objective of the present study was to investigate different educational correlates of the four motivation factors. Girls had a statistically higher mean score than did boys for all four factors. Otherwise only minor gender differences were found. Implications for physics teaching are discussed.}, keywords = {motivational orientations, multilevel confirmatory factor analysis, science learning, self-determination theory}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/12.11.379}, url = {http://oaji.net/articles/2014/987-1419169253.pdf}, author = {Reijo Byman and Jari Lavonen and Kalle Juuti and Veijo Meisalo} } @article {254, title = {SCIENCE TEACHERS{\textquoteright} ATTITUDES TOWARDS CONSTRUCTIVIST ENVIRONMENT: A BULGARIAN CASE}, journal = {Journal of Baltic Science Education}, volume = {11}, year = {2012}, month = {June/2012}, type = {Original article}, chapter = {184-193 }, abstract = {The present study addresses the pedagogical philosophy of secondary science teachers in Bulgarian schools. Information on science teachers{\textquoteright} methods of teaching and learning has been gathered by an interview protocol consisting of six open-ended questions, with a numerical scoring analysis: Teachers Pedagogical Philosophy Interview. The results report that the majority of Bulgarian teachers surveyed rank in the middle of the scale which is an indication that they blend teacher-centred and student-centred style of instruction. A previous our research based on a different survey instrument led to similar conclusions. In addition, the survey reveals that teachers show attitudes to change their teaching methods and classroom practices towards the constructivist approach.}, keywords = {constructivist environment, Teachers Pedagogical Philosophy Interview, teachers{\textquoteright} attitudes}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/12.11.184 }, url = {http://oaji.net/articles/2014/987-1419167821.pdf}, author = {Adriana Tafrova-Grigorova and Elena Boiadjieva and Iliya Emilov and Milena Kirova} } @article {208, title = {EDUCATIONAL ADVANCES AND TRENDS FOR SUSTAINABLE DEVELOPMENT: A RESEARCH PROJECT ON EDUCATIONAL INNOVATION}, journal = {Journal of Baltic Science Education}, volume = {9}, year = {2010}, month = {December/2010}, type = {Original article}, chapter = {302-314 }, abstract = {Within the framework of the Bologna Process, the UNESCO Chair in Environmental Education and Sustainable Development, based at the National University of Distance Education of Spain, is developing research in the field of educational innovation with the aim of incorporating in its learning model the methodological procedures resulting from recent developments in information technology. The teaching innovation projects presented in this work have been designed for students of Environmental Education and Sustainable Development as part of their Environmental Sciences and Education Courses, who were used to test the learning potential of two teaching methodologies: a) the Cmap Tools editor for the construction of concept maps, which is particularly designed to enhance understanding of the relations that make up the conceptual structure of the topics of study; and b) online collaborative learning groups, intended to promote team work and encourage participation, dialogue and divergent thought, all of which are central to education for sustainability. Each pilot project generated material and resources specifically designed for this purpose and entailed a consistent assessment process. The evaluative research carried out confirms that the methodology of online collaborative learning groups is of interest to the purposes of the subject. The satisfaction which students acknowledge that they feel largely supports the motivational capacity of this methodology to facilitate learning processes and encourage team work, the values of participation and dialogue for reaching consensus. As a result it may be stated that online collaborative learning groups are an appropriate instrument for encouraging the acquisition of ethical competencies. They seek assimilation of disciplinary contents, but, inevitably, by the very nature of the procedure, they require the daily application of attitudes of co-responsibility, solidarity, cooperation and negotiated settlement of conflicts. All these are directly linked to the objectives for environmental education for sustainable development to be achieved in higher education.}, keywords = {educational information technology, environmental education, online collaborative learning groups, sustainable development}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1405172792.pdf}, author = {Mar{\'\i}a Novo and Mar{\'\i}a-{\'A}ngeles Murga-Menoyo and Mar{\'\i}a-Jos{\'e} Bautista-Cerro} } @article {182, title = {NATURAL SCIENCE EDUCATION IN THE TIME OF VIRTUAL WORLDS}, journal = {Journal of Baltic Science Education}, volume = {9}, year = {2010}, month = {March/2010}, type = {Editorial}, chapter = {4-5 }, abstract = {Implementation of ICT to the process of instruction does not mean eliminating real school experiments from school laboratory practice. Real living environment makes us face more and more items of virtual environment, worlds, mediated by infinite possibilities of computer networks. The mediated perception through virtual images has