@article {1349,
	title = {EFFECTS OF DIGITAL GAME-BASED LEARNING IN STEM EDUCATION ON STUDENTS{\textquoteright} MOTIVATION: A SYSTEMATIC LITERATURE REVIEW},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {20-36},
	abstract = {STEM education, which includes science, technology, engineering and mathematics, has been expanding for the past two decades. This study aimed to map new trends and the possibility of implementing digital game-based learning (DGBL) in STEM education. For this purpose, a systematic literature review was conducted. The resulting sample was further selected according to PRISMA guidelines, with screening and eligibility processes conducted based on the inclusion criteria defined concerning the research objective. This review consisted of twenty-eight studies. The findings revealed a growing interest in DGBL in STEM education from 2018 to 2023. Furthermore, most studies have focused on the K-12 education system and universities. According to the review, educational games for digital learning and simulation technology are the most promising tools used in research. The analysis is launched by studying the effects that influence the increase of student motivation in DGBL teaching STEM education. The findings support the conclusion that prior experience in gaming has a positive impact on increasing students{\textquoteright} motivation to learn in DGBL STEM teaching. In addition, students{\textquoteright} previous knowledge of a STEM subject increases engagement and motivation. Implementing educational computer games, therefore, showed a great interest in students in STEM education.},
	keywords = {digital game-based learning, STEM education, students{\textquoteright} motivation, systematic literature review},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.20},
	url = {https://oaji.net/articles/2023/987-1709892125.pdf},
	author = {Jelena Ili{\'c} and Mirjana Ivanovi{\'c} and Aleksandra Kla{\v s}nja-Mili{\'c}evi{\'c}}
}
@article {1350,
	title = {A META-ANALYTIC EXAMINATION OF THE EFFECT OF INDIVIDUAL AND SCHOOL-AVERAGE ACHIEVEMENT ON STUDENTS{\textquoteright} SELF-CONCEPT IN SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {37-44},
	abstract = {The purpose of the present study was to examine the effect of individual and school average achievement on students{\textquoteright} self-concept in science. The data of the last four Trends in International Mathematics and Science Study (TIMSS) cycles were used, and a two-stage individual data meta-analysis was conducted to examine the relationship between achievement and self-concept in science. In the first stage, multilevel structural equation modeling was performed for each dataset. Furthermore, the effect sizes were synthesized via meta-analysis with a three-level random-effect model. In addition, moderation analysis was conducted for the year, grade, and degree of stratification in countries. The results suggested a positive and significant effect of individual science achievement on the self-concept of students in science. On the other hand, the relation of the average school achievement was negative. The results were discussed by considering the big-fish-little-pond effect.},
	keywords = {big fish little pond effect, science education, self-concept, TIMSS},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.37},
	url = {https://oaji.net/articles/2023/987-1709892182.pdf},
	author = {Nurcan Kahraman}
}
@article {1277,
	title = {CLIMATE CHANGE ATTITUDES, RELATIONSHIP TO NATURE AND PRO-ENVIRONMENTAL BEHAVIOUR OF STUDENTS FROM THREE EUROPEAN COUNTRIES},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {309-322},
	abstract = {Climate change is not a future problem, it is a significant variation of weather conditions becoming warmer, wetter or drier. It is the longer-term trend that differentiates climate change from natural weather variability. The aim of this research was to determine primary school students{\textquoteright} knowledge and attitudes related to climate change among primary school students (n = 473) in the Czech Republic, the United Kingdom and Portugal using a questionnaire survey. The dimensions of climate change knowledge, environmental attitudes and values, pro-environmental behaviour, and climate change attitudes were measured and analysed. The results showed gender differences in favour of girls in all the dimensions studied, except for climate change knowledge, where the results of boys and girls were comparable. In an international comparison, UK children scored higher on climate change knowledge and climate change attitudes dimensions. A multiple regression analysis showed the dimensions of nature preservation and appreciation of nature as the strongest positive predictors of pro-environmental behaviour and the dimensions of climate change knowledge and nature preservation as the strongest predictors of climate change belief. The results suggest the importance and implications of the wider societal debate on climate-related personal dimensions. The interconnectedness of environmental and climate-related topics at the primary school level is also evident.},
	keywords = {climate change attitudes, climate change education, climate change knowledge, environmental attitudes, primary school, pro-environmental behaviour},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.309},
	url = {https://oaji.net/articles/2023/987-1681287540.pdf},
	author = {Karel Nepras and Tereza Strejckova and Roman Kroufek and Milan Kubiatko}
}
@article {1321,
	title = {DETERMINING PRE-SERVICE SCIENCE TEACHERS{\textquoteright} UNDERSTANDING ABOUT STEM EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {833-850},
	abstract = {STEM education is included in education programs by many countries on a global scale. Pre-service teachers are also expected to apply STEM education in their future classrooms. The aim of the research was to determine how pre-service science teachers perceived STEM education, whether they adopted it or not, whether they thought of themselves as sufficient, and the environment and situations that affected their STEM experience. The understanding of the pre-service science teachers was tried to be determined before the theoretical STEM education, after the theoretical education and after the STEM application. The study group of the research consisted of a total of 66 pre-service teachers. Content analysis results of the interviews were carried out in three stages. It was found that there was no single STEM definition that pre-service science teachers agreed on. The training provided increased the STEM competency levels of pre-service science teachers. However, the majority of pre-service science teachers defined themselves as having intermediate competence in STEM education. Pre-service teachers adopt STEM education and believe that it will contribute to students. Pre-service science teachers had the most difficulty in disciplinary integration during the STEM theory and practice education. The most preferred model after both theoretical knowledge and application was the problem-based STEM model. },
	keywords = {content analysis, pre-service science teachers, STEM education, STEM understanding},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.833},
	url = {https://oaji.net/articles/2023/987-1697653649.pdf},
	author = {Gonca Ke{\c c}eci}
}
@article {1318,
	title = {THE EFFECT OF OUTDOOR INQUIRY PROGRAM FOR LEARNING BIOLOGY USING DIGITAL TWIN TECHNOLOGY},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {781-798},
	abstract = {The outdoor inquiry has a significant meaning in learning biology, but it has a problem that is difficult to be frequently implemented in the school garden due to causes. On the other hand, alternative activities using the virtual world have been proposed, but due to a lack of reality and passive use, the continuity of the activities is low, and there are doubts about the effect on the affective domain. Therefore, this study developed a class program in which students directly construct a virtual world and explore living organisms using the digital twin platform. Also, researchers checked the changes in students{\textquoteright} affective domain according to the application of the learning program. A teaching and learning strategy for learning biology was composed through the review of research and statistical analysis performed changes of the affective domain. The experimental group changed more positively than the control group in the affective domain of learning biology due to replicating the school garden so that living organisms can be explored indoors and outdoors. Consequently, class programs for learning biology can positively affect the learner{\textquoteright}s affective domain when it is provided with improved realism by digital twin, self-directedness, and autonomy to compare real space and object.},
	keywords = {affective domain, digital twin, learning biology, outdoor inquiry, school garden, virtual world},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.781 },
	url = {https://oaji.net/articles/2023/987-1697653427.pdf},
	author = {Jung-Ho Byeon and Yong-Ju Kwon}
}
@article {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 {1302,
	title = {EFFECTS OF LEARNER-CENTERED INTERVENTIONS IN SCIENCE LEARNING: COMPARING EYE MOVEMENT IN EYE MOVEMENT MODELING EXAMPLES AND PROMPTING},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {579-599},
	abstract = {An integrated understanding of illustrations and texts is crucial for students to comprehend science teaching learning materials. Intervention methods can be employed to facilitate this integrated understanding. This study examined the effects of Eye Movement Modeling Examples (EMME) and Prompting interventions on the learning of illustrated scientific texts among primary school students. Furthermore, the study compared the reading strategies and learning comprehension of fifth-grade students who utilized EMME, an approach that facilitates learning through observational methods, with those who used Prompting, a method that directly guides learning through linguistic information. The study analysis revealed that EMME had a significantly greater effect on integrated reading strategies and learning comprehension compared with Prompting. Specifically, the EMME group exhibited an integrated reading strategy that involved relating the illustrations and texts, whereas the Prompting group and the control group did not demonstrate the same strategy. In addition, the post-test results indicated that the EMME group achieved higher average scores in verbal and pictorial factors compared with the other two groups.},
	keywords = {eye movement modeling examples, learner-oriented intervention, science education, science learning, South Korea},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.579},
	url = {https://oaji.net/articles/2023/987-1693507559.pdf},
	author = {Hana Choi and Ilho Yang and Seongun Kim and Sungman Lim}
}
@article {1275,
	title = {EXPLORING PHYSICS TEACHERS{\textquoteright} TECHNOLOGICAL, PEDAGOGICAL AND CONTENT KNOWLEDGE AND THEIR LEARNERS{\textquoteright} ACHIEVEMENT IN ELECTRICITY},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {282-293},
	abstract = {The technological, pedagogical and content knowledge (TPACK) framework was developed incorporating content, pedagogical and technological knowledge. Studies used TPACK constructs and reported on teachers{\textquoteright} TPACK and student learning, but none explored the correlation between teachers{\textquoteright} TPACK and the achievement of their learners. This research followed an exploratory correlational research design involving 1423 Grade 11 learners and their 42 Physics teachers in a South African district after electricity was taught. A self-report questionnaire may not truly measure teachers{\textquoteright} TPACK, therefore, learners{\textquoteright} perceptions of their teachers{\textquoteright} use of technology were explored. The correlation between the Physics teachers{\textquoteright} TPACK and the achievement of their learners in electricity was established. Four validated research instruments were used, namely, the Learner Electricity Achievement Test (LEAT), the Learner Confirmatory Questionnaire (LCQ), the Teachers{\textquoteright} Technological, Pedagogical and Content Knowledge Questionnaire (T-TPACKQ) and the Learners{\textquoteright} Confirmation of the Teachers{\textquoteright} Technological, Pedagogical and Content Knowledge Questionnaire (LC-T-TPACKQ). Findings indicate a statistically significant difference between teachers{\textquoteright} views of their TPACK and the views of their learners. The correlation between teachers{\textquoteright} TPACK and the achievement of their learners was not statistically significant. These results can influence the professional development of teachers in respect of the use of technology in teaching.},
	keywords = {electricity teaching, learner views, student achievement, teacher views, technological pedagogical and content knowledge (TPACK)},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.282},
	url = {https://oaji.net/articles/2023/987-1681287391.pdf},
	author = {Jonas Kwadzo Kotoka and Jeanne Kriek}
}
@article {1324,
	title = {GENDER DIFFERENCES IN EXPERIENCES OF 6TH-GRADE STUDENTS INQUIRY ACTIVITIES IN THE REPUBLIC OF KOREA},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {881-899},
	abstract = {Each student{\textquoteright}s individual experience in learning is very important. Lower secondary school students are engaged in activities that focus on inquiry rather than the acquisition of scientific knowledge in science classrooms. Therefore, the experiences and thoughts of lower secondary school students in the stage of scientific inquiry need to be analyzed. To this end, the internal and external experiences of students in the stages of observation, variable control, and conclusion drawing were analyzed through candle-burning experiments. Seventy-seven 6th-grade students were used as participants. The main activities; main actions; main thoughts; and contribution of actions, consciousness, and emotions were analyzed. No differences were observed in the external and internal experiences of male and female students in each stage of the inquiry activities. There were many cases in which other activities related to the inquiry were carried out in addition to the activities that were mainly performed at the corresponding stage. About 1/4 of the participants had internal experiences unrelated to inquiry. The results showed that interaction needs to be increased by including the variable control stage in the inquiry activities. Given that there were no differences in the external and internal experiences of male and female students, equal inquiry activities without gender discrimination can be achieved.},
	keywords = {external experience, gender difference, inquiry stage, internal experience},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.881},
	url = {https://oaji.net/articles/2023/987-1697653866.pdf},
	author = {Lim, S.-M. and Youngshin Kim}
}
@article {1338,
	title = {MEASURING SCIENTIFIC REASONING OF FOURTH GRADERS: VALIDATION OF THE SCIENCE-K INVENTORY IN PAPER-BASED AND COMPUTER-BASED TESTING ENVIRONMENTS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {1050-1062},
	abstract = {Nowadays, the assessment of student performance has become increasingly technology-based, a trend that can also be observed in the evaluation of scientific reasoning, with more and more of the formerly paper-based assessment tools moving into the digital space. The study aimed to examine the reliability and validity of the paper-based and computer-based forms of the Science-K Inventory, which assesses children{\textquoteright}s scientific reasoning in three aspects: experimentation, data interpretation, and understanding of the nature of science. The pilot study involved 84 fourth-grade Hungarian students, with 39 students taking the paper-based test and 45 students taking the computer-based test. Rasch measurements and reliability tests have indicated that both the paper-based and computer-based test versions are equally valid for assessing the scientific reasoning skills of fourth graders. Students achieved high test scores in both mediums, and there were no significant differences between boys{\textquoteright} and girls{\textquoteright} scientific reasoning in either test type. The novelty of this research was that the Science-K Inventory had not yet been tested in a computer-based format. The results demonstrate that the Science-K Inventory can be effectively utilized in digital testing to provide teachers with rapid and valuable information for fostering the development of their students{\textquoteright} scientific reasoning.},
	keywords = {computer-based testing, paper-based testing, primary school, Science-K Inventory, scientific reasoning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.1050},
	url = {https://oaji.net/articles/2023/987-1702729056.pdf},
	author = {M{\'a}ri{\'o} Tibor Nagy and Erzs{\'e}bet Korom}
}
@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 {1336,
	title = {MODERATING ROLE OF SCIENCE SELF-CONCEPT IN ELICITING STATE CURIOSITY WHEN CONFRONTING A VIOLATION OUTCOME},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {1025-1037},
	abstract = {A higher science self-concept may be required to stimulate state curiosity in incongruent situations, but there is limited research on the connection between science self-concept and state curiosity. The purpose of this study is to examine whether science self-concept moderates the process of arousing students{\textquoteright} state curiosity when they encounter results that violate their expectations in science learning. To achieve this aim, 410 fifth- and sixth-grade primary school students (194 female) were asked to solve science questions, and students who faced results that deviated from their expectations were classified as the violation outcome group (experimental group), while those who faced results consistent with their expectations were classified as the expected outcome group (comparison group). Then, the moderating effect of science self-concept on the relationship between science curiosity and state curiosity arousal in these two groups was verified using PROCESS macro. Results showed that science curiosity significantly predicted state curiosity in both groups. Notably, science self-concept had a significant moderating effect on the process of arousing state curiosity in the violation outcome group, where higher science self-concept led to a greater increase in state curiosity after confirming the correct answer. However, in the expected outcome group, the moderating effect of science self-concept was not significant. The implications of these findings for science education and potential directions for future research are discussed.},
	keywords = {moderating effect, PROCESS macro, science curiosity, science self-concept, state curiosity},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.1025 },
	url = {https://oaji.net/articles/2023/987-1702728920.pdf},
	author = {Jihoon Kang}
}
@article {1307,
	title = {THE RELEVANCE OF LEARNING OUTCOMES INCLUDED IN ESTONIAN GRADE 7-9 SCIENCE SUBJECT CURRICULA ASSOCIATED WITH THE CONCEPT OF ENERGY},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {653-667},
	abstract = {This study on the Estonian lower secondary (7-9th grade) science curricula, is seen as an important framework for educators preparing students as tomorrow{\textquoteright}s citizens able to reflect on sustainable energy development. As the curriculum is taken to be the major document allowing insights into Estonian educational standards, this study identifies components within the intended lower secondary science curricula for subjects of biology, chemistry, earth science, physics, and interdisciplinary science. Using document analysis, verbs associated with career-related learning outcomes are detected, allowing the relatedness of the energy conceptualizations and determination of their cognitive level utilizing SOLO (Structure of Observed Learning Outcomes) taxonomy. A team of coders identify a total of 782 learning outcomes across three learning domains: psychomotor (176), affective (32), cognitive (574) at unistructural (33), multistructural (225), relational (276), and extended abstract (40) levels. The majority of energy concept learning outcomes (274) are identified in the source (form) and transfer (transform) categories. Very few career-related learning outcomes are detected with the science education relevance dimensions (individual, societal, career). The suitability of the findings is discussed. The current analyzing method can be applied to other educational disciplines for raising awareness of disciplinary crosscutting concepts. },
	keywords = {energy concept, learning outcomes, lower secondary science curriculum, relevance in science education, SOLO taxonomy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.653},
	url = {https://oaji.net/articles/2023/987-1693507974.pdf},
	author = {Lauri K{\~o}lamets and Heili Kasuk and Jack Holbrook and Rachel Mamlok-Naaman}
}
@article {1322,
	title = {SCIENCE TEACHERS{\textquoteright} APPROACH TO CONTEMPORARY ASSESSMENT WITH A READING LITERACY EMPHASIS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {851-864},
	abstract = {In a sample of 1215 teachers, this study examined the readiness of science educators for assessment in the rapidly evolving landscape of artificial intelligence in education. Participants responded to an online questionnaire during the emergency remote teaching phase, offering insights into the frequency and nature of assessment methods utilized. The research draws a connection between assessment techniques during remote teaching and the emergence of AI in education. The results show that the selected assessment methods vary across teachers, with some specific differences observed in the assessment practices of science teachers. The study underscores the critical role of reading literacy in enhancing student engagement in contemporary learning environments. Moreover, the findings suggest that continuous professional development significantly improves the readiness of (science) teachers for AI-enhanced assessment. Drawing from these insights, recommendations for subsequent research are delineated. },
	keywords = {Artificial Intelligence, assessment, reading literacy, SCIENCE teachers, teacher training},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.851},
	url = {https://oaji.net/articles/2023/987-1697653714.pdf},
	author = {Maja Kerne{\v z}a and Dejan Zemljak}
}
@article {1274,
	title = {SECONDARY SCHOOL STUDENTS{\textquoteright} PERCEPTIONS OF SCIENCE LEARNING ENVIRONMENT AND SELF-EFFICACY IN SOUTH KOREA: GENDER DIFFERENCES},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {269-281},
	abstract = {This study examined students{\textquoteright} perceptions of their science learning environment and how it relates to their metacognition and self-efficacy. An exploratory study (N=186 South Korean secondary science students from a large-city urban school) used two instruments: Outcomes-Based Education Learning Environment Questionnaire [OBLEQ]; Self-Efficacy and Metacognition Learning Inventory-Science [SEMLI-S]). Descriptive and inferential statistics revealed that that Korean students{\textquoteright} mean score of science learning environment was 2.98, representing male students scored highest on Involvement (M=3.24), while female students scored highest on Cooperation (M=3.00). In addition, regarding students{\textquoteright} perceptions on their self-efficacy and metacognition learning in science, the mean score of SEMLI-S was 3.16, with both male and female students{\textquoteright} highest score on Learning Risks Awareness (3.34 and 3.25 respectively). Further, the students{\textquoteright} perceptions on science learning environment predicted students{\textquoteright} metacognition and self-efficacy. The Investigation subscale, which emphasizes processes of inquiry, was the dominant predictive factor for both male and female students{\textquoteright} self-efficacy and metacognition. The subscale Involvement was the next best significant predictor of male students{\textquoteright} metacognitive orientation. Personal Relevance, Responsibility for Own Learning, and Differentiation filled that role for female students. },
	keywords = {constructivist pedagogy, science learning environment, secondary students, self-efficacy, students{\textquoteright} metacognition},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.269},
	url = {https://oaji.net/articles/2023/987-1681286935.pdf},
	author = {Sun Young Kim and Alghamdi, A. K. H.}
}
@article {1256,
	title = {STUDENTS{\textquoteright} PERCEPTIONS OF MULTIMEDIA USAGE IN TEACHING AND LEARNING QUANTUM PHYSICS: POST-ASSESSMENT},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {37-56},
	abstract = {The research on students{\textquoteright} perceptions after implementing a teaching style is recommended due to its potential to inform reformed education. The present study surveyed 319 students and revealed their perceptions of multimedia usage in teaching and learning quantum physics. Among these students, 156 were surveyed after learning quantum physics with a multimedia-aided method, while 163 were surveyed after learning with a lecture method. The piloting of the test used generated Cronbach alpha of .841 of internal consistency, and it contained quantitative Likert scale items and supporting qualitative items. The data were analyzed descriptively and inductively. Students taught by multimedia perceived quantum physics as easy, while those taught by lecture perceived it as difficult due to its abstractness and mathematics needs. Students preferred computer simulations, animations, and YouTube videos as interactive methods that fit quantum physics lessons. Students testified that a quantum physics course that uses visualization methods in some of its teachings is more interesting than a course taught without them. However, students in both classes concurred that their class was student-centered and full of demonstration. Recommendations related to teaching practices and future research foci were made.},
	keywords = {lecture method, multimedia-aided method, Quantum physics, Rwanda, student perceptions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.37},
	url = {https://oaji.net/articles/2023/987-1676960520.pdf},
	author = {Pascasie Nyirahabimana and Evariste Minani and Mathias Nduwingoma and Imelda Kemeza}
}
@article {1287,
	title = {TEACHER{\textquoteright}S GAZE BLIND SPOT IN SCIENCE LECTURE CLASS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {413-426},
	abstract = {The teacher{\textquoteright}s gaze attention can trigger interaction with the student. So if the teacher fails to equal attention during class, students may be alienated from the interaction. According to this perspective, this study aimed to establish the pattern of the teacher{\textquoteright}s gaze during science lecture classes and whether the change of the gaze when the student{\textquoteright}s seat as an external factor changed. Eye tracking was conducted on six teachers during class, and the teacher{\textquoteright}s gaze fixation and movement were also analyzed after changing the student seat. According to the results, teachers mainly focused on the center of student seats, and the gaze blind spot was mainly biased forward. Even if the student{\textquoteright}s seat was changed, the gaze was focused on the center of the classroom, and the gaze blind spot differs within the individual, and the teacher tends to be unaware of it himself. Consequently, the teacher{\textquoteright}s gaze concentration pattern is generally similar, but the gaze blind spot varies depending on the teacher and can be affected by external factors. Therefore, it is necessary to develop a system and retrain program for diagnosis and feedback of teachers{\textquoteright} attention to provide proper and high-quality education to students.},
	keywords = {science class; science teacher; blind spot; eye tracking; gaze attention; teaching behavior},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.413},
	url = {https://oaji.net/articles/2023/987-1687107941.pdf},
	author = {Jung-Ho Byeon and Yong-Ju Kwon}
}
@article {1173,
	title = {ALIGNMENT OF CONCEPTS OF MEIOSIS AMONG CURRICULUM, TEXTBOOKS, CLASSROOM TEACHING AND ASSESSMENT IN UPPER SECONDARY SCHOOL IN REPUBLIC OF KOREA},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {232-244},
	abstract = {If the concepts used in curriculum, textbooks, classroom teaching, and assessment are not consistent, students may have difficulty in understanding the concepts of science correctly and this may lead to the formation of misconceptions. The purpose of this study is to measure the alignment of science concepts by analyzing the semantic networks of curriculum, textbooks, classroom teaching, and student assessment with respect to the contents on meiosis as covered in Life Science I. The semantic network method using the NetMiner 4.0 program was applied. 11 concepts were extracted from the curriculum commentary. The textbook presented 36 concepts; classroom teaching presented 54 concepts; a total of 23 concepts were presented from assessment. With respect to alignment of relevant concepts, 6 (gamete, chromosome, meiosis, gene, daughter cell and cell division) were linked to all 4 sources (curriculum, textbooks, classroom teaching, and assessment). These concepts are mainly used to explain the process of meiosis. It is concluded that the key concepts of meiosis exhibited alignment in curriculums, textbooks, classroom teaching and assessment. However, there are many concepts used only in textbooks and classroom teaching. The greater number of concepts in textbooks and teaching can become one of the causes of a deficit in learning.},
	keywords = {concepts{\textquoteright} alignment, meiosis concepts, semantic network, upper secondary school},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.232},
	url = {https://oaji.net/articles/2022/987-1652206452.pdf},
	author = {Youngshin Kim and Yun-hye Lee and Hyonyong Lee and Lim, S.-M.}
}
@article {1234,
	title = {CONNECTION OF TERMS BETWEEN INQUIRY ACTIVITIES AND THE MAIN TEXT IN THE LIFE SCIENCE UNIT OF LOWER SECONDARY SCHOOL TEXTBOOKS IN THE REPUBLIC OF KOREA},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {1004-1025},
	abstract = {Teachers are highly reliant on textbooks for teaching. In the Republic of Korea, science textbooks help students to understand scientific terms through inquiry activities. However, there is a lack of analysis on whether the inquiry activities suggested in these textbooks appropriately cover the terms included in the main text. Therefore, this study assesses the life science units included in widely used lower secondary school science textbooks in the Republic of Korea by analysing the connection between the terms presented in the inquiry activities and the main text using the NetMiner 4.0 programme. The results reveal that the life science units included in the lower secondary school science textbooks are well structured for learning life science terms through the inquiry activities, as the terms presented in the inquiry activities and the main text are well connected. However, the number of terms included in each unit greatly differs and needs to be supplemented with the optimization of the number of terms per unit. The results provide basic data for the future development of lower secondary school science textbooks. Future research should analyse how the terms used in inquiry activities and the main text are connected in real science classes. },
	keywords = {biological terms, connection network, inquiry activity, main text, terms connection},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.1004},
	url = {https://oaji.net/articles/2022/987-1671187872.pdf},
	author = {Youngshin Kim and Chaewon Oh and Mohadesse Eskandari and Lim, S.-M.}
}
@article {1220,
	title = {DEVELOPING COMMUNICATION COMPETENCE IN DIGITAL LEARNING ENVIRONMENTS FOR PRIMARY SCIENCE STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {836-848},
	abstract = {Effective natural science teaching in primary schools helps students to form and change their conceptions about nature and natural processes. This is only possible through communicating about learners{\textquoteright} existing misconceptions and the process of transforming them into correct scientific concepts {\textendash} using a socio-constructivist learning approach. The aim of this study was to find out what happens when the natural science teaching/learning process moves into digital learning environments. Immediately after the end of the Covid-induced school lock down, a sample of 183 first-, second- and third-grade teachers in Slovenia were asked to report about what happened in their science classes during the 11-week school lock down. The results reveal problems originating in very limited digital literacy competences as well as a lack of basic skills (in the first grade), and slowly emerging basic literacy in grades two and three. This had a great impact on the communication between teachers and students and between students themselves. According to research results, the problem significantly affects science teaching and is particularly urgent in didactics of chemistry and physics. },
	keywords = {basic literacy, communication competence, digital literacy, primary school, science class, socio-constructivist learning approach},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.836},
	url = {https://oaji.net/articles/2022/987-1667236996.pdf},
	author = {Polonca Legvart and Metka Kordigel Aber{\v s}ek and Maja Kerne{\v z}a}
}
@article {1163,
	title = {EFFECT OF TASK-BASED LEARNING ON STUDENTS{\textquoteright} UNDERSTANDING OF CHEMICAL REACTIONS AMONG SELECTED RWANDAN LOWER SECONDARY SCHOOL STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {140-155},
	abstract = {This study intended to measure the effect of Task-Based Learning (TBL) on lower secondary school students{\textquoteright} understanding of chemical reactions. The study employed a quasi-experimental pre and post-test research design with eight intact classes of 369 students purposively selected from eight schools in two districts in Rwanda. The experimental group of four schools was exposed to the TBL method, while a control group of the other four schools was exposed to the conventional teaching method (teacher-centered). A chemistry test of a Pearson product-moment reliability coefficient of .643 was developed and used in both groups. The results of repeated-measures ANOVA revealed a significant effect of treatment on students{\textquoteright} understanding of chemical reactions (p < .001) with a medium effect size (d = 0.357) in favor of the experimental group. Gender and school location variables were also analyzed. It was found that the interaction effect of experimental and gender was not significant (p > .05, d = 0.010). However, the effect was significant with the school location (p < .05, d = 0.026) in favor of students studying in rural schools. The results imply that TBL method improves students{\textquoteright} understanding of chemical reactions. Recommendations were given to educational stakeholders to train teachers in this method and teachers to use it in chemistry teaching.},
