@article {1311, title = {ASSESSMENT OF CONCEPTUAL UNDERSTANDING IN STUDENT LEARNING OF MOON PHASES}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {August/2023}, pages = {Continuous}, type = {Original article}, chapter = {719-736}, abstract = {Many research studies have shown that lower-secondary school students{\textquoteright} scientific literacy depends on their understanding of corresponding scientific concepts. Therefore, it is of great significance to model and assess students{\textquoteright} conceptual understanding in learning specific scientific concepts, because it can reflect and diagnose students{\textquoteright} cognitive characteristics, so as to provide evidence for targeted educational interventions. However, on the topic of Moon Phases, existing research studies have deficiencies in the evaluation and analysis of different levels of students{\textquoteright} conceptual understanding, which restrict teachers to take effective educational interventions to help them. Thus, this study explored a new level division and an assessment test for revealing and explaining students{\textquoteright} different conceptual understanding in learning Moon Phases. This study was conducted among 768 Chinese lower-secondary school students. Through a variety of quantitative and qualitative analyses, it was found that students{\textquoteright} conceptual understanding of Moon Phases can be divided into three levels of continuous improvement, including the mechanical memory of different phenomena of moon phases, the formation of a preliminary mental model of Moon Phases, and the construction of a complete mental model of Moon Phases. Accordingly, this study made some precise suggestions for effectively improving students{\textquoteright} conceptual understanding of Moon Phases.}, keywords = {assessment of conceptual understanding, level division, Moon phases, qualitative analysis, quantitative analysis}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.719}, url = {https://oaji.net/articles/2023/987-1693508291.pdf}, author = {Yi Zou and Lizhen Jin and Xiao Huang and Yanbing Li} } @article {1261, title = {THE EFFECTIVENESS OF THE INTEGRATED STEM-PBL PHYSICS MODULE ON STUDENTS{\textquoteright} INTEREST, SENSE-MAKING AND EFFORT }, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {February/2023}, pages = {Continuous}, type = {Original article}, chapter = {113-129}, abstract = {Issues like why students felt far from physics and did not choose physics as their prime learning option are familiar in education. This paper aims to study the effectiveness of the STEM-Project-Based learning module in physics on students{\textquoteright} personal interest and sense-making and effort. This research used the quasi-experimental model, employing a two-group pre-survey-post-survey design. Quantitative data were collected using the Colorado Learning Attitude about Science Survey (CLASS) instrument at two selected schools in Sabah, Malaysia, and Seoul, Korea. The sample size was 88 Form 4 students in Malaysia and 66 second-year high school students in Korea who learned classical mechanics. The students were divided into two groups, respectively, i.e., the experimental group (Malaysia=44, Korea=33) and the control group (Malaysia=44, Korea=33). Participants in the experimental group were intervened with the integrated STEM-PBL physics module, whilst participants in the control group learned physics through a conventional approach for eight weeks. Participants in both groups were then administered a pre-survey before and post-survey after the intervention. This research showed that the integrated STEM-PBL physics module significantly improved students{\textquoteright} personal interest, and sense-making and effort after the intervention. The paper also highlighted the research{\textquoteright}s implications and suggestions.}, keywords = {classical mechanics, integrated STEM, personal interest, physics module, Project-based learning, sense-making and effort}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.113}, url = {https://oaji.net/articles/2023/987-1676961125.pdf}, author = {Fauziah Sulaiman and Rosales JR., J. J. and Lee Jae Kyung} } @article {1343, title = {IMPROVING LOWER SECONDARY SCHOOL STUDENTS{\textquoteright} KNOWLEDGE INTEGRATION OF BUOYANCY THROUGH ENHANCING THEIR UNDERSTANDING OF THE NATURE OF BUOYANCY}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {December/2023}, pages = {Continuous}, type = {Original article}, chapter = {1120-1136}, abstract = {In recent years, developing students{\textquoteright} knowledge integration of specific topics through effective teaching methods has been a concern in science education. This study explored an alternative teaching method, which aims to help lower secondary school students develop their knowledge structure about buoyancy towards a logically integrated conceptual framework through enhancing their understanding of the nature of buoyancy. Specifically, this study constructed a conceptual framework on buoyancy and a set of matching test questions to map out the three levels of knowledge integration of students, and designed and implemented a teaching experiment of promoting students{\textquoteright} understanding of the nature of buoyancy. Through quantitative and qualitative analysis, it was found that the knowledge integration development of the treatment group was significantly better than that of the control group. The results indicated that enhancing students{\textquoteright} understanding of the nature of buoyancy can effectively improve their knowledge integration of buoyancy. Accordingly, improving knowledge integration through enhancing students{\textquoteright} understanding of the nature of the specific scientific concept may be a new direction for future research.}, keywords = {conceptual framework, knowledge integration of buoyancy, scientific concept understanding, the nature of buoyancy}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.1120}, url = {https://oaji.net/articles/2023/987-1702729488.pdf}, author = {Yi Zou and Xinyu Xue and Lizhen Jin and Xiao Huang and Yanbing Li} } @article {1273, title = {MISCONCEPTIONS ON BASIC STOICHIOMETRY AMONG THE SELECTED ELEVENTH-GRADE STUDENTS IN THE URBAN REGIONS OF THE GAMBIA}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {April/2023}, pages = {Continuous}, type = {Original article}, chapter = {254-268}, abstract = {The study complements previous research on a case study of chemistry lesson plans design and teaching. It has been found that chemistry education in The Gambia has been challenged by ineffective lesson plans design and teaching, and laboratory resources. The consequences have been unsatisfactory learning outcomes. However, what could lead to unsatisfactory learning outcomes in chemistry if basic stoichiometry is considered challenging? This has led the present study to develop a survey research method to assess students{\textquoteright} misconceptions on basic stoichiometry. Through a systematic random sampling technique, 285-grade eleventh students were selected. The topics covered in the study included interpreting the pH of common substances, balancing basic stoichiometric equations, and inferences of experimental results. Students{\textquoteright} responses to misconception survey questions were reviewed and analysed. The results indicated that students could be taught some basic principles of stoichiometry. Students who were challenged to correct inferences from experimental results need to develop their knowledge better. Accordingly, the study concluded that chemistry education can indicate the success of introducing basic stoichiometry, including referencing to the lower grades, rather than secondary grades. Nevertheless, what this study could recommend was to examine the possible source and cause of such misconceptions concerning basic stoichiometry reactions and balancing.}, keywords = {basic stoichiometry, chemical reactions, pH values interpretation, students{\textquoteright} misconceptions}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.254}, url = {https://oaji.net/articles/2023/987-1681286687.pdf}, author = {Abdou L. J. Jammeh and Claude Karegeya and Savita Ladage} } @article {1289, title = {TYPES OF QUALITY AND EQUAL SCIENCE EDUCATION SYSTEMS AND THE DEVELOPMENT OF EQUALITY IN EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {June/2023}, pages = {Continuous}, type = {Original article}, chapter = {439-453}, abstract = {Some education systems have both quality and equality. They have achieved educational equity. This study aimed to uncover the practical wisdom of such systems in developing educational equality. A quantitative research design was used. Family capital and science achievement were the variables analyzed. They were secondary data collected by the 2018 PISA test. PISA surveyed students{\textquoteright} family capital with questionnaires and measured students{\textquoteright} science achievement with cognitive items. Six education systems with quality but low equality comprised the control group. Its sample size ranged from 4656 to 8312. The experiment group included nine quality and equal education systems, with sample sizes ranging from 3766 to 21490. The relative error and conditional probability were calculated to determine educational equality. Rawls{\textquoteright} difference principle was used as a theoretical perspective. The findings showed that quality and equal education systems had three types: equal-start, equal-improvement, and egalitarian. The primary measure to improve equality in education is to ensure educational benefits for students in the bottom quartile of family capital. The development of educational equality was accompanied by a sustained reduction in the achievement gap between the disadvantaged and the advantaged. Implications for educational practice are discussed. }, keywords = {disadvantaged students, educational equity, equality in education, inequality in education, science education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.439}, url = {https://oaji.net/articles/2023/987-1687108116.pdf}, author = {Tao Jiang and Hong-wei Jin and Wen-jie Ma and Chen, J.-G. and Ling-min Yuan} } @article {1210, title = {ASSESSMENT OF KNOWLEDGE INTEGRATION IN STUDENT LEARNING OF BUOYANT FORCE}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {August/2022}, pages = {Continuous}, type = {Original article}, chapter = {720-738}, abstract = {Students{\textquoteright} problem-solving ability depends on their understanding of related scientific concepts. Therefore, the modeling and assessment of students{\textquoteright} understanding of specific scientific concepts is important to promote students{\textquoteright} problem-solving ability, as it can find students{\textquoteright} understanding difficulties and explore breakthrough strategies accordingly. Inspired by the theory of knowledge integration and combined with the situational characteristics of science education in China, this study established a conceptual framework about buoyant force, which was applied to model students{\textquoteright} different understandings of it. And based on the established framework, an assessment of buoyant force was designed and tested among 622 Chinese lower-secondary school students. Through the analysis of the test data and the interview outcomes, it was found that students{\textquoteright} understanding of buoyant force could be divided into three levels of knowledge integration including novice, intermediate, and expert. Furthermore, the results demonstrate that an emphasis on the nature of buoyant force can be an effective strategy to help students achieve a deeper conceptual understanding of buoyant force, leading to a more integrated knowledge structure.}, keywords = {assessment of knowledge integration, buoyant force, central idea, conceptual framework, scientific concept understanding}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.720}, url = {https://oaji.net/articles/2022/987-1662187488.pdf}, author = {Yi Zou and Lizhen Jin and Yanbing Li and Tao Hu} } @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 {1172, title = {THE EFFECT OF GAME-BASED LEARNING VIA KAHOOT AND QUIZIZZ ON THE ACADEMIC ACHIEVEMENT OF THIRD GRADE PRIMARY SCHOOL STUDENTS}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {April/2022}, pages = {Continuous}, type = {Original article}, chapter = {224-231}, abstract = {The application of student response systems could have a lesser effect on the science education of younger students compared to the effects achieved with older students in language and social science courses. The aim of this research was to determine the effect of the application of Kahoot and Quizizz on the academic achievement of third grade primary school students (9 years old) in a natural sciences course. A total of 113 third grade primary school students participated in this research. During the experimental phase which lasted 4 weeks, the participants were divided into three groups. Out of two experimental groups one group used Kahoot as a learning aid, while the other used Quizziz. The third group was the control group. At the beginning and at the end of the experimental phase, the participants were given an academic achievement test. The results of this research showed that the experimental group which used Kahoot for learning the content of the natural sciences course achieved significantly higher results in the post-test than the control group. There were no significant differences in the academic achievement of the group which used Quizizz and the other two groups. This result indicated that Kahoot could be used effectively as a learning aid in third grade primary education in the field of natural sciences.