@article {1357, title = {ENVIRONMENTAL ISSUES ON TIKTOK: TOPICS AND CLAIMS OF MISLEADING INFORMATION}, journal = {Journal of Baltic Science Education}, volume = {23}, year = {2024}, month = {February/2024}, pages = {Continuous}, type = {Original article}, chapter = {131-150}, abstract = {In light of the increasing frequency of misleading information in social media regarding environmental issues, this study aimed to identify misleading information spread through TikTok videos and to discuss why such content is considered misleading, drawing on relevant literature. Hashtags with large numbers of views, such as $\#$climatechange, $\#$sustainability, $\#$pollution, $\#$biodiversity, $\#$environmentalprotection, $\#$environmentalissues, $\#$energysource, and $\#$environmentalproblems, were used for data collection through web scrapper called Apify (https://apify.com/). A total of 29 misleading videos were found. Content analysis was applied to identify and classify the topics and misleading claims. The topics of misleading videos, according to the most frequent mentions, were energy sources, followed by climate change, pollution, biodiversity, and environmental degradation. Among the misleading claims, videos related to pyramids as non-pollutant power plants and conspiracy related to pollution exhibited the highest frequency. The results show various misleading claims in videos related to environmental topics. Also, emphasized the importance of science education in addressing misleading information. In addition, the importance of an interdisciplinary approach for addressing environmental issues was reinforced.}, keywords = {content analysis, Environmental Issues, misleading information, science education, TikTok videos}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/24.23.131}, url = {https://oaji.net/articles/2023/987-1709892688.pdf}, author = {Brenda Braga Pereira and Sangwoo Ha} } @article {1325, title = {COGNITION AND ATTITUDE TOWARD SUSTAINABLE DEVELOPMENT BEHAVIOR: COLLEGE STUDENTS{\textquoteright} INFORMAL ONLINE LEARNING AS A MODERATION EFFECT}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {October/2023}, pages = {Continuous}, type = {Original article}, chapter = {900-913}, abstract = {The social responsibility of college students in the later stages of adolescence for sustainable development is emphasized, and the role of universities has become a crucial task. This study aimed to explore the level of college students{\textquoteright} cognition, attitude, and behavior towards sustainable development and the association among them through the moderation effect of informal online learning. The difference verification and structural equation modeling were applied to 559 students who majored in science, and statistical validity was confirmed. Regarding the sustainable development level of college students, there was a significant difference in cognition, attitude, and behavior towards sustainable development between males and females, formal education, and informal online learning. Further, college students{\textquoteright} attitudes towards sustainable development played a significant mediating role between cognition and behavior. The study also found a significant moderation effect of informal online learning on students{\textquoteright} cognition and attitude toward sustainable development behavior. Accordingly, this study suggests that universities should systematically design educational programs to promote college students{\textquoteright} behavioral change toward sustainable development through personal life-oriented learning courses.}, keywords = {College Student, informal online learning, sustainable development attitude, sustainable development behavior, sustainable development cognition}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.900}, url = {https://oaji.net/articles/2023/987-1697653956.pdf}, author = {Qi Liu and Xiaoxia Tian and Younghwan Bang and Kyung Hee Park} } @article {1316, title = {MICROBIOLOGICAL AWARENESS AMONG UPPER-SECONDARY SCHOOL STUDENTS IN THE CONTEXT OF COVID-19 VACCINATION}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {October/2023}, pages = {Continuous}, type = {Original article}, chapter = {749-766}, abstract = {There is evidence that education levels have an impact on people{\textquoteright}s attitudes toward vaccination. The recent COVID-19 pandemic has highlighted the need to maximize vaccinations - one of the most efficient ways to prevent the spread of infectious diseases. Young individuals play a major role in disease transmission due to their intense social life and frequent asymptomatic infections. In this study, a survey of upper secondary school students in Poland was conducted to assess their microbiological awareness depending on subjects that they studied on the extended level and COVID-19 vaccination willingness. Participants learning biology and chemistry on the extended level had significantly higher microbiological awareness. Clear proof of microbiological awareness{\textquoteright}s influence on vaccination willingness was not found. Although studying biology did not significantly influence students{\textquoteright} willingness to be vaccinated, their place of residence did. Students from bigger cities were more willing to get vaccinated. These results show that while science education raises microbiological awareness among upper secondary school students, place of residence, likely through social pressure, is a more important factor influencing vaccination willingness. It is suggested that more effort should be put into educating society as a whole and encouraging vaccination particularly.}, keywords = {attitudes towards vaccinations, infectious diseases, microbiological education, SARS-CoV-2, upper secondary school students}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.749}, url = {https://oaji.net/articles/2023/987-1697653260.pdf}, author = {Beniamin Abramczyk and Szymon {\L}awicki and Weronika Pyter and Agata Bluszcz and Ignacy Piszczek and Jonatan Audycki and Julia Paw{\l}owska} } @article {1257, title = {RESEARCH-BASED TEACHING: ANALYZING SCIENCE TEACHERS{\textquoteright} PROCESS OF UNDERSTANDING AND USING ACADEMIC PAPERS TO TEACH SCIENTIFIC CREATIVITY}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {February/2023}, pages = {Continuous}, type = {Original article}, chapter = {57-72}, abstract = {Postulating that academic papers can positively impact the actual teaching practices of science teachers, this study analysed the process of understanding and utilising academic papers by science teachers to teach scientific creativity in their schools. The 45{\textendash}hour graduate course of three science teachers was explored to identify the difficulties teachers encountered in trying to understand academic papers and to discover how to solve these difficulties. Second, which aspects should be considered when developing teaching materials for scientific creativity to be used in schools were analysed. A transformation model of an academic paper was proposed to understand this process, and the results were organised accordingly. According to this model, it was emphasized to translate academic papers from a general and abstract state to a local and concrete state. Therefore, the role of science educators as knowledge translators was discussed for more practical and effective use of academic papers in school. This study is expected to contribute to research-based teaching by linking academic research with teaching practice.