become an important cognitive channel for pupils. Real information from the existing reality is steadily replaced by virtual information. Is the remote (by computer network mediated) and virtual (by computer simulated) experiment able to meet requirements of the best school laboratory practice? How to blend an effective and meaningful application of real, indirect and simulative observation, measuring and experimenting according to didactic principles? Reaching the above mentioned targets in science education is classified to be progress in so called science literacy. Virtual environment supported by ICT is penetrating both human and school life. All kinds of our activities can be supported by technologies. According to Marshall McLuhan (1964) it can be said {\textquotedblleft}...technologies are enhancing our senses...{\textquotedblright} and they can support our understanding of nature and improving our being. In our opinion, the necessity to research this field, especially in situations where the initial relation to natural science and technical subjects is formed, is currently very topical and desirable (B{\'\i}lek and Skalick{\'a}, 2009).}, keywords = {research project, science education, virtual information}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404740764.pdf}, author = {Martin Bilek} } @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 {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 {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 {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 {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 {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 {176, title = {THE EFFECT OF UNIVERSITY PROCESS IN IMPROVING THE MISCONCEPTIONS OF PRE-SERVICE SCIENCE TEACHERS ABOUT MOTION}, journal = {Journal of Baltic Science Education}, volume = {8}, year = {2009}, month = {October/2009}, type = {Original article}, chapter = {145-156 }, abstract = {In this paper, the effects of university experiences in improving the misconceptions of pre-service science teachers about motion (displacement, distance, average velocity and speed) they brought from secondary education were investigated. This descriptive study was conducted in Ahi Evran University, Faculty of Education between 2003 - 2007 academic years. Total 52 students studying in science education department took part in the study. In the data collection, 12 open-ended questions were asked to pre-service science teachers both in the 1st and 4th years. Frequency tables and percentages were used for analyzing and presenting the data. The paper concludes by arguing that university process could not remove the misconceptions of pre-service science teachers regarding the definitions and quantities of displacement, distance, average velocity, speed, and operational questions.}, keywords = {misconception, motion concepts, science education}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404740144.pdf}, author = {Aykut Bozdo{\u g}an and Murat Demirba{\c s}} } @article {871, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {8}, year = {2009}, month = {March/2009}, pages = {Continuous}, type = {Other}, chapter = {58-60}, abstract = {End page, JBSE, Vol. 8, No. 1, 2009}, keywords = {end page}, issn = {1648-3898}, author = {Editorial Board} } @article {865, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {8}, year = {2009}, month = {December/2009}, pages = {Continuous}, type = {Other}, chapter = {208-212}, abstract = {End page, Vol. 8, No. 3, 2009}, keywords = {end page}, issn = {1648-3898}, author = {Editorial Board} } @article {868, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {8}, year = {2009}, month = {August/2009}, pages = {Continuous}, type = {Other}, chapter = {131-136}, abstract = {End page, Vol. 8, No. 2, 2009}, keywords = {end page}, issn = {1648-3898}, author = {Editorial Board} } @article {171, title = {TURKISH UNIVERSITY STUDENTS{\textquoteright} ATTITUDES TOWARD BIOLOGY: THE EFFECTS OF GENDER AND ENROLMENT IN BIOLOGY CLASSES}, journal = {Journal of Baltic Science Education}, volume = {8}, year = {2009}, month = {August/2009}, type = {Original article}, chapter = {88-96}, abstract = {Research on the association between achievement and attitudes belong to fundamental questions in science education research. It is proposed that more positive attitudes are associated with better learning outcomes in science. However, recent research has revealed controversial results either supporting or rejecting the {\textquotedblleft}attitude-achievement hypothesis{\textquotedblright}. Moreover, very little is known about attitudes toward science among university students. In this study undertaken with a large number of university students in Turkey (n= 1301), we examined whether achievement correlates with attitudes toward biology, whether girls have more positive attitudes than boys as observed in previous research and whether those who enrolled in biology classes show more positive attitudes toward biology than those in humanities. The results indicated only weak, although statistically significant, association between attitudes and achievement. Furthermore, both achievement and attitudes toward biology were not influenced by gender or enrolment in biology classes. These results somewhat surprisingly cast doubts on relationships between attitudes and achievement and effects of gender on attitudes toward biology among university students.