}, keywords = {game-based learning, Kahoot, pre-test-post-test research design, primary education, Quizizz, science education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.224}, url = {https://oaji.net/articles/2022/987-1652122393.pdf}, author = {Aleksandar Jankovi{\'c} and Dragan Lambi{\'c}} } @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 {1217, title = {MULTILEVEL LATENT PROFILE ANALYSIS OF ESTONIAN SECONDARY SCHOOL STUDENTS{\textquoteright} CAREER EXPECTATIONS WITH SCIENCE ACHIEVEMENT AND GENDER AS COVARIATES}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {October/2022}, pages = {Continuous}, type = {Original article}, chapter = {788-800}, abstract = {Although much research has explored the personal, family, school, and social influences on adolescents{\textquoteright} career expectations, little is known about the types of family-related career expectations of students and career expectation contexts in school. Using PISA 2018 test data, a multi-level latent profile analysis was conducted with indicators of parents{\textquoteright} occupational status and children{\textquoteright}s career expectations. This research found that family-related career expectations of Estonian secondary school students can be divided into three types: enterprising, resilient, and disengaged. At the organizational level, contexts for career expectations in schools can be classified as enterprising, enterprising and resilient composite, and disengaged and resilient composite types. The research also found that science achievement and gender predicted latent profile memberships at the individual level. It is proposed that to value the science curriculum and its teaching is to invest in future human resources. It is suggested that families and schools should pay attention to stimulating male students{\textquoteright} career aspirations. The career expectation types of secondary school students within and between schools are of great significance to the construction of national human resources, the development of schools, and the research of families. }, keywords = {career expectation types, multilevel latent profile analysis, PISA 2018 datasets, Science Achievement, variations between schools}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.788}, url = {https://oaji.net/articles/2022/987-1667236743.pdf}, author = {Tao Jiang and Chen, J.-G. and Xu, P.-C and Zeng, P.-F.} } @article {1205, title = {SCIENCE TEACHERS{\textquoteright} PERCEPTIONS OF THEIR KNOWLEDGE BASE FOR TEACHING FORCE CONCEPTS }, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {August/2022}, pages = {Continuous}, type = {Original article}, chapter = {651-662}, abstract = {It is important for students to understand force concepts because they are central to learning physics and other sciences; however, students find it difficult to understand. There are calls for teachers to tap into their professional knowledge and develop beliefs that help them assist students comprehend the topic. To meet this challenge, teachers{\textquoteright} perceptions of their knowledge base for teaching force concepts should be probed because perceptions act as windows into teachers{\textquoteright} practices. This study, therefore, explored physics teachers{\textquoteright} perceptions of their knowledge base for teaching force concepts. Science teachers{\textquoteright} pedagogical content knowledge (PCK) frameworks were used to develop a questionnaire based on a 5-point Likert scale administered to 100 physical science teachers who were randomly selected from 54 schools in five districts in Lesotho. Data were analysed using descriptive statistics. The results suggest that, even though teachers reported positive views about their knowledge base, there is no correlation between sub-components of curricular knowledge. It is concluded that teachers should build the curricular knowledge by participating in collaborative activities. It is, therefore, recommended that studies that probe teachers{\textquoteright} actual knowledge of PCK constructs are executed, so that appropriate information is available when planning professional development activities targeting teachers{\textquoteright} PCK.}, keywords = {force concepts, pedagogical content knowledge, teacher knowledge, teachers{\textquoteright} perceptions of knowledge}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.651}, url = {https://oaji.net/articles/2022/987-1662187050.pdf}, author = {{\textquoteright}Maphole Marake and Loyiso C. Jita and Maria Tsakeni} } @article {990, title = {CORRELATIONS BETWEEN TEACHING STRATEGIES IN BIOLOGY, LEARNING STYLES, AND STUDENT SCHOOL ACHIEVEMENT: IMPLICATIONS FOR INQUIRY BASED TEACHING}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {April/2021}, pages = {Continuous}, type = {Original article}, chapter = {184-203}, abstract = {Research studies aimed at finding a more efficient model of teaching biology are still sporadic and inconsistent in the contemporary literature. The main aim of the research was to examine the correlation between the application of teaching strategies in biology teaching and students{\textquoteright} school achievements, depending on how much the teacher respects their learning styles. The method of theoretical analysis and descriptive method were applied in the research. The sample consisted of 151 third-grade students (39.7\% male and 60.3\% female) of upper-secondary school. Kolb{\textquoteright}s Inventory of Learning Styles and Questionnaire for Assessing the Teaching Strategies of Biology Teachers were used as data gathering tools. Independent t-test, χ2 - square test, and One-way analysis of variance (ANOVA) were used to analyze data. The results showed that there was a statistically significant correlation between teaching strategies, learning styles, and students{\textquoteright} school achievement in biology learning. At the same time, students perceived the applied teaching strategies differently, and manifested different dimensions of learning styles. This was followed by the conclusion that students achieved better school achievements in biology teaching when they were taught in the ways that corresponded to their learning styles, which pointed to certain implications for inquiry-based teaching, as well as in education of future biology teachers.}, keywords = {descriptive method, inquiry-based teaching, learning styles, teaching strategies in biology, theoretical analysis}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.184}, url = {http://oaji.net/articles/2021/987-1616865664.pdf}, author = {Milica M. Gaji{\'c} and Tomka B. Miljanovi{\'c} and Babi{\'c}-Kekez, S. S. and Vera D. {\v Z}upanec and Tamara T. Jovanovi{\'c}} } @article {991, title = {FORMATIVE ASSESSMENT AS A TOOL TO ENHANCE THE DEVELOPMENT OF INQUIRY SKILLS IN SCIENCE EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {April/2021}, pages = {Continuous}, type = {Original article}, chapter = {204-222}, abstract = {Formative assessment (FA) is considered a powerful tool to enhance learning. However, there have been few studies addressing how the implementation of FA influences the development of inquiry skills so far. This research intends to determine the efficacy of teaching using FA in the development of students{\textquoteright} inquiry skills. A test of inquiry skills was used as the main research instrument to identify the level of the selected inquiry skills before and after a period of teaching with or without FA in the experimental and control group respectively. In the experimental group (n=73), FA was implemented across five subjects: biology, chemistry, physics, mathematics, and informatics, while the control group (n=48) was taught without any external intervention. In both groups, mostly teacher-centred methods of teaching were applied. The research findings confirmed a low initial level of inquiry skills. Teaching using FA showed higher efficacy than teaching without FA, even without a special focus on the inquiry methods. The experimental group achieved significantly better results compared to the control group. In addition, the results confirmed higher efficacy of FA in lower performing students. Gender did not prove as a determining factor in the effective implementation of FA.}, keywords = {formative assessment classroom techniques, inquiry skills, inquiry skills test, science teaching, students{\textquoteright} performance, upper secondary school}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.204 }, url = {http://oaji.net/articles/2021/987-1616865729.pdf}, author = {M{\'a}ria Ganajov{\'a} and Ivana Sot{\'a}kov{\'a} and Stanislav Luk{\'a}{\v c} and Zuzana Je{\v s}kov{\'a} and Veronika Jurkov{\'a} and Ren{\'a}ta Orosov{\'a}} } @article {1092, title = {THE GENERATIVE MECHANISM OF SECONDARY SCHOOL STUDENTS{\textquoteright} OCCUPATIONAL EXPECTATIONS IN THE BALTIC COUNTRIES: INFLUENCE OF FAMILY, SCHOOL, AND INDIVIDUAL SCIENCE LEARNING ACHIEVEMENT}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {October/2021}, pages = {Continuous}, type = {Original article}, chapter = {759-774}, abstract = {Gender, learning achievements, parents{\textquoteright} occupational status, social-economic backgrounds, and a few traits of schools affect students{\textquoteright} occupational expectations. However, no research had integrated the above factors to investigate the generative mechanism of students{\textquoteright} occupational expectations. After combining student-level and school-level PISA 2018 datasets, two-level latent covariate modeling was used to find the generative mechanism of students{\textquoteright} occupational expectations in the Baltic countries. The mechanism had its primary concern to understand roles parents{\textquoteright} occupational status and individual science learning achievement played on students{\textquoteright} occupational expectations. The results indicate that the generative mechanism of students{\textquoteright} occupational expectations of Lithuania, Estonia, and Latvia are the power model, the maternal model, and the science learning achievement pattern, respectively. It suggests one parent having high occupational status is to mold children{\textquoteright}s high-skilled occupational expectations, and it would be better the mother is the higher occupational status parent. It highlights the importance of strengthening adult education, especially that aimed at families with both parents of low occupational status. It disapproves of a mother being a full-time housewife. It may impede her children from having ambitions for high-skilled jobs. }, keywords = {occupational expectation, PISA 2018 datasets, science learning achievement, two-level latent covariate model}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.759}, url = {http://oaji.net/articles/2021/987-1633680421.pdf}, author = {Tao Jiang and Chen, J.-G. and Wei Fang} } @article {966, title = {IMPACT OF INSTRUCTION ON SCIENCE PERFORMANCE: LEARNING INITIATIVE AS A MEDIATOR AND GENDER AS A LIMITED MODERATOR}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {February/2021}, pages = {Continuous}, type = {Original article}, chapter = {50-66}, abstract = {This research explores whether classroom life (CL), textbooks (TE), and learning initiative (LI) are mediators between instruction (P) and science performance, as well as whether these mechanisms are moderated by gender. 484 eighth grade students completed the questionnaire with four subscales of P, LI, TE, and CL. For the needs of triangulation and complementarity, three focus group interviews were conducted later. Based on mediation analysis and multi-group structural equation modeling, it was found that 1) the direct effects of P on LI, P on CL, P on TE, and LI on science performance are significant, while the other direct effects are insignificant; 2) comparing to the male group, the direct effect of P on LI in the female group is larger; 3) characteristics hindering students{\textquoteright} science learning include: the pace of a lesson is too fast, pictures and experiments are less in the textbook, and top students and low proficiency students are uncooperative. Findings expose that instruction significantly influence students{\textquoteright} science performance, and this impact is completely mediated by students{\textquoteright} learning initiatives. The relation between instruction and learning initiative is stronger in the female group. Textbooks can be useless in the context that instruction does not match students{\textquoteright} learning ability.}, keywords = {eighth-grade students, gender difference, mediation analysis, science performance}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.50}, url = {http://oaji.net/articles/2021/987-1611648627.pdf}, author = {Tao Jiang and Chen, J.