}, keywords = {case study, research-based teaching, scientific creativity, teacher{\textquoteright}s learning process, teaching plan}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.57}, url = {https://oaji.net/articles/2023/987-1676960659.pdf}, author = {Jongwon Park and Hye-Gyoung Yoon and Insun Lee} } @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 {1199, title = {THE JIGSAW TECHNIQUE IN LOWER SECONDARY PHYSICS EDUCATION: STUDENTS{\textquoteright} ACHIEVEMENT, METACOGNITION AND MOTIVATION}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {August/2022}, pages = {Continuous}, type = {Original article}, chapter = {545-557}, abstract = {Physics teaching should facilitate students to acquire knowledge, increase metacognitive awareness and motivation for learning physics. The implementation of cooperative learning could be useful for improving teaching. The aim of this research was to examine the effect of cooperative learning (specifically the jigsaw technique) on students{\textquoteright} achievement in physics, metacognitive awareness, and motivation. An experiment with parallel groups (experimental and control) was carried out with 92 seventh-grade students (in lower secondary education). Jigsaw technique was implemented in the experimental group, while the control group was taught using teacher-directed teaching method. Students{\textquoteright} physics achievement, metacognitive awareness and motivation were measured using knowledge tests and questionnaires (before and after the experiment). Statistical analysis included calculations of Cronbach{\textquoteright}s Alpha coefficient, performance of the Shapiro-Wilk test, Mann-Whitney U test and the Wilcoxon Signed Ranks Test. The research results showed that the implementation of jigsaw technique in physics classes significantly improved students{\textquoteright} physics achievement, metacognitive awareness, and motivation. Therefore, it can be suggested that this technique is beneficial in lower secondary physics education, and it can be recommended to implement the jigsaw technique in everyday school practice. }, keywords = {Cooperative learning, metacognitive awareness, parallel group design, physics education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.545}, url = {https://oaji.net/articles/2022/987-1662186576.pdf}, author = {Branislava K. Blajvaz and Ivana Z. Bogdanovi{\'c} and Tamara S. Jovanovi{\'c} and Jelena D. Stanisavljevi{\'c} and Milica V. Pavkov-Hrvojevi{\'c}} } @article {1198, title = {A PERSONAL REFLECTION ON COVID-19 ONLINE TEACHING, LEARNING, AND ASSESSMENT WITH SUGGESTIONS FOR RESEARCH}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {August/2022}, pages = {Continuous}, type = {Editorial}, chapter = {536-544}, abstract = {COVID-19 had a severe impact on teaching and learning in schools and tertiary education institutions. Human Rights Watch (Impact of Covid-19 on Children{\textquoteright}s Education in Africa, 2022) posits that due to the closure of many schools in African countries, a significant majority of learners were excluded from continuing their education as learning and teaching halted. The pandemic has also had its effect on the higher education sector within the South African context, however, data about non-attendance and drop-out seems not to be freely available as revealed by searching online. Nonetheless, it is reasonable to assume that there were drop-outs and non-attendance by students, however, not to the same extent as within schools as universities embarked on contingency plans to minimize dropouts. Nelson Mandela University in Gqeberha South Africa where the author of this editorial resides, implemented contingency plans within weeks of the COVID pandemic outbreak to offer students ICT devices on loan, e.g. by debiting it against their student accounts while Wi-Fi data access was secured through collaboration with internet providers. It appears that the university sector was able to be more proactive than schools, which can probably be attributed to the fact that the majority of universities have their own ICT infrastructures. In addition, many modules incorporated the use of ICT in various ways, including the use of learning management systems such as Moodle or similar. This resulted in many universities being better prepared to embrace the opportunity to extend online teaching, learning, and assessment in various forms during the COVID-19 pandemic. }, keywords = {Covid-19 pandemic, learning management systems, online learning}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.536}, url = {https://oaji.net/articles/2022/987-1662186470.pdf}, author = {Andr{\'e} Du Plessis} } @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 {1191, title = {SCIENCE TEACHERS{\textquoteright} THEORY-BASED TEACHING: CONNECTING A LEARNING CYCLE MODEL TO A LESSON PLAN}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {June/2022}, pages = {Continuous}, type = {Original article}, chapter = {462-480}, abstract = {This research examined theory-based teaching processes of science teachers to understand the mechanism by which theory and practice were connected. Four science teachers desgined lesson plans by applying the empirical-abductive learning cycle (EALC) model and modified lesson plans through a collaborative interview with the researcher. Data were obtained from lesson plans and interviews. Using the constant comparison method with open coding, data were analyzed to find out obstacles or facilitators acted in the process of applying the EALC model to design lesson plans and reveal the path through which theory and practice were connected. As a result, it was found that perceptive prejudice about the role and necessity of the EALC model was the main obstacle. The collaboration process helped teachers understand the EALC model clearly and deeply. The development of this cognitive understanding changed their prejudice about the EALC model and led them to reflect their teaching practices with the eyes of theory. Through this process, a separated state between theory and practice was developed to a connected state. With the belief that it is a good starting point for coordination between theory and practice, further studies are proposed.