	keywords = {chemical reactions, chemistry education, Rwandan lower secondary schools, students{\textquoteright} understanding, task-based learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.140},
	url = {https://oaji.net/articles/2022/987-1647118081.pdf},
	author = {Jeannette Musengimana and Edwige Kampire and Philoth{\`e}re Ntawiha}
}
@article {1171,
	title = {AN EXAMINATION OF PRE-SERVICE TEACHERS{\textquoteright} EXPERIENCES IN CREATING A SCIENTIFIC DIGITAL STORY IN THE CONTEXT OF THEIR SELF CONFIDENCE IN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {207-223},
	abstract = {Digital stories are a form of expression that emerges by combining the art of storytelling with multimedia tools such as sound, picture, and video. In this research, examining the experiences of pre-service teachers in creating digital stories in accordance with the science curriculum and the effects of this process on the pre-service teachers{\textquoteright} self-confidence in technological pedagogical content knowledge was aimed. This research, using a mixed model approach, was conducted with 24 fourth-grade pre-service teachers. In the study, the {\textquotedblleft}Technological Pedagogical Content Knowledge Confidence Scale{\textquotedblright} (TPACK) was applied as a pre-test and post-test. The quantitative findings of the study revealed that the experiences of pre-service teachers in creating a scientific digital story increased statistically significantly in the TK dimension of the TPACK scale and in the TPACK total self-confidence scores. The qualitative findings of the research showed that it had a positive effect on TCK, TPK, and TPCK dimensions, as well as on the TK and total score of TPACK. In the light of these findings of the research, the use of digital stories in educational environments can be recommended since the use of digital stories in educational environments is effective in developing students{\textquoteright} TPACK self-confidence perceptions.},
	keywords = {mixed method, pre-service teachers, scientific digital story, technological pedagogical content knowledge},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.207},
	url = {https://oaji.net/articles/2022/987-1652122314.pdf},
	author = {Umit Izgi-Onbasili and Aysegul Avsar-Tuncay and Burcu Sezginsoy-Seker and Seyit Ahmet Kiray}
}
@article {1249,
	title = {EXPLORING FACTORS THAT AFFECT UNDERGRADUATE STUDENTS{\textquoteright} MOTIVATION TO LEARN CHEMISTRY AND PHYSICS },
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {1191-1204},
	abstract = {The pivotal role of motivation in fostering science learning has long been recognized and it is a field of active research worldwide. This research aimed at examining the effect of three different factors (used as independent variables) on shaping the motivation of undergraduate students for chemistry and physics learning via multiple regression analysis. Motivation (dependent variable) was measured via the use of the chemistry and physics-specific versions of Science Motivation Questionnaire II (SMQ II). The participants were 281 full-time undergraduate students in three different academic departments of a Greek tertiary education institution. Students{\textquoteright} gender was shown to exert an effect of small size on their motivation for chemistry and physics learning, while a larger, however mostly small effect, was observed with regard to the students{\textquoteright} academic major. Students{\textquoteright} academic experience from the attendance of physics and chemistry courses was measured via an instrument which was developed specifically for this research, and it was shown to be the most influential factor affecting their respective learning motivations. In addition, strong evidence was provided that the academic experiences acquired during tertiary education have a significantly more intense effect in configuring students{\textquoteright} motivation to learn either chemistry or physics relative to the ones obtained in the immediate past referring to the previous educational grade (secondary education).},
	keywords = {academic major, gender effect, quantitative research, science learning, students{\textquoteright} experiences},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.1191},
	url = {https://oaji.net/articles/2022/987-1672585587.pdf},
	author = {Katerina Salta and Dionysios Koulougliotis}
}
@article {1246,
	title = {INQUIRY AND PROJECT-BASED LEARNING AS AN APPROACH FOR DEVELOPING ENTREPRENEURSHIP COMPETENCIES IN PRIMARY SCHOOL HIGH-ACHIEVING STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {1143-1164},
	abstract = {Development of entrepreneurial capacities, entrepreneurial mindset and entrepreneurial culture among students is one of the goals of modern education. In Serbia, there is an idea and vision of entrepreneurial education in the chemistry domain, which is also regulated by the curriculum. Despite these facts, a curriculum that supports entrepreneurship and a large scope for chemistry entrepreneurship, primary schools still lack in activities that could develop competencies related to entrepreneurship in students. Within this research, a series of activities were designed with the aim to enhance students{\textquoteright} entrepreneurial competencies. Proposed activities were based on inquiry-based learning (IBL) and project-based learning (PBL) as their characteristics support entrepreneurial education. The conducted study involved 18 high-achieving students in the chemistry domain. Data obtained from pre- and post-questionnaires confirm the assumptions of present researchers that the proposed activities could improve some students{\textquoteright} entrepreneurial skills. The results from the second questionnaire, which examined the impact of conducted activities on the students{\textquoteright} entrepreneurial skills and abilities, reveal that when an approach like this is used as the teaching method, some entrepreneurial peculiarities within students can be increased.},
	keywords = {entrepreneurial education, high-achieving students, primary school},
	doi = {https://doi.org/10.33225/jbse/22.21.1143},
	url = {https://oaji.net/articles/2022/987-1672585295.pdf},
	author = {Vera M. Divac and Filip Sta{\v s}evi{\'c} and Marina D. Kosti{\'c} and Daliborka Popovi{\'c} and {\DJ}ur{\dj}evi{\'c} Nikoli{\'c}, J.}
}
@article {1161,
	title = {NEW DIGITAL COMPETENCE FOR SCIENCE TECHNOLOGY AND ENGINEERING EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {108-120},
	abstract = {In the years 2019-2021 a significant step was made in terms of distance learning, which would have otherwise, in normal circumstances, taken several years. While the solutions applied were the best in the given situation, the question arises of what these solutions imply in terms of long-term, systematic changes. The presented research touches upon three key areas that characterize today{\textquoteright}s schools: motivation, atmosphere, and competences of teachers and teacher-training students. The starting point of this research is the premise that the pre-crisis digital competences are simply not good enough for today{\textquoteright}s situation, or for the near future. Research results show that such fast-tracked changes and the transition to distance education have led to a significant decrease in the motivation of both, teachers and students, that the general atmosphere has worsened, and that there is a significant decrease in competences to be perceived, especially with regard to social and communication competences. The research shows also that neither teachers nor students are sufficiently qualified to work in the society of the future, in society 5.0. What is needed are actual, real changes in the field of digital literacy and digital competences, also indicated in this research.},
	keywords = {digital competences 1.0, digital competences 2.0, digital literacy, science/technology/engineering literacy, society 5.0},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.108 },
	url = {https://oaji.net/articles/2022/987-1647117944.pdf},
	author = {Kordigel Aber{\v s}ek, M. and Boris Aber{\v s}ek}
}
@article {1203,
	title = {PREDICTION OF THE CORRELATION BETWEEN PROBLEM-SOLVING SKILLS AND CONCEPTUAL REASONING IN STOICHIOMETRY},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {615-637},
	abstract = {Learners underperform in stoichiometry as they lack conceptual reasoning of the underlying concepts and the ability to solve stoichiometric problems. Therefore, it was necessary to determine if there is a statistical correlation between problem-solving skills and conceptual reasoning in stoichiometry and if so, whether one can significantly predict the other. The theoretical framework is the cognitive load theory (CLT). This theory expects teachers to know where to focus their teaching and how to assess their learners{\textquoteright} work to avoid unnecessary overloading of the working memory, which might affect their performance. The explanatory sequential mixed-method research design was employed with 410 grade 11 Physical Science learners in their intact classes. The participants wrote the learner achievement test (LAT) and responded to a semi-structured interview. The learners{\textquoteright} test scores were then used to run a statistical test. The Pearson correlation and regression showed that the justifications given by learners for choosing correct or incorrect multiple-choice options were not due to chance, and the results of the learner interviews supported the learners{\textquoteright} performance in the test. Moreover, the findings indicated that there was a positive correlation between problem-solving skills and conceptual reasoning where statistically, conceptual reasoning predicted learners{\textquoteright} problem-solving skills using regression analysis. },
	keywords = {cognitive load theory, conceptual reasoning, explanatory sequential research design, problem-solving skills, stoichiometry},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.615},
	url = {https://oaji.net/articles/2022/987-1662186893.pdf},
	author = {Love Kotoka and Jeanne Kriek}
}
@article {1169,
	title = {PRE-SERVICE SCIENCE AND COMPUTER TEACHERS{\textquoteright} VIEWS ON TEACHING PRACTICE COURSES},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {179-191},
	abstract = {The Teaching Practice course taught in Education Faculties gives pre-service teachers real experience before starting the profession. This study aims to examine the teaching practice courses in the undergraduate programs of education faculties by the views of pre-service science and computer teachers. 50 4th grade students, 25 from the science education department and 25 from the computer and instructional technology education department, participated in the study. Within the scope of the study, the data were collected through online interviews of approximately 30 minutes with the participants, and content analysis was made. According to the findings, pre-service teachers believe that teaching practice courses are insufficient to ensure active participation in lessons in terms of learning gains and content and that they lack a flexible structure that allows them to participate in classes at various grade levels. They also stated that the teaching practice course includes result-oriented measurement and evaluation activities. However, they underlined that the semesters and credits allocated to undergraduate teaching practice courses are insufficient. Furthermore, throughout the process, pre-service teachers reported some communication and coordination issues in the teaching practice course. They suggested that every university with an education faculty should open practice schools that include all levels of compulsory education to overcome the challenges encountered during the process. },
	keywords = {computer teaching, pre-service teachers, science teaching, teaching practice course},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.179},
	url = {https://oaji.net/articles/2022/987-1652122087.pdf},
	author = {Ayhan Bulut and Abdullatif Kaban and {\"O}mer Bilen}
}
@article {1190,
	title = {PRIMARY SCHOOL STUDENTS{\textquoteright} DIFFICULTIES IN WRITING ARGUMENTS: IDENTIFYING CHALLENGES AND OPPORTUNITIES FOR SCIENCE TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {445-461},
	abstract = {In science education, the improvement in students{\textquoteright} ability to construct arguments at the primary school level has been reported. Although these studies have identified difficulties in arguments written by primary school students, they do not indicate areas that require improvement in teaching methods. This study aims to explore the possibility of improvement in early primary school students{\textquoteright} ability to construct arguments and identify the types of difficulties encountered. Sixty-seven Japanese third-grade students (9{\textendash}10 years old) were taught to write arguments as specified by Zembal-Saul et al. (2012). The students were given two writing tasks before and after the lesson. To examine the students{\textquoteright} written arguments, each component of claim, evidence, and reasoning was scored based on a rubric. On comparing the scores of the pre-test and post-test writing tasks, it was found that 27 out of 67 students still had difficulty writing arguments during the post-test. An analysis of the students{\textquoteright} writing revealed four types of difficulties: {\textquoteleft}Incompleteness of components{\textquoteright}, {\textquoteleft}Inappropriateness of components{\textquoteright}, {\textquoteleft}Confusion between evidence and reasoning{\textquoteright}, and {\textquoteleft}Confusion between claim and evidence{\textquoteright}. This study offers insights pertaining to teaching implications and research recommendations. },
	keywords = {difficulties in writing arguments, elementary/primary school, explanation construction, small-sample quantitative study},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.445},
	url = {https://oaji.net/articles/2022/987-1656443883.pdf},
	author = {Tomokazu Yamamoto and Shinichi Kamiyama and Tatsuya Tanaka and Etsuji Yamaguchi}
}
@article {1219,
	title = {RASCH MODELLING TO EVALUATE REASONING DIFFICULTIES, CHANGES OF RESPONSES, AND ITEM MISCONCEPTION PATTERN OF HYDROLYSIS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {817-835},
	abstract = {This study evaluates the difficulties in concept reasoning, changes in response patterns, and item misconception hydrolysis patterns using Rasch modeling. Data were collected through the development of 30 distractor-based diagnostic test items, measuring ten levels of conceptual reasoning ability in three types of salt hydrolysis compounds: 〖〖Na〗_5 P〗_3 O_10, NaOCl and 〖〖(NH〗_4)〗_2 〖SO〗_4. These 30 written test items were completed by 849 students in Gorontalo, Indonesia. The findings show empirical evidence of the reliability and validity of the measurement. Further analysis found that the students{\textquoteright} reasoning difficulty levels of the concept of saline solutions were varied; the calculation of saline solution{\textquoteright}s pH level is the most difficult construct to reason. In particular items, changes in response patterns were found; the misconception curve showed a declining trend and disappeared along with the increase of comprehension along the spectrum of students{\textquoteright} abilities. The item misconceptions pattern was found repeatedly in similar items. This finding strengthens the conclusion that resistant misconceptions potentially tend to cause students{\textquoteright} conceptual reasoning difficulties and are difficult to diagnose in conventional ways. This study contributes to developing ways of diagnosing resistant misconceptions and being a reference for teachers and researchers in evaluating students{\textquoteright} chemical conceptual reasoning difficulties based on Rasch modeling.},
	keywords = {hydrolysis, misconception, Rasch model, reasoning difficulties},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.817},
	url = {https://oaji.net/articles/2022/987-1667236909.pdf},
	author = {Laliyo, L. A. R. and La Kilo, A and Mardjan Paputungan and Wiwin Rewini Kunusa and Lilan Dama and Citra Panigoro}
}
@article {1223,
	title = {RESEARCH TRENDS AND ISSUES INCLUDING COMPUTATIONAL THINKING IN SCIENCE EDUCATION AND MATHEMATICS EDUCATION IN THE REPUBLIC OF KOREA},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {875-887},
	abstract = {Software (SW) is one of the key technologies in modern society, and its importance is receiving the attention of the educational community. In addition, Computational Thinking (CT) has been studied in fields of various education such as computer science, science, mathematics, and technology. The prominence of computer science education has increased in K-12 South Korean schools with the effect of the 2015 Revised National Curriculum and the National Plan for Activating Software Education. In addition, there are active efforts to include CT in science, technology, and mathematics classrooms. Therefore, this study aims to review prior studies on CT in science and mathematics education. The results of this study are as follows: 1) CT in science and mathematics education has a different conceptual approach than CT in computer education. Science education is mostly about problem-solving activities using computers, and mathematics education mostly utilizes the {\textquoteleft}abstraction{\textquoteright} related approach. 2) The key to improving CT in both subjects is to implement practical experience in science and mathematics education. Variables of interest in prior studies were scientific and mathematical problem-solving skills, the attitude of subjects, and creativity. 3) CT education in science and mathematics education has used a convergence education approach (STEAM education). },
	keywords = {computational thinking, mathematics education, research trend analysis, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.875},
	url = {https://oaji.net/articles/2022/987-1667237304.pdf},
	author = {Woongbin Park and Hyuksoo Kwon}
}
@article {1218,
	title = {TEACHING OF CRITICAL THINKING SKILLS BY SCIENCE TEACHERS IN JAPANESE PRIMARY SCHOOLS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {801-816},
	abstract = {The importance of critical thinking in science education is widely recognized. However, little research has been conducted on the teaching of critical thinking by teachers. If actual teaching conditions of teachers in the classroom are clarified, effective teaching methods for developing critical thinking in students could be developed. This study administered a questionnaire survey to ascertain how science teachers teach critical thinking in Japanese primary schools. The study population consisted of 291 Japanese primary school teachers with teaching careers spanning 1{\textendash}38 years. The survey revealed the following. (1) Teachers taught students the importance of conducting experiments by themselves to obtain results. However, teachers did not sufficiently teach students the need to conduct multiple experiments before reaching a conclusion, improve data reliability before making decisions, or examine their conclusions carefully given incomplete data. (2) Compared to teachers with shorter teaching careers, teachers with longer careers taught critical thinking more effectively, particularly in terms of emphasizing positivity and maintaining a healthy skepticism. (3) Teachers who taught emphasized positivity and encouraged multifaceted thinking were more likely to teach about emphasized evidence. The corresponding causal relationship analysis suggests that teaching that emphasizes positivity and encourages multifaceted thinking is key to promoting evidence-oriented instruction.},
	keywords = {critical thinking skills, in-service teachers, science learning, teachers{\textquoteright} training, teaching skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.801},
	url = {https://oaji.net/articles/2022/987-1667236818.pdf},
	author = {Hiroyoshi Kinoshita}
}
@article {1202,
	title = {THE TYPES OF PEER SCAFFOLDING IN SCIENTIFIC EXPERIMENTAL ACTIVITIES},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {594-614},
	abstract = {This study studied the types of peer scaffolding presented in scientific experimental activities. The study included 14 university students. For the experimental activity of {\textquoteleft}determining temperature changes using the meridian altitude of the sun,{\textquoteright} information regarding experimental behaviors, thinking aloud, discourse, and retrospective interview data were collected and analyzed. A model was derived and utilized for experimental activities to analyze peer scaffolding, wherein students internally structured their experiences with the experimental activities. The results indicated that students utilized seven means of peer scaffolding: {\textquoteleft}demonstrating{\textquoteright}, {\textquoteleft}assisting{\textquoteright}, {\textquoteleft}monitoring{\textquoteright}, {\textquoteleft}posing{\textquoteright}, {\textquoteleft}questioning{\textquoteright}, {\textquoteleft}explaining{\textquoteright}, and {\textquoteleft}suggesting{\textquoteright}. Three types of peer scaffolding emerged: task completion-, model elaboration-, and learning support-oriented scaffolding. Each type differed in purpose, main mean, and major explanation details. Additionally, this study has observed the level of the model for the experimental activities and the time that had been provided to understand the experimental procedure influenced the three peer scaffolding types. These outcomes indicate that providing ample time to students independently structure the experimental procedure and supporting other students during experimental activities are essential. Moreover, providing assistance to students in focusing on observable phenomena by reducing the cognitive load required to process the experimental procedure is crucial.},
	keywords = {peer scaffolding, qualitative case study, scientific experimental activities, students{\textquoteright} interaction},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.594},
	url = {https://oaji.net/articles/2022/987-1662186805.pdf},
	author = {Seong-un Kim}
}
@article {1204,
	title = {UNDERGRADUATE STEM AND NON-STEM STUDENTS{\textquoteright} INTERPRETATION OF MEAN IN AN INFOGRAPHIC},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {638-650},
	abstract = {The use of infographics for presenting data in the media and on the Internet has become a widespread phenomenon. This study examines how well undergraduates interpret the mean when presented in infographic, their attitudes towards the misuse of statistics, and their perceptions of their knowledge and use of statistics. The infographic was intended for the general public. The questionnaire was developed in a pilot study and then it was presented to a sample of 270 students from universities in Serbia and the USA. The study showed that STEM undergraduates and those who attended a course in statistics interpreted the infographic better. However, between 46\% and 65\% of those misinterpreted the infographic which indicates that changes are needed in statistics education to improve statistical literacy. Concerning demographic characteristics, somewhat better results were achieved by the American students, while gender had weak significance. Students whose interpretations were more successful perceived their knowledge and use of statistics as better. An extremely low number of students, 7.5\%, disagreed that statistics is often misused, while only 14.2\% trusted the research results presented in the media. The results from this study can be useful for curriculum developers, teachers, and researchers on statistical education.},
	keywords = {infographics, mean interpretation, non-STEM students, statistical literacy, STEM students, students{\textquoteright} attitudes},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.638},
	url = {https://oaji.net/articles/2022/987-1662186977.pdf},
	author = {Zorana Lu{\v z}anin and Marija Kaplar and Tatjana Hrubik-Vulanovi{\'c}}
}
@article {1247,
	title = {THE WATERWORKS: A CONTEXT FOR UNDERSTANDING CHEMISTRY CONCEPTS IN THE SEVENTH GRADE OF PRIMARY SCHOOL},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {1165-1180},
	abstract = {Industry field trips provide the contexts that enable students to improve their understanding of chemical concepts and processes. The aim of this research study was to explore to what extent students improve their understanding of water, solutions, mixtures, and the methods used for separating mixture components in the context of the waterworks, and what their views towards such an approach are. The sample consisted of 36 students aged 13 to 14 years, equally divided into the experimental and control group. The teaching unit Water and its significance for the living world was realised within the context of the waterworks in the experimental group, while in the control group it was realised using a conventional approach at school. Prior to the elaboration of the teaching unit the students from both groups had been tested using a pre-test, and upon the completion they were tested using a post-test. The views of the experimental group were examined using a questionnaire. The obtained results showed that the activities in the context of waterworks improved the understanding of the studied concepts, that students recognised the relevance of the applied context for their personal and societal life, as well as for their own future professional activities. },
	keywords = {chemistry concepts, context-based approach, industry field trip, thirteen-year-old students, waterworks},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.1165},
	url = {https://oaji.net/articles/2022/987-1672585401.pdf},
	author = {Milo{\v s} S. Kozi{\'c} and Dragica D. Trivic}
}
@article {973,
	title = {ANALYSIS OF TWO-TIER QUESTION SCORING METHODS: A CASE STUDY ON THE LAWSON{\textquoteright}S CLASSROOM TEST OF SCIENTIFIC REASONING},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {146-159},
	abstract = {The Lawson{\textquoteright}s Classroom Test of Scientific Reasoning (LCTSR) is a popular instrument that measures the development of students{\textquoteright} scientific reasoning skills. The instrument has a two-tier question design, which has led to multiple ways of scoring and interpretation. In this research, a method of pattern analysis was proposed and applied to analyze two-tier item pairs on the subskill of Control-of-Variable (COV) of LCTSR.  The data were collected from students in grade 4 through college in both the United States and China. Students{\textquoteright} response patterns to two combined item pairs were analyzed and compared against students at different grade levels and reasoning development levels. Six performance levels were established based on students{\textquoteright} response patterns, serving as indicators of COV reasoning development levels. With the new method, a relation was obtained between students{\textquoteright} level of COV skills and grade level, as well as their level of overall reasoning development. It can provide useful information on the possible developmental levels of students{\textquoteright} reasoning skills.},
	keywords = {control-of-variable, grade level, pattern analysis, scientific reasoning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.146},
	url = {http://oaji.net/articles/2021/987-1611649216.pdf},
	author = {Shao-Na Zhou and Qiao-Yi Liu and Kathleen Koenig and Qiu-ye Li and Yang Xiao and Lei Bao}
}
@article {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 {1102,
	title = {THE EFFECT OF REACT STRATEGY ON ACHIEVEMENT IN SCIENCE EDUCATION: A MIXED RESEARCH SYNTHESIS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {868-880},
	abstract = {There is a contradiction in the literature about the effect of REACT strategy on science achievement. This study aims to resolve this contradiction by determining the effect of REACT strategy on student science achievement and the factors affecting this strategy by integrating findings obtained from both qualitative and quantitative studies. The study was conducted using a mixed-research synthesis by including 19 quantitative and 10 qualitative studies. Data obtained from quantitative findings were combined using a meta-analysis method, and data from qualitative findings were combined using a thematic synthesis method. It was attempted to explain the variance between studies included in the meta-analysis by using analytic themes derived from the thematic synthesis. As a result of the meta-analysis, teaching based on the REACT strategy was found to have a strong effect on science achievement (ES = 1.041, 95\% CI: 0.7876 to 1.2948). The thematic synthesis yielded four descriptive themes, {\textquotedblleft}teaching-learning process in the REACT strategy{\textquotedblright}, {\textquotedblleft}learning outcomes in the REACT strategy{\textquotedblright}, {\textquotedblleft}limitations of the REACT strategy{\textquotedblright}, and {\textquotedblleft}recommendations for practice{\textquotedblright}. Teaching based on the REACT strategy was found to contribute largely to the learning process and learning outcomes. Some limitations were found in practice, and recommendations were determined to address these limitations.},
	keywords = {contextual teaching, mixed research synthesis, REACT strategy, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.868  },
	url = {http://oaji.net/articles/2021/987-1639221934.pdf},
	author = {Cenk Akay and Sedat Kanadli}
}
@article {1045,
	title = {THE EFFECT OF USING COMPUTER SIMULATIONS ON GRADE 11 LEARNERS{\textquoteright} PERFORMANCE IN PLANTS BIODIVERSITY IN SOUTH AFRICA},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {612-621},
	abstract = {Teachers use different pedagogies to improve learners{\textquoteright} performance. The study explored the effect of Computer Simulations (CS) on Grade 11 learners{\textquoteright} performance when taught Plants Biodiversity. A Solomon Four-Group design was used to cater for internal and external validity. Sixty-six learners were assigned to two Control Groups (CG) taught using CS and 66 learners to two Experimental Groups (EG) taught using Talk and Chalk Method (TCM). The pre-test was administered to EG1 and CG1, while post-tests were administered to all four groups. Focus Group Discussion Interviews (FGDI) were conducted with 12 learners: six from EG and six from CG. Quantitative data were analyzed using a T-test, Analysis of Variance (ANOVA), while qualitative data were analyzed using thematic analysis. The results show that EG outperformed CG (T-test; ANOVA; p < .05). Boys{\textquoteright} and girls{\textquoteright} performance in EG did not differ significantly, suggesting that CS favour both gender to perform well. CS positively influenced EG learners{\textquoteright} attitudes towards Biodiversity topic, but not CG. Thus, CS is an effective tool for enhancing learners{\textquoteright} performance. },
	keywords = {computer simulations, learners{\textquoteright} performance, Solomon Four-Group Design, Talk and Chalk Method (TCM)},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.612},
	url = {http://oaji.net/articles/2021/987-1629707411.pdf},
	author = {Israel Kibirige and Kgashane Bethuel Bodirwa}
}
@article {964,
	title = {THE EFFECTS OF STEM ACTIVITIES ON 6TH GRADE STUDENTS{\textquoteright} CONCEPTUAL DEVELOPMENT OF SOUND},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {21-37},
	abstract = {Engineering design process-oriented STEM activities are activities that involve solving a real-world problem with teamwork by using integrative engineering design and engineering applications using scientific and mathematical concepts and 21st century skills. The research aimed to examine the effects of engineering design process-oriented STEM activities, which were developed for sound concept, on the conceptual development of 6th grade students. In the research, comparative case study design was used. The study group consisted of 40 students attending a middle school in Kayseri, Turkey. The teaching was carried out by the activities in science curriculum in the control group, while it was carried out by engineering design process-oriented STEM activities in the experimental group. Each student was individually interviewed using 11 open-ended questions in a verbal format. The mean of Kappa coefficients of the questions was 0.93. As a result of content analysis, 11 categories, including 21 themes and 81 codes, were obtained. When the differences between pre- and post-interviews were examined, it was seen that conceptual understanding levels of the students in experimental group were more positive than the students in control group. This shows that engineering design process-oriented integrated STEM activities have positive effects on students{\textquoteright} conceptual understanding of sound. },
	keywords = {case study, conceptual development, engineering design, STEM},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.21},
	url = {http://oaji.net/articles/2021/987-1611648462.pdf},
	author = {Ay{\c s}eg{\"u}l Dedet{\"u}rk and Asl{\i} Saylan K{\i}rm{\i}z{\i}g{\"u}l and Hasan Kaya}
}
@article {1006,
	title = {ENVIRONMENTAL AWARENESS, ATTITUDES, AND BEHAVIOUR OF PRESERVICE PRESCHOOL AND PRIMARY SCHOOL TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {373-388},
	abstract = {Environmental education represents an important factor in solving environmental issues and teachers have an important role in developing the environmental literacy of future generations. The aim of the present research was to assess and compare preservice preschool and primary school teachers{\textquoteright} environmental awareness, attitudes, and behaviour, as well as their opinions about environmental education. The research was carried out with 152 Slovenian preservice teachers of the Faculty of Education, University of Primorska. The data were collected using a questionnaire. Results showed that students have a relatively high level of environmental awareness and mostly demonstrated a positive attitude towards nature and its protection. Students highlighted the importance of environmental education in early childhood. The research showed no significant differences in the responses of students of both programmes in general, which indicates that the course contents have a less significant influence on students{\textquoteright} awareness, behaviour, and attitudes. According to the findings, there is a need for an improved course within the teacher training programme, especially with the implementation of more innovative teaching methods and activities to increase students{\textquoteright} environmental literacy. },
	keywords = {environmental attitudes, environmental awareness, environmental behaviour, preschool education, primary school education, university students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.373},
	url = {http://oaji.net/articles/2021/987-1622790863.pdf},
	author = {Nata{\v s}a Dolenc Orbani{\'c} and Nives Kova{\v c}}
}
@article {1011,