}, keywords = {attitudes, biology education, science education research}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404739741.pdf}, author = {Muhammet Usak and Pavol Prokop and Mustafa Ozden and Murat Ozel and Kadir Bilen and Mehmet Erdogan} } @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 {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 {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 {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 {894, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {7}, year = {2008}, month = {March/2008}, pages = {Continuous}, type = {Other}, chapter = {55-60}, abstract = {End page, Vol. 7, No. 1, 2008}, keywords = {end page}, issn = {1648-3898}, author = {Editorial Board} } @article {891, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {7}, year = {2008}, month = {August/2008}, pages = {Continuous}, type = {Other}, chapter = {126}, abstract = {End page, Vol. 7, No. 2, 2008}, keywords = {end page}, issn = {1648-3898}, author = {Editorial Board} } @article {888, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {7}, year = {2008}, month = {November/2008}, pages = {Continuous}, type = {Other}, chapter = {198-200}, abstract = {End page, Vol. 7, No. 3, 2008}, keywords = {end page}, issn = {1648-3898}, author = {Editorial Board} } @article {143, title = {LET{\textquoteright}S DEVELOP MODERN GENERAL NATURAL SCIENCE AND TECHNOLOGY EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {7}, year = {2008}, month = {March/2008}, type = {Editorial}, chapter = {4}, abstract = {Dear Readers! Nowadays, there is an urgent need to increase the e f f e c t i v e n e s s of Natural Science and Technology Education (NSTE). To solve the corresponding problems, we need the appropriate development of S y s t e m i c NSTE D i d a c t i c s because all serious improvements in our modern life and education are systemic changes. Traditionally, the Professional NSTE systems in our schools are dominating and today it is one of the points, why we need serious improvement {\textendash} the development of modern G e n e r a l N S T E as fundamental background of modern Professional NSTE, as well as modern General Education for all. It is urgent to turn special attention to principal difference in understanding the concept {\textquotedblleft}didactics{\textquotedblright} by professional scientists/engineers and educators. Didactics is the theory of learning. What, why and how to learn - these are the basic questions for all kinds of education. In Professional NSTE concept {\textquotedblleft}didactics{\textquotedblright} is traditionally understood only as the content and the methodology of Sciences and Technologies themselves. Nowadays, for the development of modern General NSTE, we need a much broader approach to Sciences and Technologies, taking away isolating gaps among different branches, stages and kinds of education, as well as among Natural Sciences, Technologies and Education themselves. Working for higher effectiveness of General NSTE, we need to develop and implement the systemic overlapping of scientific content and science methodology with general pedagogical concepts and structures of learning, as well as with corresponding the content and the methodology of modern technologies. Growing diversity in our life also needs the s y s t e m i c development of appropriate hierarchical diversity in education. At the same time it is important to know that traditions are very strong and the innovative approaches are not popular. The answer to the question {\textquotedblleft}what NSTE for what life?{\textquotedblright} becomes more and more waited and urgent. Let me wish success to all colleagues, developing systemic didactics of General NSTE and ask them to inform each other by publishing corresponding articles in our Journal of Baltic Science Education. Sincerely yours, Prof Dr Andris Broks University of Latvia Latvia Deputy Editor-in-Chief of JBSE}, keywords = {science education, Technology Education, theory of learning}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404288801.pdf}, author = {Andris Broks} } @article {152, title = {SCIENCE STUDENT TEACHERS{\textquoteright} IDEAS OF THE HEART}, journal = {Journal of Baltic Science Education}, volume = {7}, year = {2008}, month = {August/2008}, type = {Original article}, chapter = {78-85}, abstract = {The purpose of this study was to find out the level of science student teachers{\textquoteright} understanding about the internal structure of the heart. The drawing method was applied to achieve this purpose with 120 third year science student teachers. The analysis of their drawings revealed that the majority of the science student teachers have several misconceptions as well as inadequate knowledge in terms of the heart{\textquoteright}s internal structure. The importance of the findings was critically analysed in the light of the literature, and some suggestions were proposed to remedy the emerged problems. }, keywords = {drawing method, heart structure, students{\textquoteright} ideas}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404719630.pdf}, author = {Mehmet Bahar and Murat Ozel and Pavol Prokop and Muhammet Usak} } @article {153, title = {STUDENTS{\textquoteright} MOTIVATIONAL ORIENTATIONS AND CAREER CHOICE IN SCIENCE AND TECHNOLOGY: A COMPARATIVE INVESTIGATION IN FINLAND AND LATVIA}, journal = {Journal of Baltic Science Education}, volume = {7}, year = {2008}, month = {August/2008}, type = {Original article}, chapter = {86-102}, abstract = {This paper examines lower secondary school students{\textquoteright} motivational orientations on the characteristics of science and technology occupations. The survey data of 9th grade students were collected in spring 2003, in Finland from 75 schools (3626 students) and in Latvia from 39 schools (1065 students). An exploratory factor analysis was used to describe the students{\textquoteright} orientations towards the characteristics of or activities typical to occupations. The multi-group confirmatory factor analysis was used for the simultaneous analysis of Finnish and Latvian data and the factorial invariance across the two separate data was confirmed. The factors were named: Personally meaningful, Leadership, Craft, Nature, Innovation, and Social orientation. Characteristics related especially to Personally meaningful orientation, and also to Innovation and Social orientations appeared most important for choice of future occupations. Boys, on the average, were much more oriented towards conventional technology than girls, whereas girls had much stronger Personally meaningful, Nature, and Social orientations than boys reflecting traditional role models. }, keywords = {career choice, comparative study, motivation, science and technology education}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404719696.pdf}, author = {Jari Lavonen and Janis Gedrovics and Reijo Byman and Veijo Meisalo and Kalle Juuti and Anna Uitto} } @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 {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 {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 {926, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {6}, year = {2007}, month = {August/2007}, pages = {Continuous}, type = {Other}, chapter = {59-62}, abstract = {End page, JBSE, Vol. 6, No. 2, 2007}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2020/987-1607784540.pdf}, author = {Editorial Board} } @article {924, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {6}, year = {2007}, month = {December/2007}, pages = {Continuous}, type = {Other}, chapter = {55-56}, abstract = {End page, Vol. 6, No. 3, 2007}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2020/987-1606638417.pdf}, author = {Editorial Board} } @article {928, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {6}, year = {2007}, month = {March/2007}, pages = {Continuous}, type = {Other}, chapter = {93-96}, abstract = {End page, Vol. 6, No. 1, JBSE, 2007}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2020/987-1607790617.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 {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 {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 {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 {106, title = {THE EFFECTS OF HANDS-ON ACTIVITIES INCORPORATING A COOPERATIVE LEARNING APPROACH ON EIGHT GRADE STUDENTS{\textquoteright} SCIENCE PROCESS SKILLS AND ATTITUDES TOWARD SCIENCE}, journal = {Journal of Baltic Science Education}, volume = {5}, year = {2006}, month = {March/2006}, type = {Original article}, chapter = {27-37}, abstract = {The purpose of this study was to investigate the effects of hands-on activities incorporating a cooperative learning approach on eighth grade students{\textquoteright} science process skills and attitudes toward science. The sample of this study consisted of 55 students, from two different eighth grade classrooms in an elementary school, which were instructed by the same science teacher. The classrooms were assigned randomly as the control group and the experimental group. In the experimental group, hands-on activities were employed along with cooperative learning approach; whereas in the control group, the same activities were employed using teacher demonstration approach. In order to assess the treatment effects on eighth grade students, Science Process Skills Test (SPST) and Attitude Scale toward Science (ASTS) were administered as pre- and post- tests to the control and experimental groups. Pre-tests were used as covariates. The results of MANCOVA showed that students in the experimental group had better performance on Post-SPST scores and Post-ASTS. }, keywords = {cooperative learning approach, hands-on activities, science process skills, teacher demonstration approach}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404214209.pdf}, author = {Ibrahim Bilgin} } @article {934, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {5}, year = {2006}, month = {March/2006}, pages = {Continuous}, type = {Other}, chapter = {89-90}, abstract = {End page, Vol. 5, No. 1, JBSE}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2020/987-1608052426.pdf}, author = {Editorial Board} } @article {931, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {5}, year = {2006}, month = {October/2006}, pages = {Continuous}, type = {Other}, chapter = {98-100}, abstract = {End page, Vol. 5, No. 2, JBSE, 2006}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2020/987-1607974173.pdf}, author = {Editorial