}, keywords = {abductive thinking, hypothesis generation, learning cycle, lesson plan, theory-based teaching}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.462}, url = {https://oaji.net/articles/2022/987-1665989238.pdf}, author = {Insun Lee and Jongwon Park and Hye-Gyong Yoon} } @article {1108, title = {THE EFFECTS OF CONCEPT CARTOONS AND ARGUMENTATION BASED CONCEPT CARTOONS ON STUDENTS{\textquoteright} ACADEMIC ACHIEVEMENTS}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {December/2021}, pages = {Continuous}, type = {Original article}, chapter = {956-968}, abstract = {Although "Reproduction, Growth, and Development in Living Things" (RGDLT) is a core topic in the Turkish science curriculum, it is known that students have difficulties in understanding. Integrating concept cartoons and argumentation into the teaching of this unit has the potential to promote students{\textquoteright} interest and understanding. This research is the first to compare the effects of concept cartoons and argumentation-based concept cartoons on students{\textquoteright} academic achievement in teaching sixth grade RGDLT subjects. The research was performed with two experimental groups and one control group in a secondary school in Turkey. A quasi-experimental research design was used in the research. Analysis of the post-test results revealed that the success of the group using concept cartoons was higher than the control group, but more importantly, the success of the group using argumentation-based concept cartoons was higher than the group using concept cartoons. The results of this research indicate that the academic achievement of students can be increased significantly when concept cartoons and argumentation-based concept cartoon activities are used in addition to the constructivist methods in teaching these subjects. The results of the research serve as a guide for teachers and researchers interested in teaching science and biology subjects.}, keywords = {argumentation, biology education, concept cartoons, living things, quasi-experimental research}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.956}, url = {http://oaji.net/articles/2021/987-1639222356.pdf}, author = {Feyzi Osman Pekel} } @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 {1096, title = {SECONDARY SCHOOL STUDENTS{\textquoteright} ABILITY TO WORK WITH THE TASKS DESIGNED FOR BIOLOGY OLYMPIAD}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {October/2021}, pages = {Continuous}, type = {Original article}, chapter = {827-839}, abstract = {For the possibility of using competitive tasks from the Biology Olympiad (BiO), either directly or after certain adaptations for everyday teaching tasks in the teaching process, it was aimed to determine if students could work meaningfully with them. The success of 2nd-year secondary school students (n = 113) in solutions of tasks (n = 5) designated for BiO was compared with the solutions by the regional round BiO{\textasciiacute}s participants. One-way analysis of variance and Tukey{\textasciiacute}s multiple comparison test were used for the statistical evaluation of the data. The research shows that secondary school students achieved an average success rate of 47.58 {\textpm} 12.51 \% and BiO participants 62.69 {\textpm} 9.86 \%. Within the results of all selected tasks, at least someone of the class of the secondary students achieved similar results in each of the tasks as BiO participants. That indicates that secondary school students were able to work meaningfully with BiO tasks which confirmed students{\textquoteright} eligibility for work with these tasks.}, keywords = {biology education, Biology Olympiad, difficulty of tasks, learning tasks, science education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.827}, url = {http://oaji.net/articles/2021/987-1633974438.pdf}, author = {Mat{\v e}j Nov{\'a}k and Jan Petr and Tom{\'a}{\v s} Ditrich} } @article {996, title = {STEM EDUCATION IN ECO-FARMING SUPPORTED BY ICT AND MOBILE APPLICATIONS}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {April/2021}, pages = {Continuous}, type = {Original article}, chapter = {277-288}, abstract = {The presented research focused on developing and testing an innovative interdisciplinary STEM didactic model. The developed didactic model was introduced in the field of eco-farming. To the participants, it offers the possibility for non-formal training, which can take place anywhere and anytime. Participants require some knowledge of STEM subjects (especially chemistry and biology) as well as knowledge of ecology, technology, and engineering, in order to provide answers and solutions to environmental challenges while using knowledge of mathematics (especially combinatorics and statistics) to search for optimal solutions (in our case, a lean business plan). The model was tested in non-formal education settings, based on an interdisciplinary approach and modern technologies, such as monitoring the effectiveness of training using electroencephalography (EEG) and mobile applications. In the presented didactic model, special emphasis was placed on an interdisciplinary STEM approach to environmental protection, ecology, connatural forms of production and sustainable development. The presented research confirms the hypotheses that non-formal education is becoming an increasingly important form of education and training, and that the use of the interdisciplinary didactic model, contemporary technologies, and mobile applications, increases the time and intensity of concentration in learning and thus improves learning effectiveness. }, keywords = {eco-farming, electroencephalography, environment protection, mobile learning, non-formal education, sustainable development}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.277}, url = {https://oaji.net/articles/2022/987-1667071946.pdf}, author = {Tine Pajk and Van Isacker, K. and Boris Aber{\v s}ek and Andrej Flogie} } @article {967, title = {STUDENT, PARENT AND TEACHER PERCEPTIONS ON THE BEHAVIORAL CHARACTERISTICS OF SCIENTIFIC CREATIVITY AND THE IMPLICATIONS TO ENHANCE STUDENTS{\textquoteright} SCIENTIFIC CREATIVITY}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {February/2021}, pages = {Continuous}, type = {Original article}, chapter = {67-79}, abstract = {Teachers{\textquoteright} and parents{\textquoteright} perceptions of scientific creativity are assumed to be an important environmental factor for scientific creativity, so this research surveyed their perceptions of the behavioral characteristics of scientific creativity and compared their perceptions to those of students. This is achieved with a list of behavioral characteristics of creative physicists during their growth period. For this survey, 48 science teachers, 112 parents, and 145 science gifted students participated. Out of the 30 items of the list, they selected 10 items that were considered important indicators to become creative scientists in the future, and they ranked them according to their importance. The results showed that the three groups all perceived {\textquoteleft}conducting experiments, asking questions, thinking logically to solve difficult problems, and sharing ideas{\textquoteright} as important for scientific creativity. For the items that were perceived to be less important, it was discussed why these items might be necessary for scientific creativity. Comparative result showed that parents gave more importance to learning-related aspects, teachers to thinking-related aspects, and students to activities such as making and experimenting. This research showed the behavioral characteristics that should be encouraged to improve students{\textquoteright} scientific creativity at school and at home.