	title = {EXPLORING IN-SERVICE SCIENCE TEACHERS{\textquoteright} BELIEFS ABOUT GOALS OR PURPOSES OF SCIENCE TEACHING },
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {456-470},
	abstract = {Research indicates that teachers{\textquoteright} beliefs about goals or purposes of science teaching, as one dimension of science teaching orientations, influence what happens in the classroom. The purpose of this research was to explore the self-reported and enacted goals or purposes of science teaching of four in-service Malawian science teachers using the curriculum emphases concept as a theoretical lens. This research used qualitative case study research design. Semi-structured interviews and classroom observations were used to explore teachers{\textquoteright} self-reported and enacted goals or purpose of science teaching, respectively. A deductive analysis approach was used to analyze interview and classroom observation transcripts, to understand the teacher{\textquoteright}s goals or purposes. Results reveal that while teachers have multiple self-reported goals or purpose of science teaching, most of these are not enacted during teaching in the classrooms. This suggests the topic-specific nature of the goals or purposes. Results also show that all the teachers were not aware of the self-as-explainer goal or purpose of science teaching both during interviews and instruction. These findings are discussed, and implications are proposed for science in-service teacher professional development and pre-service teachers{\textquoteright} training programs.},
	keywords = {curriculum emphasis, goals or purposes, science teachers{\textquoteright} beliefs, science teaching orientations, teacher professional knowledge},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.456},
	url = {http://oaji.net/articles/2021/987-1622791320.pdf},
	author = {Bob Maseko and Hlologelo Climant Khoza}
}
@article {1093,
	title = {LEARNING PROGRESSIONS IN LOWER-SECONDARY SCHOOL SCIENCE EDUCATION IN JAPAN},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {775-789},
	abstract = {This research examined whether incorporating learning progress (LPs) in teaching can help Japanese lower-secondary school students systemically understand science concepts. A teaching plan incorporating the learning progressions (LPs) concept was developed. Next, a lesson was conducted for 36 third-year students of a public lower-secondary school in Japan (Hiroshima Prefecture) from the unit of {\textquotedblleft}Ions and Atoms.{\textquotedblright} Then, the portfolios used in the class and the assessment questions after the class were analyzed. The results show that some students understood the concepts systemically at the grade level indicated by the LPs; however, some students did not. The results of this study suggest the following: (1) teachers should examine the appropriate teaching methods in the target unit and incorporate teaching to allow students to engage with what they are learning; (2) students should understand the lower-level concepts related to the target unit based on LPs, and if the level of understanding is insufficient, teachers should incorporate time to review and reconstruct the concepts. },
	keywords = {learning progressions (LPs), lower-secondary school science, scientific concepts, systemic learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.775},
	url = {http://oaji.net/articles/2021/987-1633680500.pdf},
	author = {Hiroyoshi Kinoshita and Ryosuke Utani}
}
@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 {993,
	title = {SELF-EFFICACY, AFFECTIVE WELL-BEING, AND INTENT-TO-LEAVE BY SCIENCE AND MATHEMATICS TEACHERS: A STRUCTURAL EQUATION MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {237-251},
	abstract = {The current research aims to explore the impact of Science and Mathematics teachers{\textquoteright} self-efficacy on their intentions to leave through the mediating effects of their affective wellbeing (stress, burnout, and depression). Data were collected from 329 teachers of Science and Mathematics who were selected randomly with a clustered sampling method from 232 secondary schools in South and East Anatolia, Turkey. The structural equation model that yielded the best fit indicated that as teachers{\textquoteright} self-efficacy levels increase, their stress, burnout, depression, and intent-to-leave levels decrease. Teachers with high self-efficacy are less likely to develop intention-to-leave because of their positive affective well-being indicators. Results suggest that maths and science teachers who have optimistic beliefs in their capabilities can more easily cope with the stressors at work and have better affective well-being, and consequently, a lower level of intention-to-leave. The results provide educational leaders with insights as to how better to retain qualified Science and Mathematics teachers. },
	keywords = {intent-to-leave, science and mathematics teachers, self-efficacy, wellbeing},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.237},
	url = {http://oaji.net/articles/2021/987-1616865904.pdf},
	author = {Mehmet Karakus and Zara Ersozlu and Muhammet Usak and Jude Ocean}
}
@article {994,
	title = {ON WOLVES AND BEES: FACTORS INFLUENCING THE NATURE RELATEDNESS OF THE PRE-SERVICE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {252-260},
	abstract = {Biodiversity is the result of long-term evolution. It is one of the fundamental global problems of today as it is declining in space and time. The aim of this research was to determine the relationship of man and nature and to analyze the influence of variables such as gender, age, pet ownership, cultivation of plants, and perception of popular and unpopular animals. A total of 549 respondents took part in the research survey. In addition to the above-mentioned demographic variables, the research also contained 5 items related to the perceived vulnerability of respondents and 37 items focused on the perception of wolves and bees as example of unpopular or popular animals. All variables except gender had a significant influence on man{\textquoteright}s relationship to nature. Students who perceived their own vulnerability to a greater extent had a more negative attitude towards nature. Fear of both groups of observed animals had a negative influence on the relationship to nature. Other dimensions correlated positively, age as well as plant growing and pet breeding. In the end, the possibilities of improving the relationship to nature are suggested.},
	keywords = {nature relatedness, popular animals, quantitative approach, university students, unpopular animals},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.252 },
	url = {http://oaji.net/articles/2021/987-1616865968.pdf},
	author = {Milan Kubiatko and Karel Nepras and Tereza Strejckova and Roman Kroufek}
}
@article {856,
	title = {COGNITIVE PERCEPTIONS OF PRE-SERV{\.I}CE SCIENCE TEACHER FOR ENVIRONMENTAL POLLUTION},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {415-428},
	abstract = {This research aims to determine cognitive structures about environmental pollution of pre-service science teachers and their perceptions of the most important environmental pollution in their lives. Data have been obtained from 33 pre-service science teachers. In this research, both quantitative and qualitative research methods were used together. Data is collected with word association test, open-ended questions, and drawing technique. The data obtained were analyzed using descriptive analysis and content analysis methods. According to the data obtained from the word association test, environmental pollution was put into four categories. These categories are {\textquoteleft}sources of pollution{\textquoteright}, {\textquoteleft}types of pollution{\textquoteright}, {\textquoteleft}consequences caused by pollution{\textquoteright} and {\textquoteleft}those affected by pollution{\textquoteright}. The pre-service teachers drew mostly air pollution and then water and soil pollution in their drawings. Similarly, pre-service teachers wrote mostly air and water pollution as the most important environmental pollution. The majority of the pre-service teachers were seen to have the perception that humans cause environmental pollution. However, it was determined that some pre-service teachers hardly mentioned the extent of pollution over other living things. },
	keywords = {cognitive perception, drawing technique, environmental pollution, Pre-Service Science Teacher, word association test},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.415},
	url = {http://oaji.net/articles/2020/987-1591087806.pdf},
	author = {Serpil Kalayc{\i}}
}
@article {852,
	title = {A COMPARATIVE PERSPECTIVE OF TEACHING SKILL ACQUISITION IN PRE-SERVICE PHYSICS TEACHER (PsPT) TRAINING PROGRAM IN CHINA AND NIGERIA},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {356-373},
	abstract = {Microteaching practice is an important part of Pre-Service Physics Teacher (PsPT) Training Program adopting different approaches to inspire the acquisition of teaching skills by prospective teachers. Using psychomotor domain aspect of revised Bloom{\textquoteright}s taxonomy to explore microteaching practice as it relates to physics teaching, this research examined the significant influences of the two approaches (Nigeria and China) identified on the teaching skill of PsPT and suggests the best ways of improving the teaching skill of PsPT through micro-teaching practices. Data were collected using the mixed-method research design of administering descriptive survey questionnaire on final year PsPT while a structured interview question was used to interview the teachers. It was found that the two approaches had significant influences on the teaching skill acquisition of PsPT through microteaching practices with respect to physics as a subject that requires motor skill, and that this can be improved through micro-teaching by a combination of theory with practice. Also, physics teacher educators need to focus on developing PsPTs{\textquoteright} psychomotor domain in line with time reform in microteaching practices to accommodate more time for PsPTs{\textquoteright} to master the subject concept of physics as a psycho motive subject.},
	keywords = {micro-teaching practices, pre-service physics teacher, teaching skill acquisition, training program},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.356 },
	url = {http://oaji.net/articles/2020/987-1591087535.pdf},
	author = {Blessing F. Komolafe and Moses O. Ogunniran and Fen Y. Zhang and Xu S. Qian}
}
@article {841,
	title = {DETERMINATION OF THE FACTORS AFFECTING STUDENTS{\textquoteright} SCIENCE ACHIEVEMENT LEVEL IN TURKEY AND SINGAPORE: AN APPLICATION OF QUANTILE REGRESSION MIXTURE MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {247-260},
	abstract = {In the last decade, the usage of advanced statistical models is growing rapidly in many different disciplines. However, the Quantile Regression Mixture Model (QRMIX), which is a developed approach of the Finite Mixture Model (FMM), is an applicable new method in the educational literature. The aim of the proposed study was to determine factors affecting students{\textquoteright} science achievement using the QRMIX approach. To reach this aim, data of the Programme for International Student Assessment (PISA) survey, which has been conducted by the Organization Economic for Co-Operation and Development (OECD) every 3 years, was used. Dataset used in the research is composed of 6,115 students from Singapore, which is the top-performer country among the participant countries, and 5,895 students from Turkey. The results showed that the factors affecting students{\textquoteright} science achievement and its importance on the achievement differentiated according to the achievement levels of the students. In conclusion, it was revealed that Turkish students with the lowest science achievement level should be supported with home possessions, perceived feedback, and environmental awareness and Singaporean students with the lowest achievement level should be supported with perceived feedback, enjoyment of science, and epistemological beliefs.},
	keywords = {finite mixture models, Programme for International Student Assessment, quantile regression mixture models, science performance},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.247},
	url = {http://oaji.net/articles/2020/987-1586941544.pdf},
	author = {Kilic Depren, S.}
}
@article {840,
	title = {ENHANCING VOLUNTEERS{\textquoteright} INTENTION TO ENGAGE IN CITIZEN SCIENCE: THE ROLES OF SELF-EFFICACY, SATISFACTION AND SCIENCE TRUST},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {234-246},
	abstract = {This research was carried out at the Science Volunteer Program 2018, which is run by Taiwan{\textquoteright}s Ministry of Science and Technology. The purpose of the research was to understand the effects of self-efficacy, satisfaction, and science trust on science volunteers{\textquoteright} intention to continue volunteering. The research drew on the Social Cognitive Career Theory (SCCT) to test how social cognitive variables affect volunteers{\textquoteright} intention to continue engaging in events and with organizations. A total of 156 volunteers taking part in the program completed a questionnaire measuring Self-efficacy, Satisfaction, Trust, and Intention. A structural equation model (SEM) was developed, and the proposed effects on the variables were tested using SEM procedures. The results of the SEM analysis found that there were positive effects between (a) Self-efficacy and Satisfaction, (b) Self-efficacy and Intention, (c) Satisfaction and Intention, and (d) Trust and Intention. The discussion highlights implications for science volunteer managers who are not only in a position to increase volunteers{\textquoteright} behavioral intention to continue their engagement in volunteer work, but also to facilitate interventions to boost volunteering in Taiwan.},
	keywords = {citizen science, science volunteers, Social Cognitive Career Theory, structural equation model},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.234},
	url = {http://oaji.net/articles/2020/987-1586941480.pdf},
	author = {Chia-Pin Kao and Kuen-Yi Lin and Hui-Min Chien and Yu-Tsang Chen}
}
@article {898,
	title = {EXAMINING CHANGE IN PERCEPTIONS OF SCIENCE TEACHERS ABOUT E-STEM},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {696-717},
	abstract = {Professional development programs might affect teachers{\textquoteright} perceptions of how STEM disciplines are interconnected. The purpose of this research was to examine the change in perceptions of science teachers particularly in disadvantageous schools, who participated in a practice-based professional development program offered in Turkey, about STEM, entrepreneurship, and E-STEM, and their experiences related to E-STEM. This qualitative research had a phenomenological design. The participants were totally 30 science teachers who were teaching in each of the seven geographical regions of Turkey. The data were collected through semi-structured pre- and post-focus group interview forms finalized after the expert review and pilot study. Furthermore, the science teachers were asked to keep a diary about the implementation process throughout the research. The data collected through focus group interviews were examined using content analysis and the data collected through the diaries were examined using descriptive analysis. The findings of the study indicate that the science teachers defined E-STEM as a process containing the aspects of entrepreneurship (communication, perseverance and determination, self-confidence, motivation, risk-taking, presentation, and marketing) more comprehensively compared to the pre-interviews. },
	keywords = {E-STEM education, science teacher, STEM education, teacher education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.696},
	url = {http://oaji.net/articles/2020/987-1602524391.pdf},
	author = {Bulent Aydogdu and Koray Kasapoglu and Nil Duban and Selanik Ay, T. and Fatih Ozdinc}
}
@article {904,
	title = {EXPLORING RELATIONS AMONG PRE-SERVICE SCIENCE TEACHERS{\textquoteright} MOTIVATIONAL BELIEFS, LEARNING STRATEGIES AND CONSTRUCTIVIST LEARNING ENVIRONMENT PERCEPTIONS THROUGH UNSUPERVISED DATA MINING},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {804-823},
	abstract = {Educational data mining is a developing research trend for exploring hidden patterns and natural associations among a set of student, teacher or school related variables. Discovering profiles of preservice science teachers using data mining methods would give important information about quality of teacher education programs and future science teachers{\textquoteright} performance. The aim of this research was to describe characteristics of preservice science teachers and to explore the relations among their motivational beliefs, learning strategy use, and constructivist learning environment perceptions. Participants included 480 preservice science teachers in their final semester of the teacher education program. Data were gathered using Demographic Questionnaire, Motivated Strategies for Learning Questionnaire, Achievement Goal Questionnaire and Constructivist Learning Environment Scale. Findings of clustering analysis revealed gender as a discriminating factor between the obtained two natural groups. Preservice science teachers{\textquoteright} characteristics including background characteristics, motivational beliefs, strategy use and constructivist learning environment perceptions were grouped into two clusters, namely males and females. Moreover, the association rules mining analysis revealed strong relations among preservice science teachers{\textquoteright} motivational beliefs, learning strategy use, and constructivist learning environment perceptions. This research provided many important findings that can be useful for further decision-making strategies.},
	keywords = {Constructivist learning environment, data mining, learning strategies, motivational belief, Pre-Service Science Teacher},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.804},
	url = {http://oaji.net/articles/2020/987-1602524864.pdf},
	author = {Sevgi Kingir and Bilge Gok and Ahmet Selman Bozkir}
}
@article {876,
	title = {THE INFLUENCE OF INTERACTION WITH NATURE IN CHILDHOOD ON FUTURE PRO-ENVIRONMENTAL BEHAVIOR},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {536-550},
	abstract = {Pro-environmental behavior is a key to environmental sustainability. It is important to know which variables influence the development of pro-environmental behavior and how important direct interaction with nature is for future environmental engagement. The aim of the research was to examine the correlation between childhood interaction with nature and pro-environmental behavior as an adult and the mediators influencing this correlation. The respondents (N = 370) were selected by the snowball method and completed an on-line questionnaire. Bivariate correlation and parallel mediation analysis were done. Previous research studies focused mainly on one type of influence, and this research brought a comparison of three mediators. The results confirmed that interaction with nature in childhood affects future pro-environmental behavior. The main mediator seems to be the affective mediator. The cognitive mediator and interaction with nature in adulthood had only a small mediation effect. Children{\textquoteright}s emotional bonding with nature is the important element for the development of pro-environmental behavior. This appears to be a more effective way of ensuring stronger pro-environmental behavior in the future than building environmental knowledge or relying on sufficient interaction with nature in adulthood. },
	keywords = {affective mediator, interaction with nature, mediation analysis, pro-environmental behavior},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.536},
	url = {http://oaji.net/articles/2020/987-1597214205.pdf},
	author = {{\v S}{\'a}rka Dole{\v z}alov{\'a} K{\v r}epelkov{\'a} and Jan Krajhanzl and Roman Kroufek}
}
@article {839,
	title = {METACOGNITIVE MODEL FOR DEVELOPING SCIENCE, TECHNOLOGY AND ENGINEERING FUNCTIONAL LITERACY},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {220-233},
	abstract = {Science, technology and engineering functional literacy should be developed purposely in the school system {\textendash} like any other competence, it does not develop spontaneously. For this purpose, a didactic model, the Metacognitive Model for Developing Science, Technology and Engineering Literacy (McM_T\&E), was developed. Apart from acquiring knowledge and skills from the field of technology and engineering, the McM_T\&E is equally focused on developing functional literacy in the field of technology and engineering, as well as in the field of science, through the development of students{\textquoteright} metacognitive knowledge about reading strategies for reading STE explicatory texts and for reading manufacturing instructions. The McM_T\&E was implemented in a Technology and Technique{\textquoteright} (T\&T) class, grade six, in Slovenia. Results show that focusing on science, technology and engineering literacy in Technology and Engineering classes by using the McM_T\&E model increases the students{\textquoteright} science, technology, and engineering functional literacy, which is a fundamental competence in the 21st century. },
	keywords = {engineering functional literacy, functional literacy, metacognitive didactic model, science functional literacy, technology},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.220},
	url = {http://oaji.net/articles/2020/987-1586941392.pdf},
	author = {Zvonka Cencelj and Boris Aber{\v s}ek and Andrej Flogie and Kordigel Aber{\v s}ek, M.}
}
@article {916,
	title = {PRESCHOOL TEACHERS{\textquoteright} SCIENCE TALKS DURING PICTURE STORYBOOK TELLING},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {940-953},
	abstract = {The aim of this research was to analyze preschool teachers{\textquoteright} types of science talks and the variety of concept-related words they used during these talks in class. A picture storybook with a light related concept as the main theme, was chosen as a data collection tool. Teachers were asked to analyze this wordless picture storybook and children were asked in their classes if they approved it. Ten preschool teachers in-service participated in this research. Data were qualitatively collected; it was recorded during story telling. Research results showed that teachers included science explanations, declarative scientific knowledge, questions, comparisons, and evidence talks supporting thinking skills, among types of science talks according to their frequency order, whereas they did not include personal connections talk. Besides, it was determined that they included light related concepts (natural and artificial), vision related concepts (daylight/darkness, like difficulty in vision) and light direction related concepts, according to their frequency order. It can be stated that the results obtained from this research shall contribute to framing of contents of professional development particularly scientific activities of teachers.},
	keywords = {light concept, preschool teachers, science teaching, storytelling},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.940},
	url = {http://oaji.net/articles/2020/987-1606770837.pdf},
	author = {Yurt Tarak{\c c}{\i}, {\"O}. and Sadiye Kele{\c s} and K{\"o}lemen, E. B.}
}
@article {798,
	title = {BIBLIOMETRIC ANALYSIS OF THE WOS LITERATURE ON RESEARCH OF SCIENCE TEACHER FROM 2000 TO 2017},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {732-747},
	abstract = {In order to explore the development of research of science teacher(RST), 904 articles from the Web of Science (WoS) core set based on bibliometric methods through R software were analyzed in this research. Specifically, it examined the co-occurrence relations of countries/regions, major journals, most cited references, and hot keywords from the macroscopic, mesoscopic and microscopic level of RST. The results showed that the core strength of RST is mainly from traditional industrialized countries such as the United States, Australia, and Britain. And some top journals in science education (such as Journal of Research in Science Teaching, Science Education) has to  pay more attention on RST, it may also appeal to lots of top journals in general teacher education (such as Journal of Teacher Education, Teaching and Teaher Education). The research on science teachers was guided by several educational theories about teacher research, such as the teacher epistemological belief, reflective practice, and PCK. Moreover, theories in science education such as scientific literacy, scientific conceptual change also becomes the theoretical basis for science teachers{\textquoteright} teaching practice and scientific inquiry instructing. The knowledge, key competences, dispositions, and professional development of science teacher are the main keywords and hot topics in the field of RST.},
	keywords = {bibliometric analyses, science teacher research, Web of Science},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.732},
	url = {http://oaji.net/articles/2019/987-1571128120.pdf},
	author = {Jianqiang Ye and Dimei Chen and Lingxin Kong}
}
@article {764,
	title = {THE EFFECT OF THE USE OF AUGMENTED REALITY APPLICATIONS ON THE ACADEMIC SUCCESS AND MOTIVATION OF 7TH GRADE STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {362-378},
	abstract = {The aim of this research was to examine the effects of the Augmented Reality (AR)-supported teaching activities on the academic success, motivation of students towards science learning and attitudes of students towards AR application, in the scope of the seventh grade science course, "Solar System and Beyond" unit. For this purpose, "Solomon Four Group Model", which controls the internal and external validity, was used. Research was conducted with 120 students in two different schools and involved two experimental and two control groups established by random method. Experimental (1) and Control (1) groups received data collection tools as pre-test and post-test, while Experimental (2) and Control (2) groups received only post-test. During the six-week research, the students were taught in the experimental groups using the {\textquoteright}Star-Tracker, Spacecraft, iSolarsystem, Space-4D{\textquoteright} mobile AR applications, while the control groups were taught with the activities envisaged in the curriculum. "Solar System and Beyond Success Test" and the "Students{\textquoteright} Motivation to Science Learning" scale, were used as data collection tools. Findings from the research showed that teaching with AR applications significantly alters the success of students and motivation towards science learning. This showed that teaching with AR applications is effective. },
	keywords = {7th grade students, Academic Success, augmented reality, solar system, Solomon four-group model},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.362 },
	url = {http://oaji.net/articles/2019/987-1559372194.pdf},
	author = {Esma Bulu{\c s} Kirikkaya and Melek {\c S}ent{\"u}rk Ba{\c s}g{\"u}l}
}
@article {732,
	title = {THE IMPACT OF A SCIENCE METHODS COURSE ON FEMALE PRE-SERVICE TEACHERS{\textquoteright} BELIEFS WITHIN A SAUDI-ARABIAN CONTEXT},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {19-38},
	abstract = {This research examines the impact of a science methods course on the beliefs of female pre-service teachers (PSTs) in Saudi Arabia. Forty-seven female PSTs enrolled in a diploma of education programme at Imam Abdulrahman Bin Faisal University (IAU) took a 16-week science methods course aimed at promoting their beliefs about their own self-efficacy, science teaching strategies, and science content knowledge (SCK). The PSTs completed a 30-item questionnaire on science teaching beliefs (five- point Likert Scale) both before and after taking the course. Data analysis revealed that the PSTs{\textquoteright} beliefs regarding their own self-efficacy changed after the course (statistically significant t=2.792, p 0.01) with scores indicating increased beliefs. Although increases were also observed for beliefs regarding science teaching methods and strategies and science content knowledge, they were very slight and not statistically significant. Overall, mean scores fell within the {\textquoteleft}neither agree nor disagree{\textquoteright} category for all three themes, ranging from 2.98 to 3.24. As one of the first studies in Saudi Arabia on PSTs{\textquoteright} science teaching beliefs, this research filled a gap in the existing literature. Grounded in the moderate scores for all three themes, recommendations for future science education course design are tendered as are suggestions for future research.},
	keywords = {pre-service teachers, science teachers{\textquoteright} beliefs, self-efficacy, teachers in Saudi Arabia, teaching strategy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.19},
	url = {http://oaji.net/articles/2019/987-1550082669.pdf},
	author = {Alghamdi, A. K. H. and Sun Young Kim}
}
@article {796,
	title = {THE INFLUENCE OF SELECTED VARIABLES ON LOWER SECONDARY SCHOOL STUDENTS{\textquoteright} CONCEPTS ABOUT DISEASES},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {708-716},
	abstract = {Children{\textquoteright}s concept of biological phenomena differs from scientific thought in many aspects. The revelation of wrong concepts contributes to better education, especially when that information is described in a specific field of science. Not only children, but also adults often use anthropomorphic and theological explanations to express their ideas, which confirm their lack of understanding of biological phenomena. A great deal of research has proved retaining of children{\textquoteright}s misconceptions in the fields of zoology and botany. How accurate, however, are their ideas about organisms of a microscopic size? The aim of the research was to find out the influence of selected factors (perceived vulnerability, grade, gender and type of group) on concepts about diseases among lower secondary school students. The research sample consisted of 400 students of lower secondary education from Slovakia. Data were collected through Likert type questionnaires. The correlation was found between perceived vulnerability to diseases, age and concepts about diseases. The statistically significant difference in the results between boys and girls was not confirmed. The higher impact should be aimed at their importance for humans and nature for a better understanding of this concept. },
	keywords = {concepts about diseases, lower secondary school students, perceived vulnerability, quantitative research approach},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.708},
	url = {http://oaji.net/articles/2019/987-1571127074.pdf},
	author = {Jana Fancovicova and Milan Kubiatko}
}
@article {783,
	title = {PRE-SERVICE AND IN-SERVICE TEACHERS{\textquoteright} EXPERIENCES OF INQUIRY-BASED PRIMARY SCIENCE TEACHING: A COLLABORATIVE TEAM TEACHING MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {583-594},
	abstract = {This research clarifies how a collaborative team teaching model (CTTM) can support both pre-service and in-service teachers{\textquoteright} professional development in using inquiry-based science teaching in primary schools. The data were collected via a questionnaire-based survey approach after inquiry projects implementation at public schools in four Finnish cities. In total, 98 pre-service teachers and 51 in-service class teachers were involved in the research.  According to their experiences collaborative team teaching was seen as an adequate teaching approach in primary school science lessons. Both in-service and pre-service teachers experienced inquiry-based science teaching enthusiastically and received new ideas, knowledge and skills to carry out inquiries during the school projects. Also, they became more confident to use inquiry-based approach in their teaching. The findings indicate that the CTTM combines pre-service teachers{\textquoteright} professional development and in-service teachers{\textquoteright} expertise and the model successfully support the use of inquiry-based practices in primary school science education.},
	keywords = {collaborative team teaching model, inquiry-based science teaching, survey research, teachers{\textquoteright} experiences},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.583},
	url = {http://oaji.net/articles/2019/987-1564686532.pdf},
	author = {Sari Havu-Nuutinen and Anttoni Kervinen and Anna Uitto and Aulikki Laine and Anniina Koliseva and Lassi Pyykk{\"o} and Pentti Impi{\"o} and Tiina Aittola}
}
@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 {765,
	title = {RESEARCH TRENDS AND ISSUES OF EDUCATION FOR SUSTAINABLE DEVELOPMENT-RELATED RESEARCH IN SOUTH KOREA},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {379-388},
	abstract = {The aim of this research was to explore research trends and issues in Education for Sustainable Development (ESD) in South Korea. To accomplish this, we conducted an analysis of 222 peer-reviewed journal papers related to ESD in South Korea. The research concentrated on identifying four characteristics of ESD research: 1) key publication features, 2) the research topics described, 3) the research design employed, and 4) the types of sample/subjects. The results showed that the initial ESD research began in South Korea in 2005, and the number of the journal papers has increased since 2010. Regarding research topics, more research has been conducted on establishing conceptual or theoretical foundations related to ESD. Moreover, teachers{\textquoteright} attitudes or perceptions and program development associated with sustainable development were studied in depth. There were similar ratios of the theoretical research, quantitative research, and qualitative research regarding research design but mixed methods studies indicating the least ratio. Content analysis was the most prevalent analysis technique for quantitative/mixed ESD research. Regarding data sources or participants, the most common data source was the literature. Several research suggestions were made for assessing ESD programs and in-service teachers{\textquoteright} ESD professional development. },
	keywords = {ESD, research trends, science education, South Korea, Technology Education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.379},
	url = {http://oaji.net/articles/2019/987-1559372259.pdf},
	author = {Hyuksoo Kwon and Eunsang Lee}
}
@article {740,
	title = {ROLE AND MEANING OF FUNCTIONAL SCIENCE, TECHNOLOGICAL AND ENGINEERING LITERACY IN PROBLEM-BASED LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {132-146},
	abstract = {Literacy, in particular functional literacy in various fields and especially in the field of STEM, is becoming an increasing problem in modern-day society. The question arises, can the school system develop the kind of functional literacy in students, which allows them to fulfil, in real life, their personal and professional needs related to the competence of reading and creating written texts from the field of science, technology and engineering? 