Board} } @article {116, title = {ENHANCING LEARNING THROUGH MULTIPLE INTELLIGENCES IN ELEMENTARY SCIENCE EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {5}, year = {2006}, month = {October/2006}, type = {Original article}, chapter = {61-69}, abstract = {The goal of this research is to investigate whether there is a significant difference between multiple intelligence instruction and traditionally designed science instruction on 7th grade students{\textquoteright} understanding of concept with the {\textquotedblleft}The Structure of Material and Its Transformation{\textquotedblright} unit and attitudes toward science. Two classes, each with 27 students were randomly selected. The experimental group was instructed though MI strategies, whereas the control group was utilized with traditional methods. The measurement instruments utilized were Chemistry Achievement Test and Science Attitude Scale. As a result of this study it was found out that multiple intelligence theory, when compared to the traditional learning method, created positive effects on students{\textquoteright} success and attitudes toward science as a school subject. }, keywords = {multiple intelligence theory, science education}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404234896.pdf}, author = {Esra Ucak and Huseyin Bag and Muhammet Usak} } @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 {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 {940, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {4}, year = {2005}, month = {March/2005}, pages = {Continuous}, type = {Other}, chapter = {88}, abstract = {End page, JBSE, Vol. 4, No.1, 2005}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2020/987-1609083284.pdf}, author = {Editorial Board} } @article {937, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {4}, year = {2005}, month = {October/2005}, pages = {Continuous}, type = {Other}, chapter = {82}, abstract = {End page, Vol. 4, No. 2, 2005}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2020/987-1609079051.pdf}, author = {Editorial Board} } @article {76, title = {ASSESMENT OF THE ENVIRONMENTAL ASPECT IN A CONTEMPORARY TEACHING/LEARNING MODEL OF CHEMISTRY IN BASIC SCHOOLS OF LATVIA}, journal = {Journal of Baltic Science Education}, volume = {3}, year = {2004}, month = {March/2003}, type = {Original article}, chapter = {43-51}, abstract = {Pedagogic investigation, situation study and analysis are presented on one aspect of the previously developed teaching/learning model {\quotedblbase}Society {\textendash} Nature {\textendash} Technology{\textquotedblright}. The attitude of 600 Latvian students of the 8th and 9th grades towards environmental education, their understanding about particular environmental problems and their place in chemistry teaching and learning content are evaluated in the paper. Comparative research was done resulting in the assessment of the increase in the comprehension of environmental problems of those students who have participated in the approbation of the teaching/learning model. Situation analysis before the approbation of our teaching/learning model {\quotedblbase}Society {\textendash} Nature {\textendash} Technology{\textquotedblright} (Bartusevi{\v c}a, Cedere, 2004) confirms insufficient comprehension of environmental issues and problems among respondents in the 8th and 9th grades in schools of Latvia. The developed approach {\textendash} teaching/learning model considering three mutually joint aspects (society, nature, and technology) is proved in practice. Students{\textquoteright} comprehension about chemistry increased during the pedagogic experiment. The test results have shown that students{\textquoteright} acquisition level has increased by 38.4\% in the 8th{\textendash}9th grades (during two school years), and by 26.8\% in the 9th grades (during one school year). Approbation results validate the following approaches: considerably increased proportion of applied chemistry in chemistry curriculum; environmentally friendly laboratory exercises in chemistry classes; methods that stimulate thinking and emphasize the significance of chemistry in everyday life.}, keywords = {basic school, chemistry education, environmental education, teaching/learning model}, issn = {1648-3898}, url = {http://oaji.net/articles/2016/987-1482420477.pdf}, author = {Aira Bartusevi{\v c}a and Dagnija Cedere and Rudite Andersone} } @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 {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 {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 {943, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {3}, year = {2004}, month = {October/2004}, pages = {Continuous}, type = {Other}, chapter = {80}, abstract = {End page, JBSE, Vol. 3, No. 2, 2004}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2021/987-1610295585.pdf}, author = {Editorial Board} } @article {946, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {3}, year = {2004}, month = {March/2004}, pages = {Continuous}, type = {Other}, chapter = {72}, abstract = {End page, JBSE, Vol. 3, No. 1, 2004}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2021/987-1610375262.pdf}, author = {Editorial Board} } @article {69, title = {FORMATION OF A CONTEMPORARY TEACHING/LEARNING MODEL OF CHEMISTRY IN BASIC SCHOOL}, journal = {Journal of Baltic Science