}, keywords = {behavioral characteristics, creative environment, creativity perception, scientific creativity}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.67}, url = {http://oaji.net/articles/2021/987-1611648718.pdf}, author = {Insun Lee and Jongwon Park} } @article {1103, title = {STUDENTS{\textquoteright} ATTITUDES TOWARDS SCIENCE: THE CONTRIBUTION OF A CITIZEN SCIENCE PROJECT FOR MONITORING COASTAL WATER QUALITY AND (MICRO)PLASTICS}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {December/2021}, pages = {Continuous}, type = {Original article}, chapter = {881-893}, abstract = {The promotion of positive attitudes towards science is an important goal of science education. This research aimed to identify students{\textquoteright} attitudes towards science and whether their participation within a citizen science project has contributed to positive attitudinal changes. So, an attitudinal scale was developed, validated, and applied (as a pre and post-test) to 574 students aged between 12 and 14 years old. Positive attitudes towards science were recorded from the outset among children of both groups. Students{\textquoteright} participation within the experimental group enhanced relevant positive attitudinal changes at the level of the critical analysis dimension, related to the perception of skills development such as questioning or critical thinking. Furthermore, positive attitudinal changes were achieved within the affinity dimension, related to perceived self-efficacy and appreciation of science and science classes. Positive attitudinal changes towards science among students indicate that citizen science contributes to enhance affective and attitudinal domains of their scientific literacy.}, keywords = {attitudes towards science scale, attitudinal changes, citizen science, science education, water quality monitoring}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.881}, url = {http://oaji.net/articles/2021/987-1639222003.pdf}, author = {Jos{\'e} Lu{\'\i}s Ara{\'u}jo and Carla Morais and Jo{\~a}o Carlos Paiva} } @article {1089, title = {THE USEFULNESS OF ONLINE LEARNING DURING THE COVID19 PANDEMIC AS PERCEIVED BY ENGINEERING EDUCATION STUDENTS: A MULTIDIMENSIONAL MODEL }, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {October/2021}, pages = {Continuous}, type = {Original article}, chapter = {716-728}, abstract = {With the unprecedented crisis created by the Coronavirus pandemic, online teaching and learning became a global solution - embraced by the whole world - that tried to cover, at least in part, in part the problems encountered by the educational systems. An exclusively online format of teaching and learning proved to be a challenge for both the didactic and the learning process. Although the extant research during the pandemic is very abundant, there are few approaches addressing the different perceptions reported by university students enrolled in various programs. This research aims to explore the usefulness of online learning as perceived by civil engineering students, from a multidimensional perspective. A multidimensional model has been developed that manifests on four dimensions: social usefulness of online lectures, the usefulness of online learning platform, learning effectiveness, and, usefulness for school performance. The results show a relatively low perception of the online learning usefulness in an exclusively online educational context, which disables active learning through hands-on experience in laboratory and real-life building sites (considering the regular study process). The model has been cross-validated on a sample of students enrolled in various educational programs then the differences between samples have been analyzed and discussed.}, keywords = {Covid-19 pandemic, Engineering Students, learning platform, online education, perceived usefulness}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.716}, url = {http://oaji.net/articles/2021/987-1633680185.pdf}, author = {Gabriel Gorghiu and Costin Pribeanu and Valentina Iuliana Manea and Vincentas Lamanauskas and Rita Makarskaite-Petkevi{\v c}iene} } @article {857, title = {ADOPTION OF DIGITAL STORYTELLING TOOL IN NATURAL SCIENCES AND TECHNOLOGY EDUCATION BY PRE-SERVICE TEACHERS USING THE TECHNOLOGY ACCEPTANCE MODEL}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {June/2020}, pages = {Continuous}, type = {Original article}, chapter = {429-453}, abstract = {This research aimed to contribute to the overall understanding of pre-service teachers{\textquoteright} acceptance of the Digital Storytelling (DS) tool. The primary associations of the Technology Acceptance Model (TAM) were tested in the academic years 2017/2018 and 2018/2019 for statistical significance when the effects of the pre-service training teachers{\textquoteright} digital age and status were controlled. Data from 296 pre-service teachers, from second and third study year, majority women considered vulnerable group were collected. The factor analysis and invariance tests on basic TAM were performed. The results revealed that DS tool usage intention was a function of perceived usefulness and ease of use. This research established the TAM applicability with the control variables addition to model the DS tool acceptance by pre-service teachers, as didactic material for natural sciences and technology education. Configural, metric, and scalar invariance were confirmed across both cross-temporal and cross-sectorial groups. Perceived ease of use of DS has strongly influenced both usefulness (β=.571, t=11.958, p<.0001) and intention to use of DS (β=.763, t=19.914, p<.0001), under the influences of the control variables. The outcomes contributed to the general understanding of DS pre-service teachers{\textquoteright} adoption relevant for natural sciences and technology education and for recognition of vulnerable category behavior.}, keywords = {digital storytelling tool, natural sciences didactics, pre-service teachers{\textquoteright} digital age, pre-service teachers{\textquoteright} status, TAM model, technology education didactics}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.429}, url = {http://oaji.net/articles/2020/987-1591087866.pdf}, author = {Iuliana Lazar and Georgeta Panisoara and Ion-Ovidiu Panisoara} } @article {905, title = {ANALYTIC APPROACH OF RESPONSE PATTERN OF DIAGNOSTIC TEST ITEMS IN EVALUATING STUDENTS{\textquoteright} CONCEPTUAL UNDERSTANDING OF CHARACTERISTICS OF PARTICLE OF MATTER}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {October/2020}, pages = {Continuous}, type = {Original article}, chapter = {824-841}, abstract = {This research aimed to evaluate the students{\textquoteright} conceptual understanding and to diagnose the students{\textquoteright} preconceptions in elaborating the particle characteristics of matter by development of diagnostic instrument as well as Rasch model response pattern analysis approach. Data were acquired by 25 multiple-choice written test items distributed to 987 students in North Sulawesi, Indonesia. Analysis on diagnostic test items response pattern was conducted in three steps: 1) conversion of raw score to a homogenous interval unit and effectiveness analysis of measurement instruments; 2) measurement of disparity of students{\textquoteright} conceptual understanding; and 3) diagnosis of students{\textquoteright} preconception by estimation of item response pattern. The result generated information on the diagnostic and summative measurement on students{\textquoteright} conceptual