-G. and Yin-yin Wu} } @article {1097, title = {THE NATURE OF SCIENTIFIC EVIDENCE AND ITS IMPLICATIONS FOR TEACHING SCIENCE}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {October/2021}, pages = {Continuous}, type = {Original article}, chapter = {840-856}, abstract = {Scientific evidence-based reasoning has been recognized as a form of reasoning that characterizes scientific thinking. This study questioned what scientific evidence means in the various types of scientific activities; that is, this study explored the nature of scientific evidence (NOSE). To do this, previous studies were examined to understand how scientific evidence was analyzed, evaluated, and utilized during the scientific activities of scientists or students in scientific or everyday situations. Through this process, seven statements were identified to describe the NOSE. This study explains these seven NOSE statements, constructs a process of scientific evidence-based reasoning as a structured form by reflecting these seven statements comprehensively, and discusses the practical implications for teaching science in schools. Finally, the limitations of this study are discussed, and possible directions for future studies are suggested. It is believed that the list of NOSE characteristics can provide a starting point for further elucidation and discussion of scientific evidence and helping students{\textquoteright} science learning in more authentic ways.}, keywords = {evidence evaluation, evidence-based reasoning, evidence-based response, idea-based response, scientific evidence}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.840}, url = {http://oaji.net/articles/2021/987-1633680841.pdf}, author = {Jongwon Park and Hye-Gyoung Yoon and Mijung Kim and Hunkoog Jho} } @article {969, title = {PEDAGOGICAL MODEL FOR DECOLONISING, INDIGENISING AND TRANSFORMING SCIENCE EDUCATION CURRICULA: A CASE OF SOUTH AFRICA}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {February/2021}, pages = {Continuous}, type = {Original article}, chapter = {93-107}, abstract = {In Africa, Science education curricula have been instrumental in promoting Western worldviews as being universal. An educational transformation and decolonisation of the school curriculum is required. A focus on an African worldview and an integration of the local context and community-based information is necessary for survival, i.e., Indigenous Knowledge System (IKS). While IKS is enshrined in the schooling curriculum, Educators experience challenges with implementing it, because the pedagogical strategies have not been clearly described. An in-depth qualitative study was conducted with the Indigenous Knowledge (IK) holders of the Zulu cultural group and Senior High School (SHS) Science teachers to explore how IK on environmental sustainability could be taught in South African science classrooms. The research employed an interpretivist, multi-site ethnographic, qualitative approach, and naturalistic research style. In-depth interviews were used to generate data from the purposively selected community persons. The thematically analysed findings were used to develop a culturally specific pedagogical model on how to teach IK in science classrooms: touring cultural places; demystifying indigenous practices and perception; utilizing indigenous pedagogies; teaching wisdom behind indigenous practices etc. The research recommends that future studies be conducted on applying the model in different geographical and cultural schooling contexts. }, keywords = {context sensitive curricula, pedagogical strategies, South African curriculum, Western worldview}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.93}, url = {http://oaji.net/articles/2021/987-1611648867.pdf}, author = {Maxwell Jnr Opoku and Angela James} } @article {905, title = {ANALYTIC APPROACH OF RESPONSE PATTERN OF DIAGNOSTIC TEST ITEMS IN EVALUATING STUDENTS{\textquoteright} CONCEPTUAL UNDERSTANDING OF CHARACTERISTICS OF PARTICLE OF MATTER}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {October/2020}, pages = {Continuous}, type = {Original article}, chapter = {824-841}, abstract = {This research aimed to evaluate the students{\textquoteright} conceptual understanding and to diagnose the students{\textquoteright} preconceptions in elaborating the particle characteristics of matter by development of diagnostic instrument as well as Rasch model response pattern analysis approach. Data were acquired by 25 multiple-choice written test items distributed to 987 students in North Sulawesi, Indonesia. Analysis on diagnostic test items response pattern was conducted in three steps: 1) conversion of raw score to a homogenous interval unit and effectiveness analysis of measurement instruments; 2) measurement of disparity of students{\textquoteright} conceptual understanding; and 3) diagnosis of students{\textquoteright} preconception by estimation of item response pattern. The result generated information on the diagnostic and summative measurement on students{\textquoteright} conceptual understanding in elaborating the topic; information also acts as empirical evidence on the measurement{\textquoteright}s reliability and validity. Moreover, the result discovered a significant disparity between students{\textquoteright} conceptual understanding based on their educational level. It was found that the distractor item response pattern tended to be consistent, indicating a certain tendency of resistant preconception pattern. The findings are expected to be a recommendation for future researchers and educational practitioners that integrate diagnostic and summative measurement with Rasch model in evaluating conceptual understanding and diagnosing misconception. }, keywords = {Conceptual Understanding, item response, particle of matter, Rasch model}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.824}, url = {http://oaji.net/articles/2020/987-1602682876.pdf}, author = {Lukman Abdul Rauf Laliyo and Julhim S. Tangio and Bambang Sumintono and Mohamad Jahja and Citra Panigoro} } @article {855, title = {EXAMINING THE EFFECT OF AN ONLINE FORMATIVE ASSESSMENT TOOL (OFAT) OF STUDENTS{\textquoteright} MOTIVATION AND ACHIEVEMENT FOR A UNIVERSITY SCIENCE EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {June/2020}, pages = {Continuous}, type = {Original article}, chapter = {401-414}, abstract = {Online formative assessment is still challenging although it is getting an increased attention as a significant tool for diagnosing and analysing students{\textquoteright} motivation and achievement in various education domains. This research examines the effects of an online formative assessment tool (OFAT) about science motivation and achievement in second-year students{\textquoteright} university education during four consecutive academic years, 2014 to 2018. A research on the basis of a randomized experimental design was conducted that assigned groups used an OFAT along with various assessments that students participated. A total of 311 students enrolled in the subject take part in the research, respectively 94, 89, 59 and 71 students. Particularly, the OFAT is offering feedback from students, feedback from lecturers and adaptive assignments. Here, data contained student motivation survey data, standardized achievement pre- and post-test data and students{\textquoteright} log records. The results of multiple tier analyses exposed positive effects about students{\textquoteright} motivation and achievement. Based on usage measurements, students{\textquoteright} intensity offers the positive effects about students{\textquoteright} motivation and achievement. Furthermore, along with overall students{\textquoteright} improved performance, the effects of high-performing students{\textquoteright} achievement were higher. Therefore, the results acquired meaningfully contribute to recover main drawbacks and difficulties of traditional science learning programs.}, keywords = {adaptive assignment, formative assessment, teaching/learning methodologies, university science education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.401}, url = {http://oaji.net/articles/2020/987-1591087751.pdf}, author = {David Gonz{\'a}lez-G{\'o}mez and Jin Su Jeong and Florentina Ca{\~n}ada-Ca{\~n}ada} } @article {903, title = {INSTRUCTIONAL PRACTICES OF SCIENCE TEACHERS IN RURAL LEARNING ECOLOGIES}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {October/2020}, pages = {Continuous}, type = {Original article}, chapter = {780-803}, abstract = {The outcomes of IEA{\textquoteright}s Trends in International Mathematics and Science Study (TIMSS) conducted from 1995 to 2002 confirmed that there was no improvement in the learning outcomes of grade eight learners in Mathematics and Science. Additionally, the failure rate in Mathematics at the National Senior Certificate (NSC) Matriculation examination has increased from 2008 to 2018 in South African schools. It was consequent on this decline in performance that the South African National Roads Agency Limited (SANRAL) Chair in Science and Mathematics Education developed a short learning intervention programme for Mathematics teachers in South Africa in 2013 and 2014. This research reports post-intervention instructional practices of five teachers at Reitz who took part in the intervention programme. The teachers took part in the training workshops that were orgnised for participants at the University of the Free State, implemented the knowledge acquired from the programme in their respective schools, and compiled an evidence portfolios of their post-intervention instructional practices. The portfolios of evidence submitted by the teachers were thus analysed to give voice and meaning to their post-intervention instructional practices and reflections. The analyses provide evidences of which aspects of their instructional delivery worked well while other aspects did not work well. }, keywords = {evidence portfolios, instructional practices, science education, secondary school teachers, short learning intervention programme}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.780}, url = {http://oaji.net/articles/2020/987-1602524800.pdf}, author = {Olugbenga A. Ige and Loyiso C. Jita} } @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 {799, title = {EVALUATION, VALIDATION AND MODIFICATION OF SCIENCE MOTIVATION QUESTIONNAIRE FOR UPPER SECONDARY SCHOOL}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {October/2019}, pages = {Continuous}, type = {Original article}, chapter = {748-767}, abstract = {Motivation to learn a school subject is crucial for achieving knowledge and skills and, consequently, for good academic performance in the subject. There are several approved questionnaires dedicated to assessing motivation for science and biology but none for upper secondary school Czech students. Therefore, existing Science Motivation Questionnaire was evaluated, validated and modified in order to create a Czech version of a Biology motivation questionnaire (BMQ). The original version of the questionnaire had 30 questions, arranged in the following subscales: Internal Motivation, External Motivation, Personal Relevance, Responsibility, Self-efficacy and Anxiety. Validation was based on a survey of 517 upper secondary school Czech students. Analysis of the questionnaires revealed that, although the questionnaire could be used as a whole with satisfactory Cronbach alpha values, the underlying constructs in the Czech version were different from the six ones originally suggested. Based on Exploratory Factor Analysis and Structural Equation Modelling, 14 questions retained in three constructs: a) Self{\textendash}efficacy, b) Responsibility and c) Motivation as a combination of Internal Motivation, External Motivation and Personal Relevance. This shorter version of the BMQ showed satisfactory Goodness of Fit Indices in contrast to the original 30-item version.