The present research aimed to explore how students in today{\textquoteright}s schools are trained in functional literacy, especially in the fields of technology and engineering, and what kind of literacies in the field of STEM they are able to (or should be able to) master competently. The present research showed that students achieve relatively poor results in the area of functional literacy, both regarding their science literacy, and especially their technology and engineering literacy, which is a result of a lack of competence on behalf of mother-tongue teachers to develop this kind of functional literacy. Functional literacy should be developed by teachers of individual areas of STEM subjects.
},
	keywords = {engineering functional literacy, functional literacy, key competence, Problem Solving, science functional literacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.132},
	url = {http://oaji.net/articles/2019/987-1550083179.pdf},
	author = {Zvonka Cencelj and Kordigel Aber{\v s}ek, M. and Boris Aber{\v s}ek and Andrej Flogie}
}
@article {745,
	title = {USING STEM APPLICATIONS FOR SUPPORTING INTEGRATED TEACHING KNOWLEDGE OF PRE-SERVICE SCIENCE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {158-170},
	abstract = {In this research the effects of STEM applications, which are aimed to support the integrated teaching knowledge of pre-service science teachers on the problem solving skills of pre-service science teachers were examined. The research was carried out in scope of the mixed method design of convergent parallel design.  The research  was conducted with pre-service science teachers of experimental group (n=31) and control group (n=31) who were studying at F{\i}rat University. STEM applications including Algodoo were carried out with the pre-service teachers in the experimental group for one term. The data of the research were collected through the problem solving inventory test (PSIT), prospects diaries during the process of the pre-service science teachers in the experiment group. Quantitative data were analyzed using unpaired samples t-test. Statistically significant differences were found in favor of the experimental group when the PSIT post-test scores of the pre-service teachers in the experimental and control groups were analyzed. They said that STEM education is necessary and important for them, much better products arise as a result of gathering different disciplines, but integration of four disciplines is not easy.},
	keywords = {Algodoo software, integrated teaching knowledge, pre-service science teachers, problem-solving skills, STEM education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.158},
	url = {http://oaji.net/articles/2019/987-1554359281.pdf},
	author = {Burcu Alan and Fikriye Kirba{\u g} Zengin and Gonca Ke{\c c}eci}
}
@article {722,
	title = {DEVELOPMENT OF AN ATTITUDE SCALE TO MEASURE ATTITUDES TOWARDS ORGAN TRANSPLANTATION AND DONATION OF PRESERVICE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {1005-1016},
	abstract = {Today, there is a great discrepancy between the number of recipient patients on waiting lists for an organ transplant and the number of donated organs. Negative attitudes toward organ donation are important factors in the lack of donors. Education is an important tool to change attitudes, so it is important to determine the attitudes of teachers and pre-service teachers. The aim of this research was to develop a reliable and valid scale to evaluate pre-service teachers{\textquoteright} attitudes towards organ transplantation and donation (OTD).
	The attitude scale development process was conducted on three different pre-service teachers{\textquoteright} groups for the purposes of performing the exploratory factor analysis (n=208), confirmatory factor analysis (CFA) (n=480) and test-retest correlation (n=62) of the scale.  
	It was established that the scale had two factor structure consisting of a total of 20 items. It was determined that the two factors determined explain 61.749\% of the total variance.  The CFA values confirmed the two-factor model with acceptable goodness of fit indices. The Cronbach Alpha coefficient for the total scale was calculated as .900. Test-retest reliability was calculated as .951.
	Finally, the results demostrated that this scale is able to measure pre-service teachers{\textquoteright} attitudes related to OTD use reliably.
},
	keywords = {attitude scale development, organ donation, organ transplantation, pre-service teachers},
	issn = {1648-3898},
	doi = {10.33225/jbse/18.17.1005},
	url = {http://oaji.net/articles/2017/987-1544860430.pdf},
	author = {G{\"u}l{\c s}ah G{\"u}rkan and Sibel Kahraman}
}
@article {717,
	title = {DEVELOPMENT OF AN OPTICS INTEREST AND EXPERIENCE SCALE (OIES) AND EXPLORING GENDER DIFFERENCES IN PROSPECTIVE TEACHERS{\textquoteright} INTEREST AND EXPERIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {935-944},
	abstract = {In this research, the development of the Optics Interest and Experience Scale (OIES) was discussed in the first stage, and the gender differences of prospective teachers in their interest and experience were explored with OIES in the second stage. The data were collected from 228 prospective teachers from eleven universities in Turkey. For content and face validity, a theoretical framework for the OIES was established by a detailed literature review and expert opinions were consulted. For the construct validity, the principal component factor analysis was used. The final form of the scale was composed of 33 items and had two main factors namely: {\textquoteleft}experience{\textquoteright}and {\textquoteleft}interest{\textquoteright}. A reliability analysis of the instrument revealed Cronbach-Alpha coefficients of .906 for the whole scale, .886 for the experience factor, .851 for the interest factor. MANOVA analysis was conducted to explore gender differences in interest and experience scores of prospective teachers in geometrical optics. There was a statistically significant difference between males and females on the combined dependent variables. When the results for the dependent variables were considered separately, the only difference to reach statistical significance was experience such that females reported slightly higher experience in geometrical optics than males. },
	keywords = {experience, gender differences, geometrical optics, interest, scale development},
	issn = {1648-3898},
	doi = {10.33225/jbse/18.17.935},
	url = {http://oaji.net/articles/2017/987-1544775899.pdf},
	author = {Derya Kaltakci-Gurel}
}
@article {708,
	title = {DIFFERENT USER GROUPS OF UNIVERSITY STUDENTS AND THEIR ICT COMPETENCE: EVIDENCE FROM THREE COUNTRIES IN CENTRAL EUROPE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {851-866},
	abstract = {The preferences in the use of ICT at school and at home are varied among young people due to development of ICT in the 21st century environment. Educators need to pay attention to differences among groups of ICT users and their influence on teaching and the learning process. The purpose  of this research  was to identify the levels of ICT competence of university students and to assess differences in their use  of ICT with special focus on social networks and mobile phones. The questionnaire survey at four universities in three countries was conducted to identify how university students use ICT for learning and out-of-school activities. The participants were 1348 university students. The obtained results only partially confirmed the general assumption that young people (Millennials) in contemporary society are characterized by skilled use of ICT in their everyday life. The application of cluster analysis found four different user groups according to their use of ICT in their life. Educators should be aware of the user groups{\textquoteright} differences among students and take them into account when planning, implementing and evaluating the teaching and learning process.},
	keywords = {ICT competence, ICT use, university students, user groups},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.851 },
	url = {http://oaji.net/articles/2017/987-1539418548.pdf},
	author = {Ludv{\'\i}k Eger and Milan Klement and {\L}ukasz Tomczyk and M{\'a}ria Piso{\v n}ov{\'a} and Gabriela Petrov{\'a}}
}
@article {684,
	title = {THE EFFECT OF VISUALIZATION TYPE AND STUDENT SPATIAL ABILITIES ON LEARNING ACHIEVEMENT},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {551-563},
	abstract = {Students{\textquoteright} spatial ability plays an important role in instruction with dynamic and static visualizations. This research was aimed at describing 1) the difference in learning achievement between the students who learned from dynamic visualization and static visualization, 2) the difference in learning achievement among students who have high spatial ability and those who have low spatial ability, and 3) the interaction between type of visualization and spatial ability on learning achievement. This research used the non-equivalent control group quasi-experimental design. The sample consisted of 115 eighth grade students in Singaraja, Indonesia. The data were collected by learning achievement test and Paper Folding Test. The data were analyzed using ANCOVA. The results showed that:1) there was a significant difference in learning achievement between the students who learned from dynamic visualization and static visualization; 2) there was a significant difference in learning achievement between the students who have high spatial ability and those who have low spatial ability, and 3) there was no interaction between visualization type  and spatial ability on learning achievement. Therefore, the different combination of the types of visualization and sequence of presentation and relation with individual characteristic can be elaborated more in the further research. },
	keywords = {dynamic visualization, learning achievement, science instruction, spatial ability, static visualization},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.551},
	url = {http://oaji.net/articles/2017/987-1533708452.pdf},
	author = {I Gde Wawan Sudatha and I Nyoman Sudana Degeng and Waras Kamdi}
}
@article {640,
	title = {EFFECTS OF LEARNING CYCLE MODELS ON SCIENCE SUCCESS: A META-ANALYSIS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {65-83},
	abstract = {This meta-analysis has two objectives: (a) to address the main effects of learning cycle models on students{\textquoteright} success in science; and (b) to address potential moderators of the effect of LC models. This meta-analysis was conducted by calculating the effect size of 75 studies, including theses and journal papers associated with the implementation of LC models published in Turkey. The studies were selected according to the following criteria: experimental studies on LC models in science courses at different educational levels. The studies, which were included within this scope, were carried out between the years of 2004-2016. As possible moderators of LC models; effects, type of publication, educational level, period, sample size and the year of construction were investigated. This moderator analysis indicates that there are significant differences among the effect sizes of the research. Nevertheless, the values of the general effect size of the researches provide a positive outlook to increase the students{\textquoteright} science success of the LC models. Considering the effects of LC model on the students{\textquoteright} science success, this research could be helpful to both researchers and practitioners in the field of science education.},
	keywords = {effect size, learning cycle models, meta-analysis, science success},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.65},
	url = {http://oaji.net/articles/2017/987-1519060007.pdf},
	author = {S{\"u}leyman Yaman and {\c S}adiye Kara{\c s}ah}
}
@article {703,
	title = {HERMENEUTIC PERSPECTIVES OF PRE-SERVICE SCIENCE TEACHERS ABOUT SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {778-799},
	abstract = {Science education emphasizes the development of individuals{\textquoteright} ability to make comments, reasoning, and critical reflection while expressing their scientific thoughts. In this sense, future science teachers have great responsibility to develop those skills of the learners and their meaningful learning. Many researches emphasize hermeneutical thinking for disciplines such as mathematics and science to create meaningful learning. The current research aimed to reveal pre-service science teachers{\textquoteright} hermeneutical perspectives about science and to determine their existing ideas. For this aim, scientific problems presented to pre-service science teachers via scenarios, and how they developed their approaches to solve these problems, and whether they used hermeneutics in this process were examined. The hermeneutical perspectives of pre-service teachers were selected as a single case -by using qualitative research method- to have a deep understanding of their hermeneutical perspectives. The research group consisted of nine third-year-students. Semi-structured interviews prepared by the researchers were applied before and after the intervention in the research conducted for 14 weeks in Science Teaching Laboratory Applications-I course. The data were analysed by a descriptive analysis method. It has been evidenced that science-related hermeneutical perspectives of the pre-service science teachers have developed as a result of the problem-based scenario studies.},
	keywords = {hermeneutical perspective, hermeneutics, Pre-Service Science Teacher, scenario-based learning, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.778},
	url = {http://oaji.net/articles/2017/987-1539418221.pdf},
	author = {Bilge Can and Asiye Bahtiyar and Hasret K{\"o}kten}
}
@article {704,
	title = {IMPROVING THE QUALITY OF STUDENT QUESTIONS IN PRIMARY SCIENCE CLASSROOMS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {800-811},
	abstract = {Even though student questioning is the key aspect of inquiry learning, students ask very few questions in Science classrooms. This research aimed to increase the number of high-level questions posed by primary students during science lessons. An experiment was designed in which the experimental group was taught about the taxonomy of questions that can be asked by students during a science lesson. The quality of selected student questions was discussed as a whole class throughout the implementation. In addition, the experimental group completed the textbook activities at the end of each section in groups, whereas, the control group finished these activities individually. The experiment lasted for 4 weeks (12 lessons), during the {\textquoteleft}Microscopic Organisms and Environment{\textquoteright} unit in two 4th-grade classrooms. After completing each section of the unit, student questions were collected. The questions were classified as either low-level or high-level questions. The findings showed that in the experimental group, there were significantly more high-level questions compared to the control group. The questions were longer and more comprehensive in the experimental group. In both groups, as students{\textquoteright} achievement increased, so did the number of questions they asked.},
	keywords = {high-level questions, primary science, question taxonomy, student questions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.800 },
	url = {http://oaji.net/articles/2017/987-1539418279.pdf},
	author = {Sibel   Kaya and Mustafa Temiz}
}
@article {711,
	title = {PREDICTION OF STUDENTS{\textquoteright} SCIENCE ACHIEVEMENT: AN APPLICATION OF MULTIVARIATE ADAPTIVE REGRESSION SPLINES AND REGRESSION TREES},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {887-903},
	abstract = {Turkey is ranked at the 54th out of 72 countries in terms of science achievement in the Programme for International Student Assessment (PISA) survey conducted in 2015, which is a very big disappointment for that country. The aim of this research was to determine factors affecting Turkish students{\textquoteright} science achievements in order to identify the improvement areas using PISA 2015 dataset. To achieve this aim, Multivariate Adaptive Regression Splines (MARS) and Classification and Regression Trees (CART) approaches were used and these approaches were compared in terms of model accuracy statistics. Since Singapore was the top performer country in terms of science achievement in PISA 2015 survey, the analysis results of Turkey and Singapore were compared to each other to understand the differences. The results showed that MARS outperforms the CART in terms of measuring the prediction of students{\textquoteright} science achievement. Furthermore, the most important factors affecting science achievements were environmental optimism, home possessions and science learning time (minutes per week) for Turkey, while the index of economic, social and cultural status, environmental awareness and enjoyment of science for Singapore.},
	keywords = {higher education, machine learning algorithms, PISA, Science Achievement},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.887 },
	url = {http://oaji.net/articles/2017/987-1539418761.pdf},
	author = {Kilic Depren, S.}
}
@article {724,
	title = {PRE-SERVICE TEACHERS{\textasciiacute} BELIEFS ABOUT THE BENEFITS AND CHALLENGES OF STSE BASED SCHOOL-INDUSTRY COLLABORATION AND PRACTICES IN SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {1034-1045},
	abstract = {School-industry collaboration can be an effective way to implement STSE issues to teaching. However, teachers{\textasciiacute} negative beliefs, lack of knowledge, resources, support and opportunities to collaborate with companies can impede the efficient implementation. In this case-study, 42 Finnish and Slovenian pre-service teachers{\textasciiacute} STSE beliefs were first examined before and after the school-industry collaboration course by survey. After the course, beliefs of 8 Finnish pre-service teachers were analyzed in more detail by open-ended questionnaires and reflective writing. The pre-service teachers were more confident to teach STSE issues after the course in both countries. However, they needed more support and knowledge from the community members they collaborated with (i.e. representatives of industries, university teacher, student colleagues and school teachers). The industry-based teaching material was considered beneficiary especially for mixed-ability classrooms and the whole course was regarded useful for future practices. The results of this research highlight the importance of pre-service teacher education and practices with STSE issues. The positive and negative beliefs should be examined frequently already during the pre-service education in order to develop tools for teacher support and encouragement. This research promotes a practical example and ideas of a local school-company collaboration. },
	keywords = {school-industry collaboration, sience teacher education, STSE issues, teachers{\textasciiacute} beliefs},
	issn = {1648-3898},
	doi = {10.33225/jbse/18.17.1034},
	url = {http://oaji.net/articles/2017/987-1544860568.pdf},
	author = {P{\"a}ivi Kousa and Maija Aksela and Ferk Savec, V.}
}
@article {656,
	title = {PRIMARY STUDENTS{\textquoteright} STEREOTYPIC IMAGE OF INVENTOR IN KOREA},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {252-266},
	abstract = {The purpose of this research is to compare the previous stereotypes of the scientist image and the current stereotypes of the inventor image among Korean students. For this purpose, three primary schools located in the metropolitan area of Korea were selected under a convenience sampling method, with one class selected for each of the 2nd, 4th, and 6th grades of each school. 
The conclusions of this research are as follows. First, analyzing students{\textquoteright} stereotypes of the inventor image showed that older students had more stereotypes about inventors than younger students did. Second, as a result of analyzing the images according to each indicator, Korean students were found to have stereotypes about the inventor. Third, the symbol of research was expressed together with one of the science-related experiment tool and the making-related experiment tool. Fourth, primary students perceived the inventor as mainly male. Male students mostly drew male inventors and female students mostly drew female inventors.
Based on the conclusions obtained through this research, various educational implications to be reflected in primary technology education were suggested to escape the stereotypes of the inventor{\textquoteright}s image.