understanding in elaborating the topic; information also acts as empirical evidence on the measurement{\textquoteright}s reliability and validity. Moreover, the result discovered a significant disparity between students{\textquoteright} conceptual understanding based on their educational level. It was found that the distractor item response pattern tended to be consistent, indicating a certain tendency of resistant preconception pattern. The findings are expected to be a recommendation for future researchers and educational practitioners that integrate diagnostic and summative measurement with Rasch model in evaluating conceptual understanding and diagnosing misconception. }, keywords = {Conceptual Understanding, item response, particle of matter, Rasch model}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.824}, url = {http://oaji.net/articles/2020/987-1602682876.pdf}, author = {Lukman Abdul Rauf Laliyo and Julhim S. Tangio and Bambang Sumintono and Mohamad Jahja and Citra Panigoro} } @article {982, title = {ASSESSING PRE-SERVICE TEACHERS{\textquoteright} RECEPTION AND ATTITUDES TOWARDS VIRTUAL LABORATORY EXPERIMENTS IN LIFE SCIENCES}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {December/2020}, pages = {Continuous}, type = {Original article}, chapter = {1092-1105}, abstract = {This research reports the assessment of pre-service teachers{\textquoteright} reception and attitudes towards virtual laboratory experiments in Life Sciences with the aim of advancing adaptability to digital learning. Using sequential mixed-methods in a quasi-experimental design, 68 pre-service teachers in the 3rd year of a Bachelor of Education (B.Ed) program were surveyed before and after virtual learning interventions. This phase was followed by qualitative data gathering using focus group interviews with all participants. Findings from quantitative data analysis revealed a positive significant difference in pre-service teachers{\textquoteright} attitudes towards virtual laboratory experiments post learning interventions. From qualitative data pre-service teachers found the progression from using only traditional to including virtual experiments was useful in enhancing their conceptual understandings of Life Sciences concepts, convenience, inquiry-based learning, self-directed and autonomous learning. However, pre-service teachers noted that using virtual laboratories did not significantly develop their science process skills and as a result could not replace the experiences in a traditional biology laboratory. The implications of these findings project virtual laboratories as a supporting tool for experimentation in Life Sciences especially within and post the COVID-19 pandemic where issues of social distancing pose a threat to collaborative and inquiry-based science learning. Recommendations from these findings are discussed herein. }, keywords = {inquiry-based learning, life sciences, pre-service teachers, virtual laboratory experiments}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.1092}, url = {http://oaji.net/articles/2021/987-1613414595.pdf}, author = {Mafor Penn and Lydia Mavuru} } @article {901, title = {THE EFFECT OF OUTDOOR LESSONS IN NATURAL SCIENCES ON STUDENTS{\textquoteright} KNOWLEDGE, THROUGH TABLETS AND EXPERIENTIAL LEARNING}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {October/2020}, pages = {Continuous}, type = {Original article}, chapter = {747-763}, abstract = {Experiential learning was introduced to support a child{\textquoteright}s concept development towards evolution scientific literacy. This study examined the effect of an experiential learning model (The Mobile Natural Science Learning - MNSL) on the knowledge of 4th grade primary school students in Slovenia, during natural science school lessons at the seashore through the use of tablets. Mobile technology provides authentic learning, assisting outdoor lessons providing material and environmental context in learning, which support the experience of a learner. In the experimental group (N = 95), outdoor learning in the seashore included Kolb{\textquoteright}s experiential learning cycle with the integration of tablets. In the control group (N=97), the teachers used concrete experience for exploring the seashore, excluding the Kolb{\textquoteright}s cycle. The data were collected by using two science knowledge pre and post {\textendash} tests. The test items were classified into three TIMSS{\textquoteright} cognitive domains: 1) factual knowledge, 2) conceptual understanding, and 3) reasoning and analysis. Differences between groups were analysed through Mann-Whitney U-test and showed that the experimental group had better learning outcomes than the control group. Findings indicate that the MNSL-model had a positive effect on students{\textquoteright} achievement in science, more precisely in knowledge on marine organisms and life at the seashore. }, keywords = {Kolb{\textquoteright}s experiential learning cycle, natural science, outdoor learning, seashore}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.747}, url = {http://oaji.net/articles/2020/987-1602524649.pdf}, author = {Nastja Coti{\v c} and Janja Plazar and Isteni{\v c} Star{\v c}i{\v c}, A. and Darjo Zuljan} } @article {983, title = {THE EFFECTS OF ONLINE TEACHING ON STUDENTS{\textquoteright} ACADEMIC PROGRESS IN STEM}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {December/2020}, pages = {Continuous}, type = {Original article}, chapter = {1106-1124}, abstract = {Online teaching environment is a challenge for science, technology, engineering, and mathematics (STEM) in-service teachers who feel worried about their ability to succeed in what might be an unfamiliar learning environment. This research focused on testing the effects of perceived risks and concerns by in-service teachers during online-only classes due to the coronavirus outbreak on student academic progress requirements across the different STEM disciplines. The research hypotheses were tested on a sample of 1444 in-service teachers teaching exclusively in the online environment, in Romania. A structural equation model was used to explore the possible links among two external variables (pedagogical and technological perceived risks), one mediator variable (student engagement), one control variable (school settings), and one output variable (student academic progress requirements). The results revealed significant negative paths from challenges mediated by student engagement to student academic progress, as well as positive paths from them to mediator factor. The school setting categories were negatively correlated with both perceived risk dimensions. The moderator role of student engagement on the challenges-outcome link was supported. The online teaching effects on student{\textquoteright}s academic progress varied across the different STEM disciplines. The relevant common features for all STEM disciplines were further then demonstrated. }, keywords = {in-service teachers, online class, pandemic emergency, STEM, structural equation modelling, student academic progress}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.1106}, url = {http://oaji.net/articles/2021/987-1613414653.pdf}, author = {Ion-Ovidiu Panisoara