}, keywords = {biology motivation questionnaire, EFA, questionnaire modification, secondary school students}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.748}, url = {http://oaji.net/articles/2019/987-1571128182.pdf}, author = {Vanda Jan{\v s}tov{\'a} and Andrej {\v S}orgo} } @article {811, title = {EXAMINATION OF STUDENTS{\textquoteright} ENGAGEMENT WITH R-SPQ-2F OF LEARNING APPROACH IN FLIPPED SUSTAINABLE SCIENCE COURSE}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {December/2019}, pages = {Continuous}, type = {Original article}, chapter = {880-891}, abstract = {The students{\textquoteright} engagement was deemed significant to research due to the changing study structures from course-based to student-centered and competence-based in sustainable science higher education. Still, its change and coping strategies is considered as somewhat unfamiliar learning environment. Research examined students{\textquoteright} engagement to the learning approach of a flipped-classroom model for sustainable science course with the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F). It assesses research proposals, which students are utilizing to learning, and engagement and individual abilities as well. The research was conducted with the students enrolled in the {\textquotedblleft}Atmospheric Pollution{\textquotedblright} course of the Environmental Science undergraduate program (n=64). The results obtained through the R-SPQ-2F showed the students{\textquoteright} number reaching higher {\textquotedblleft}deep approach{\textquotedblright} in their learning increased at the course end, while it can be observed that the students{\textquoteright} number marking {\textquotedblleft}surface approach{\textquotedblright} below the mean value was slightly lower (pre- and post-test comparison). It can be concluded that students are employing more engagement in their works and enhancing their personal skills as well with the teaching methodology. Results obviously specified that the study structure change was a phase into correct emphasis to improve students{\textquoteright} engagement in the flipped sustainable science education. }, keywords = {engagement, flipped-classroom, R-SPQ-2F, science learning, study approach, sustainable education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.880}, url = {http://oaji.net/articles/2019/987-1576226058.pdf}, author = {Jin Su Jeong and David Gonz{\'a}lez-G{\'o}mez and M. Carmen Conde-N{\'u}{\~n}ez} } @article {807, title = {EXAMINING THE EFFECTIVENESS OF SIMULATION-BASED LESSONS IN IMPROVING THE TEACHING OF HIGH SCHOOL PHYSICS: GHANAIAN PRE SERVICE TEACHERS{\textquoteright} EXPERIENCES}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {December/2019}, pages = {Continuous}, type = {Original article}, chapter = {816-832}, abstract = {Teacher-dominated approach is still the most adopted teaching strategy in Ghanaian high schools despite the Government of Ghana{\textquoteright}s initiatives to support technology-oriented, learner-centred and interactive teaching practices. This study examined the effectiveness of simulation-based lessons in improving the teaching of high school physics by adapting the five dimensions for meaningful learning with information and communication technology model by Howland, Jonassen and Marra (2012) as a theoretical lens. Using an explanatory case study design, eight pre-service physics teachers from the University of Cape Coast, Ghana were engaged to develop and design simulation-based physics lessons in design teams and enact these lessons among themselves in microteaching sessions. Results showed that the simulation-based lessons were effective in that the pre-service teachers{\textquoteright} teaching practices improved to be learner-centred and interactive. The results also suggested that although a combination of all the dimensions of meaningful learning was key to the effectiveness observed with each of the simulation-based lessons, the Cooperative dimension was found to possess a unique potential for sustaining the other dimensions in order to facilitate improvements in the teaching of physics with simulations.}, keywords = {high school physics, ICT, interactive teaching, pre-service teachers, simulation-based lessons}, issn = {1864-3898}, doi = {https://doi.org/10.33225/jbse/19.18.816}, url = {http://oaji.net/articles/2019/987-1576224886.pdf}, author = {Elizabeth Darko Agyei and Thuthukile Jita and Loyiso C. Jita} } @article {814, title = {PRIMARY AND SECONDARY SCHOOL STUDENTS{\textquoteright} KNOWLEDGE RELATED TO RENEWABLE ENERGY AND SOME OF ITS INFLUENCING FACTORS}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {December/2019}, pages = {Continuous}, type = {Original article}, chapter = {924-942}, abstract = {Shaping attitude related to renewable energy resources is the task of the entire society and in the case of students of different ages it is realized via education in and outside schools. This research concerns the analysis of the knowledge of students related to renewable energy resources, exploring the differences in the case of students in different grades and also the identification of correlations between the knowledge for renewable energy and some of its influencing factors. The research was carried out in spring 2018 with 4th (N=466) and 7th (N=529) graders in primary school and also with 11th graders (N=328) in secondary school in Hungary. Association and selection tasks applied in the research were related to knowledge of renewable energy resources and three questions concerned influencing factors. Assessment was performed based on the word association test. Results indicate poor and less stable knowledge in the case of every grade. The knowledge structure of the grades is similar, solar, water and wind are the most well-known renewable energy resources. Regarding knowledge, the type of the settlement of residence, education level of parents, school curriculum, textbook, theme weeks, project work, media and internet were important among influencing factors. }, keywords = {project work, renewable energy knowledge, school curriculum, theme work, word association}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.924 }, url = {http://oaji.net/articles/2019/987-1576226295.pdf}, author = {Mark{\'o}czi Rev{\'a}k, I. and Erzs{\'e}bet J{\'a}sz and Enik{\H o} Kov{\'a}cs and K{\'a}roly Teperics and Judit {\"U}t{\H o} Visi and J{\'a}nos M{\'a}th} } @article {675, title = {BIOLOGY EDUCATION STUDENTS{\textquoteright} MENTAL MODELS ON GENETIC CONCEPTS}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {June/2018}, pages = {Continuous}, type = {Original article}, chapter = {474-485}, abstract = {This research aims to explore the concept of mental model of students about genetic concepts through drawing-writing test. The participants were 85 students of Biology Education at University of Lampung, which has taken genetics course. Mental model of students was categorized into five levels (levels 1-5) based on coding framework which was adapted from Kose (2008) and Saka et al. (2006). The results showed that the most dominant mental models found in each concept through drawing-writing test (D/W) respectively were D3/W3 (drawings with misconceptions/partial understanding with alternative conceptions) on the concept of "genetic materials", D2/W2 (non-representational drawings/alternative conceptions) on the concept of "heredity", D2/W3 (non-representational drawings/partial understanding with alternative conceptions) on the concept of "gene expression", D2/W3 (non-representational drawings/partial understanding with alternative conceptions) on the concept of "gene regulation in metabolic processes", and D1/W2 (no understanding/alternative conception) on the concept of "gene regulation of the growth and development of an organisms". The results indicated that drawing-writing test can be used in probing the learning difficulties and misconseption on genetics.}, keywords = {drawing-writing test, genetic concepts, Mental Models}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.474}, url = {http://oaji.net/articles/2017/987-1529509132.pdf}, author = {Tri Jalmo and Tri Suwandi} } @article {660, title = {THE COMPARISON OF OR-IPA TEACHING MODEL AND PROBLEM BASED LEARNING MODEL EFFECTIVENESS TO IMPROVE CRITICAL THINKING SKILLS OF PRE-SERVICE PHYSICS TEACHERS}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {April/2018}, pages = {Continuous}, type = {Original article}, chapter = {300-319}, abstract = {Critical thinking skills are one of the 21st century skills that are effectively trained by using the OR-IPA and Problem Based Learning (PBL) Model, therefore this research aims to compare the effectiveness of both. Research design used True Experiment with Randomized Subject Control-group Pre-test and Post-test with 94 pre-service physics teachers. Data collected using the critical thinking skills test and the student response sheet, and then analyzed using t-test and N-gain. The results showed: (1) the teaching instruments of OR-IPA and PBL Model have fulfilled the validity requirements (rα ~ .26) and reliability (α = .96 - .99). (2) Each of OR-IPA, PBL, and Conventional Model can significantly increase critical thinking skills at α = 5\%, respectively with average N-gain: medium (.60), medium (.48), and low (.14); with the student response of: very positive, very positive, and less positive. (3) The OR-IPA and PBL Model are effective to improve critical thinking skills, while the Conventional Model is ineffective, and the OR-IPA Model is more effective compared to the PBL Model. Implication of this research is that the OR-IPA Model can be an innovative solution to improve critical thinking skills, but there is still a need for repetitive research like this.}, keywords = {and PBL model, basic physics, critical thinking skills, OR-IPA model, pre-service physics teachers}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.300}, url = {http://oaji.net/articles/2017/987-1523527582.pdf}, author = {Budi Jatmiko and Binar Kurnia Prahani and Munasir and Z.A. Imam Supardi and Iwan Wicaksono and Nia Erlina and Paken Pandiangan and Rosyid Althaf and Zainuddin} } @article {644, title = {EFFECTIVENESS OF CREATIVE RESPONSIBILITY BASED TEACHING (CRBT) MODEL ON BASIC PHYSICS LEARNING TO INCREASE STUDENT{\textquoteright}S SCIENTIFIC CREATIVITY AND RESPONSIBILITY}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {February/2018}, pages = {Continuous}, type = {Original article}, chapter = {136-151}, abstract = {The Creative Responsibility Based Teaching (CRBT) model is an innovative physics-teaching model designed to enhance students{\textquoteright} scientific creativity and responsibility. Therefore, this research aims to analyze the effectiveness of CRBT model to improve scientific creativity and first year students{\textquoteright} responsibility on Basic Physics learning in academic year 2016/2017. This research used one group pre-test and post-test design on 144 students divided into 4 groups at University of Lambung Mangkurat, South Kalimantan (Indonesia). The data collection methods were conducted by using: scientific creativity tests emphasized on unusual uses indicator, problem finding, product improvement, creatively science problem solving, creatively experiment designing, and creatively product design; questionnaire of responsibility emphasized on: participatory indicator, respecting others, cooperation, leadership, and delivering opinion; and interviews. The data analysis technique was done by using paired t-test / Wilcoxon test, n-gain, and ANOVA / Kruskal-Wallis test. The results showed that there was a significant increase in students{\textquoteright} scientific creativity and responsibility at α = 5\%, with n-gain average of moderate category, and both were not different (consistent) for all four groups. Thus, the CRBT model is effective for enhancing students{\textquoteright} scientific creativity and responsibility.}, keywords = {creative responsibility based teaching, first year students, physics learning, responsibility attitude, scientific creativity}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.136}, url = {http://oaji.net/articles/2017/987-1519060300.pdf}, author = {Suyidno and Mohamad Nur and Leny Yuanita and Binar Kurnia Prahani and Budi Jatmiko} } @article {638, title = {INTEREST OF LATVIAN AND LITHUANIAN STUDENTS IN SCIENCE AND MATHEMATICS}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {February/2018}, pages = {Continuous}, type = {Original article}, chapter = {31-42}, abstract = {Interest is one of the most important components for a successful teaching/learning process; unfortunately, nowadays students{\textquoteright} interest in science and mathematics is decreasing. The aim of the research is to explore the cognitive interest of 15-year- old students in science and mathematics. Students in Latvia and Lithuania participated in the survey; the data show that students{\textquoteright} cognitive interest in this area in both countries is mediocre. The factor analysis was used to single out four main dimensions of the cognitive interest {\textendash} interest in the context, interest in mathematics, inquiry interest and enthusiasm. Students{\textquoteright} interest is higher in issues connected with practical life, the solution of real problems, but much lower if the problem to be solved needs effort, if they have to use mathematical tools. Enthusiasm is not characteristic for students. Only few respondents are willing to engage in science and mathematics in their leisure time. Latvian and Lithuanian students show slight differences in their interests. There are more Lithuanian students, who like mathematics and who are not afraid of difficulties. Latvian students, in their turn, show greater enthusiasm. }, keywords = {cognitive interest, science and mathematics, teaching/learning process}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.31}, url = {http://oaji.net/articles/2017/987-1519059864.pdf}, author = {Dagnija Cedere and Inese Jurgena and Vilija Targamadze} } @article {669, title = {PRACTICALITY AND EFFECTIVENESS OF THE IBMR TEACHING MODEL TO IMPROVE PHYSICS PROBLEM SOLVING SKILLS}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {June/2018}, pages = {Continuous}, type = {Original article}, chapter = {381-394}, abstract = {The design of a teaching model must qualify to be applicable or practical and effective, therefore the research aimed to analyze the practicality and effectiveness of the IBMR (Investigation-Based Multiple Representation) teaching model in improving physics problems solving skills of bachelor programs{\textquoteright} students. The research was conducted by applying the one-group pre-test and post-test pre-experimental design to 186 students of study program of physics education, mathematics education, and mechanical engineering. The practicality of the model is assessed using an observation sheet and the effectiveness is determined based on pre-test and post-test physics problem solving skills. The collected data were analyzed using the calculation of average scores of the feasibility of each phase of the IBMR, t-test, and n-gain. The results show that each phase of the IBMR teaching model can be implemented by a lecturer with good and reliable categories, and relevant student activities, so that the IBMR teaching model is practicality qualified. It is also effective shown by: there are increasing score of physics problem solving skills at  = 5\%, average n-gain with moderate categorized and not different or consistent for each pair of groups, and good-categorized students{\textquoteright} responses on each component of teaching.