},
	keywords = {invention education, Inventor images, science education, South Korea, Technology Education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.252},
	url = {http://oaji.net/articles/2017/987-1523527246.pdf},
	author = {Eunsang Lee and Hyuksoo Kwon}
}
@article {641,
	title = {WRITING VERSUS TYPING DURING SCIENCE TEACHING: CASE STUDY IN SLOVENIA},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {84-96},
	abstract = {In a case study conducted in a biology class in Slovenia, six grade students participated in a biology project Writing Versus Typing in a Biology Class. The final task in this project was to write a chapter for a biology textbook with the title Urtica dioica. The task was performed twice: firstly, the text was written by the hand and secondly it was typed on the computer keyboard. Handwritten and keyboard typed scientific texts, textbook chapters, were compared with the special focus on the lexical, syntactic, and semantic level of the text. The purpose of this research was to find out the effect of replacing handwriting with typing in the process of teaching/learning science subjects, where the understanding of texts is of crucial importance. A closer look at the students{\textquoteright} text products in the typing modality reveals that students, while typing, seem to be cognitively overloaded. One of the consequences of this is a lower level of cognitive achievement in their typed text: students show less knowledge, less terminological accuracy, and, above all, a lesser understanding of the interconnection between the items of information provided. },
	keywords = {biology science class; embodied cognition, handwriting, keyboard writing},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.84},
	url = {http://oaji.net/articles/2017/987-1519060073.pdf},
	author = {Kordigel Aber{\v s}ek, M. and Boris Aber{\v s}ek and Andrej Flogie}
}
@article {576,
	title = {BARRIERS TO STUDENTS{\textquoteright} CREATIVE EVALUATION OF UNEXPECTED EXPERIMENTAL FINDINGS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {414-428},
	abstract = {Science lecturers usually do not pay special attention to giving students the chance to evaluate persistent unexpected experimental findings that they cannot explain with their existing theories, propose alternative hypotheses and develop new theories in inquiry tasks at schools, despite the importance of these processes in scientific discoveries. Students{\textquoteright} reactions to this type of findings have been a subject for conceptual change studies that new theories were presented to explain the findings. This research, in contrast, examined students{\textquoteright} ways of interpreting their unexpected experimental findings about the molar mass of the sulfur element while hiding a new theory, and their barriers to discovering the scientific explanation of these findings, which is new to them, in the framework of the creativity paradigm. The research was conducted with 155 first-year undergraduate students who were enrolled in a chemistry laboratory course. A majority of the participants said that the unexpected findings might have resulted from experimental errors or methodical problems. Few students stated that these findings might be valid and have a new explanation. The barriers to students{\textquoteright} discovery of new scientific explanation for findings were classified as: lack of pre-knowledge, obstacles of existing structures, failure of creative cognitive processes and social-personal blocks.},
	keywords = {creativity barriers, laboratory work, students{\textquoteright} explanations, unexpected findings},
	isbn = {E-ISSN 2538-7138},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.414},
	url = {http://oaji.net/articles/2017/987-1497964307.pdf},
	author = {Hakki Kadayifci}
}
@article {542,
	title = {CONCEPTION OF LEARNING PHYSICS AND SELF-EFFICACY AMONG INDONESIAN UNIVERSITY STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {7-19},
	abstract = {This research aimed to explore the correlation between Indonesian University students{\textquoteright} conception of learning physics and their physics{\textquoteright} self-efficacy. A total of 279 students who were majoring in physics education participated in this research and were invited to complete two instruments: the conception of learning physics (CLP) and the physics learning{\textquoteright} self-efficacy (PLSE). Both of the questionnaires, which were modified from [Lin, Liang, \& Tsai (2015a) and Lin, Liang, \& Tsai (2015b)]{\textquoteright} instruments, had been translated into Indonesian language and validated through an exploratory factor analysis of participants{\textquoteright} responses. The differences between student levels were explored for their significance using an ANOVA test in order to portray a clear line among different conceptions of learning physics and physics learning self-efficacy. The results indicated that, first, the instruments used in the research had satisfactory validity and reliability. Second, students in sophomore level were significantly lower on the conceptions of testing than those in other levels. Meanwhile, the conceptions of calculating-practicing and understanding were not significantly different. Third, university students in senior level performed more confident in four dimensions: science content, higher-order thinking, everyday application, and science communication than others. The research also depicted a moderate correlation among dimensions of CLP and PLSE. },
	keywords = {conception of learning, physics education, self-efficacy, survey study, university student},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.07},
	url = {http://oaji.net/articles/2017/987-1493049396.pdf},
	author = {Nadi Suprapto and Te-Sheng Chang and Chih-Hsiung Ku}
}
@article {591,
	title = {DEVELOPMENT AND EVALUATION OF AN INSTRUMENT MEASURING ANXIETY TOWARD PHYSICS LABORATORY CLASSES AMONG UNIVERSITY STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {592-598},
	abstract = {The learning in the physics laboratory is related to several non-cognitive variables such as anxiety which has a significant role in teaching and learning process. Therefore, university students may have different thoughts and anxiety levels towards physics laboratory class. The aim of this research was to develop a measurement tool assessing the anxiety levels of university students in a physics laboratory class. In this research the Physics Laboratory Anxiety Scale (P-LAS) consisting of 18 items was developed, and its validity and reliability were analysed. The sample consisted of 557 university students (295 female and 262 male) who take physics and/or physics laboratory classes at three different Faculties of Education. Validity of the scale was first assessed by expert review. Exploratory factor analysis was performed to assess structural validity, and revealed a one-dimensional structure. The loading values of all 18 items varied between 0.58 and 0.80, and explained 52\% of the total variance. Cronbach{\textquoteright}s alpha coefficient of internal consistency was calculated as 0.94 and the split-half test correlation was .76. These results showed that P-LAS can be used as a valid and reliable instrument in physics education.},
	keywords = {physics education, physics laboratory anxiety, scale validity and reliability, university students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.592},
	url = {http://oaji.net/articles/2017/987-1503905337.pdf},
	author = {Namudar {\.I}zzet Kurbano{\u g}lu and Mithat Takunyac{\i}}
}
@article {586,
	title = {DIRECT LEARNING ABOUT NATURE IN 6-YEAR-OLD CHILDREN LIVING IN URBAN AND RURAL ENVIRONMENTS AND THE LEVEL OF THEIR KNOWLEDGE AND SKILLS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {524-532},
	abstract = {The contemporary theory of learning treats pre-school instruction as the first level of early child education. The pre-school age is seen as a very important period of life. A pre-school child grasps knowledge spontaneously, naturally, in all circumstances, thus, direct learning seems to be of particular importance. It may therefore seem that children living in the village have more stimuli for direct learning about nature, developing their knowledge and skills. However, children living in the city have more access to different amenities and financial resources to develop their talents and interests. The following studies have been conducted to determine whether there is a difference in the knowledge and skills about nature in 6-year-old children regarding the place of residence. The research covered 50 children in the city and 40 children in the village. The examination consisted of two stages: the pre-test and post-test. There were used age-appropriate flash cards. During 6 months, teachers systematically introduced a direct learning project on nature in four ecosystems: a meadow, a park, a forest, a zoo. The analysis of the data gathered in the research showed that direct cognition has an impact on increasing children{\textquoteright}s knowledge and skills. },
	keywords = {children in 6-year-old, developing knowledge and skills, direct learning, urban and rural environments},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.524},
	url = {http://oaji.net/articles/2017/987-1503905027.pdf},
	author = {Stanis{\l}awa Katarzyna Nazaruk and Anna Klim-Klimaszewska}
}
@article {580,
	title = {EFFECT OF ACTIVE LEARNING ON PERCEPTION OF AND PERFORMANCE IN SCIENCE SUBJECTS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Editorial},
	chapter = {444-445},
	abstract = {Active learning is a form of learning in which teaching strives to involve students in the learning process more directly than in other methods. This term has got many synonyms like learning through play, technology based learning, activity based learning, group work, project method, etc. the underlying factor behind these are some significant qualities and characteristics of active learning. The term {\textquotedblleft}active learning{\textquotedblright} was introduced by the English scholar R. W. Revans. The definition was developing through time. In more detail, in active learning, students must do more than just listen: They must read, write, discuss, or be engaged in solving problems. It relates to the three learning domains referred to as knowledge, skills and attitudes (KSA). In particular, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation. Active learning engages students in two aspects {\textendash} doing things and thinking about the things they are doing (Renkl et al., 2002). Active learning should transform students from passive listeners to active participants, helps the student understand the subject through inquiry, gathering and analyzing data to solving higher order cognitive problems. There is intensive use of scientific and quantitative literacy across the curriculum, and technology based learning is also in high demand in concern with active learning. },
	keywords = {Active learning, technology based learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.444},
	url = {http://oaji.net/articles/2017/987-1503904586.pdf},
	author = {Milan Kubiatko}
}
@article {549,
	title = {AN EXAMINATION OF THE CORRELATION BETWEEN SCIENCE AND TECHNOLOGY ATTITUDES SCALE, FREQUENCY OF SMARTPHONE USAGE SCALE AND LIFELONG LEARNING SCALE SCORES USING THE STRUCTURAL EQUATION MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {86-99},
	abstract = {Lifelong learning can be defined as all of the activities which aim to develop an individual{\textquoteright}s skills, knowledge and abilities, socially, individually and professionally. Previous research on lifelong learning has been about using computers, digital competence and the correlation between demographic characteristics and intelligence. However, only one scale was used in this research, and, in general, only scores for demographic characteristics and lifelong learning were compared. In this research, the correlation between distance-learning students{\textquoteright} attitudes to technology, their frequency of use of smartphones and their attitudes to lifelong learning were examined. Reliability studies were carried out prior to the study and the Turkish adaptations of the scales published in international journals were administered with permission. The study sample consisted of 881 students studying in 12 different units of Hitit University: six Vocational Schools, four Faculties and two Graduate Schools. The data were analysed by creating a structural equation model on the open source R analysis program. According to the research results, there was a significant correlation between the three scales, and the correlation between the {\textquoteleft}lifelong learning{\textquoteright} scores and the {\textquoteleft}frequency of of smartphone usage{\textquoteright} scores was greater than the {\textquoteleft}technology attitudes{\textquoteright} scores. },
	keywords = {lifelong learning, smartphone usage, technology attitudes, technology leadership},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.86},
	url = {http://oaji.net/articles/2017/987-1493049988.pdf},
	author = {Hakan K{\"o}r and Hasan Erbay and Melih Engin and Emre D{\"u}nder}
}
@article {563,
	title = {FOR HUMANIZATION AND HISTORICISM: HOW WELL UNIVERSITY STUDENTS KNOW AND WHAT THEY THINK ABOUT CHEMICAL EPONYMS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {250-265},
	abstract = {Chemical eponyms possess important didactic and axiological potential that can be utilized for implementation of the principles of humanization and historicism manifested in national educational standards. This study focused on students{\textquoteright} knowledge and views of eponyms in the light of history of science. 22 general chemistry students of Belarusian State University, 131 students of general and 119 students of organic chemistry of University of Oregon, all different majors, were surveyed on their knowledge and views of eponyms using a 24-item online questionnaire. Mann-Whitney coefficients were calculated to establish significant differences and Pearson chi-square test was applied to find correlations. It was found that students{\textquoteright} knowledge and views of eponyms are defined mostly by major: students majoring in teaching chemistry showed higher knowledge and expressed more positive views of eponyms than those majoring in non-teaching, non-chemistry and especially non-science. Other factors include students{\textquoteright} learning experience and study intensiveness. While didactic potential of eponyms is utilized anyway, utilization of their axiological potential depends on instructor{\textquoteright}s willingness and mastery and should not be exaggerated as vehicles for the principles of humanization and historicism.},
	keywords = {chemical education, chemical eponym, historicism, history of science, humanization, named reaction},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.250},
	url = {http://oaji.net/articles/2017/987-1497156596.pdf},
	author = {Uladzimir Slabin and Vasili Krasitski}
}
@article {584,
	title = {MENTAL REPRESENTATIONS OF PRESCHOOL CHILDREN ABOUT DIFFERENT ANIMALS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {500-509},
	abstract = {Adequate mental representations of animals are important for children{\textquoteright}s personal development, because they result in their appropriate treatment of such animals, which would not, for example, compromise either animals{\textquoteright} or children{\textquoteright}s safety. By using a convenient sample of 101 six- to seven-year old children, this research examined these representations regarding animals{\textquoteright} names, feeding habits, body coverings, and dangerousness. The representations were assessed using a questionnaire referring to 18 animals, and the research focused on the frequency of correct responses and gender differences in these responses for each animal. It was found that whereas the naming of animals was very successful, the mental representations of animals{\textquoteright} feeding habits and body coverings were less mature, including some misconceptions not found in previous studies. In addition, the participants{\textquoteright} explanations about why animals are dangerous or harmless revealed that their mental representations about different animals were correct to a moderate degree. Finally, gender differences in the mental representations were almost missing. Some implications for school or kindergarten work with children are given (e.g., reducing misconceptions about and fear of some animals). },
	keywords = {didactically modeled activities, mental representations of animals, preschool children, preschool education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.500},
	url = {http://oaji.net/articles/2017/987-1503904873.pdf},
	author = {Gordana Miscevic Kadijevic}
}
@article {582,
	title = {PROMOTING PRE-SERVICE SCIENCE TEACHERS{\textquoteright} CONCEPTUAL UNDERSTANDING ABOUT BOILING BY DIALOGIC TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {459-471},
	abstract = {In order to reach students who can efficiently use intended scientific understandings, it is important to have science teachers without conceptual difficulties. The aim of present research is to enhance pre-service science teachers{\textquoteright} conceptual understanding about boiling by dialogic teaching. The sample consisted of forty-three pre-service science teachers in their first year of teacher education. Dialog-based instructional activities were conducted in a chemistry laboratory course. Audio recordings of classroom discourse and written texts were used for data collection. Pre-service science teachers{\textquoteright} conceptions about boiling identified before and after dialogic teaching were analyzed using content analysis.. The findings showed that dialogic teaching efficiently supported pre-service science teachers{\textquoteright} understanding about boiling.},
	keywords = {boiling topic, conceptual change, dialogic teaching, pre-service science teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.459},
	url = {http://oaji.net/articles/2017/987-1503904739.pdf},
	author = {Mehmet Demirba{\u g} and Sevgi Kingir}
}
@article {617,
	title = {A THEORY-BASED INSTRUMENT TO EVALUATE MOTIVATIONAL TRIGGERS PERCEIVED BY STUDENTS IN STEM CAREER-RELATED SCENARIOS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {836-854},
	abstract = {Students{\textquoteright} lack of motivation in learning school science has been recognized as a problem, due to its negative impact on students{\textasciiacute} STEM-related career choices. For supporting students{\textasciiacute} motivation to study science, the use of an introduction which sets the scene, sometimes called a scenario, has been recommended. Although scenarios, which introduce STEM-related careers in an everyday life problem solving context, are seen as useful tools for the teachers, they are not automatically guaranteed to be motivating to students. The current research aims to develop an empirically tested and validated instrument to measure the impact of context-based scenarios, through evaluating perceived motivational triggers such as relevance, interest and enjoyment by 7th grade students. An analysis of students{\textasciiacute} responses showed that the test scenario was able to trigger mostly situational interest toward the topic of energetics. Only a small number of students indicated motivation to take the learning of this topic further.},
	keywords = {instrument evaluation, motivational triggers, science teaching materials, STEM career-related scenarios, STEM-related careers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.836},
	url = {http://oaji.net/articles/2017/987-1513970725.pdf},
	author = {Tormi Kotkas and Jack Holbrook and Miia Rannikm{\"a}e}
}
@article {510,
	title = {CONTEXT-BASED QUESTIONS IN SCIENCE EDUCATION: THEIR EFFECTS ON TEST ANXIETY AND SCIENCE ACHIEVEMENT IN RELATION TO THE GENDER OF SECONDARY SCHOOL STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {382-390},
	abstract = {Context-based questions can be effective in reducing test anxiety and increasing science achievement. The purpose of this research was to determine the effects of context-based questions on the test anxiety and science achievement of secondary school students enrolled in a science course, in relation to gender. Seventy students who were found to have high levels of test anxiety were selected from the 185 seventh-grade students at a public school in Turkey. The Revised Test Anxiety Scale (RTAS) was used to measure the students{\textquoteright} test anxiety. The scores the students obtained in three different examinations were considered as indicators of their academic achievement. The analysis results showed that there was a statistically significant difference between the test anxiety and science achievement scores of the students who were given context-based questions and the corresponding scores of the students who were given conventional questions. However, there was no statistically significant difference between the main effect of gender and treatment and there was no gender interaction effect. These findings suggest that context-based questions can be considered as a better alternative to conventional questions for reducing students{\textquoteright} test anxiety and improving their science achievement.},
	keywords = {context-based questions, conventional questions, Science Achievement, secondary school students, Test Anxiety},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.382},
	url = {http://oaji.net/articles/2016/987-1482422784.pdf},
	author = {Namudar {\.I}zzet Kurbano{\u g}lu and Fatma Ko{\c c} Nefes}
}
@article {538,
	title = {CZECH HIGH SCHOOL STUDENTS{\textquoteright} MISCONCEPTIONS ABOUT BASIC GENETIC CONCEPTS: PRELIMINARY RESULTS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {December/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {738{\textendash}745 },
	abstract = {The revelation of misconceptions contributes to better education, especially when that information is described in a specific field of science. Additionally, genetics is one of very problematic topics, and misconceptions appear there frequently as there are difficult interconnections among them. The main aim of the study was to explore high school students{\textasciiacute} misconceptions about basic genetics concepts. Moreover the influence of gender was also examined. Respondents were 102 Czech high school students of two high schools. Research tool was test containing 15 two tier questions concerning about basic genetics concepts like chromosome, DNA, allele and gene. Reliability was determined with the use of Cronbach{\textquoteright}s alpha coefficient. The result of Kolmogor-Smirnov test allowed to use parametric statistical methods. The data were analysed by the using of descriptive statistical methods (mean score) and inferential statistical methods (ANOVA). Concept {\textquoteleft}DNA{\textquoteright} was determined as the most problematic one for students, contrarily concept {\textquoteleft}allele{\textquoteright} was the simplest one. It was found that high school students do not understand selected basic genetic concepts. In addition, students do not interconnect genetic concepts within one complex system of knowledge, they also do not realise structure and hierarchy of these concepts. },
	keywords = {basic genetics concepts, genetics learning, high school students, misconceptions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.738},
	url = {http://oaji.net/articles/2016/987-1482503099.pdf},
	author = {Jana Vlckova and Milan Kubiatko and Muhammet Usak}
}
@article {536,
	title = {DEVELOPMENT OF A TECHNOLOGY INTEGRATED INTERVENTION IN TERTIARY EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {December/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {712{\textendash}724 },
	abstract = {It is expected of lecturers to integrate content knowledge with appropriate pedagogical approaches and select relevant technology to enhance student learning. However the selection of effective technology to support 21st-century learning in tertiary education could be time-consuming and complex since there is a plethora of technology available. The aim of this research was therefore to support lecturers by providing them with an evaluated technology-integrated intervention in fluid mechanics. Hence the objectives were to develop this technology-integrated intervention to support 21st-century learning for first-year physics students and to determine its effectiveness when presented by various lecturers. An exploratory case study research design guided the research. A design-thinking framework for technology-integrated lessons was used and included the Technological Pedagogical and Content Knowledge (TPACK) model. This research was done with two lecturers and 117 students from a University of Technology in South Africa. The data gathering tools comprised pre and post-tests, tutorials, observation schedules and questionnaires. Results indicated that student learning is affected by the way in which technology is used not only in schools, but also in tertiary education and that lecturer belief play a crucial role in the design process but also manifest when lecturers have to use a designed intervention. },
	keywords = {21st-century learning, fluid mechanics, Teacher beliefs, technology integrated lesson, tertiary education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.712},
	url = {http://oaji.net/articles/2016/987-1482502960.pdf},
	author = {Jeanne Kriek and Annaretha Coetzee}
}
@article {498,
	title = {EFFECTS OF THE CONTEXT-BASED APPROACH ON STUDENTS{\textquoteright} CONCEPTUAL UNDERSTANDING: {\textquotedblleft}THE UMBRA, THE SOLAR ECLIPSE AND THE LUNAR ECLIPSE{\textquotedblright}},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {April/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {246{\textendash}260 },
	abstract = {The purpose of this study was to explore the effects of context-based learning approach (CBLA) on 5th grade students{\textquoteright} misconceptions about {\textquoteleft}the umbra, solar and lunar eclipses{\textquoteright}. In this study, a quasi-experimental methodology pre-test and post-test design was utilized with control and experimental groups. The study was conducted with 48 5th grade students (aged 10 to 11 years). For the experimental group, the topics were explained using the CBLA while for the control group the 5E teaching model of the constructivist approach was used. For data collection, a two-tier conceptual test and a semi-structured interview were used. Study results indicated that the learning environment designed in accordance with the CBLA was a superior instructional tool than the 5E teaching model learning environment in terms of students{\textquoteright} conceptual learning performance and eliminating students{\textquoteright} misconceptions. In addition, CBLA helped students to link between the scientific concepts and the context related to the daily life.},
	keywords = {Conceptual Understanding, context-based learning approach, lunar and solar eclipses, umbra},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.246  },
	url = {http://oaji.net/articles/2016/987-1481917291.pdf},
	author = {Fethiye Karsl{\i} and Kadriye Kara Patan}
}
@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 {493,
	title = {THE EXPANSION THERMOMETER IN PRESCHOOLERS{\textquoteright} THINKING},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {April/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {185{\textendash}193 },
	abstract = {Children form representations of concepts, physical phenomena and technical objects which are critical to teaching and learning. In addition, they are familiar with the everyday usefulness of many particular objects, although it is not certain that they associate them with the scientific aspects of their function. In this research, preschoolers{\textquoteright} representations of the expansion thermometer were explored, as well as their ability to distinguish it as a specialized technical tool. The sample consisted of 111 children (53 boys and 58 girls) aged 5-6 years from 9 public kindergartens in Patras, Greece and data were collected through semi-structured individual interviews. The results demonstrated that although some children replied in a satisfactory way to all interview questions, the majority of the children were not able to distinguish the thermometer as a particular object and struggled with its function, so the suggestion for it to be used in curricula and/or educational activity books should be made cautiously.},
	keywords = {expansion thermometer, preschool education, preschoolers{\textquoteright} representations, science and technology education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.185},
	url = {http://oaji.net/articles/2016/987-1481916899.pdf},
	author = {Maria Kampeza and Angeliki Vellopoulou and Glykeria Fragkiadaki and Konstantinos  Ravanis}
}
@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 {482,
	title = {META-ANALYSIS ON THE EFFECTIVENESS OF INVENTION EDUCATION IN SOUTH KOREA: CREATIVITY, ATTITUDE, AND TENDENCY FOR PROBLEM SOLVING},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {February/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {48{\textendash}57},
	abstract = {This study aims to synthesize the research findings on the effects of K-12 invention education regarding creativity, attitudes toward invention, attitudes toward science, and tendency for technological problem solving in South Korea. Meta-analyses were conducted by calculating the effect size of 37 studies, including theses and journal papers associated with the implementation of invention education, published in South Korea. The overall effect size was medium (0.694), and invention education was found to have an effect on education. The effect sizes determined by the dependent variables and the categorical variables indicated that invention education had a positive impact. In other words, invention programs have helped improve K-12 students{\textquoteright} creativity, attitudes toward science, and tendency for technological problem solving. However, the number of program sessions and participants in invention programs did not have an impact on the benefits of invention education. Considering the effects of invention education on the students{\textquoteright} perspectives, this study could be helpful to both K-12 educational researchers and practitioners in the fields of science and technology education. Further studies are needed to develop the concrete instructional strategies of invention education for K-12 science and technology classrooms.},
	keywords = {invention education, meta-analysis, science education, South Korea, Technology Education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.48},
	url = {http://oaji.net/articles/2016/987-1481286024.pdf},
	author = {Hyuksoo Kwon and Eunsang Lee and Dongkuk Lee}
}
@article {530,
	title = {PRE-SERVICE TEACHERS{\textquoteright} ATTITUDES TOWARD SOCIO-SCIENTIFIC ISSUES AND THEIR VIEWS ABOUT NUCLEAR POWER PLANTS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {October/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {642{\textendash}652 },
	abstract = {There is not a common attitude in a society for socio-scientific issues (SSI) such as whether to use nuclear power plants for energy production. Within this respect, the aim of the research is to examine pre-service science teachers{\textquoteright} and pre-service social studies teachers{\textquoteright} attitudes toward SSI and to reveal their views about setting up nuclear power plants in their country. The participant of research is 120 pre-service teachers. Firstly, Attitudes toward Socio-scientific Issues Scale (ATSIS) was implemented and then, focus group discussions were done with five students from each department separately so as to understand their views about nuclear power plants. Findings revealed that whereas pre-service teachers are eager to learn more about SSI, they have anxiety about it due to religion, moral and ethical perspectives. In addition, whereas both groups of pre-service teachers have some common views about nuclear power plants, pre-service science teachers do not have more positive views about having nuclear power plants in their country. },
	keywords = {attitude towards socio-scientific issues, focus group discussion, nuclear energy, pre-service teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.642},
	url = {http://oaji.net/articles/2016/987-1482502437.pdf},
	author = {Hasan Ozgur Kapici and Genc Osman Ilhan}
}
@article {439,
	title = {APPLYING ONLINE PEER ASSESSMENT WITH TOTAL QUALITY MANAGEMENT TO ELEVATE PROJECT-BASED LEARNING PERFORMANCE},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {June/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {379-390},
	abstract = {Undergraduate science, technology, engineering, and mathematics (STEM) curriculum emphasize project-based learning (PBL) with peer assessment/on-line peer assessment (PA/OPA). Many studies have stressed that students did not improve over two rounds in PBL with OPA studies and PBL with PA have to adopt team mutual cooperation to reap effective learning. This study proposed an innovative approach that incorporate OPA with TQM as a macro-level instructional tool to guide students in teacher{\textquoteright}s directing of collaborative project development as well as seeking continuous improvement to elevate Project-Based Learning Performance in a STEM course. The effects of OPA with TQM were examined through an experiment with PBL performances hypotheses. A total of 63 junior students in an university of Taiwan voluntarily participated in this study and a quasi-experimental approach with a two-group design was adopted. The results revealed that the team members using the OPA with TQM approach tended to have higher design skill performance, better cohesive teamwork and creative problem solving attitude. Thus, the proposed approach facilitated team members to collaborate for seeking continuous improvement. However, no significant difference was reported on the influence of enhancing students{\textquoteright} design concept. Implication and suggestions for educators to promote the PBL with OPA and TQM were also provided in the study.},
	keywords = {collaborative learning, online peer assessment, Project-based learning, STEM course, Total Quality Management},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.379},
	url = {http://oaji.net/articles/2016/987-1479497325.pdf},
	author = {Shu-Hsuan Chang and Li-Chih Yu and Yen-Kuang Kuo and Yi-Ting Mai and Jen-De Chen}
}
@article {445,
	title = {CHANGES IN THE NUMBER OF IDEAS DEPENDING ON TIME WHEN CONDUCTING SCIENTIFIC CREATIVITY ACTIVITIES},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {August/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {448{\textendash}459},
	abstract = {Teaching creativity is one of the major goals of science class. This study examined how much time is necessary to conduct a scientific creativity task requiring fluency in middle schools. To accomplish this, 76 and 45 scientifically gifted and ordinary students respectively generated as many ideas as possible for the creativity task. The results revealed that ordinary students spent, on average, approximately 20 minutes to generate 3.49 ideas per student. However, gifted students concentrated on the task for a longer time (roughly 60 minutes), and consequently generated greater (11.53) and more elaborate ideas. In comparing the ordinary students{\textquoteright} fluency with their school science scores, no relationship was found between them. This indicates that only teaching science cannot guarantee the development of creativity. Therefore, it is concluded that teaching fluency in middle schools is necessary and can possibly encourage creativity, provided that teachers can secure a minimal amount of time required to do so. Finally, the limitations of this study and further studies are discussed.},
	keywords = {gifted education, scientific creativity, teaching creativity},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.448},
	url = {http://oaji.net/articles/2016/987-1479497961.pdf},
	author = {Daehyeok Kang and Jongwon Park and Hanghwa Hong}
}
@article {466,
	title = {THE CORRELATION BETWEEN ATTITUDE TOWARD SCIENCE AND COGNITIVE LEARNING RESULT OF STUDENTS IN DIFFERENT BIOLOGY LEARNINGS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {December/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {723{\textendash}732},
	abstract = {This research was conducted during one year in three different classes that were taught biology by using three different learnings, Inquiry-based learning, Thinking Empowerment by Questioning integrated with Inquiry learning (TEQI), and Scientific learning. This study investigated the correlation between attitude toward science and cognitive learning results in the three different learnings, and compared the three regression lines whether or not they are parallel. The results of this study show that the correlations between attitude toward science and cognitive learning results in the three biology learnings are significant, with the value of contribution as much as 0.634, 0.448, and 0.708 respectively. The results of the analysis of variance related to the regression equation in the three different learnings are parallel and do not coincide; the regression line of TEQI strategy is at the highest position. It indicated that TEQI strategy has the advantage of training attitude toward science and simultaneously increases students{\textquoteright} cognitive learning results.},
	keywords = {attitude toward science, cognitive learning result, inquiry based learning, regression line},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.723},
	url = {http://oaji.net/articles/2016/987-1479543832.pdf},
	author = {Ninik Kristiani and Herawati Susilo and Duran Corebima Aloysius}
}
@article {438,
	title = {THE DETERMINATION OF OPINIONS OF PRE-SERVICE SCIENCE TEACHERS ON THE CURRICULUM OF SCIENCE COURSES ON THE BASIS OF THE 3-IDIOTS MOVIE},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {June/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {366-378},
	abstract = {Science teaching emerged due to an attempt to understand the world around us and a sense of wonder at nature and survived until today by means of being supported by new research and findings. The implementation of science in schools is carried out with curriculums. The main purpose of the curriculum of science courses is to train all students in science literacy regardless of their individual differences. According to the educational program of sciences courses, audiovisual aids used in education with a learning objective which is one of these aids is one of the most effective ways to ensure permanent learning. Within this concept the purpose of the study is to determine the opinions of pre-service science teachers about the curriculum of the science lesson based upon the stories in the 3-Idiots movie. In this research, phenomenology research was used. As a data gathering tool, three semi-structured interview questions prepared accordingly to {\textquotedblleft}3- Idiots{\textquotedblright} movie were used. According to the participants, the science curriculum must be lead in investigating, interrogating, criticising, curiosity and reconnoitering in terms of features that must be acquired for being scientifically literate individuals. },
	keywords = {3-idiots movie, phenomenology research, Pre-service science teachers{\textquoteright} perceptions, Science Curriculum},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.366},
	url = {http://oaji.net/articles/2016/987-1479497224.pdf},
	author = {Ay{\c s}e Nesibe K{\"o}kl{\"u}kaya}
}
@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 {440,
	title = {DEVELOPMENT OF A SCALE TO MEASURE ORGANIC CHEMISTRY ANXIETY LEVEL OF UNIVERSITY STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {June/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {391-400},
	abstract = {University students{\textquoteright} achievements in organic chemistry depend on cognitive variables. In addition, non-cognitive variables such as anxiety levels also have an impact on students{\textquoteright} organic chemistry achievements. The aim of this study was to develop a measurement tool assessing the anxiety levels of university students in organic chemistry lessons. In this study, the Organic Chemistry Anxiety Scale (O-CAS) consisting of 24 items was developed, its validity and reliability was analysed. All the items are positively worded to indicate increased anxiety. Factor analytic evidence from a sample (n=340) of university organic chemistry students indicated that the O-CAS measured three constructs. Additional analysis with a second sample (n=297) showed that scores on these anxiety constructs were internally consistent, with Cronbach{\textquoteright}s alphas ranging from 0.87 to 0.92 and were 0.95 for the overall scale. Further, the result of analysis of the third sample (n=195) indicated that there was a statistically significant relationship between organic chemistry anxiety and organic chemistry achievement of students. According to these results, the O-CAS can be used as a valid and reliable instrument in chemistry education.},
	keywords = {Anxiety, chemistry education, organic chemistry, secondary education curriculum},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.391},
	url = {http://oaji.net/articles/2016/987-1479497436.pdf},
	author = {Namudar {\.I}zzet Kurbano{\u g}lu and Ahmet Ak{\i}n}
}
@article {426,
	title = {EFFECT OF CONTEXT-BASED QUESTIONS ON SECONDARY SCHOOL STUDENTS{\textquoteright} TEST ANXIETY AND SCIENCE ATTITUDE},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {216{\textendash}226},
	abstract = {The context-based questions have promise and potential to reduce the test anxiety of students and improve their attitudes towards science. The purpose of this research was to investigate the effect of context-based questions on test anxiety and science attitude of students. The research design employed was a quasi-experimental equivalent control group with a pre-test and post-test design. Samples were 70 secondary school students, selected from the 185 seventh grade students at a public school in Turkey. Test Anxiety and Science Attitude Scales were used to measure their test anxiety and attitude towards science, respectively. The results of the data analysis indicated that the context-based questions significantly reduced the test anxiety of the students in the experimental group and improved their attitudes towards science. In contrast, the conventional questions increased the test anxiety of the control group students, but no significant effect in science attitude was found among them. Further, the results showed that there was a relationship between the pre- and post-test scores of the test anxiety and science attitude of both the experimental and control groups. },
	keywords = {context-based questions, conventional questions, secondary school students, Test Anxiety},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.216},
	url = {http://oaji.net/articles/2016/987-1473430915.pdf},
	author = {Namudar {\.I}zzet Kurbano{\u g}lu and Fatma Ko{\c c} Nefes}
}
@article {417,
	title = {ELEMENTARY AND NATURAL SCIENCE TEACHERS{\textquoteright} ONLINE READING METACOGNITION},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {121-131},
	abstract = {A new generation of students should learn from e-materials on tablets, notebooks and smart phones. This consequently means that teachers must be competent to teach new literacies, needed for reading/learning from PDF texts, hypertexts and/or World Wide Web. The presented research investigated future teachers{\textquoteright} metacognitive awareness in the process of reading online texts. The sample of 53 2nd year students at the university study program Elementary education and 28 students of natural science and mathematics, pedagogical study, was tested with the OSORS, method for measuring three types of online metacognitive awareness: general reading metacognition, problem-solving reading metacognition and support reading strategies. The results give an insight into future teachers{\textquoteright} online metacognitive skills and guide toward conclusions concerning further investigation in the field of new literacies didactics.},
	keywords = {linear text reading metacognition, online metacognition, reading metacognition, SCIENCE teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.121},
	url = {http://oaji.net/articles/2016/987-1462908392.pdf},
	author = {Kordigel Aber{\v s}ek, M. and Kosta Dolenc and Domen Kova{\v c}i{\v c}}
}
@article {429,
	title = {ENHANCING SCIENCE TEACHERS{\textquoteright} CONTINUOUS PROFESSIONAL DEVELOPMENT IN THE FIELD OF INQUIRY BASED SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {254{\textendash}266},
	abstract = {Decreasing motivation in science classes is often reported in many countries. Georgia, one of the post Soviet countries, has overcome the highly centralised educational system and nowadays implements a new national educational reform. National reforms demand more student-active and inquiry-based learning. Many Georgian teachers aren{\textquoteright}t ready for these changes and need professional development training to enhance their professional skills in Inquiry-Based Science Education (IBSE). Therefore Ilia State University offers special continuous professional development (CPD) programs for science teachers in the frame of PROFILES project. The aim of the research was to determine what profession oriented attitudes and concerns Georgian in-service science teachers have regarding IBSE and what changes are visible after the implementation of PROFILES-based CPD programme. In order to conduct the research, the Stages of Concern model was used. 40 teachers took part in the two terms of the CPD programme. Research shows that the implemented CPD programme fosters the professional attitudes and concerns of Georgian science teachers in a positive manner. Therefore, it can be highly recommended to use the framework of the PROFILES-based CPD programme(s).},
	keywords = {IBSE, in-service teachers in Georgia, professional development, stages of concern},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.254},
	url = {http://oaji.net/articles/2016/987-1473431219.pdf},
	author = {Marika Kapanadze and Claus Bolte and Vincent Schneider and Ekaterine Slovinsky}
}
@article {422,
	title = {EXPLANATION OF HIGH SCHOOL STUDENTS{\textquoteright} SMOKING BEHAVIOR: A STRUCTURAL EQUATION MODEL APPROACH WITH THE THEORY OF PLANNED BEHAVIOR},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {172-182},
	abstract = {Smoking is a worldwide problem that threatens people{\textquoteright}s health. The average age of smokers has decreased with each passing day. Thus, studies focusing on preventing children or teenagers from starting smoking or studies aiming to help people quit smoking are one of the most effective ways of the fight against smoking. In order to prevent smoking behavior of young people it is necessary to thoroughly examine the reasons of such behavior. In this study, smoking behavior of high school students was examined in the framework of Planned Behavior Theory, which is a socio-psychological theory (TPB, Ajzen, 1985). With the structural equation model, which was constructed by taking TPB components into account, factors affecting students{\textquoteright} smoking behavior were determined. Theory of Planned Behavior has explained the smoking behaviors of the participants in 72\%. It was seen that the most important TPB component that affects students{\textquoteright} behavior is attitude, which is followed by subjective norm and perceived behavior control, respectively. The results indicate that one should work on attitude first and foremost, and thus on behavioral beliefs in order to make changes in the students{\textquoteright} tendency to smoke, in other words, in their behavior. },
	keywords = {Health Education, structural equation model, Theory of Planned Behavior},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.173},
	url = {http://oaji.net/articles/2016/987-1473430674.pdf},
	author = {Dilek Sultan Acarli and Melek Yaman Kasap}
}
@article {424,
	title = {GRAMMAR SCHOOL STUDENTS{\textquoteright} MISCONCEPTIONS CONCERNING THERMAL PHENOMENA},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {194{\textendash}206},
	abstract = {This study describes a research focused on grammar school students{\textquoteright} misconceptions in the context of common, everyday thermal phenomena. Almost 500 Czech grammar school students from 24 classes were asked to fill in the reduced version of the Thermal Concept Evaluation in order to measure the asset of traditional instruction in eliminating scientifically incorrect ideas; the reached normalized gain of 0.23 signalizes poor effectiveness of instruction as a whole. In some areas, Czech students{\textquoteright} results were quite poor (questions dealing with phase transitions), while other ones turned out to be surprisingly good in comparison with foreign studies (e.g. perception of {\textquotedblleft}cold{\textquotedblright} as a scientifically disproved concept). Besides questions regarding thermal phenomena, the test included four statements designed for studying possible relationships between students{\textquoteright} scores and their attitudes. Those who declared {\textquotedblleft}fondness for physics{\textquotedblright} showed better results both in the pre-test and the post-test; however, the normalized gain turned out to be independent of the attitudes established. },
	keywords = {grammar school students, heat and temperature, Thermal Concept Evaluation, thermal phenomena},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.194},
	url = {http://oaji.net/articles/2016/987-1473430786.pdf},
	author = {Petr Kacovsky}
}
@article {457,
	title = {LOWER SECONDARY SCHOOL STUDENTS{\textquoteright} KNOWLEDGE OF AND MISCONCEPTIONS ABOUT ANIMAL MIGRATION: PRELIMINARY RESULTS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {October/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {607{\textendash}615 },
	abstract = {The animal migration is one of the natural processes and is important not only for animals but also for people. Although this process is inseparable part of the nature, its incorporation into curriculum is on low level, not only in Czech Republic, but also in many other countries. The aim of the research was to identify lower secondary school students{\textquoteright} knowledge of and misconceptions about animal migration and to identify if gender, grade and residence of respondents have an influence on it. The sample size was created by 184 Czech lower secondary school students. The researcher himself created the research tool. It was a test and consisted of 18 questions. The test questions were also analyzed by the proportional determination and also by the methods of descriptive and inferential statistics. The knowledge of migration was very low among lower secondary school students. The grade level had the strongest influence on the knowledge from the examined variables. In the conclusion part implications for pedagogical practice are suggested and also suggestions for the further research in this field of study. 