Education}, volume = {3}, year = {2004}, month = {March/2003}, type = {Original article}, chapter = {49-57}, abstract = {A new contemporary teaching/learning model of chemistry in basic school in Latvia is proposed and discussed in the paper. Society{\textquoteright}s needs, contemporary demands and sustainable development are driving forces of the model. A meaningful mode of chemical thinking, a careful and understanding attitude towards environmental processes, and skills and attitudes useful for practical life result from the application of the mentioned model. The model, together with accompanying didactical material {\textendash} student{\textquoteright}s laboratory workbook, teacher{\textquoteright}s guide and students{\textquoteright} worksheets, was tested in several basic schools of Latvia. Developed teaching/learning model of chemistry at basic school allows: {\textperiodcentered} Introduction the student into the unified understanding of intellectual, natural, and material values. {\textperiodcentered} Demonstration of the student-centered approach in the teaching process of chemistry as the most effective system of pedagogical method in Latvia at the present time. {\textperiodcentered} Implementation qualitative changes in curriculum, proving the significance of applied chemistry and applied skills as useful for human{\textquoteright}s practical life.}, keywords = {basic school, chemical education, teaching/learning model}, issn = {1648-3898}, url = {http://oaji.net/articles/2016/987-1482419622.pdf}, author = {Aira Bartusevi{\v c}a and Dagnija Cedere} } @article {67, title = {USING THE IEA TIMSS TESTS TO COMPARE PUPILS{\textquoteright} SCIENCE EDUCATION ACHIEVEMENTS AT REGIONAL AND SCHOOL LEVELS}, journal = {Journal of Baltic Science Education}, volume = {3}, year = {2004}, month = {March/2003}, type = {Original article}, chapter = {34-41}, abstract = {The task of research was to find out if the TIMSS (Trends in Mathematics and Science Study) tests could be used to compare the average achievements of schools at regional level. All eight-formers of the Valmiera (Latvia) region participated in the investigation. The study showed than on average, the achievements of the schoolchildren of the Valmiera region are more considerable than those at national level in general. Moreover, the representatives of the city site rather than the participants of the rural area were more successful in the Valmiera region as well as throughout the country. However, analysis indicates that some schools of the rural area have achieved impressive results while knowledge of a number of the learners of the city remains rather poor. The data is important to education leaders of the region because school situation and the results of this research can help to carry out the assessment of every school. The obtained information regarding pupils{\textquoteright} performance in each of the subject content groups is essential for schools. In general, we may consider that a parallel TIMSS study undertaken in one of the regions of Latvia has been very successful and education leaders, school principals and teachers of the area received valuable information.}, keywords = {achievement, international comparative science study, science education, TIMSS}, issn = {1648-3898}, url = {http://oaji.net/articles/2016/987-1482419481.pdf}, author = {Benita Bagata and Andrejs Geske and Rita Kiselova} } @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 {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 {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 {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 {56, title = {ECO-TEAM FORMATION IN LATVIA AND THEIR ROLE IN ENVIRONMENTAL EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {2}, year = {2003}, month = {March/2003}, type = {Original article}, chapter = {5 - 11}, abstract = {The attitude of an individual to various phenomena, the environment among them, to great extent depends on understanding these issues. The world experience with eco-team activities as a means of building environmental understanding has already been known for more than a decade. Alongside with the foreign experience, this article gives an insight in the process of eco-team formation in the Baltics, especially in Latvia. The first results allow us to look upon eco-teams as a new and ambitious pedagogical strategy that is a good incentive to introduce the environmental education as a school subject to build a comprehensive and caring attitude towards the nature and the processes inside it. The very participation in an eco-team is an education, it offers the individual real chances to contribute to the improvement of the environment, combining the theoretical knowledge obtained in the separate study subject classes with practical work. Consequently, it motivates the students to further action. Thus the knowledge acquired in the subject classes may promote useful activities in families, social life, at leisure and in everyday life. The first results, the interest of students and teachers in this method imply that the eco-team is a new and promising pedagogical strategy, helping the students to develop an evaluative and caring attitude towards the surrounding environment and its processes as well as providing learning motivation for natural science subjects. The initiative of eco-team coaches, the pedagogical skills of eco-team leaders and the activity of the current participants will to a large extent determine whether and to what extent will eco-team movement spread and succeed in Latvian schools and society in future.