}, keywords = {bachelor programs{\textquoteright} students, IBMR teaching model, model effectiveness, model practicality, physics problem solving skills}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.381}, url = {http://oaji.net/articles/2017/987-1529508735.pdf}, author = {Joko Siswanto and Endang Susantini and Budi Jatmiko} } @article {629, title = {FEASIBILITY OF CREATIVE EXPLORATION, CREATIVE ELABORATION, CREATIVE MODELING, PRACTICE SCIENTIFIC CREATIVITY, DISCUSSION, REFLECTION (C3PDR) TEACHING MODEL TO IMPROVE STUDENTS{\textquoteright} SCIENTIFIC CREATIVITY OF JUNIOR HIGH SCHOOL}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {December/2017}, pages = {Continuous}, type = {Original article}, chapter = {1020-1034}, abstract = {Creative exploration, Creative elaboration, Creative modeling, Practice scientific creativity, Discussion and Reflection (C3PDR) teaching model is a model specifically developed to improve the students{\textquoteright} scientific creativity of junior high school. This research is aimed to analyze the feasibility of C3PDR model in improving the students{\textquoteright} science creativity. The teaching model is considered feasible if it meets the criteria: valid, practical and effective. Ninety-six of the eighth-grade students in Samarinda, Indonesia who attended the science subjects participated in the research during the odd semester in academic year 2015/2016. Its validation was performed by three science education experts through focus group discussions and using validation sheets. The practicality of the model was assessed by 4 teachers using the observation sheets and the effectiveness of the model was determined based on the pre-test post-test of scientific creativity. Scientific creativity measured using Scientific Creativity Structure Model (SCSM) test. The results showed that this model has the content and construct validity in very valid category, practical, and effective with the statistic percentage of agreement R > 85\% and n-gain values = .42, and p < .05. Thus, the C3PDR teaching model is feasible to improve the student{\textquoteright}s scientific creativity of junior high school.}, keywords = {C3PDR teaching model, feasible, junior high school, scientific creativity}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.1020}, url = {http://oaji.net/articles/2017/987-1513971535.pdf}, author = {Zulkarnaen and Z.A. Imam Supardi and Budi Jatmiko} } @article {601, title = {THE VALIDITY AND EFFECTIVENESS OF PHYSICS INDEPENDENT LEARNING MODEL TO IMPROVE PHYSICS PROBLEM SOLVING AND SELF-DIRECTED LEARNING SKILLS OF STUDENTS IN OPEN AND DISTANCE EDUCATION SYSTEMS}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {October/2017}, pages = {Continuous}, type = {Original article}, chapter = {651-665}, abstract = {The Physics Independent Learning (PIL) model is an authentic problem-based model designed teaching guide for improving self-directed learning and problem-solving skills in open and distance education. This research is aimed to analyze the validity and effectiveness of PIL model. This research was conducted using focus group discussions of experts that consisted of three science education experts and applies quasi-experiment of one group pre-test and post-test design to 144 students in East Java, Indonesia. Before applying the lesson using the PIL model, the students are given pre-test and after accomplishing the learning, the students are given post-test. The data collected from pre-test and post-test then is further analyzed by means of validity coefficient (rα), Cronbach{\textquoteright}s alpha (α), pair t-test, n-gain and ANOVA. The result of research shows that rα = .75 and α = .92 is for content validity; rα = .79 and α = .99 is for construct validity, so that PIL model is validity and reliability qualified. In addition, there are increasing scores of physics problem solving skills and self-directed learning skills of α = 5\% with moderate category of n-gain consistent in a limited trial test and of high category in a broader trial test for all groups.}, keywords = {Electricity, magnetism, model effectiveness, model validity, physics problem-solving skills, PIL model, self-directed learning skills}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.651}, url = {http://oaji.net/articles/2017/987-1509213674.pdf}, author = {Paken Pandiangan and I Gusti Made Sanjaya and Budi Jatmiko} } @article {494, title = {THE EFFECT OF A BLENDED COLLABORATIVE LEARNING ENVIRONMENT IN A SMALL PRIVATE ONLINE COURSE (SPOC): A COMPARISON WITH A LECTURE COURSE}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {April/2016}, pages = {Continuous}, type = {Original article}, chapter = {194{\textendash}203 }, abstract = {This study explored the effect of blended learning in terms of model-based collaborative learning in a small private online course (SPOC) environment on 10th graders{\textquoteright} achievements in stoichiometry through a quasi-experimental design. The participants included 140 tenth graders assigned to two groups: (a) the experimental group, which studied in a blended environment (N = 69) and (b) the control group, which studied in a conventional lecture-based environment (N = 71). The results revealed that the experimental group exhibited significantly superior performance than the control group after the intervention and that the key factor in enhancing students learning is the teacher{\textquoteright}s facilitation. These findings implied that the blended model-based collaborative learning in a SPOC environment with proper design, facilitation, and face-to-face interaction groups provided students with opportunities to engage in learning to improve their achievements.}, keywords = {collaborative learning, interactive learning environments, model-based Instruction, small private online course, stoichiometry}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.194}, url = {http://oaji.net/articles/2016/987-1481916971.pdf}, author = {Jing Ping Jong} } @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 {506, title = {EXPLORING THE RELATIONSHIP BETWEEN METACOGNITION AND ATTITUDES TOWARDS SCIENCE OF SENIOR SECONDARY STUDENTS THROUGH A STRUCTURAL EQUATION MODELING ANALYSIS}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {June/2016}, pages = {Continuous}, type = {Original article}, chapter = {340-349}, abstract = {Attitudes towards science is an important construct of science learning which has been affected by many factors. The main purpose of this research was to investigate whether the metacognition strategies predict students{\textquoteright} attitudes towards science. Accordingly, a total of 347 senior secondary students were asked to complete a questionnaire about their metacognition strategies and attitudes towards science. Structural equation modeling (SEM) was used to evaluate the validity of a structural/latent variable model. Findings revealed several direct and indirect effects among the factors under investigation. Of special importance, metacognition strategies positively predicted attractiveness of science (science is fun), class/teacher activities and family model as variables of students{\textquoteright} attitudes towards science. Attractiveness of science was also found to have effects on the science anxiety and family model was found to have effects on class/teacher activities. One important finding was that metacognition strategies could decrease students{\textquoteright} science anxiety. According to this information, it is recommended that science educators encourage students to employ metacognition strategies in science that may lead to more positive students{\textquoteright} attitudes towards science. }, keywords = {attitudes towards science, metacognition strategies, senior secondary students, Structural Equation Modeling}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.340}, url = {http://oaji.net/articles/2016/987-1482422523.pdf}, author = {Zeinab Jahangard and Asghar Soltani and Merhangiz Alinejad} } @article {513, title = {KOREAN SCIENCE TEACHERS{\textquoteright} PERCEPTIONS AND ACTUAL USAGE OF EDUCATIONAL THEORIES/TEACHING STRATEGIES IN THEIR TEACHING}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {August/2016}, pages = {Continuous}, type = {Original article}, chapter = {411{\textendash}423}, abstract = {Many researchers have reported that there is a significant gap between theory and practice in education. This research sought to contribute to this work by examining the theory/practice gap in secondary school science teaching in South Korea. To do this, a questionnaire was developed to investigate the gap between Korean science teachers{\textquoteright} knowledge about Educational Theories and Teaching Strategies (ETTS) and the usage of it in their science classroom. The questionnaire was administered to 87 science teachers and results showed that even though participants were knowledgeable about many ETTS, only 26\% of the teachers reported using it in their teaching. Major reasons reported for this gap in theory and practice were restrictive educational environments that did not support the use of ETTS, irrelevancy and difficulties of ETTS, and students{\textquoteright} low interest in learning science. However, teachers{\textquoteright} perception of the importance of ETTS positively affected their usage of ETTS. Implications of the results are discussed, and alternative in-service training program is suggested to activate science teachers{\textquoteright} ETTS what they already know and to guide them to use ETTS in their actual science teaching.}, keywords = {science teacher education, secondary science teacher, teaching strategy, theory-practice gap}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.411}, url = {http://oaji.net/articles/2016/987-1482423597.pdf}, author = {Jongwon Park and Youngmin Kim and Jongseok Park and Jin-Su Jeong and Young-Shin Park} } @article {450, title = {ANALYSIS AND INTERVENTION OF STUDENT KNOWLEDGE OF NUTRITION AND SEXUALITY AT A PENAL INSTITUTION}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {August/2015}, pages = {Continuous}, type = {Original article}, chapter = {513{\textendash}523}, abstract = {Studies related to the habits of students of Nutrition and Sexuality show the existence of inaccurate knowledge that leads them to adopting unhealthy lifestyles. The team of teachers at a Penal Institution in Spain diagnosed this aforementioned lifestyle was becoming a reality in their students aged between 18 and 47. The aim of this research was to analyse and improve the Nutritional and Sexual knowledge of these students. The students{\textquoteright} level of knowledge was detected through a pre-test and post-test that were quantitatively designed and analysed according to four variables (studies, gender, age and body mass index). In order to improve their knowledge, an educational intervention was conducted and was quantitatively and qualitatively analysed according to six categories: change or improvement in sexual knowledge, change or improvement in nutritional knowledge, affective factors, the learning process, evaluation and methodology. The results show conceptual differences according to the four variables and that the intervention contributes to a conceptual change or improvement thanks to the activities and resources used. The implication of this research is to reveal the importance of analysing students{\textquoteright} knowledge so as to improve the quality of the teaching/learning process.