  
},
	keywords = {Animal Migration, knowledge of migration, lower secondary school students, misconceptions about migration},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.607},
	url = {http://oaji.net/articles/2016/987-1479542570.pdf},
	author = {Milan Kubiatko}
}
@article {446,
	title = {NEW NATURAL SCIENCE LITERACIES OF ONLINE RESEARCH AND COMPREHENSION: TO TEACH OR NOT TO TEACH},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {August/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {460{\textendash}473},
	abstract = {This study describes a research focused on science teachers{\textquoteright} evaluation of natural science literacy of research and comprehension competence in their students. Natural science literacy of research and comprehension competence is defined as an essential part of science literacy {\textendash} as a competence to find, evaluate and use science knowledge stored on the Internet (as a part of extended memory) to solve a problem in a science class and to construct students{\textquoteright} own science knowledge. Online science literacy was defined in terms of the following aspects: basic skills (which include computer basics, web searching basics, and general navigation basics), locating information, finding a suitable website, locating the information on the website, critically evaluating the information according to its reliability and according to its relevance for the science class assessment. The data were collected through a 53-item Likert {\textendash} scale questionnaire. The items were adopted from the TICA questionnaire for assessing students{\textquoteright} general online reading competence. Science teachers from 5 different levels of pre-university education assessed their students{\textquoteright} online science literacy in order to evaluate their students{\textquoteright} competence to use the Internet as a storage and as a source of knowledge for teaching/learning process in the science class, to re-evaluate their online teaching practice and the need for implementation of natural science literacy of research and comprehension competence in their science curriculum. },
	keywords = {ICT, Internet in natural science education, natural science literacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.460},
	url = {http://oaji.net/articles/2016/987-1479498050.pdf},
	author = {Kordigel Aber{\v s}ek, M. and Kosta Dolenc and Andrej Flogie and Ana Koritnik}
}
@article {416,
	title = {OBSERVING NATURAL OBJECTS: CHARACTERISTICS OF FLOWERING PLANTS PERCEIVED AS IMPORTANT BY 5- AND 10-YEAR-OLD CHILDREN},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {109-120},
	abstract = {This research examined the ways in which children observe flowering plants, namely: which features they perceive as significant, whether the skill of observing flowering plants develops with age, and what is the difference between genders. The research involved 174 children: 89 children aged 5 and 85 children aged 10 who were given the task of choosing the plant they recognised as the same as each of the 10 given test plants among a total of 37 plants which looked more or less similar to the test plants. The analysis of the plant combinations the children most frequently mismatched showed, that colour is the feature to which they attribute the most importance. Shape turned out to be considered more important to the children than size. Older children revealed better plant observation skills than younger ones with the girls achieving better results than the boys in both age groups. The findings show that children{\textquoteright}s observation skills develop with age, and corroborate the need to support the development of observation in the educational process.},
	keywords = {biology education, observation skills, plant characteristics, preschool children},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.109},
	url = {http://oaji.net/articles/2016/987-1462908340.pdf},
	author = {Marjanca Kos and Janez Jerman}
}
@article {421,
	title = {ONLINE FUNCTIONAL LITERACY, INTELLIGENT TUTORING SYSTEMS AND SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {162-171},
	abstract = {We live in a time of transition from print reading (off-line) to screen reading (on-line), where the role of the book and other literature is being taken over by different types of electronic devices (computers, tablets, smart phones). In the lives of young people, there is less and less printed media, because it is being pushed out by electronic media. Most written media that is still used is thus bound to the classroom. However, in recent years schools have also become more like e-schools. It is almost impossible to find a school that does not use e-material in its educational process. Research indicates that there are differences in reading comprehension when reading off-line and on-line. In a study in which 78 students from the 8th grade of elementary school participated at the course Technology and science (n=77; 53.2\% female), it was shown that in order to overcome this difference, individualised and adaptive Intelligent Tutoring Systems (ITS) can be used. The evaluation of the results also indicates that, for such a form of ITS, there is still plenty of space for optimisation, which is a permanent method of improvement and upgrade in such systems.},
	keywords = {elementary school, reading comprehension, technology and science},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.162},
	url = {http://oaji.net/articles/2016/987-1473430613.pdf},
	author = {Kosta Dolenc and Boris Aber{\v s}ek and Kordigel Aber{\v s}ek, M.}
}
@article {460,
	title = {A SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS COURSE WITH COMPUTER-ASSISTED REMEDIAL LEARNING SYSTEM SUPPORT FOR VOCATIONAL HIGH SCHOOL STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {October/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {641{\textendash}654},
	abstract = {One of the significant and distinguishing curriculum characteristics of STEM compared to other subjects domains is hands-on skill development. Hands-on training enables the enhancement of learning because it parallels with the concrete-to-abstract nature of cognitive development, providing additional sources of brain activation via kinaesthetic involvement and elevating students{\textquoteright} motivation and engagement. To bridge the gap between theory and practice, and advance unprepared students{\textquoteright} hands-on skills, this research proposed and implemented an innovative STEM course with the computer-assisted remedial learning system (CARLS) in the vocational high school experience in Taiwan. The effects of STEM course were examined through an experiment with learning performances hypotheses. A total of 32 students in a vocational high school in Taiwan voluntarily participated in this research and a one-group pre-test and post-test pre-experimental design was adopted. The results of this experimental course demonstrated that CARLS is effective and contributed in enhancing students{\textquoteright} knowledge, achievement and hands-on skill performance in this STEM course. Suggestions and implications for STEM education is also made for practitioners and educators.},
	keywords = {Computer-Assisted Remedial Learning System, hands-on activities, Vocational High School},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.641},
	url = {http://oaji.net/articles/2016/987-1479543039.pdf},
	author = {Shu-Hsuan Chang and Ai-Chiao Ku and Li-Chih Yu and Tsung-Chih Wu and Bor-Chen Kuo}
}
@article {420,
	title = {WHY SHOULD WE PUBLISH IN JOURNALS INDEXED IN WEB OF SCIENCE?},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Editorial},
	chapter = {160-161},
	abstract = {I would like to thank the editor of the journal, who offered me to write an editorial. When I was thinking about the topic, which would be interesting for the readers of journals, I got more ideas. One of the topics, which is more and more discussed is the problem of publication. Where should the author send his manuscript? He/she should choose a shorter way or try to send his own manuscript to the journal with the demanding reviewing process. But, the author is the person who makes the final decision, our effort is to evoke only thinking about the importance of academic work.},
	keywords = {editorial boards, international journals, recognized databases},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.160},
	url = {http://oaji.net/articles/2016/987-1473430543.pdf},
	author = {Milan Kubiatko}
}
@article {362,
	title = {CONCEPTUAL CHANGE ACTIVITIES ALLEVIATING MISCONCEPTIONS ABOUT ELECTRIC CIRCUITS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {June/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {298{\textendash}315 },
	abstract = {This study contributes to a growing literature that investigates vocational students{\textquoteright} conceptual understanding of electricity by proposing a multidimensional and pragmatic approach to conceptual change. Conceptual change model-based activities were designed in a six-stage conceptual change model and were incorporated into a four-week course. The effectiveness of these activities was measured in terms of changing these students{\textquoteright} misconceptions about simple electric circuits towards scientifically accepted ideas in terms of their revolutionary versus evolutionary nature and the extent of transfer of learning. Transformative mixed methods research design was used consisting mainly of a one-group pre-test post-test design with DIRECT Test 1.2 as a research instrument. Paired samples t-test analysis for 15 students{\textquoteright} test scores indicated that there was a statistically significant difference between students{\textquoteright} pre- and post-test scores. The results of the frequency analysis in both pre- and post-tests show a significant percentage drop in the number of students having the identified misconceptions. The majority of students during post pre-test interviews justified their answers incorrectly, but more than 80\% answered correctly in the post post-test interview.},
	keywords = {conceptual change, conceptual change model, electric circuits, misconceptions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.298 },
	url = {http://oaji.net/articles/2015/987-1437678688.pdf},
	author = {Achillefs Kapartzianis and Jeanne Kriek}
}
@article {340,
	title = {A CROSS-CULTURAL STUDY ON FRESHMEN{\textquoteright}S KNOWLEDGE OF GENETICS, EVOLUTION, AND THE NATURE OF SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {February/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {6-18},
	abstract = {The purpose of this study was to measure the freshmen{\textquoteright}s level of knowledge about genetics, evolution, human evolution, the nature of science, and opinions on evolution and the presence of non-scientific explanations among Czech, Slovakian, Slovenian and Turkish students. Determination of prior knowledge and pre-conceptions about these issues is important because they are filters to learning other related concepts. The results are going to be a starting point for developing teaching strategies concerning Darwinian evolution and preparing prospective science teachers for working with students in national and international contexts. A total of 994 first-year university students from the Czech Republic (276; 27.8\%), Slovakia (212, 21.3\%), Slovenia (217, 27.3\%) and Turkey (235, 23.6\%) participated in this study. The findings can be summarized as follows: knowledge especially that of the nature of science at the freshmen level was seriously flawed. Non-scientific explanations were present in high percentages. Both were regarded as barriers towards scientific reasoning and acceptance of general human evolution especially for students expressing orthodox religious beliefs. },
	keywords = {human evolution, nature of science, non-scientific explanations},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.06},
	url = {http://oaji.net/articles/2015/987-1437062033.pdf},
	author = {Andrej {\v S}orgo and Muhammet Usak and Milan Kubiatko and Jana Fan{\v c}ovi{\v c}ova and Pavol Prokop and Miro Puhek and Jiri Skoda and Mehmet Bahar}
}
@article {400,
	title = {DEVELOPMENT AND EVALUATION OF AN INSTRUMENT MEASURING ANXIETY TOWARD BIOLOGY LABORATORY CLASSES AMONG UNIVERSITY STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {December/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {802{\textendash}808 },
	abstract = {University students{\textquoteright} achievements in biology laboratory do not depend only on cognitive variables, but also on non-cognitive variables such as anxiety levels. The aim of this study was to develop a measurement tool assessing the anxiety levels of university students in a biology laboratory class. In this study, the Biology Laboratory Anxiety Scale (B-LAS) consisting of 15 items was developed, and analysed its validity and reliability. All items are positively worded to indicate increased anxiety. The sample consisted of 685 science teacher candidates (450 female and 235 male) who take Biology and/or Biology laboratory classes at three different Faculties of Education. The validity of the scale was first assessed by expert review. Exploratory factor analysis was performed to assess structural validity, and revealed a one-dimensional structure. The loading values of all 15 items varied between 0.61 and 0.80, and explained 53\% of the total variance. Cronbach{\textquoteright}s alpha coefficient of internal consistency was calculated as 0.93 and the split-half test correlation was 0.85. According to these results B-LAS can be used as a valid and reliable instrument in science education.},
	keywords = {biology laboratory, factor analysis, university students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.802},
	url = {http://oaji.net/articles/2017/987-1519497189.pdf},
	author = {Namudar {\.I}zzet Kurbano{\u g}lu}
}
@article {371,
	title = {DEVELOPMENT AND VALIDATION OF ENVIRONMENTAL LITERACY SCALE FOR ADULTS (ELSA)},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {June/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {425{\textendash}435 },
	abstract = {In this study, the development and validation of the Environmental Literacy Scale for Adults (ELSA) is explained. The data were collected from 332 adults whose ages ranged from 18 to over 56. The principal component analysis rotated to varimax rotation was used to obtain evidence for the validity of the scale. The scale was composed of 20 items and had three main dimensions: {\textquotedblleft}environmental consciousness{\textquotedblright}, {\textquotedblleft}environmental anxiety{\textquotedblright} and {\textquotedblleft}environmental awareness{\textquotedblright}. A reliability analysis of the instrument revealed Cronbach-Alpha coefficients of 0.881 for the whole of the scale, 0.807 for the first dimension, 0.765 for the second dimension and 0.715 for the last dimension. Considering the results obtained from the validity and reliability studies, it can be asserted that ELSA can be used to determine adults{\textquoteright} views and levels of environmental literacy.},
	keywords = {adults, environmental literacy, scale development},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.425},
	url = {http://oaji.net/articles/2015/987-1437679561.pdf},
	author = {Elif Atabek-Yi{\u g}it and Nesibe K{\"o}kl{\"u}kaya and Melike Yavuz and Eda Demirhan}
}
@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 {351,
	title = {INVESTIGATING GRADE 10 LEARNERS{\textquoteright} ACHIEVEMENTS IN PHOTOSYNTHESIS USING CONCEPTUAL CHANGE MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {April/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {155-164},
	abstract = {Challenges in the learning photosynthesis topic may arise from misconceptions. This study investigated Grade 10 learners{\textquoteright} achievements in photosynthesis using the Conceptual Change Model (CCM) to minimize misconceptions and to develop understanding of photosynthesis in rural high schools in South Africa. A quasi-experimental design was used with a sample of 78 Grade 10 learners: 39 Experimental Group (EG) and 39, Control Group (CG). Achievement test, learning materials and a questionnaire were used to collect data. Data were analysed using descriptive statistics, t-test, Analysis of covariance (ANCOVA) and Pearson correlation. Results from post-tests show that EG taught using the CCM exhibited higher achievements than the CG taught using traditional approach. ANCOVA show that there were significant differences in performance between pre- and post-test of the EG. Performance and attitudes correlation was (r = 0.89) for EG and (r = 0.33) for CG, suggesting that CCM positively influenced learners{\textquoteright} attitudes towards Life Sciences. },
	keywords = {achievement, conceptual change, misconceptions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.155},
	url = {http://oaji.net/articles/2015/987-1437062876.pdf},
	author = {Benedict Tlala and Israel Kibirige and Joseph Osodo}
}
@article {368,
	title = {RESEARCH ON THE PSEUDO-SCIENTIFIC BELIEFS OF PRE-SERVICE SCIENCE TEACHERS: A SAMPLE FROM ASTRONOMY-ASTROLOGY},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {June/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {381{\textendash}393 },
	abstract = {The purpose of this study was to determine perceptions embraced by preservice science teachers on astrology, which is defined as a pseudo-science. It also aimed to reflect their abilities to distinguish between science and pseudo-science through the examples of astronomy {\textendash} astrology. Twenty-nine grade 4 preservice teachers studying Science Education participated in the study. Among the qualitative research patterns, the phenomenological approach was used for the study. Data were collected through an open-ended question form, group discussion records, and research assignments, while individual interviews were conducted where necessary. Open coding was used for the evaluation of the data, and the validity of the study was obtained through verifications of preservice teachers on themes and theories during the interviews. The findings of the study showed that a vast majority of preservice teachers perceived astrology as a field of science or a subfield of astronomy. Quite a few preservice teachers expressed that astrology was a nonscientific field and that knowledge obtained through astrology could not be considered as scientific knowledge.},
	keywords = {astrology, astronomy, pre-service science teachers, pseudo-science},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.381},
	url = {http://oaji.net/articles/2015/987-1437679352.pdf},
	author = {Aysun Oztuna Kaplan}
}
@article {343,
	title = {UNDERSTANDINGS OF ADVANCED STUDENTS ON NATURE OF SCIENCE AND THEIR MOTIVATIONAL STATUS TO LEARN NATURE OF SCIENCE: A TURKISH CASE},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {February/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {46-58},
	abstract = {In this study, the purpose is to describe advanced students{\textquoteright} motivational status to learn Nature of Science (NOS) and their understandings on NOS by using Ranking Questionnaire for {\textquotedblleft}interest{\textquotedblright} and {\textquotedblleft}importance{\textquotedblright} and modified version of Views on Nature of Science Questionnaire. The results indicated that the participants did not see NOS as an important subject compared to mathematics, science and social science subjects. Moreover, the participants were more interested in mathematics and science subjects than in NOS subject. The results on NOS understandings also showed that the participants were transitional in terms of {\textquotedblleft}evidence and observation based science{\textquotedblright} and {\textquotedblleft}subjectivity{\textquotedblright} while they had informed understandings on {\textquotedblleft}place of imagination and creativity in science{\textquotedblright}. They were also na{\"\i}ve in terms of {\textquotedblleft}existence of one method in science{\textquotedblright}, {\textquotedblleft}no hierarchy between theory and law{\textquotedblright}, {\textquotedblleft}tentativeness{\textquotedblright} and {\textquotedblleft}difference between observation and inference{\textquotedblright}. The results explained an important motivational problem to implement any NOS teaching methods to change misunderstandings.},
	keywords = {advanced high school students, nature of science, school subjects},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.46},
	url = {http://oaji.net/articles/2015/987-1437062195.pdf},
	author = {Mustafa Serdar K{\"o}ksal and Canan Tun{\c c} {\c S}ahin}
}
@article {387,
	title = {UNIVERSITY STUDENTS{\textquoteright} CONCEPTIONS OF THE RELATIONSHIP BETWEEN MATHEMATICS AND PHYSICS AND THE RELATIONSHIP BETWEEN MATHEMATICS AND PHYSICS LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {October/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {622{\textendash}636 },
	abstract = {The present study identified university students{\textquoteright} conceptions of mathematics and physics as well as students{\textquoteright} conceptions of mathematics and physics learning. Furthermore, the study elicited university students{\textquoteright} conceptions of the relationship between mathematics and physics and the relationship between mathematics and physics learning. As a final, the study compared university students{\textquoteright} conceptions of mathematics and physics as well as students{\textquoteright} conceptions of mathematics and physics learning. A purposeful sample of university students (pre-service elementary science and mathematics teachers) who had taken required mathematics and physics courses participated in the study. Open-ended questionnaires and interviews were used to collect data. The analysis found that most students believed that mathematics was closely related to physics and that it was difficult to succeed in physics without understanding mathematics. In addition, more students exhibited coherent conceptions of physics and higher-level conceptions of physics learning compared to the number of the students with coherent conceptions of mathematics and higher-level conceptions of mathematics learning. How the nature of the disciplines of mathematics and physics affects the development of student conceptions is discussed.},
	keywords = {conceptions of learning, physics learning, qualitative study},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.622},
	url = {http://oaji.net/articles/2015/987-1450981223.pdf},
	author = {Serkan Kapucu}
}
@article {373,
	title = {ARE STORKS HOMOSEXUALS? PERSISTENCE OF MISCONCEPTIONS AMONG UNIVERSITY STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2013},
	month = {August/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {448{\textendash}457 },
	abstract = {The misconceptions about different scientific phenomena are persisting from childhood till adulthood and no method managed to transform it into the correct form. The study is focused on finding out the misconceptions about common facts of zoology and also human body. The respondents were 112 university students. Among these respondents were 22 science major students and the rest of the respondents were non-science majors. The number of females was 82. All respondents are potentially future teachers at elementary schools, so there is a great chance/ possibility they will teach pupils and present them the kinds of information which are investigated in this study. Research tool contained 7 items, most of them were from the field of zoology and one from the field of human anatomy. Obtained data were analysed by the proportional ratio of correct and incorrect answers and the chi-square test was used for the determination of differences between groups of variables gender and field of study. There was not found a significant difference between males and females and science major students often answered some items more. There were found many misconceptions about common facts of zoology and human body. },
	keywords = {human body, misconceptions, university students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.448},
	url = {http://oaji.net/articles/2015/987-1447523229.pdf},
	author = {Milan Kubiatko and Kristyna Balatova}
}
@article {315,
	title = {ASSESSING THE RELATIONSHIP BETWEEN LEARNING STRATEGIES AND SCIENCE ACHIEVEMENT AT THE PRIMARY SCHOOL LEVEL},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	type = {Original article},
	chapter = {525-534 },
	abstract = { 
The use of self-regulated learning strategies tend to have an impact on student learning and achievement; however, the nature of this relationship for primary science achievement needs further investigation. The purpose of this study was to examine the relationship between learning strategies used by primary students and their science achievement. The use of learning strategies was measured by the 50-item modified version of the Motivated Strategies for Learning Questionnaire (MSLQ) and the science achievement was measured by a test compiled from the released TIMSS items. Bivariate correlation analysis results showed that among the nine learning strategies that were investigated, seven of them were significantly associated with the science achievement. There were no correlations between peer learning and help seeking and achievement. Multiple regression analysis results showed that among the seven strategies, effort regulation, metacognitive self-regulation and critical thinking significantly contributed to the science achievement. Results and implications for instruction were discussed.},
	keywords = {Motivated Strategies for Learning Questionnaire, primary science, self-regulated learning, TIMSS},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.525},
	url = {http://oaji.net/articles/2015/987-1425809609.pdf},
	author = {Sibel   Kaya and Zeynel   Kablan}
}
@article {307,
	title = {DETERMINING BIOLOGY TEACHER CANDIDATES{\textquoteright} CONCEPTUAL STRUCTURES ABOUT ENERGY AND ATTITUDES TOWARDS ENERGY},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	type = {Original article},
	chapter = {399-423 },
	abstract = {The aim of the current study is to investigate biology teacher candidates{\textquoteright} cognitive structures related to "energy". As the research design of the study, the case study was applied. The data were collected from 44 Biology teacher candidates. The free word-association test, the drawing-writing technique and the semantic differential attitude scale were used as data collection instruments. The data were subject to content analysis and divided into categories through coding. In the analysis, the categories were formed and determined through the results of word-association test and drawing-writing test which were completed by the biology teacher candidates. With the help of these categories, the cognitive structures of biology teacher candidates were explained. These categories were determined as biological energy-metabolism, energy resources in the nature- types of energy- renewable energy and energy for life continuity. The semantic attitudes of Biology teacher candidates toward energy were found to be positive. On the other hand, it was determined that biology teacher candidates had misconceptions related to energy.},
	keywords = {Attitude, cognitive structure, misconception},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.399},
	url = {http://oaji.net/articles/2015/987-1425808957.pdf},
	author = {Hakan Kurt}
}
@article {334,
	title = {DEVELOPMENT AND APPLICATION OF 7E LEARNING MODEL BASED COMPUTER-ASSISTED TEACHING MATERIALS ON PRECIPITATION TITRATIONS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {784-792},
	abstract = {The purposes of this study are to develop a computer-assisted instructional material, which involves animations, virtual lab and educational computer applications, based on 7E learning model towards the methods of Mohr and Volhard in the unit {\textquotedblleft}precipitation titrations{\textquotedblright} delivered in some quantification chemistry courses and to identify the effects of this material on student achievement. The study employs the design of quasi-experimental with control and experiment groups to which pre- and post-test were administered. The participants of the study includes 89 vocational high school students. The data were collected through the administration of the test which was used as both pre- and post-test. The Cronbach alpha coefficient of the achievement test was found to be 0.756. The findings obtained were analysed through t-tests. The findings indicate that post-test scores of experiment group and control group on the achievement test were statistically significant different. This difference indicates that the software has positive effects on student achievement.},