and Ruxandra Chirca and Iuliana Lazar} } @article {843, title = {EXPLICIT TEACHING OF SCIENTIFIC ARGUMENTATION AS AN APPROACH IN DEVELOPING ARGUMENTATION SKILLS, SCIENCE PROCESS SKILLS AND BIOLOGY UNDERSTANDING}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {April/2020}, pages = {Continuous}, type = {Original article}, chapter = {276-288}, abstract = {Science educational standards are increasingly emphasising on argumentation skills. However, students{\textquoteright} argumentation skills are often not developed well as their experience of science knowledge in schools is often in the form of uncontested facts. This research asserts that argumentation skills should be developed through explicit teaching of argumentation while engaged in practical work that draws on students{\textquoteright} science process skills. In turn, developing argumentation skills also improves their science process skills. Thus, this research sought to examine the effect of the Modified Argument-Driven Inquiry approach (MADI), Inquiry without Argument approach (IWA), and the conventional practical work approach (CON) on the development of argumentation and science process skills of Grade 10 students in practical biology. This research employed the quasi-experimental methodology involving Pre-test Post-test Non-equivalent Control Group design. The data were collected through tests on argumentation skills, science process skills and diffusion and osmosis concepts{\textquoteright} understanding. The MANOVA results showed that there was a significant improvement in the argumentation skills, science process skills and biology understanding among the students who experienced the MADI approach in practical biology. In contrast, students who experienced the IWA approach in practical biology showed significant improvement only in biology understanding.}, keywords = {argumentation skills, modified argument driven inquiry, Practical work, science process skills}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.276 }, url = {http://oaji.net/articles/2020/987-1586941698.pdf}, author = {Irene Lue Leh Ping and Lilia Halim and Kamisah Osman} } @article {921, title = {IMPROVEMENTS IN TEACHERS{\textquoteright} KNOWLEDGE AND UNDERSTANDING OF BASIC ASTRONOMY CONCEPTS THROUGH DIDACTIC GAMES}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {December/2020}, pages = {Continuous}, type = {Original article}, chapter = {1020-1033}, abstract = {Literature review shows that many primary school teachers have poor understanding of basic astronomy contents. Therefore, the aim of the study was to introduce specific astronomical content to in-service primary school teachers through two didactic games, to evaluate the didactic games and the teachers{\textquoteright} knowledge and understanding before and after the implementation of the didactic games. The research included 24 in-service primary school teachers. The data were collected through the knowledge test (pre-post design) and questionnaires for each didactic game. The results showed that the teachers evaluated the didactic games as suitable for use in the classroom as they emphasized that they are educational, explicit and interesting. The implementation was identified as effective because the median for fractional gains was 0.54 and showed the medium gain in teachers{\textquoteright} knowledge and understanding of selected astronomy contents. It was recognized that in-service primary school teachers do not feel competent for introducing complex astronomical contents to their students. However, the presented approach could encourage in-service primary school teachers to deepen their knowledge and to teach astronomy contents with a method that is closer to their students. University teachers could point out the advantages and disadvantages of didactic games in astronomy content and discuss them with pre-service primary school teachers.}, keywords = {astronomy education, didactic games, in-service primary school teachers, Moon phases}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.1020}, url = {http://oaji.net/articles/2020/987-1606573063.pdf}, author = {Katarina Susman and Jerneja Pavlin} } @article {829, title = {RESEARCH-ORIENTED COLLABORATIVE INQUIRY LEARNING MODEL: IMPROVING STUDENTS{\textquoteright} SCIENTIFIC ATTITUDES IN GENERAL CHEMISTRY}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {February/2020}, pages = {Continuous}, type = {Original article}, chapter = {108-120}, abstract = {Promoting students{\textquoteright} attitudes, a part of affective domains is a major goal in higher education. Unfortunately, only a few studies were available related to the improvement of pre-service chemistry teachers{\textquoteright} attitudes as this domain was rarely explored using a mixed teaching approach. In this quasi-experimental research, we investigated the effect of the Research-Oriented Collaborative Inquiry Learning (REORCILEA) in improving students{\textquoteright} scientific attitudes. A total of sixty-four (6 males, 58 females) first-year pre-service chemistry teachers at the Department of Chemistry Education of a public university in Indonesia attended the General Chemistry course. In order to collect the data, the Scientific Attitudes Scale and Interview Protocol were administered. The data were then analyzed using t-test and thematic analysis. The results of the t-test revealed that students in the experimental group obtained significantly greater scores than the ones of the control group regarding their scientific attitudes. After analyzing the interview data qualitatively, students who were exposed to non-traditional teaching approach had stronger learning interests and enjoyed the chemistry lectures. In conclusion, REORCILEA model could be considered more effective in improving students{\textquoteright} scientific attitudes compared to conventional teaching methods.}, keywords = {collaborative inquiry learning, general chemistry, pre-service chemistry teachers, research-oriented learning, scientific attitudes}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.108}, url = {http://oaji.net/articles/2020/987-1581269848.pdf}, author = {Eli Rohaeti and Anti Kolonial Prodjosantoso and Irwanto} } @article {845, title = {STUDENTS{\textquoteright} ABILITY TO WORK WITH GRAPHS IN PHYSICS STUDIES RELATED TO THREE TYPICAL STUDENT GROUPS}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {April/2020}, pages = {Continuous}, type = {Original article}, chapter = {298-316}, abstract = {Graphs are often used to represent mathematical functions, to illustrate data from social and natural sciences, or to specify scientific theories. With increasing emphasis on the development of scientific research skills, the work with graphs and data interpretation are gaining in importance. The research involved an eye-tracking experiment conducted to evaluate student work with graphs in physics. Eye-movement data were recorded using the GazePoint eye-tracker. A total of 40 third-year grammar school students participated in the research. These students were allocated into three groups by a physics teacher. These groups were called PLUS, AVERAGE and MINUS. The PLUS group showed excellent results in education and included gifted physics students. The