}, keywords = {nutritional education, penal institution, Previous Knowledge, sexual education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.513}, url = {http://oaji.net/articles/2016/987-1479498372.pdf}, author = {Agust{\'\i}n Pozo Tamayo and Lina Viviana Melo Ni{\~n}o and Javier Cubero Ju{\'a}nez} } @article {443, title = {COGNITIVE INTEREST: PROBLEMS AND SOLUTIONS IN THE ACQUISITION OF SCIENCE AND MATHEMATICS IN SCHOOLS OF LATVIA}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {August/2015}, pages = {Continuous}, type = {Original article}, chapter = {424{\textendash}434}, abstract = {Cognitive interest is a vital learning motive for the successful learning process. Nowadays students{\textquoteright} interest about science and mathematics are decreasing. The aim of the study is to explore the cognitive interest of Grade 9 students in science and mathematics. Students were surveyed and it helped to explore the respondents{\textquoteright} cognitive activity and the cognitive interest regarding the understanding of causal relations, research activity and the solution of practical problems. The level of cognitive interests on the three level scales is average for the whole sample of respondents. The survey shows that students do not possess explicit cognitive activity; learning happens rather passively, without initiative; however, they have rather pronounced interest to explore and solve problems connected with the real life. Some implications for teachers on how to increase learners{\textquoteright} cognitive interest are provided in the conclusion. }, keywords = {cognitive interest, learning process, science and mathematics}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.424}, url = {http://oaji.net/articles/2016/987-1479497805.pdf}, author = {Dagnija Cedere and Inese Jurgena and Ineta Helmane and Inta Tiltina-Kapele and Gunita Praulite} } @article {412, title = {DEVELOPMENT AND APPLICATION OF THE PRACTICAL ON-SITE COOPERATION MODEL (POCoM) FOR IMPROVING SCIENCE TEACHING IN SECONDARY SCHOOLS}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {February/2015}, pages = {Continuous}, type = {Original article}, chapter = {45-63}, abstract = {This study aimed to improve science teaching in a practical way by activating teachers{\textquoteright} potential teaching expertise or professional knowledge. We developed an alternative in-service approach, the Practical On-site Cooperation Model (POCoM), according to the following principles: (1) the {\textquotedblleft}bottom-up{\textquotedblright} approach, where observed problems in science classes are improved practically and immediately without any pre-determined teaching plan or materials; (2) {\textquotedblleft}cooperation{\textquotedblright} between researchers and teachers to improve teaching; (3) {\textquotedblleft}naturalistic settings{\textquotedblright} where various real problems occur in actual teaching and learning situations; and (4) {\textquotedblleft}gradual improvement{\textquotedblright} rather than revolutionary change. The POCoM was applied with three science teachers, and 24 classes were observed. We found about 65\%{\textendash}96\% teaching improvement. The analysis of the cooperation processes and science teaching in classrooms identified seven types of successful improvements and five types of unsatisfactory cases, including their reasons and features. }, keywords = {cooperative model, in-service teacher, observational protocol, professional development, science teaching}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.45}, url = {http://oaji.net/articles/2016/987-1462908155.pdf}, author = {Jongwon Park and Youngmin Kim and Young-Shin Park and Jongseok Park and Jin-Su Jeong} } @article {416, title = {OBSERVING NATURAL OBJECTS: CHARACTERISTICS OF FLOWERING PLANTS PERCEIVED AS IMPORTANT BY 5- AND 10-YEAR-OLD CHILDREN}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {February/2015}, pages = {Continuous}, type = {Original article}, chapter = {109-120}, abstract = {This research examined the ways in which children observe flowering plants, namely: which features they perceive as significant, whether the skill of observing flowering plants develops with age, and what is the difference between genders. The research involved 174 children: 89 children aged 5 and 85 children aged 10 who were given the task of choosing the plant they recognised as the same as each of the 10 given test plants among a total of 37 plants which looked more or less similar to the test plants. The analysis of the plant combinations the children most frequently mismatched showed, that colour is the feature to which they attribute the most importance. Shape turned out to be considered more important to the children than size. Older children revealed better plant observation skills than younger ones with the girls achieving better results than the boys in both age groups. The findings show that children{\textquoteright}s observation skills develop with age, and corroborate the need to support the development of observation in the educational process.}, keywords = {biology education, observation skills, plant characteristics, preschool children}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.109}, url = {http://oaji.net/articles/2016/987-1462908340.pdf}, author = {Marjanca Kos and Janez Jerman} } @article {359, title = {THE DEVELOPMENT OF THE KOREAN TEACHING OBSERVATION PROTOCOL (KTOP) FOR IMPROVING SCIENCE TEACHING AND LEARNING}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {April/2014}, pages = {Continuous}, type = {Original article}, chapter = {259-275}, abstract = {An observational instrument called the KTOP (Korean Teaching Observation Protocol) was developed to analyze science teaching and to identify the components of teaching that need improvement. To diminish the gap between theory and practice in science teaching, the method for developing the KTOP was structured as consisting of three steps: the first version of the KTOP was developed through direct observation of science classes at the first step, revised through literature review with consideration of the Korean national curriculum and comparison with other observational instruments in the second step, and finalized after application to actual teaching context. As a result, the KTOP was determined to consist of 30 items of 10 sub-categories in 4 main categories. The content was validated through 48 teachers{\textquoteright} responses to the questions asking if each indicator of the KTOP is worthwhile to be considered in their teaching. Reliability was obtained by agreement (72~90\%) and correlation (r=0.90) among observers{\textquoteright} KTOP scores. Finally, the cases of applying the KTOP to improve science classes and to develop teachers{\textquoteright} expertise through an in-service program were described.}, keywords = {analysis of science teaching, improving science teaching, observational instrument}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.259}, url = {http://oaji.net/articles/2015/987-1437063408.pdf}, author = {Jongwon Park and Young-Shin Park and Youngmin Kim and Jongseok Park and Jin-Su Jeong} } @article {339, title = {OWNERSHIP AMONG SCIENCE TEACHERS}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {February/2014}, pages = {Continuous}, type = {Editorial}, chapter = {4-5}, abstract = {Science education is continuously changing in terms of goals, curricula and teaching methods. Such changes stem from major educational reforms and the development of new theoretical concepts related to science teaching. It has been long emphasised that the implementation of these changes in schools depends on the teachers, who need to identify with and support the innovations which are to be introduced, and to feel that change is necessary. An active involvement of teachers in the process of designing, developing and implementing innovation is one of the indicators of a sense of "ownership", which in this case can be understood as identifying with the innovation, feeling as if one is its owner. This psychological state can be achieved thanks to teachers{\textquoteright} investment in the innovation, and has the potential to reduce resistance and create a better climate for change. Ownership can have a considerable impact on teachers{\textquoteright} involvement in further changes, if they notice that innovation has a positive influence on the effects of their work. Ownership also has a beneficial impact on their working environment, motivating other teachers to implement the desired change and thus helping spread the change throughout the teacher community. That is why teachers{\textquoteright} ownership is often discussed together with sensemaking and agency, which influence teachers{\textquoteright} attitude towards innovation. The issue of developing a sense of ownership is not limited to teachers, as in today{\textquoteright}s world many professions require constant adjustment to change, and personal involvement in introducing innovation is often necessary for being efficient and successful at work. }, keywords = {educational reforms, science education, sense of ownership}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.04}, url = {http://oaji.net/articles/2015/987-1437061913.pdf}, author = {Ryszard M. Janiuk} } @article {394, title = {PRIMARY SCHOOL CHILDREN{\textquoteright}S IDEAS OF MIXING AND OF HEAT AS EXPRESSED IN A CLASSROOM SETTING}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {October/2014}, pages = {Continuous}, type = {Original article}, chapter = {726{\textendash}739 }, abstract = {This study investigates primary school children{\textquoteright}s (7-8 year-old, N = 25) ideas of mixing of marbles and of heat, expressed in small-group predict-observe-explain exercises, and drawings representing the children{\textquoteright}s own analogies in a classroom setting. The children were typically found to predict that marbles of two different colours would mix when rocked back and forth on a board. This idea of mixing is slightly more advanced than previously reported in the literature. The children{\textquoteright}s ideas of heat included reference to warm objects, their own bodies when exercising, and the process of one warm solid object heating another object in direct contact. In addition, through scaffolding, some of the children expressed a substance view of heat. Finally, the potential and challenges in probing children{\textquoteright}s ideas through a combination of data collection techniques in a classroom setting are reflected upon.}, keywords = {children{\textquoteright}s ideas, classroom setting, primary school}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.726 }, url = {http://oaji.net/articles/2015/987-1450981715.pdf}, author = {Jesper Haglund and Fredrik Jeppsson and Johanna Andersson} } @article {283, title = {USEFULNESS OF OUT-OF-SCHOOL LEARNING IN SCIENCE EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {June/2013}, type = {Editorial}, chapter = {128-129}, abstract = {Out-of-school learning has been playing an increasingly important role in science education. It can be implemented in various ways and encompasses learning activities that take place outside normal lessons reserved for compulsory education. This form of education is typically not coordinated by the school itself and young people take part in it voluntarily. It resembles {\textquotedblleft}outdoor education{\textquotedblright}, which is, however, more closely linked with meeting aims stemming from formal education. Since the learning activities used in both forms of education are similar, very often solutions and experiences in one form are transferred to the other. One of the many advantages of out-of-school learning is the fact that is helps increase students{\textquoteright} interest in education by creating extra learning opportunities in the real world. It also makes it possible to discover gifted pupils and develop their talents. However, there is a major issue that needs to be investigated, which is how out-of-school learning influence students{\textquoteright} future actions and decisions concerning science education, bearing in mind that this form of education cannot replace formal education and can only support it. That is why scholars are conducting research with the aim of determining the impact of out-of-school activities on improving the learning of science, especially on outcomes such as achievement, interest in science, careers in science, self-efficacy, perseverance, and effort in learning science (Tran, 2011).}, keywords = {formal education, out-of-school learning, science education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.128}, url = {http://oaji.net/articles/2015/987-1425758324.pdf}, author = {Ryszard M. Janiuk} } @article {242, title = {THE DIFFUSIONIST-EVOLUTIONIST MODEL OF E-LEARNING DEVELOPMENT}, journal = {Journal of Baltic Science Education}, volume = {11}, year = {2012}, month = {March/2012}, type = {Original article}, chapter = {67-77 }, abstract = {This paper explores development of the discipline of e-learning. It develops the evolutionist model of e-learning development and compares it with the diffusionist model of e-learning development. Using transdisciplinary research methodology, it develops the diffusionist-evolutionist model of e-learning development. The diffusionist aspect of the model concentrates to practical issues such as introducing e-learning into educational institutions. The evolutionist aspect of the model concentrates to theoretical issues such as comparative studies of historical developments. On such basis, the diffusionist-evolutionist model provides a single practical framework for describing small-scale and large-scale e-learning development. Following methodological restrictions, the diffusionist-evolutionist model does not reflect any natural principle. As a research principle, it only aims at improving our current descriptions of e-learning development.}, keywords = {diffusion of innovations, diffusionism, e-learning development, evolutionism, transdisciplinary research}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/12.11.67}, url = {http://oaji.net/articles/2014/987-1419166989.pdf}, author = {Petar Jandric} } @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 {216, title = {EMOTIONS EXPRESSED TOWARD GENETICALLY MODIFIED ORGANISMS AMONG SECONDARY SCHOOL STUDENTS AND PRE-SERVICE TEACHERS}, journal = {Journal of Baltic Science Education}, volume = {10}, year = {2011}, month = {March/2011}, type = {Original article}, chapter = {53-64 }, abstract = {Active student-centered instructional methods bring more emotion into science teaching, especially in the case of socioscientific issues, like research on and usage of genetically modified organisms (GMOs). We tested the strength of ten basic emotions (fear, anger, joy, disgust, sadness, shame, contempt, guilt, surprise and interest) toward different GMOs. Students expressed high levels of interest, surprise and joy towards GMOs, emotions that could be used as possible motivators to raise the level of interest in Science. Students do not express an equal level of negative emotions toward GMOs as a general category, but take a standpoint towards each item or practice separately. Knowing this, the teacher can choose list of GMOs ranked from more acceptable to the least acceptable GMOs, to avoid any obstruction of reasoning toward GMOs based on strong negative emotions.