}, keywords = {eco-teams, environmental education}, issn = {1648-3898}, url = {http://oaji.net/articles/2017/987-1503928449.pdf}, author = {Aira Bartusevi{\v c}a and Dagnija Cedere} } @article {952, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {3}, year = {2003}, month = {March/2003}, pages = {Continuous}, type = {Other}, chapter = {62}, abstract = {End page, Vol. 2, No. 1, JBSE, 2003}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2021/987-1610461080.pdf}, author = {Editorial Board} } @article {949, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {2}, year = {2003}, month = {October/2003}, pages = {Continuous}, type = {Other}, chapter = {75}, abstract = {End page, JBSE, Vol. 2, No. 2, 2003}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2021/987-1610379790.pdf}, author = {Editorial Board} } @article {59, title = {GENERAL PHYSICS AT THE UPPER SECONDARY EDUCATION LEVEL}, journal = {Journal of Baltic Science Education}, volume = {2}, year = {2003}, month = {March/2003}, type = {Original article}, chapter = {28 - 37}, abstract = {As an attempt to fight the crisis in natural sciences education author{\textquoteright}s concept and the main structure of general physics subject at the upper secondary education level is reported. Systems approach had been adopted and philosophical as well as psychological background was prepared to develop a modern structure and context of the subject when starting the upper secondary (senior high school) education in physics. Diverse macro, micro and mega world bodies and mediums in motion {\textendash} observations, physical and mathematical modeling of motion for understanding of the scientific method and main achievements in physics research and engineering makes a general guideline of reported design and practical realization of subject. First, let us make the note that this paper reports only the main principles of author{\textquoteright}s ideology as well as only the main structure of general physics subject at upper secondary education level. In details such projects usually are heavily authorized {\textendash} many details of subject realization are very personal and not very interesting for general discussion. So, excuse me, dear readers, for details which are not described here fully enough. We need direct in-service meetings and special publications for more detailed description of the proposed subject structure and its practical realization. Secondly, author would like to turn special attention to the fact that we need seriously to think about the terminology of physics education as well as science and engineering for international cooperation when using English words and language structures. To express author{\textquoteright}s thoughts in definite logical structures for foreign people, who do not know Latvian language, International English Latvian version is used. Why? Our thoughts in our native languages very often are impossible to express precisely in native English. The logical structures are typical for each native language and we need to work very correctly in our mutual interaction in order not to loose sense of native logical structures, when changing languages. By the way {\textendash} what does "native English" mean? British or American English? Billions of people today all around the world use and develop International English {\textendash} so did also the author of this report, expressing his Latvian language based thoughts {\textendash} logical structures in English for readers with different native languages. International English gives us wide possibilities to enrich our native languages and develop our national systems of education and professional terminology without producing formal senseless mixtures of words {\textendash} widespread loosing of precise thought structures based on native languages.}, keywords = {didactics, general education, physics education, research and development of education, upper secondary education}, issn = {1648-3898}, url = {http://oaji.net/articles/2017/987-1503928685.pdf}, author = {Andris Broks} } @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 {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} } @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 {954, title = {DEAR READERS AND WRITERS!