	keywords = {7E learning model, animation, chemistry education, educational computer games, precipitation titrations, virtual lab},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.784},
	url = {http://oaji.net/articles/2015/987-1425811451.pdf},
	author = {Nazan   Kunduz and Nilg{\"u}n  Se{\c c}ken}
}
@article {284,
	title = {THE EFFECTS OF ORGANIC CHEMISTRY ANXIETY ON UNDERGRADUATE STUDENTS IN RELATION TO CHEMISTRY ATTITUDE AND ORGANIC CHEMISTRY ACHIEVEMENT},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {130-138},
	abstract = {The aim of this study was to investigate the effects of organic chemistry anxiety on sophomore undergraduate students in relation to chemistry attitude and organic chemistry achievement. The participants were 228 sophomore undergraduate students, enrolled in organic chemistry courses. Anxiety and attitude were measured using O-CAS and CAS, respectively. O-CA was measured by determining a point total for each student, using the results of exams and quizzes from organic chemistry courses. The results of an ANOVA showed a significant difference in the means for O-CA and chemistry attitudes scores between the low, moderate, and high anxiety groups. The findings also revealed a moderate, significant negative correlation between organic chemistry anxiety and achievement, and a small, significant negative correlation between organic chemistry anxiety and chemistry attitudes. In addition, there was a small, significant positive correlation between chemistry attitudes and organic chemistry achievement.},
	keywords = {achievement, chemistry attitude, organic chemistry anxiety, undergraduate students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.130},
	url = {http://oaji.net/articles/2015/987-1425758372.pdf},
	author = {Namudar {\.I}zzet Kurbano{\u g}lu}
}
@article {323,
	title = {THE EFFECTS OF PROCESS-BASED TEACHING MODEL ON STUDENT TEACHERS{\textquoteright} LOGICAL/INTUITIVE THINKING SKILLS AND ACADEMIC PERFORMANCES},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {October/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {640-651},
	abstract = {The aim of this study is to analyze the effects of Process-based Teaching Model on student teachers{\textquoteright} logical and intuitive thinking skills as well as their academic performances at chemistry laboratory applications. The sample of this research consisted of 60 preservice teachers studying of� Faculty of Education in Hacettepe University. Data were obtained via the {\textquotedblleft}experimental desing� with pre/posttest control group{\textquotedblright} evaluated both qualitatively and quantitatively. The experimental� group was taught within the process-based teaching model while the control group received training in traditional teacher centered education. The scores obtained by participating experimental and control groups from Logical/Intuitive Thinking Scale, Performance Test and Structured Grids as one of the alternative measurement and evaluation techniques were compared and contrasted. To determine the student teachers{\textquoteright} logical and intuitive thinking styles, the {\textquotedblleft}Logical/Intuitive Thinking Scale{\textquotedblright} developed by Pacini and Epstein (1999) and adapted by Turk� (2011). The study concluded that teaching chemistry using process-based teaching model improved students{\textquoteright} academic performance as well as their logical and intuitive thinking skills.},
	keywords = {logical and intuitive thinking, process-based teaching model, teacher education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.640},
	url = {http://oaji.net/articles/2015/987-1425810534.pdf},
	author = {Canan   Ko{\c c}ak}
}
@article {377,
	title = {AN EXAMINATION OF HIGH SCHOOL STUDENTS{\textquoteright} SMOKING BEHAVIOR BY USING THE THEORY OF PLANNED BEHAVIOR},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2013},
	month = {August/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {497{\textendash}507},
	abstract = {Smoking has been recognized as one of the most important health problems. Thus, several preventive measures have been taken worldwide in order to reduce smoking. For these measures to be effective, the source of the problem should be thoroughly explored. To this end, this study aims to determine high school students{\textquoteright} smoking behavior and the factors affecting it. In the gathering of data, an interview form was used which was developed by the researchers in accordance with the directives of Planned Behavior Theory. Interviews were conducted according to problem-based interview method. Data were analyzed by using the qualitative data analysis program MAXqda, and was evaluated by using qualitative content analysis method. Findings of the research show that anti-smoking campaigns have been reflected in students{\textquoteright} beliefs towards smoking behavior. Differences between female and male students in terms of the beliefs affecting their smoking behavior were detected. It was seen that having no economic difficulty in accessing cigarettes and the fact that cigarettes are being sold disregarding the age-limit are facilitating factors for students to try smoking. },
	keywords = {Health Education, Qualitative Content Analysis, Theory of Planned Behavior},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.497},
	url = {http://oaji.net/articles/2015/987-1447523503.pdf},
	author = {Dilek Sultan Acarli and Melek Yaman Kasap}
}
@article {301,
	title = {AN INVESTIGATION OF MATHEMATICS AND SCIENCE QUESTIONS IN ENTRANCE EXAMINATIONS FOR SECONDARY EDUCATION INSTITUTIONS IN TURKEY},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {September/2013},
	type = {Original article},
	chapter = {352-364 },
	abstract = {This study aimed to investigate LDE mathematics and science questions in terms of cognitive requirements (knowing, applying and reasoning) and structural properties (conceptual, algorithmic and graphical). The methodology adopted in the current study was document analysis. The results of this study indicated that LDE science assessments emphasized conceptual questions, while mathematics questions were more algorithmic in structure. In addition, both mathematics and science items de-emphasized graphical representations. In terms of their cognitive requirements, both science and mathematics LDE items neglected the cognitive domain of reasoning. Moreover, science questions mostly met in the intersection of knowing and conceptual, while mathematics questions often required students to apply knowledge on algorithmic questions. This study also concluded that the distribution of question requirements differed from year to year. Some implications regarding the results included that implementing a nation-wide assessment that neglects graphical representations contradicts the target goal of the mathematics and science programs in Turkey. The fact that the LDE was designed to determine the level of students{\textquoteright} learning yet neglects reasoning questions also presents a contradiction to the curricular aims.},
	keywords = {cognitive requirements, level determination examination, mathematics and science problems, structural properties},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.352},
	url = {http://oaji.net/articles/2015/987-1425808526.pdf},
	author = {Lutfi   Incikabi and Mehmet A.  Kurnaz and Murat   Pektas}
}
@article {281,
	title = {A READING CURRICULUM FOR THE HOMO ZAPPIENS GENERATION: NEW CHALLENGES, NEW GOALS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {92-106},
	abstract = {A new model for a 21st century reading curriculum (RC), needed as a consequence of the changes made by new technologies on human brains in the last two decades, will be presented. Cognitive science warns that some of these changes can seriously threaten the science learning process in school. This of course has implications for the educational system {\textendash} including, perhaps primarily, the RC. A RC for the {\textquotedblleft}Homo zappiens{\textquotedblright} (HZ) generation should comprise of two kinds of reading competences: informative and explicatory reading/learning texts strategies (=off-line reading competence); ICT reading/learning strategies (= on-line reading competence). Both of these are essential for reading, especially for reading both types of natural science texts: those on the screen and those on the paper -in the natural science textbook and in the secondary science literature. The results of the meta-analysis, which was used to examine the basis for implementing a reading curriculum for Homo zappiens by natural science teachers in the near future, are an important part of our research. The question is crucial and relevant because research has proven a strong connection between reading competence, reading comprehension and learning success generally, particularly in a science field. The results have shown a strong absence of interest among natural science teachers regarding reading competence for comprehension of science texts.},
	keywords = {comprehension strategies, natural science, reading strategies, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.92},
	url = {http://oaji.net/articles/2015/987-1425757826.pdf},
	author = {Kordigel Aber{\v s}ek, M. and Boris Aber{\v s}ek}
}
@article {320,
	title = {THE TEACHERS{\textquoteright} OPINIONS AND REQUIREMENTS OF BIOLOGY SKILLS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {October/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {579-591 },
	abstract = {The problematic of science skills of pupils and students is important to investigate, due to decreasing of attitudes and knowledge of respondents. The presented results are part of bigger investigation, which included the investigation of chemistry, biology and geography teachers on the pupils/students skills. In the study are presented results for the biology part. The aim of research was to prepare, perform and evaluate a questionnaire research, which is based on the above mentioned proposal of biology skills and which investigates the opinions and requirements of lower secondary (ISCED 2) and secondary general (grammar) school (ISCED 3)� teachers on the biology skills of graduates from the lower secondary school� and graduates from grammar schools. A research sample consisted of two groups of teachers. The first group were teachers from lower secondary schools (n = 53) and the second group were teachers from secondary general (grammar) schools (n = 68). As a research tool was used a questionnaire with 4-point Likert type items. Inductive statistics was used for verification of hypotheses; specifically t-test was used for the determination of differences in the answers between lower secondary and grammar school teachers. Grammar school teachers achieved higher score in the majority of cases. The recommendations are mentioned in the conclusion part.},
	keywords = {biology skills, inquiry-based science teaching (IBSE), pupils/students, Questionnaire, teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.579},
	url = {http://oaji.net/articles/2015/987-1425810384.pdf},
	author = {Radka   {\v C}udov{\'a} and Milan Kubiatko and Sabina   Radvanov{\'a} and V{\v e}ra {\v C}{\'\i}{\v z}kov{\'a}}
}
@article {374,
	title = {TEACHERS{\textquoteright} VIEWS ABOUT PROBLEM-BASED LEARNING THROUGH CONCEPT CARTOONS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2013},
	month = {August/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {458{\textendash}468 },
	abstract = {This study aimed to examine the views of science and technology teachers towards concept cartoons integrated to problem-based learning. In this context, teachers{\textquoteright} views were compared before and after the experimental treatment of a project. Data was gathered through qualitative research methods. Participants of this study were science and technology teachers from 9 elementary schools in the city of Izmir in the 2011-2012 academic year. In the first step of the study, a 30-hour workshop including theoretical subjects, applications and experimental treatments about concept cartoons was presented to teachers. Then semi-structured interviews were conducted with teachers. Following this workshop, teachers were requested to apply all these applications and experimental treatments. After the experimental applications, semi-structured interviews were conducted again with the same teachers. According to the findings, teachers indicated that problem-based learning modules to improve students{\textquoteright} critical thinking, inquiry learning skills and help them relate their knowledge to daily life. },
	keywords = {concept cartoons, Problem-Based Learning, Science and Technology Teacher},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.458},
	url = {http://oaji.net/articles/2015/987-1447523317.pdf},
	author = {Ali Gunay Balim and Suat Turkoguz and Ummuhan Ormanci and Sevinc Kacar and Ertug Evrekli and Erkan Ozcan}
}
@article {322,
	title = {TURKISH STUDENT BIOLOGY TEACHERS{\textquoteright} CONCEPTUAL STRUCTURES AND SEMANTIC ATTITUDES TOWARDS MICROBES},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {October/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {608-639},
	abstract = {The aim of the current study is to investigate student biology teachers{\textquoteright} cognitive structures related to "microbe". The mixed research design was applied in this study. The data were collected from 44 student biology teachers. The free word-association test, the drawing-writing technique and the semantic differential attitude scale were used as data collection instruments. The data were subject to content analysis and divided into categories through coding. With the help of these categories, the cognitive structures of student biology teacher were explained. These categories were determined as definition of microbes, microbial variety and activity, immunity. It was determined that student biology teachers{\textquoteright} semantic attitudes towards microbe were at a neutral level in terms of mean scores of all adjectives considered; however� based on each and every adjective, they mostly perceive microbes as infectious, contagious, and dirty. Moreover, the data collected through two data collection instruments indicated that student teachers had misconceptions about microbes considering the themes determined.},
	keywords = {cognitive structure, microbe, misconception, semantic differential attitudes},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.608},
	url = {http://oaji.net/articles/2015/987-1425810489.pdf},
	author = {Hakan Kurt}
}
@article {272,
	title = {ASSESSING PRE-SERVICE TEACHERS (DIS) LIKING OF SOME ANIMAL SPECIES},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {393-402 },
	abstract = {The purpose of this study was to investigate attitudes of students, in particular primary school and biology pre-service teachers, towards specific animals in order to determine principal reasons for (dis) liking them. The sample consisted of 309 university students. Two factors were extracted termed {\textquotedblleft}pleasant animals{\textquotedblright} and {\textquotedblleft}unpleasant animals{\textquotedblright}. {\textquotedblleft}Unpleasant animals{\textquotedblright} were characterised by certain commonly perceived features such as being dirty, dangerous, distinctive and fear evoking while {\textquotedblleft}pleasant animals{\textquotedblright} were typically beautiful, clean, pleasant to touch, intelligent and responsive. Students with more positive attitudes toward the Biology subject also expressed more positive attitudes toward animals, especially toward {\textquotedblleft}unpleasant{\textquotedblright} animals. And students with more frequent exposure to natural environments had more positive attitudes to {\textquotedblleft}pleasant animals{\textquotedblright}.},
	keywords = {animals, biology education, Experiences, pre-service, primary school education, teacher},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.393},
	url = {http://oaji.net/articles/2014/987-1419169320.pdf},
	author = {Gregor Torkar and Milan Kubiatko and Barbara Bajd}
}
@article {267,
	title = {A COMPARISON OF CHEMISTRY TEACHERS{\textquoteright} AND GRADE 11 STUDENTS{\textquoteright} ALTERNATIVE CONCEPTIONS OF {\textquoteleft}RATE OF REACTION{\textquoteright}},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {333-346 },
	abstract = {The purpose of this study is to compare alternative conceptions of chemistry teachers and Grade 11 students on the subject of {\textquoteleft}rate of reaction{\textquoteright}. This study was conducted with a total of seventy chemistry teachers and seventy two grade 11 students. To collect data, a {\textquoteleft}rate of reaction{\textquoteright} concept test comprising 9 lead and 10 sub-questions (in total 19 items) were employed. Also, a structured interview session was conducted with 10 chemistry teachers and 13 grade 11 students. Since the chemistry teachers and grade 11 students possessed similar alternative conceptions, it can be deduced that the chemistry teachers seem to have been principal source at transmitting their alternative conceptions to the grade 11 students. It is recommended that, a common database or website should be created to afford the current chemistry teachers to easily access to improved teaching materials and/or instruments in chemistry education.},
	keywords = {Alternative Conception, chemistry teacher, grade 11 students, rate of reaction},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.333},
	url = {http://oaji.net/articles/2014/987-1419168982.pdf},
	author = {Ali Kolomu{\c c} and Muammer {\c C}al{\i}k}
}
@article {263,
	title = {A CROSS-NATIONAL STUDY OF PROSPECTIVE ELEMENTARY AND SCIENCE TEACHERS{\textquoteright} CREATIVITY STYLES},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {September/2012},
	type = {Original article},
	chapter = {285-292 },
	abstract = {1799 prospective teachers (596 males, 1203 females), enrolled in various departments (elementary school teaching and science teaching) in selected universities in Croatia, Czech Republic, Lithuania, Slovakia, Slovenia and Turkey, answered questionnaire on creativity styles. From the results of present study we can recognize that creativity potential of prospective elementary and science teachers is more on the adaptors{\textquoteright} side than on the side of innovators. The differences between prospective teachers, originating from different countries, study tracks and of different genders, even if statistically significant, are small (Cohen{\textquoteright}s d below 0.2). From the perspective of the teacher educators it can mean that similar methods to enhance creativity can be used.},
	keywords = {creativity styles, prospective elementary teachers, Prospective Science Teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.285},
	url = {http://oaji.net/articles/2014/987-1419168605.pdf},
	author = {Andrej {\v S}orgo and Vincentas Lamanauskas and Slavica {\v S}imi{\'c} {\v S}a{\v s}i{\'c} and Milan Kubiatko and Pavol Prokop and Jana Fan{\v c}ovi{\v c}ova and Martin Bilek and Iztok Toma{\v z}i{\v c} and Mehmet Erdogan}
}
@article {257,
	title = {FACTORS HINDERING TEACHERS FROM INTEGRATING NATURAL SCIENCES AND MATHEMATICS INTO HOME ECONOMICS COURSES},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {September/2012},
	type = {Original article},
	chapter = {216-223 },
	abstract = {The purpose of this study was to examine the integration of natural sciences and mathematics into home economics teaching, particularly any factors hindering integration. Altogether 88 Slovenian home economics teachers were questioned. The results show that biology, consumer and health education were integrated into home economics courses more often than other subjects. Slovenian home economics teachers{\textquoteright} integration of other school subjects or topics depends mainly on their work experience and combination of subjects during their undergraduate studies. Another indicator, a negative one, was that our teachers didn{\textquoteright}t know some relevant science and mathematics subject curricula and they are not enough competent in these sciences. This should be the first step in the future development of home economics teacher education.},
	keywords = {home economics, integration, Mathematics, Natural Sciences, teacher},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.216},
	url = {http://oaji.net/articles/2014/987-1419168132.pdf},
	author = {Gregor Torkar and Verena Koch}
}
@article {268,
	title = {THE RELATIONSHIPS BETWEEN UNIVERSITY STUDENTS{\textquoteright} ORGANIC CHEMISTRY ANXIETY, CHEMISTRY ATTITUDES, AND SELF-EFFICACY: A STRUCTURAL EQUATION MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {347-356 },
	abstract = {The purpose of this study is to examine the relationships between organic chemistry anxiety, chemistry attitudes, and self-efficacy. Participants were 368 sophomore undergraduate students. In this study, the Organic Chemistry Anxiety Scale (O-CAS), the Chemistry Attitudes Scale, and the Self-efficacy Scale were used. Pearson correlation coefficient and structural equation modeling was utilized to determine the relationships between organic chemistry anxiety, chemistry attitudes, and self-efficacy. In correlation analysis, organic chemistry anxiety was found negatively (r=-0.52) related to chemistry attitudes and self-efficacy (r=-0.36). According to path analysis results, chemistry attitudes were predicted positively (β=0.44) and organic chemistry anxiety predicted negatively (β= -0.16) by self-efficacy. Also chemistry attitudes predicted organic chemistry anxiety in a negative way (β=-0.44). The results were discussed in the light of literature.},
	keywords = {chemistry attitudes, organic chemistry anxiety, path analysis and self-efficacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.347},
	url = {http://oaji.net/articles/2014/987-1419169031.pdf},
	author = {Namudar {\.I}zzet Kurbano{\u g}lu and Ahmet Akin}
}
@article {254,
	title = {SCIENCE TEACHERS{\textquoteright} ATTITUDES TOWARDS CONSTRUCTIVIST ENVIRONMENT: A BULGARIAN CASE},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {184-193 },
	abstract = {The present study addresses the pedagogical philosophy of secondary science teachers in Bulgarian schools. Information on science teachers{\textquoteright} methods of teaching and learning has been gathered by an interview protocol consisting of six open-ended questions, with a numerical scoring analysis: Teachers Pedagogical Philosophy Interview. The results report that the majority of Bulgarian teachers surveyed rank in the middle of the scale which is an indication that they blend teacher-centred and student-centred style of instruction. A previous our research based on a different survey instrument led to similar conclusions. In addition, the survey reveals that teachers show attitudes to change their teaching methods and classroom practices towards the constructivist approach.},
	keywords = {constructivist environment, Teachers Pedagogical Philosophy Interview, teachers{\textquoteright} attitudes},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.184 },
	url = {http://oaji.net/articles/2014/987-1419167821.pdf},
	author = {Adriana Tafrova-Grigorova and Elena Boiadjieva and Iliya Emilov and Milena Kirova}
}
@article {221,
	title = {DESIGNING LEARNING OBJECTS: A GENRE-BASED APPROACH},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {June/2011},
	type = {Original article},
	chapter = {114-126 },
	abstract = {In the present paper, a genre-based conceptual framework for interpreting and designing content for learning objects is proposed. Learning objects are considered here as multimodal macrogenres. These macrogenres are constituted of content objects which are in fact types of digital microgenres. The successful and coherent information linking of these content objects inside a LO can be achieved through particular rhetorical relations. The knowledge of the several types of digital microgenres as well as the rhetorical relations between them, can equip an author/teacher with a repertoire of semiotic concepts, which make him capable of interpreting already made material, as well as creating new and coherent material, in order to affect and motivate students in particular ways, through his intended communicative and educational purposes.},
	keywords = {content objects, learning objects, multimodal macrogenres, rhetorical structure theory},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410008579.pdf},
	author = {George Vorvilas and Thanassis Karalis and Konstantinos  Ravanis}
}
@article {224,
	title = {DEVELOPMENT AND APPLICATION OF A TWO-TIER DIAGNOSTIC TEST TO ASSESS SECONDARY STUDENTS{\textquoteright} UNDERSTANDING OF CHEMICAL EQUILIBRIUM CONCEPTS},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {September/2011},
	type = {Original article},
	chapter = {146-155 },
	abstract = {The purpose of this study is to develop a two-tier multiple choice test to detect tenth grade high school students{\textquoteright} conceptual understanding related to chemical equilibrium. In the development of the test the steps described by Treagust (1988) were used. The test was prepared for the purpose of detecting students{\textquoteright} conceptual understanding in topics like approach to equilibrium, equilibrium state, changes in the equilibrium conditions, addition of inert gas and catalyst. The test was administered to 102 tenth grade students. The internal validity coefficient of Cronbach alpha was 0.903. Difficulty indices ranged from 0.20 to 0.93, and discrimination indices ranged from 0.19 to 0.89. Each item was analyzed to determine student understanding and identify alternative conceptions about, chemical equilibrium concept. Results of the test suggested students did not acquire a satisfactory understanding of chemical equilibrium concepts and 25 common students{\textquoteright} alternative conceptions were identified through analysis of test items.},
	keywords = {Alternative Conception, chemical equilibrium, high school, two-tier multiple choice test},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410547169.pdf},
	author = {Huseyin Akkus and Hakki Kadayifci and Basri Atasoy}
}
@article {218,
	title = {INVESTIGATION THE ALIGNMENT BETWEEN SCHOOL LEARNING AND ENTRANCE EXAMINATIONS THROUGH ITEM ANALYSIS},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {June/2011},
	type = {Original article},
	chapter = {73-86 },
	abstract = {This study presents findings collected from an analysis of Turkish Biology Curriculum Guidelines and of their alignment with the curricular outcomes and the Student Selection Examination (SSE) for higher education. The analysis was performed in multiple dimensions: content areas, learning outcomes in terms of scientific research and process skills (SRPS), science-technology-society-environment (STSE), communication competencies, attitudes and values (CCAV) and cognitive objectives. Webb{\textquoteright}s (2007) alignment criteria were used to investigate the relationship between curriculum standards and assessment frameworks. In this process, the biology questions asked in the 2010 SSE were examined in detail by 10 biology teachers who have been teaching biology courses at secondary schools. Although alignment consistency was high according to the depth-of-knowledge (DOK) consistency and categorical concurrence criteria, the SSE questions and curriculum outcomes were not fully aligned considering the low consistency of range of knowledge and balance of representation criteria.},
	keywords = {assessment framework, curriculum alignment, large-scale examination},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410008425.pdf},
	author = {Yilmaz Kara and Salih Cepni}
}
@article {220,
	title = {PRESENTATION OF LABORATORY SESSIONS FOR SCIENCE SUBJECTS IN SLOVENIAN UPPER SECONDARY SCHOOLS},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {June/2011},
	type = {Original article},
	chapter = {98-113 },
	abstract = {Among Slovenian upper secondary school science teachers a study was conducted about the implementation of laboratory work in Science teaching. One of the specific goals was to acquire preliminary data about the status of laboratory exercises in teaching Biology, Chemistry and Physics. Answers were received from 64 Biology teachers, 64 Chemistry teachers and 63 Physics teachers (about 40\% of Slovene secondary school Science teachers).