}, keywords = {genetically modified organisms, pre-service teachers, secondary school students}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1405173429.pdf}, author = {Andrej {\v S}orgo and Jana Ambro{\v z}i{\v c} Dolin{\v s}ek and Iztok Toma{\v z}i{\v c} and Franc Jan{\v z}ekovi{\v c}} } @article {214, title = {EXPLOITING LANGUAGE IN TEACHING OF ENTROPY}, journal = {Journal of Baltic Science Education}, volume = {10}, year = {2011}, month = {March/2011}, type = {Original article}, chapter = {27-35}, abstract = {The words disorder, information, freedom and spreading are used as metaphors and analogies in science teaching to capture the scientific qualitative sense of entropy. In addition, the identification of entropy with the everyday conception of heat has been proposed. While physical sciences are regarded as exact disciplines, in which terms have precise definitions, the words being used in the qualitative interpretation of entropy have many senses. This may provide an obstacle to achieving a scientific understanding of entropy. In this study, the metaphors for entropy and seeing entropy as heat were analysed by use of the different entries for the words in a dictionary. The present paper is a contribution to highlighting the importance of making any metaphors and analogies and their benefits and limitations explicit.}, keywords = {entropy, Metaphor, science education, Thermodynamics}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1405173307.pdf}, author = {Fredrik Jeppsson and Jesper Haglund and Helge Str{\"o}mdahl} } @article {202, title = {COMPREHENSION OF TEMPERATURE WHEN SOLVING A THERMODYNAMIC TASK}, journal = {Journal of Baltic Science Education}, volume = {9}, year = {2010}, month = {September/2010}, type = {Original article}, chapter = {224-236 }, abstract = {The present study focus the presence and role of deep qualitative conceptual knowledge of temperature among a group of ten individuals (n=10), academic well-educated and experienced in science, when solving a task about changes in temperature of a given thermo{\textlnot}dynamic system. The aim is to find out the variation of comprehension of tempera{\textlnot}ture in the task solving process. Data is gathered by interviews based on the thinking aloud method. The inter{\textlnot}views were video-recorded and verbatim transcribed. Transcriptions were analysed by using a two dimensional semiotic/semantic analysing schema (acronym 2-D SAS). The results revealed a broad variation in the comprehension of the term temperature in the given context. The three informants who produced correct answers structured the task by identifying the scientifically appropriate referent and sense of the term temperature according to the given context.}, keywords = {qualitative analysis, semantics}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1405172088.pdf}, author = {Fredrik Jeppsson and Helge Str{\"o}mdahl} } @article {210, title = {GREEN MANAGEMENT, CLIMATE CHANGE AND SMALL BUSINESS IN BRAZIL: IMPLICATIONS FOR TRAINING AND EDUCATION FOR SUSTAINABLE DEVELOPMENT}, journal = {Journal of Baltic Science Education}, volume = {9}, year = {2010}, month = {December/2010}, type = {Original article}, chapter = {324-333 }, abstract = {This paper presents the results of a study on the analysis of training needs regarding environmental (green) management and climate change topics in micro and small enterprises (MSEs) in Brazil and its implications on education for sustainable development. It reports on an e-mail survey of Brazilian small enterprises, whose results indicate that they are indeed interested in environmental management and climate change topics in an education for sustainable development context. The study indicates that proposals for courses on environmental management and climate change should follow a systemic perspective and take sustainable development into account. By applying factor analysis, it was found that the topics of interest can be grouped into thematic modules, which can be useful in the design of training courses for the top management leaders of those companies. The study indicates that proposals for courses on environmental management and climate change should follow a systemic perspective and take sustainable development into account. By applying factor analysis, it was found that the topics of interest can be grouped into thematic modules, which can be useful in the design of training courses for the top management leaders of those companies. There is a special interest in topics about {\textquotedblleft}development of green products{\textquotedblright} and {\textquotedblleft}Influence of environmental management and climate change on businesses. Thus, education for sustainable development must consider small enterprises.}, keywords = {climate change, education for sustainable development, environmental training}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1405172911.pdf}, author = {Davi Fouad Soubihia and Charbel Jose Chiappetta Jabbour and Walter Leal Filho} } @article {192, title = {PERCEPTIONS OF COLLABORATION, EQUITY AND VALUES IN SCIENCE AMONG FEMALE AND MALE COLLEGE STUDENTS}, journal = {Journal of Baltic Science Education}, volume = {9}, year = {2010}, month = {June/2010}, type = {Original article}, chapter = {109-118}, abstract = {Diversification of the science, technology, engineering and math (STEM) workforce requires a climate supportive of underrepresented groups. We studied undergraduate student attitudes to uncover perceptions that may be addressed through targeted pedagogies. We surveyed undergraduate students pursuing science and humanities programs to quantify their attitudes toward gender equity, the importance of values, the perceived contribution of competition and collaboration to science, and to examine their understanding of multidisciplinary collaborations in science. Women more strongly supported gender equity, were more likely to recognize women{\textquoteright}s contributions, and had a more positive view of female scientists{\textquoteright} lives. Women perceived science as more collaborative, identified a broader range of disciplines, including social sciences and humanities, to include, and viewed collaboration as working directly with others rather than using published work. We relate our results to the need for gender-sensitive pedagogies and other changes in the college science curriculum.}, keywords = {gender, Multidisciplinary, science education, Undergraduate}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1405171377.pdf}, author = {Linda Fuselier and J. Kasi Jackson} } @article {161, title = {A NOVEL APPROACH FOR UNDERGRADUATE RESEARCHER EDUCATION IN ENGINEERING STUDIES}, journal = {Journal of Baltic Science Education}, volume = {7}, year = {2008}, month = {October/2008}, type = {Original article}, chapter = {185-192}, abstract = {The researcher education course for undergraduate engineering students has been developed in the Department of Process and Environmental Engineering at the University of Oulu. The course familiarizes students to research and researcher{\textquoteright}s work and aims to encourage them toward a research career. The approach of the course is unique in the field of engineering education in Finland. In this paper, the establishment of the course is discussed in the light changing targets and requirements of higher engineering education. Further, the course development from contact lecturing toward distance education is described. Finally, the possibility to use new and more versatile learning methods together with the traditional lecturing methods is considered based on the feedback given by the students.}, keywords = {distance education, distance learning environment, engineering, researcher education course, undergraduate students}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404720206.pdf}, author = {Mika Huuhtanen and Jenni Yl{\"a}-Mella and Eila Jeronen and Riitta L. Keiski} } @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 {133, title = {CONTEXT RICH PROBLEMS AS AN EDUCATIONAL TOOL IN PHYSICS TEACHING {\textendash} A CASE STUDY}, journal = {Journal of Baltic Science Education}, volume = {6}, year = {2007}, month = {August/2007}, type = {Original article}, chapter = {26-34}, abstract = {We present a case study, in which we used context rich problems as an educational tool in a university level physics course. The students worked in groups of three to four when solving these problems, which provided them with an opportunity to discuss physics together at their own level. Video recordings of groups working with the problems allowed us to study how different groups functioned and also to look for what is known as exploratory talks. This form of communication was interpreted as situational interest on the part of the students. A questionnaire at the end of the course, and interviews with a few of the students after the course, revealed that the students considered that context rich problems facilitated understanding of physical concepts and made physics more interesting..}, keywords = {context rich problems, cooperative groups, science education, teaching methods, university physics}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404288026.pdf}, author = {Gunnar Jonsson and Peter Gustafsson and Margareta Enghag} } @article {123, title = {TRENDS IN WESTERN SCIENCE CURRICULA AND SCIENCE EDUCATION RESEARCH: A BIRD{\textquoteright}S EYE VIEW}, journal = {Journal of Baltic Science Education}, volume = {6}, year = {2007}, month = {March/2007}, type = {Original article}, chapter = {15-22}, abstract = {The present article starts with a concise report of three important waves of innovation in Western science education, one in the 1960s, one in the 1980s, and one in the 2000s. The background of each wave is concisely explicated in terms of dissatisfaction with the foregoing curriculum and the rise of new general theories on teaching and learning. The reported innovations have influenced the agenda of research in science education in the Western world. In the second part of the article, the main trends in topics and methods of this research are reported. Finally, some main trends in science teacher education are concisely addressed. The present overview indicates a number of important developments in science curricula and research in science education. In the last 50 years, a growing interest in research topics related to students and their learning and teachers and their teaching can be indicated. Recently, an important upcoming research topic is focused on the development of science teachers{\textquoteright} knowledge base (cf. De Jong, Veal \& Van Driel, 2002). Trends in science curricula and courses will come and go, and {\textquoteleft}hot topics{\textquoteright} in science education research will rise and fall. So far, so good. However, in my opinion, it is time to pay much more attention to an old issue: the relationship between science education research and science teaching practice. In the last half century, this relationship has been problematic. Several attempts have been made to improve this relationship, for instance, by publishing a growing number of books that would inform and support the practice of science teaching (see e.g. De Jong, Kortland, Waarlo \& Buddingh{\textquoteright}, 1999; Monk \& Osborne, 2000). Nevertheless, for many years, researchers have also pointed out the poor effects of their efforts; for example, they complain that the outcomes of research often do not find their ways into the practice of teaching of science (Shymansky \& Kyle, 1992). On the other hand, practising science teachers consider personal experiences, common sense, and official documents as much more important sources of their professional knowledge than results of research (Costa, Marques \& Kempa, 2000). In conclusion, one of the biggest challenges of the near future of science education is to bridge the gap between science education research outcomes and science teaching practices in the classroom. }, keywords = {educational theories, research topics and methods, science curriculum innovations, science teacher education, trends}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404286727.pdf}, author = {Onno De Jong} } @article {110, title = {SCIENCE SUBJECTS CHOICE AS A CRITERION OF STUDENTS{\textquoteright} ATTITUDES TO SCIENCE}, journal = {Journal of Baltic Science Education}, volume = {5}, year = {2006}, month = {March/2006}, type = {Original article}, chapter = {74-85}, abstract = {The attitudes of lower and upper secondary school students (the 9-11th forms, aged 15-17, boys and girls separately) toward natural sciences were investigated by using an inquiry method in Sweden, Finland and Latvia during 1998-2005. Results of this study show, that positive attitudes have decreased from 1998 to 2005 at the 9th form both in Latvia and in Sweden. In Finland, an increase among boys, who recognize subjects of the natural circle (except for General Science) as necessary, was observed. The number of positive answers of the Finnish girls was, however, in 2005 much smaller than in 1998. In a special investigation in Latvia was shown, that generally the least interest in the Natural subjects is observed among the 11th formers. The findings of this study indicate increased quantity of the respondents denying the importance of natural sciences as a whole, as well as overt difference between boys and girls in estimations of the importance of natural sciences.