}, journal = {Journal of Baltic Science Education}, volume = {1}, year = {2002}, month = {October/2002}, pages = {Continuous}, type = {Other}, chapter = {3}, abstract = {Editorial for JBSE}, keywords = {JBSE, science education}, issn = {1648-3898}, url = {http://oaji.net/articles/2021/987-1610522115.pdf}, author = {Andris Broks} } @article {36, title = {DEVELOPMENT OF POSTINDUSTRIAL SCIENTIFIC AND TECHNICAL EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {1}, year = {2002}, month = {March/2002}, type = {Original article}, chapter = {16 - 24}, abstract = {During former period of the development of Christianity nothing more than revolution in science and technologies has very seriously influenced the life of World{\textquoteright}s society. According to this the problem of heterogeneity of societal and individual development has appeared and the question - w h a t e d u c a t i o n f o r w h a t l i f e ? has become actual for all people within different societies or social groups. Scientific and technical literacy for all and high quality science and technologies education for coming new generation of specialists - main task for the corresponding development of general as well as professional modern science and technologies education. Healthy life - healthy human{\textquoteright}s spirit and body in healthy living environment - main direction for those developments. Implementation of systems theory - systemology in education and development of ontodidactic are forming the backbone of modern post-industrial science and technologies education today.}, keywords = {didactic, educational research, progress of science and technologies, reform of education, scientific and technical education, scientific literacy, systemology of education}, issn = {1648-3898}, url = {http://oaji.net/articles/2017/987-1504180151.pdf}, author = {Andris Broks} } @article {955, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {1}, year = {2002}, month = {October/2002}, pages = {Continuous}, type = {Other}, chapter = {88}, abstract = {End page, Vol. 1, No. 2, 2002}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2021/987-1610522151.pdf}, author = {Editorial Board} } @article {959, title = {END PAGE}, journal = {Journal of Baltic Science Education}, volume = {1}, year = {2002}, month = {February/2002}, pages = {Continuous}, type = {Other}, chapter = {71}, abstract = {End page, Vol. 1, No. 1, 2002}, keywords = {end page}, issn = {1648-3898}, url = {http://oaji.net/articles/2021/987-1610521959.pdf}, author = {Editorial Board} } @article {47, title = {QUESTIONS OF CHEMICAL CONTENT IN THE INTEGRATED COURSES OF NATURAL SCIENCES}, journal = {Journal of Baltic Science Education}, volume = {1}, year = {2002}, month = {October/2002}, type = {Original article}, abstract = {In formation of complete knowledge of nature and the person a big role belongs to studying of chemistry as the discussing subject according to its nature is primary integrated and its (her) maintenance (contents) is interconnected with that of physics and biology. Chemistry teaching in average educational institutions now is accomplished by studying obligatory independent rates as well as and by including of questions of chemical maintenance (contents) into the obligatory integrated rates of natural sciences (alongside with independent rates of chemistry by choice of pupils). The maintenance (contents) of a chemical component in the integrated rates of natural sciences taught in Japan, Canada, USA, the Great Britain, Ireland, Italy, France, Spain and Byelorussia is considered in the work. It is indicated that doubtless advantage of the integrated rates of natural sciences in general is the establishment of full interrelation between investigated natural-science subjects, and with reference to chemistry - formation of belief in necessity of chemical knowledge for the decision of many vital problems. Introduction of national standards and aspiration to equivalence of documents on the general education urgently demand definition in the different countries of uniform approaches to natural-science rates in high school, preparation of the scientific and pedagogical staff, to perfection of continuity school and high school natural-science education.}, keywords = {chemical education, integrated courses, natural science education}, issn = {1648-3898}, url = {http://oaji.net/articles/2017/987-1504180965.pdf}, author = {Alexandra Bratennikova and Elena Vasilevskaya} } @article {41, title = {UNDERSTANDING GLOBAL AND PERSONAL USE OF ENERGY}, journal = {Journal of Baltic Science Education}, volume = {1}, year = {2002}, month = {October/2002}, type = {Original article}, chapter = {4 - 18}, abstract = {In this article we report an investigation of some aspects of students{\textquoteright} understanding of the energy flow on earth and how people might economize on energy in their daily life. The method chosen is to give the students pen-and-paper faste tasks of the open-answer type. The written responses are analysed qualitatively. Categories and other details in the analysis are not decided in advance but formed through interaction with the actual replies. The investigation has been part of a Swedish national evaluation made in 1995 and 1998, mainly involving students aged 16 and 19. The results show, among other things, that students describe only a few steps and branches in the energy flow on earth, grossly underestimate man{\textquoteright}s use of fossil energy and grossly overestimate the global use of nuclear energy. Students{\textquoteright} answers concerning economizing on energy on the personal level concentrate on the use of electricity for lightin and housework. Curricular implications of results obtained are discussed, and the concept {\textquoteleft}orientation pattern{\textquoteright} is introduced as a tool that might help students improve their understanding of the world around them.}, keywords = {science education, teaching programs}, issn = {1648-3898}, url = {http://oaji.net/articles/2017/987-1504180554.pdf}, author = {Bj{\"o}rn Andersson and Frank Bach and Ann Zetterqvist} }