MINUS group was composed of the opposite end of this cognitive spectrum, whose members made the most mistakes in graph reading. The aim of the experiment was to find the differences between students allocated to these three groups and to evaluate whether the allocation based on the teacher{\textquoteright}s experience, long-term observations and the students{\textquoteright} previous achievements was sufficient. The results showed that students from all three groups had problems with reading graphs in physics. According to the eye-movement data, several students who had been incorrectly assigned to groups were identified. }, keywords = {education in physics, experimental study, eye-tracking, gifted children, graph}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.298}, url = {http://oaji.net/articles/2020/987-1586941849.pdf}, author = {Jana Skrabankova and Stanislav Popelka and Marketa Beitlova} } @article {761, title = {THE EFFECT OF EARTHCOMM LEARNING MODEL AND SPATIAL THINKING ABILITY ON GEOGRAPHY LEARNING OUTCOMES}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {June/2019}, pages = {Continuous}, type = {Original article}, chapter = {323-334}, abstract = {Geography learning is meaningless if it is not followed by the development of students{\textquoteright} spatial thinking ability. Research aimed to 1) determine the effect of earthcomm learning and conventional learning on geography learning outcomes, 2) find out the effect of spatial thinking ability on geography learning outcomes, 3) find out the interaction between the application of earthcomm learning and spatial thinking ability on geography learning outcomes. Research used a quasi-experimental non-equivalent control group design. The research sample was taken from three high schools in Malang City, Indonesia. Geography learning outcomes data were obtained from paper-based test and spatial thinking ability data obtained from spatial thinking test instruments. Data were analyzed using Two Way ANOVA test using SPSS devices. The results of the research, 1) there is an effect of the application of learning to students{\textquoteright} geography learning outcomes, 2) there is an influence of the ability of spatial thinking on geography learning outcomes, 3) there is no interaction between the application of learning and spatial thinking on geography learning outcomes. Efforts to improve learning outcomes and spatial thinking ability are needed by students to face the challenges of global competition. }, keywords = {Earthcomm learning model, geography learning, geography learning outcome, quasi experimental, spatial thinking ability}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.323}, url = {http://oaji.net/articles/2019/987-1559371993.pdf}, author = {Muhammad Aliman and Budijanto and Sumarmi and I Komang Astina and Rozana Eka Putri and Muhammad Arif} } @article {780, title = {EXAMINING SECONDARY SCHOOL STUDENTS{\textquoteright} MISCONCEPTIONS ABOUT THE HUMAN BODY: CORRELATIONS BETWEEN THE METHODS OF DRAWING AND OPEN-ENDED QUESTIONS}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {August/2019}, pages = {Continuous}, type = {Original article}, chapter = {549-557}, abstract = {Students of various age groups manifest numerous explanations that differ from what is known to be scientifically correct. Misconceptions about the human body are one of the best studied areas of students{\textquoteright} understanding of scientific phenomena. To explore misconceptions, researchers have at their disposal various methods which can lead to different results. In order to find an effective, cheap and representative diagnostic instrument, correlations between scores obtained by open-ended questions and drawings on the example of the human circulatory system were examined. Open-ended questions provide a more complete understanding of student learning but are harder to evaluate objectively in comparison with drawings, particularly in cross-cultural research. Correlations among scores obtained by these two methods in the present research were moderate, which suggests that drawings reflect students{\textquoteright} understanding of the circulatory system, albeit not perfectly. Although drawings probably never provide a complete understanding of children{\textquoteright}s ideas about science, this cheap and time effective method is recommended particularly in cross-cultural research, where standard, comparable conditions are hard to achieve. }, keywords = {circulatory system, human body, human heart, students{\textquoteright} ideas}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.549 }, url = {http://oaji.net/articles/2019/987-1564686168.pdf}, author = {Jana Fan{\v c}ovi{\v c}ov{\'a} and Pavol Prokop} } @article {763, title = {FACTORS INFLUENCING THE FIRST YEAR STUDENTS{\textquoteright} ADAPTATION TO NATURAL SCIENCE STUDIES IN HIGHER EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {June/2019}, pages = {Continuous}, type = {Original article}, chapter = {349-361}, abstract = {The mass-approach in higher education promotes the broadening of students{\textquoteright} number and diversity therefore the question about the young people{\textquoteright}s readiness to adapt to studies becomes more and more topical. Students who enrol in the natural science faculties of the University of Latvia (UL) are motivated and have high assessment in biology and chemistry as school subjects. However, the studies already during the 1st term prove that students encounter problems to get adjusted to the study process. In order to find out the key factors that determine the adaptation of the first-year students to studies, an e-questionnaire was developed and 79 students from the Faculty of Chemistry and Faculty of Biology were surveyed. Institutional and personal factors that are focused on the application of transferable skills are mainly those that affect the students{\textquoteright} adaptation in the first term of studies. At the same time such issues of the academic factor as students{\textquoteright} prior knowledge in biology, chemistry, physics and mathematics and their skill to learn independently are intrinsic for students{\textquoteright} successful studies.}, keywords = {adaptation to studies, first year natural science students, institutional, personal and academic factors, transferable skills}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.349}, url = {http://oaji.net/articles/2019/987-1559372124.pdf}, author = {Rita Birzina and Dagnija Cedere and Liva Petersone} } @article {784, title = {PREDICTING FACTORS AFFECTING INTENTION TO USE WEB 2.0 IN LEARNING: EVIDENCE FROM SCIENCE EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {August/2019}, pages = {Continuous}, type = {Original article}, chapter = {595-606}, abstract = {Teachers{\textquoteright} intention to use technology is a major factor in its effective use in learning including in developing countries. This research empirically investigated on factors that influence Pre-Service Science Teachers{\textquoteright} (PSSTs) intention to use Web 2.0 in learning through Technology Acceptance Model (TAM) in Indonesia. The goals of the research were to (a) report if the TAM is a valid and reliable model to explain PSSTs intention to use Web 2.0, and (b) inform the factors of PSSTs{\textquoteright} intention to use Web 2.0 in learning. Seven hundred and five PSSTs from five universities completed a 24-item online questionnaire based on the TAM constructs comprising perceived usefulness, perceived ease of use, subjective norm, facilitating conditions, attitudes, and intention to use Web 2.0. Results obtained using Partial Least Square Structural Equation Modeling (PLS-SEM) informed that (a) facilitating condition and subjective norm significantly influenced perceived ease of use; (b) subjective norm significantly affected perceived usefulness; (c) both perceived ease of use and perceived usefulness was a significant factor predicting attitude; and (d) attitude, perceived ease of use, and perceived usefulness significantly influenced intention to use Web 2.0. Overall, the TAM is a valid model to help explain Indonesian PSSTs{\textquoteright} intention to use Web 2.0 in learning.