}, keywords = {attitude to science, differences, gender, natural subjects, survey}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404214474.pdf}, author = {Janis Gedrovics and Ingvar W{\"a}reborn and Eila Jeronen} } @article {91, title = {FINDING POSSIBILITIES TO IMPROVE SCIENCE EDUCATION IN HIGH SCHOOL AND GYMNASIUM}, journal = {Journal of Baltic Science Education}, volume = {4}, year = {2005}, month = {March/2005}, type = {Original article}, chapter = {63-69}, abstract = {Scientific knowledge, skills and attitudes are cultural products of great intellectual power and beauty. The future of science education and scientific literacy of youngsters is determined by the educational policy of the country, moreover, it also depends on teachers working at schools and universities. The tasks of reported research work was to explore approachable literature about natural science education in general and to analyse corresponding educational problems particularly in Latvia. The tasks of reported research work was to explore approachable literature about natural science education in general and to analyse some corresponding educational problems particularly in Latvia. Particular attention has been paid to the following components of contemporary educational process: developing student{\textquoteright}s thinking skills, they skills to make connections to a known material and to real life situations. The author was found out that only 35\% of science teachers are paying attention to a process of organizing study process, about 40\% of science teachers become a source of knowledge to their students. It was stated that not much attention has been paid to interdisciplinary themes and problems, not much attention has been paid to designing positive social environment and building student{\textquoteright}s value system. Science teachers need to recognize that they educate students to be able to develop their skills, attitudes and awareness as members of the society through a context of science.}, keywords = {constructive approach, educational process, science, scientific literacy, teaching-learning strategies}, issn = {1648-3898}, url = {http://oaji.net/articles/2016/987-1481049981.pdf}, author = {Lolita Jon{\={a}}ne} } @article {87, title = {THE STUDENT VOICE IN SCIENCE EDUCATION: RESEARCH AND ISSUES}, journal = {Journal of Baltic Science Education}, volume = {4}, year = {2005}, month = {March/2005}, type = {Original article}, chapter = {22-30}, abstract = {The article reviews a range of national and international studies concerned with students{\textquoteright} views about science and their school science education. It suggests that such views have gained some prominence in recent years and comments why this is so. It examines the implications of some of the research findings for policy makers, curriculum developers and science teachers. It concludes that, while the outcomes of specific research studies are always interesting, such outcomes may prove to be of most use in helping to develop more general strategies for increasing student motivation, commitment and attainment. Given the methodological diversity among the various studies of student opinion about their school science education, it is perhaps somewhat surprising that many of the findings are consistent across a number of different education systems and cultures. For example, physics seems an unpopular subject with girls in most countries and a number of other gender differences in students{\textquoteright} responses are prevalent. It is also the case that many students would like to see more attention given in their school science education to contemporary and controversial issues in science that relate to their everyday experiences. {\textquoteleft}Many{\textquoteright} however, is not all and most surveys reveal a significant but important minority of students who either have no strong opinion upon, or take a contrary view about, a number of issues such as the alleged difficulty of school science or the inclusion of socio-scientific issues within the school science curriculum. For example, in the Student Review of the Science Curriculum in England, referred to above, 29 per cent of the students (n = 1,471) {\textquotedblleft}didn{\textquoteright}t mind{\textquotedblright} whether or not controversial issues were included in school science and 55 per cent said that their experience of primary schools had had no effect on their attitudes towards science (Planet Science et al., 2003).}, keywords = {science education, student motivation}, issn = {1648-3898}, url = {http://oaji.net/articles/2016/987-1481049507.pdf}, author = {Edgar W. Jenkins} } @article {66, title = {DEVELOPMENT OF CONCEPTIONS OF STUDENT TEACHERS IN INITIAL TEACHER EDUCATION IN BIOLOGY AND GEOGRAPHY EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {3}, year = {2004}, month = {March/2003}, type = {Original article}, chapter = {24-33}, abstract = {The article aims to interpret professional development of teachers, focusing specifically on the development of professional conceptions of student teachers in an Initial Teacher Education during their final school practice period in Biology and Geography. The study is a qualitative case study. The resultant data is based on reflective diaries and teaching practice reports written by the student teachers, and on recordings and videotapes from supervision meetings and lessons. The data was analysed by using inductive and deductive content analysis methods. According to the student teachers, their awareness of themselves as teachers and of teaching of Biology and Geography developed. At the beginning, they reflected their status, whereas at the end they considered the work of a teacher as a whole and what kind of teachers they want to be. Context and values issues should be stressed more, both in initial and In-service education. This is important because teachers should be able to observe and value environmental and human rights problems. They should be willing to construct connections, not only with parents, but also with society. Initial teacher education and In-service education should be linked to each other. The teacher educators should participate in professional In-service education more than they currently do. Based on collaborative research and development projects between teachers and teacher educators, it would be possible to create a strong and prestigious professional teacher culture, basing on shared expertise and responsibility, and continuously developing theory.}, keywords = {professional conceptions, professional development, reflection, school practice, strategies of student teachers}, issn = {1648-3898}, url = {http://oaji.net/articles/2016/987-1482419388.pdf}, author = {Eila Jeronen} } @article {72, title = {GEOGRAPHY AND BIOLOGY AND TEACHER EDUCATION IN FINLAND}, journal = {Journal of Baltic Science Education}, volume = {3}, year = {2004}, month = {March/2003}, type = {Original article}, chapter = {5-14}, abstract = {Since 1990 the Finnish society, the school system and the teacher education have strongly changed. The aim of the article is to discuss what kind geographical and biological teacher education has been and how it is nowadays in the University of Oulu. The study reported here is a qualitative case study. The resultant data is based on reflective diaries written by 74 student teachers in 1998-2003. The data was analysed by using inductive and deductive content analysis methods. According to the student teachers, the programme of the geographical and biological teacher education in the University of Oulu creates a good basement for the development of teacher identity and for acting as a teacher. The most of the reflections in study diaries concerned the subject education. This is understandable for the student teachers wrote their thoughts about modules in connection of subject education. Based on the study diaries of the geographical and biological student teachers, there seems to be a gap between theory and practice, especially between the educational sciences and the other parts of the pedagogical studies. The bridges both between educational sciences and subject education and subject education and the school practice seem to be quite strong. The educational sciences form the theoretical framework for the wholeness of the pedagogical studies. Therefore it is natural that it is more theoretical than the subject education and school practice are. However, we must try to find ways to link the educational studies more tightly to the other parts of the pedagogical studies. Otherwise there is a danger that student teachers reject the theory as a base of their profession.}, keywords = {biology, education process, geography, integration, school practice, subject didactics}, issn = {1648-3898}, url = {http://oaji.net/articles/2016/987-1482420043.pdf}, author = {Eila Jeronen} } @article {75, title = {THE ROLE OF RESEARCHERS IN THE IMPLEMENTATION OF EDUCATIONAL POLICIES: THE FINNISH LUMA PROGRAMME (1996-2002) AS A CASE STUDY}, journal = {Journal of Baltic Science Education}, volume = {3}, year = {2004}, month = {March/2003}, type = {Original article}, chapter = {34-42}, abstract = {The Finnish LUMA Joint National Action (1996{\textendash}2002) and related action, organised by the National Board of Education are introduced in general. A number of professional development projects for science teachers have been run through the Department of Applied Sciences of Education at the University of Helsinki in the context of the LUMA programme. Properties that made these projects successful are discussed and compared to previous research on how educational innovations are adopted for general use. Based on the official LUMA evaluation and our experiences in the PD-projects, some conclusions may be drawn. It is important that enough time be allocated for co-planning the whole project and each phase of the project. Teachers{\textquoteright} beliefs, current practices (teaching or learning methods used), and open questions should be identified and discussed during the goal-setting process of the PD-project. Meetings or training situations should be designed together with the teachers and organised in interesting places, such as factories or other places of work where principles can be demonstrated in a practical way. Moreover, the project itself should be run long-term.}, keywords = {adoption of educational innovations, educational policy, in-service training of science teachers}, issn = {1648-3898}, author = {Jari Lavonen and Veijo Meisalo and Kalle Juuti} } @article {60, title = {EDUCATION OF SCIENCE TEACHERS {\textendash} SOME REMARKS FROM THE POLISH PERSPECTIVE}, journal = {Journal of Baltic Science Education}, volume = {2}, year = {2003}, month = {March/2003}, type = {Original article}, chapter = {38 - 48}, abstract = {Science education becomes more and more important in contemporary society. Its effects depend mainly on teachers. No wonder that in many countries the problem of science teachers{\textquoteright} education becomes of significant importance. This article presents topical problems connected with education and improvement of science teachers in Poland. First of all, there will be characterized the ways leading to obtain qualifications for doing teacher{\textquoteright}s job, the regulations and important factors affecting the course and results of science teachers{\textquoteright} education. Then after discussing main principles governing science teachers{\textquoteright} education, their practical application will be presented based on the example of chemistry teachers{\textquoteright} education at M.C. Sk{\l}odowska University. As results from the presented analysis the quality of science teachers education is mainly affected by the following factors: - suitable requirements concerning the way and conditions of teachers education resulting from the policy of given country in this respect; - proper choice of candidates for studies mainly conditioned by the situation in the society; - ways and conditions of education provided in individual universities. A direct influence of science teachers{\textquoteright} educators is possible only for the last factor. Therefore proper planning of the teacher education process and providing good conditions at each university play an important role. This requires creating a team of people engaged in this kind of job and at the same time searching for better organization and teaching methods used in this process. Precise description of aims resulting from the professional profile of the science teacher is significant in planning of science teacher education. Its aim should be first of all acquisition of proper skills by the students, indispensable in work of prospective teachers. In this context development of international cooperation, thanks to which searching for common ways of more effective science teachers{\textquoteright} education is possible, assumes significant importance.}, keywords = {education of teachers, science education}, issn = {1648-3898}, url = {http://oaji.net/articles/2017/987-1503928763.pdf}, author = {Ryszard M. Janiuk} }