The differences in attitudes towards and performance of laboratory work among teachers of different Science subjects are small. It can be concluded that teachers of all three subjects have generally positive attitudes towards laboratory work. The differences occur in the way laboratory work is performed. Not so positive are the findings that many of the exercises are presented to the students as demonstrations, and an expository style is preferred. In the future, efforts should be made to transform expository labs into inquiry- and problem-based laboratory work.},
	keywords = {laboratory work, science education, teachers{\textquoteright} attitudes, upper secondary schools},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410008530.pdf},
	author = {Andrej {\v S}orgo and Slavko Kocijan{\v c}i{\v c}}
}
@article {227,
	title = {PRE-SERVICE PHYSICS TEACHERS{\textquoteright} CONCEPT MAPS REPRESENTING RELATIONAL STRUCTURE OF PHYSICS CONCEPTS},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {September/2011},
	type = {Original article},
	chapter = {183-194 },
	abstract = {In this study, a parsimonious set of quantities is developed to characterise and evaluate the quality of concept maps. It is shown here how such a set can be based on measurements of the connectivity, clustering and cohesion of concept maps. A structural model of the data is introduced so that concept maps can be evaluated and classified by using only two quantities called here richness of content (D) and quality of structure (q). The model is used in monitoring changes in the concept maps (N=33) consisting of two sets of maps (initial and final ones), made before and after teaching. Such an approach gives access to monitor changes of the concept maps during a teaching sequence.},
	keywords = {knowledge organisation, learning process, physics concept maps},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410547320.pdf},
	author = {Maija Nousiainen and Ismo T. Koponen}
}
@article {212,
	title = {QUESTIONING AS A MEDIATION TOOL FOR COGNITIVE DEVELOPMENT IN EARLY SCIENCE TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {March/2011},
	type = {Original article},
	chapter = {6-16 },
	abstract = {In this article are presented the results of an empirical study, which tried to find the explanation for the relatively unsatisfactory results of Slovene pupils in the Trends in International Mathematics and Science study (TIMSS) in the area of early natural science. Questions from teachers and those from children in the process of teaching the school subject of Environmental Studies in the first grade of nine-year primary school were examined and also the communication that the teacher, as a mediator of a learning process, initiates with children. More precisely: the quantity and quality of teachers{\textquoteright}, and consequently also of children{\textquoteright}s questions. 18 teaching hours in two elementary schools were observed and recorded with the defined protocol during the teaching of three thematic topics. The results show that teachers ask too many questions and that those questions are at lower taxonomic levels. The research also showed that children seldom ask questions and that these are also generally at lower taxonomic levels. These types of questions cannot be used as a mediation tool and consequently do not stimulate the cognitive processes of pupils.},
	keywords = {cognitive development, early natural and social science education, primary school, questioning},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405173206.pdf},
	author = {Vlasta Hus and Kordigel Aber{\v s}ek, M.}
}
@article {201,
	title = {THE CHANGES IN PUPILS{\textquoteright} CONCEPTIONS OF HUMAN BODY BASED ON SCIENCE, TECHNOLOGY AND SOCIETY BASED TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {September/2010},
	type = {Original article},
	chapter = {212-223},
	abstract = {This paper explores the changes in 12 year old pupils{\textquoteright} conceptions of the organs and systems of the human body. The research was conducted as an intervention study in one Finnish primary school. The instruction was carried out by using the STS teaching approach which aims at linking the studying contents to everyday life contexts. The drawing method was used to catch pupils{\textquoteright} concep{\textlnot}tions of organs and parts of the body, before and after the teaching period. In addition, nine pupils were interviewed. Re{\textlnot}sults indicate that before teaching, pupils were able to name several organs of the human body, but they had no understand{\textlnot}ing of how they function and what is their relation with each other. After the teaching period the pupils were able to name more of the organs and explain more clearly their function and meaning. In particular, the brain and digestive systems were understood more accurately.},
	keywords = {conceptual change, human body research},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405172039.pdf},
	author = {Sari Havu-Nuutinen and Tuula Keinonen}
}
@article {205,
	title = {CONCEPTS AND APPROACHES FOR THE IMPLEMENTATION OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN THE CURRICULA OF UNIVERSITIES IN LATVIA},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {December/2010},
	type = {Original article},
	chapter = {264-272 },
	abstract = {This article identifies general trends in implementation of education for sustainable development into higher education in Latvia. The purpose of this study is to explore to what extent and by means of which approach the higher education institutions in Latvia have been attempting to incorporate sustainability in the curricula. The questioning on 8 higher education institutions was conducted and the current initiatives of practices were assessed. The study results show that higher education institutions are at the first stage of transforming their curricula towards education for sustainable development, and the efforts to incorporate the issues of sustainability into the curricula can rather be characterised as education about sustainable development. Major emphasis is put on the links between environmental education and education for sustainable development.
Higher education institutions in Latvia are at the first stage of {\textquotedblleft}greening{\textquotedblright} their curricula, and the efforts to incorporate the issues of SD into curricula can be characterised more as education about sustainable development. Since the environmental dimension is particularly accented and there is a noticeable lack of holistic and interdisciplinary approaches, the limited conception of SD is widespread among the higher education institutions. The possible agents of changes promoting sustainability in university structures are the academicians. Therefore, the activities focusing on the academic staff training and involvement in sustainable development ideas should be developed. Future studies should explore what is the academic understanding of sustainable development and how this perception affects the teaching and learning about SD.},
	keywords = {education for sustainable development, environmental education, university curricula},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405172619.pdf},
	author = {Maris Klavins and Madara Pelnena}
}
@article {193,
	title = {A CROSS-NATIONAL STUDY OF CZECH AND TURKISH UNIVERSITY STUDENTS{\textquoteright} ATTITUDES TOWARDS ICT USED IN SCIENCE SUBJECTS},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {119-134},
	abstract = {This paper focuses on differences of attitudes related to information and communication technologies among Czech and Turkish university students. Student attitudes were evaluated summatively and with respect to gender, year, country, and type of residential area (town/village). Student attitudes were measured by a modified version of the Information and Communication Technologies Attitudes Questionnaire (Kubiatko \& Hal{\'a}kov{\'a}, 2009). The sample consisted of a total of 770 unversity students (316 Czech and 454 Turkish). The data analysis included factor analysis, MANCOVA, ANOVA, and t-test. The factor analysis yielded five dimensions: 1) Influence of ICT on teaching process, 2) Influence of ICT on human body and environment, 3) Using of ICT in teaching, 4) School and ICT, 5) ICT as didactic equipment. As a result, students from the Czech Republic, male students, sophomores, and students living in town showed more positive attitudes in comparison to other respective groups.},
	keywords = {attitudes, information and communication technologies, Questionnaire, science teaching},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405171457.pdf},
	author = {Milan Kubiatko and Muhammet Usak and Kursad Yilmaz and Mehmet Tasar}
}
@article {190,
	title = {DEVELOPMENT OF NATURE OF SCIENCE SCALE (NSS) FOR ADVANCED SCIENCE STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {87-98 },
	abstract = {Frequent use of open-ended questionnaire plus interview application for nature of science as a requirement for informed decision making has been criticized by many researchers and a need for an easily administrable and scorable instrument has been emphasized. At the same time, existing instruments were developed with the students out of advanced students. Therefore, the purpose of this study is development of a nature of science scale for advanced science students. The study was conducted with 224 advanced science students. Both confirmatory and exploratory factor analysis were done to collect evidence for validity of the scores on the instrument and it was found that both of the analyses approved appropriate validity of the scores. Cronbach alphas for subscales were found as from .55 to .77 as acceptable values. The implications and importance of the instrument will be discussed in this article.},
	keywords = {advanced science students, nature of science, scale development},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405171261.pdf},
	author = {Mustafa Serdar Koksal and Jale Cakiroglu}
}
@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 {154,
	title = {SYSTEM FOR THE ORGANIZATION OF MULTI-LEVEL INDEPENDENT WORK AIMED AT MODERN MASTERING OF CHEMISTRY IN VOCATIONAL EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {August/2008},
	type = {Original article},
	chapter = {103-121},
	abstract = {One of the most topical education tasks today is to provide an individual with a systematic self-managed learning possibility, through activating his/her reasoning potential and developing independent research work skills. The article deals with a system model of multi-level independent work organization concentrated on student{\textquoteright}s learning and research activity in close interaction with the chemistry subject{\textquoteright}s content. Being appropriate for training of modern seafaring (engineering) specialists and substantial for a student, it facilitates implementation of an independent, self-managed learning concept. The structural concept of the proposed model is based on a cooperation-oriented student{\textquoteright}s practical and research activity. Alternately changing the structure elements it promotes: (i) development of the comprehension of the chemistry knowledge application and transformation; facilitates (ii) mastering of integrative knowledge and skills; improves (iii) chemistry learning productivity and scientific comprehension; strengthens (iv) self-regulated activity experience, thus ensuring the perfection of research activity competencies. },
	keywords = {complexity proportionality principle, group work, homework, research competence, research work, self-managed/independent learning},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404719746.pdf},
	author = {Ren{\={a}}te Kalnina}
}
@article {157,
	title = {TEACHING METHODS AND AIDS ASSISTING DYSLEXIC PUPILS  IN LEARNING CHEMISTRY},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {147-154},
	abstract = {Some pupils (about 10\% to 15\% of population) exhibit specific difficulties in learning called dyslexia. They cannot work effectively in the traditional educational system. Despite their hard work they usually achieve worse results compared to the pupils without this dysfunction. Learning difficulties caused by dyslexia are also observed in learning chemistry. The studies were aimed at finding which methods and educational means can assist the learning process of chemistry by dyslexic pupils. Their main characteristics was the fact that they took into account the specification of the thinking processes in these pupils. The studies proved that there are methods which have a positive effect on the process of learning chemistry by dyslexic pupils. },
	keywords = {chemistry education, teaching of dyslexic pupils},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404720008.pdf},
	author = {Agnieszka Kami{\'n}ska-Ost{\k e}p and Hanna Guli{\'n}ska}
}
@article {132,
	title = {THE EFFECTS OF CONCEPT MAPPING INSTRUCTION ON OVERCOMING 9th GRADE STUDENTS{\textquoteright} MISCONCEPTIONS ABOUT DIFFUSION AND OSMOSIS},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {16-25},
	abstract = {The purpose of the present study was to determine 9th grade students{\textquoteright} misconceptions on the concepts of diffusion and osmosis and to investigate the effect of making use of concept mapping instruction on overcoming the misconceptions. The experimental study was conducted in two different classes of a high school context with a total of 50 9th grade students in Denizli, Turkey. The concepts of the diffusion and osmosis were taught the students in the experimental group with the instruction designed by making use of concept mapping method whereas these topics were taught to the control group with traditional instruction. The Diffusion and Osmosis Diagnostic Test developed by Odom and Barrow (1995) was given to both groups as pre-test and post-test. The results indicated that after treatment, the average percentage of students in the experimental group holding a scientifically correct view increased 42\%, whereas this increased only 15\% in the control group. },
	keywords = {biology education, concept mapping, diffusion, misconception, osmosis},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404287972.pdf},
	author = {Sacit K{\"o}se}
}
@article {131,
	title = {THE EFFECTS OF TUTORIAL AND EDUTAINMENT SOFTWARE PROGRAMS ON STUDENTS{\textquoteright} ACHIEVEMENTS, MISCONCEPTIONS AND ATTITUDES TOWARDS BIOLOGY ON THE CELL DIVISION ISSUE},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {5-15},
	abstract = {The purpose of this study was to investigate the effects of tutorial and edutainment design of instructional software programs related to the {\textquoteleft}{\textquoteleft}cell division{\textquoteright}{\textquoteright} topic on student achievements, misconceptions and attitudes. An experimental research design including the cell division achievement test (CAT), the cell division concept test (CCT) and biology attitude scale (BAS) was applied at the beginning and at the end of the research. After the treatment, general achievement in CAT increased in favor of experimental groups. Instructional software programs also had the positive effect to the awareness of students{\textquoteright} understandings to the general functions of mitosis and meiosis. However, the current study revealed that there were still some misconceptions in the experimental groups even after the treatment. It was also noticed that using instructional software programs significantly changed students{\textquoteright} attitudes towards biology.},
	keywords = {computer assisted instruction, evaluation of educational technology, instructional software, secondary education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404287919.pdf},
	author = {Selami Ye{\c s}ilyurt and Y{\i}lmaz Kara}
}
@article {129,
	title = {EXPLANATIONS FOR PHYSICS PHENOMENA GIVEN BY PRIMARY SCHOOL WOULD-BE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {March/2007},
	type = {Original article},
	chapter = {78-91},
	abstract = {A naturalistic case study on the way primary school would-be teachers explain physics was conducted in Science and Technology Education.  The study dealt with explaining physics phenomena (mechanics, thermodynamics, optics and electricity) at the beginning and at the end of the course on physics.  Although the students used everyday and scientific knowledge their explanations also offered mixed information that comprised both types. When using scientific knowledge the most advanced justifications were found in the issues concerning mechanics and electricity related phenomena. The students mainly used everyday expressions discussing the cases of light and heat.     
      This study gives detailed information about primary school would-be teachers{\textquoteright} ways of explaining physics phenomena. The would-be teachers explained physics phenomena using different types of knowledge including everyday knowledge, everyday knowledge with scientific concepts, scientific sounding knowledge with everyday concepts and scientific knowledge. Scientific knowledge seems to be necessary in order the would-be teacher succeed in explaining everyday phenomena. The explanations in everyday topics also gave a different picture of the students{\textasciiacute} knowledge, from what the exam had given.  The analysis of the explanations can thus give other information on the results of learning.  No difference was observed in the nature of the explanations given by different students. If a primary school would-be teacher did explain one question well, s/he did not necessarily do well in other questions.  No specific coherence between the students and their responses was found.  The would-be teachers possibly have different experiences of everyday life and also due to school science and different mental images of different topics.},
	keywords = {arguments, explanations, physics education, reasoning, teacher education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404287134.pdf},
	author = {Tuula Keinonen}
}
@article {122,
	title = {PUPILS{\textquoteright} MISCONCEPTIONS ABOUT MAMMALS},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {March/2007},
	type = {Original article},
	chapter = {5-14},
	abstract = {A misconception about animals has been reported in various research reports on the pupils of all age groups. However, deeper study on the children{\textquoteright}s concepts about mammals has never been conducted. This study suggests the ideas about mammals put forward by the children aged from 10 to 15. A questionnaire with 35 multiple choice and open - ended questions were administered to 468 children from 6 elementary schools in Slovakia. The children{\textquoteright}s ideas were examined in five dimensions (animal classification and phylogeny; food; foraging strategies; parental care; senses, morphology and anatomy). Serious misconceptions about mammals across all age groups were found out. Our data provides direct implications for teaching biology. 
        This study showed that Slovakian elementary school pupils had serious problems with several concepts about mammals. Our data corroborate previous findings about misidentification of common mammals with other animals (see Kellert, 1985; Trowbridge \& Mintzes, 1985, 1988; Braund, 1991, 1998). Moreover, the follow up questions showed that although most of the pupils were aware that a whale is a mammal, they were less sure that whales suck milk or feed on plankton. These findings are in line with our current research focused on the children{\textquoteright} concepts about birds (Prokop, Kubiatko \& Fancovicova, acceptted manuscript) and support a necessity of using the multiple questions focused on the same topic rather than using a simple question. Moreover, these data have direct implications for biology practise and can be applied internationally.},
	keywords = {age, animals, mammals, misconception, pupils},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404286616.pdf},
	author = {Milan Kubiatko and Pavol Prokop}
}
@article {104,
	title = {ESTONIAN TEACHERS{\textquoteright} READINESS TO PROMOTE INQUIRY SKILLS AMONG STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {March/2006},
	type = {Original article},
	chapter = {5-16},
	abstract = {Researchers in developed countries have reported that the students{\textasciiacute} skills related to inquiry are poor and the teachers do not adequately teach inquiry skills without the involvement of special interventions. Little is known about inquiry teaching and science teachers{\textasciiacute} attitudes in post socialist countries, for example the Baltic republics. This study aimed to explore the current situation in Estonian science classes and interpret teachers{\textasciiacute} development toward inquiry based experimental teaching during an 8-month intervention. The results from this study showed that characteristics exhibited by teachers as a result of their development can be described in 3 categories with only one category showing a readiness to promote inquiry skills and that the changes in students{\textquoteright} acquisition of process skills were dependent on teachers{\textquoteright} development.},
	keywords = {authentic teaching, experimental work, inquiry, process skills, teachers{\textasciiacute} development},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404214086.pdf},
	author = {Klaara Kask and Miia Rannikm{\"a}e}
}
@article {92,
	title = {THE OPINIONS OF PHYSICS TEACHERS ON THE NATURE OF THE CONTENT OF PHYSICS SENIOR SECONDARY SYLLABI AND RESOURCES},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {March/2005},
	type = {Original article},
	chapter = {70-83},
	abstract = {The purpose of this study was to find out the opinions of physics teachers on the nature of BGCSE physics syllabi in Single Science, Double Science and Pure Science in the areas of their: (i) content (ii) objectives (iii) teaching methods (iv) differentiation teaching (v) assessment (vi) teaching orientation (viii) availability of computers (ix) student projects (x) laboratory facilities (xi) duration of the programme and (xii) laboratory assistants. A 38-item open-ended questionnaire was completed by 22 senior secondary school physics teachers. The results showed the need to revise the content, and assessment practices and those teachers were trying to promote learner-centered approach, even though they were faced with problems.
     The study suggests the reduction of physics topics and objectives in each of the three physics syllabi. The two-year duration of the programme should be increased to three years to ensure that the content is covered adequately. The students should be placed into Pure, Double and Single Science on the basis of their performance in Form 3 examinations. Most physics teachers considered it realistic to expect students to acquire the four process skills of: (i) using and organizing techniques, apparatus and materials, (ii) observing, measuring and recording, (iii) handling experimental observations and data and (iv) planning investigations in two years. The commonly employed teaching methods included class discussion, group discussion and class presentation, practical work (individual/group), questioning (question/answer), assignment (class and home work), and worksheet-guidelines for performing experiments. Some physics teachers favoured the assessment system in which students{\textquoteright} final course grade is based on the ratio of 20\% continuous assessment to 80\% final examinations. Though most physics teachers are computer literate, their departments are not adequately equipped with functional computers for use in word processing and record keeping. Most physics teachers were of the opinion that it was possible for students to do projects in two years. Most physics teachers said that their physics laboratories were inadequately equipped with facilities to enable students to carry out individual practical work. They lacked trained technicians to assist teachers in setting up and running practical sessions.},
	keywords = {the content of physics syllabi and resources},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481050100.pdf},
	author = {Cephas David Yandila and Magdeline Patience Nkumba and Mokaruvapa Kazoozu}
}
@article {98,
	title = {UNDERSTANDING THE PHOTON CONCEPT AND THE QUANTUM NATURE OF LIGHT: A CASE STUDY OF LEARNING DURING AN INSTRUCTIONAL UNIT DESIGNED FOR STUDENT TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {October/2005},
	type = {Original article},
	chapter = {46-54},
	abstract = {Many teachers in upper secondary school find that teaching about the quantum nature of light and the photon concept is a demanding and difficult task, and that the university level instruction gives little if any support to overcome these difficulties. An instructional unit, which uses classical analogies in supporting the formation of new concepts and ideas, has been developed in order to help student teachers to acquire better qualitative understanding about the quantum nature of light and the photon concept. It is shown, that by using this approach, good learning results are obtained and student teachers develop physically sound conceptions of the quantum nature of light and the photon concept.},
	keywords = {history of physics, modern physics, teacher education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481285067.pdf},
	author = {Ismo T. Koponen and Matti H. Heikkinen}
}
@article {73,
	title = {APPLICATION OF A QUESTIONNAIRE TO DESCRIBE TEACHER COMMUNICATION BEHAVIOUR AND ITS ASSOCIATION WITH STUDENTS IN SCIENCE IN TURKEY},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {March/2003},
	type = {Original article},
	chapter = {15-21},
	abstract = {Teachers contribute enormously to a positive social climate at science classes, particularly through their communication with students.  In the study described in this article, a questionnaire (The Teacher Communication Behaviour Questionnaire (TCBQ)) developed by She and Fisher (2000) was applied. TCBQ can be used to assess students{\textquoteright} perceptions of science teachers{\textquoteright} interpersonal communication behaviours in their classroom learning environments. TCBQ has five scales: Challenging, Encouragement and Praise, Non-Verbal Support, Understanding and Friendly, and Controlling. The TCBQ was applied with a large sample of secondary science students in Turkey. Girls perceived their teachers as more understanding and friendly, encouragement and praise than did boys, and teachers in biological and chemistry science classrooms exhibited more favourable behaviour toward their students than did those in physical science classrooms.
This study can suggest some implications for practice, personnel development, and research. TCBQ can be applied for observing teachers and classifying them. Also, this questionnaire provides training in sensitivity to average and controlling teachers and less redirective and more elaborative to increase the overall quality of the classroom environment and to increase the percentage of student engaged. Teachers can use this supplement to promote an atmosphere of positive interaction in their science classrooms and improve student learning.},
	keywords = {sex differences, students{\textquoteright} perceptions, subject differences, teacher communication},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1482420157.pdf},
	author = {Esra {\"O}zay and Ercan Kaya and Fatih Sezek}
}
@article {67,
	title = {USING THE IEA TIMSS TESTS TO COMPARE PUPILS{\textquoteright} SCIENCE EDUCATION ACHIEVEMENTS AT REGIONAL AND SCHOOL LEVELS},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {March/2003},
	type = {Original article},
	chapter = {34-41},
	abstract = {The task of research was to find out if the TIMSS (Trends in Mathematics and Science Study) tests could be used to compare the average achievements of schools at regional level. All eight-formers of the Valmiera (Latvia) region participated in the investigation.

The study showed than on average, the achievements of the schoolchildren of the Valmiera region are more considerable than those at national level in general. Moreover, the representatives of the city site rather than the participants of the rural area were more successful in the Valmiera region as well as throughout the country. However, analysis indicates that some schools of the rural area have achieved impressive results while knowledge of a number of the learners of the city remains rather poor. The data is important to education leaders of the region because school situation and the results of this research can help to carry out the assessment of every school. The obtained information regarding pupils{\textquoteright} performance in each of the subject content groups is essential for schools. In general, we may consider that a parallel TIMSS study undertaken in one of the regions of Latvia has been very successful and education leaders, school principals and teachers of the area received valuable information.},
	keywords = {achievement, international comparative science study, science education, TIMSS},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1482419481.pdf},
	author = {Benita Bagata and Andrejs Geske and Rita Kiselova}
}
@article {38,
	title = {DEVELOPMENT OF TEACHING METHODOLOGIES IN THE FIELD OF BIOLOGY},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {March/2002},
	type = {Original article},
	chapter = {36 - 43},
	abstract = {The article considers the some aspects of development of teaching methodologies in the field of biology. The article gives a brief analysis of the history of the first methodologies by teaching biology. The main mission for students in preparing to become educators is to learn procedures for proper education, the basics of teaching biology, and the skill of conducting the process where by students obtain knowledge. Young educators must be well familiar with teaching procedures, methods and methodical steps so as to be able to utilize these successfully in his or her work in various classes and under various conditions. When studying at university, students must not only become familiar with the theoretical foundations of methodology, but also with their practical applications. The process of integration leads to changes in teaching subjects and to new relations among subjects.},
	keywords = {development of methodologies, natural science education, teaching biology, teaching methodologies},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1504180280.pdf},
	author = {Leonids Keirans}
}
@article {40,
	title = {THE ESTIMATE OF LEARNING OF PARTICIPANTS OF CHEMISTRY OLYMPIADS},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {March/2002},
	type = {Original article},
	chapter = {55 - 65},
	abstract = {The aim of this paper is to evaluate the progress and to attitude the chemistry learning of Olympiads participants.

 

The research was conducted among the participants of 38th, 39th Lithuanian Pupils{\textquoteright} Olympiad of Chemistry which took place in 2000, 2001.

 

On the basis of this research it can be concluded that the knowledge in principal subjects (mathematics, physics, foreign language and Lithuanian) of 69,5\% of participants is graded in 8-10 points. Chemistry results of the second trimester by 83,1\% of respondents is graded in 10 point, by 14,1\% {\textendash} in 9 point. 97,7\% of participants consider chemistry to be their favourite subjective and exact and natural sciences to be more interesting than humanitarian. A successful learning of chemistry is determined by pupil{\textquoteright}s aim to understand nature phenomena properly and to gain better knowledge of chemistry.},
	keywords = {chemistry learning, participants of olympiads, senior students motivation, students{\textquoteright} progress, teaching subjects},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1504180449.pdf},
	author = {Almeda Kuriene}
}
@article {46,
	title = {EVALUATION OF LATVIA{\textquoteright}S SCIENCE EDUCATION IN THE IEA TIMSS AND OECD PISA FRAMEWORK},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {October/2002},
	type = {Original article},
	chapter = {59 - 66},
	abstract = {The article deals with the two largest international comparative studies in science, the first cycles of which took place in the last years of the previous century and which go on today as well - IEA TIMSS (Trends in Mathematics and Science Study) and OECD PISA (Programme for International Student Assessment). The average achievements of Latvia{\textquoteright}s students in science in each of the studies are different but the general situation of science education in Latvia is satisfactory and corresponding to our economic situation. We support the opinion that improving of Latvia{\textquoteright}s economics and correct developing of the country{\textquoteright}s educational system will advance students{\textquoteright} achievements. At the same time there are several spheres, which need immediate improvement. Especially, it concerns our students{\textquoteright} skills to apply the knowledge gained in science lessons to real life situations.},
	keywords = {achievement, international comparative education research, PISA, science education, TIMSS},
	issn = {1648-3898},
	doi = {http://oaji.net/articles/2017/987-1504180896.pdf},
	author = {Andrejs Geske and Andris Kangro}
}
@article {42,
	title = {THE INFLUENCE OF EXPERIMENTAL TEACHING ON 5 - AND 7- YEAR OLD CHILDREN{\textquoteright}S CONCEPTS OF THE EARTH AND GRAVITY},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {October/2002},
	type = {Original article},
	chapter = {19 - 30},
	abstract = {The investigation was aimed to study the influence of age and experimental teaching conditions on the learning of the concepts of the earth and gravity. 47 kindergarteners (age 60-69 months) and 56 first graders (age 85-95 months) were assigned into three groups: model-based, verbal-individual teaching and control groups. Three topics, aimed to treat children{\textquoteright}s preliminary notions and to change children{\textquoteright}s entrenched beliefs, were covered in teaching: the spherical shape of the earth; gravity; the relativity of up-down direction. The results showed that both 5- and 7-years-old children{\textquoteright}s astronomy knowledge was improved due to teaching, regarding of which teaching method was used; however, the condition x age interaction was not significant. Difficulties that occurred during learning and their sources are discussed and conclusions for education are drawn.},
	keywords = {earth, experimental teaching, gravity},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1504180627.pdf},
	author = {Eve Kikas and Triin Hannust and Hele Kanter}
}