}, keywords = {pre-service science teachers, Technology acceptance model, Web 2.0}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.595}, url = {http://oaji.net/articles/2019/987-1564686612.pdf}, author = {Muhaimin and Akhmad Habibi and Amirul Mukminin and Robin Pratama and Asrial and Harlina Harja} } @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 {660, title = {THE COMPARISON OF OR-IPA TEACHING MODEL AND PROBLEM BASED LEARNING MODEL EFFECTIVENESS TO IMPROVE CRITICAL THINKING SKILLS OF PRE-SERVICE PHYSICS TEACHERS}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {April/2018}, pages = {Continuous}, type = {Original article}, chapter = {300-319}, abstract = {Critical thinking skills are one of the 21st century skills that are effectively trained by using the OR-IPA and Problem Based Learning (PBL) Model, therefore this research aims to compare the effectiveness of both. Research design used True Experiment with Randomized Subject Control-group Pre-test and Post-test with 94 pre-service physics teachers. Data collected using the critical thinking skills test and the student response sheet, and then analyzed using t-test and N-gain. The results showed: (1) the teaching instruments of OR-IPA and PBL Model have fulfilled the validity requirements (rα ~ .26) and reliability (α = .96 - .99). (2) Each of OR-IPA, PBL, and Conventional Model can significantly increase critical thinking skills at α = 5\%, respectively with average N-gain: medium (.60), medium (.48), and low (.14); with the student response of: very positive, very positive, and less positive. (3) The OR-IPA and PBL Model are effective to improve critical thinking skills, while the Conventional Model is ineffective, and the OR-IPA Model is more effective compared to the PBL Model. Implication of this research is that the OR-IPA Model can be an innovative solution to improve critical thinking skills, but there is still a need for repetitive research like this.}, keywords = {and PBL model, basic physics, critical thinking skills, OR-IPA model, pre-service physics teachers}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.300}, url = {http://oaji.net/articles/2017/987-1523527582.pdf}, author = {Budi Jatmiko and Binar Kurnia Prahani and Munasir and Z.A. Imam Supardi and Iwan Wicaksono and Nia Erlina and Paken Pandiangan and Rosyid Althaf and Zainuddin} } @article {646, title = {DETERMINATION OF EDUCATIONAL EFFICIENCY AND STUDENTS{\textquoteright} INVOLVEMENT IN THE FLIPPED BIOLOGY CLASSROOM IN PRIMARY SCHOOL}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {February/2018}, pages = {Continuous}, type = {Original article}, chapter = {162-176}, abstract = {The Flipped Classroom (FC) is a teaching approach in which students gain the first-exposure learning with online materials outside the classroom, and then, in the classroom, they focus on interactive or engaging exercises. Despite its considerable publicity, the studies focused on the FC in primary education are deficient. The aim of this research is to determine efficiency and students{\textquoteright} involvement in the flipped Biology classroom in primary school, compared to the conventional classroom (CC) approach. Educational efficiency and students{\textquoteright} involvement are measured by combining the values of the students{\textquoteright} performance and mental effort on the test. Each task in the test was followed by the 5-point Likert scale for evaluation of invested mental effort. The total sample of this research included 112 students, aged from 12 to 13. The results show that the FC approach contributes to the reduction of the students{\textquoteright} mental effort and an increase in the students{\textquoteright} performance. On the basis of calculated efficiency and students{\textquoteright} involvement of applied teaching approaches, it was concluded that the FC represents a feasible and efficient approach to Biology primary education.}, keywords = {biology education, educational efficiency, flipped classroom, mental effort, primary school, students{\textquoteright} involvement}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.162}, url = {http://oaji.net/articles/2017/987-1519060434.pdf}, author = {Vera S. {\v Z}upanec and Branka N. Radulovi{\'c} and Tijana Z. Pribi{\'c}evi{\'c} and Tomka G. Miljanovi{\'c} and Vujadin G. Zdravkovi{\'c}} } @article {705, title = {DEVELOPMENT OF CCDSR TEACHING MODEL TO IMPROVE SCIENCE PROCESS SKILLS OF PRE-SERVICE PHYSICS TEACHERS}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {October/2018}, pages = {Continuous}, type = {Original article}, chapter = {812-827}, abstract = {CCDSR teaching model is physics teaching with the scientific activities by design to improve science process skills and its learning. This research was conducted to develop and produce a qualified CCDSR teaching model to improve the science process skills of pre-service physics teachers. The analysis of CCDSR teaching models{\textquoteright} quality was done by using mean validity score, Cronbach{\textquoteright}s coefficient alpha, Paired t-test, N-gain, and ANOVA test. The results showed that the CCDSR teaching model was proved to be qualified (valid, practical, and effective) to improve the science process skills of pre-service physics teachers. Based on response results was that the CCDSR teaching model can improve the learning skills of science process skills (designing and implementing science process skills learning) owned by pre-service physics teachers. The implication of this research is that the CCDSR teaching model can be an innovative solution to improve science process skills of pre-service physics teachers.}, keywords = {CCDSR teaching model, pre-service physics teachers, research and development, science process skills}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.812}, url = {http://oaji.net/articles/2017/987-1539418351.pdf}, author = {Iqbal Limatahu and Wasis and Suyatno Sutoyo and Binar Kurnia Prahani} } @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 {644, title = {EFFECTIVENESS OF CREATIVE RESPONSIBILITY BASED TEACHING (CRBT) MODEL ON BASIC PHYSICS LEARNING TO INCREASE STUDENT{\textquoteright}S SCIENTIFIC CREATIVITY AND RESPONSIBILITY}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {February/2018}, pages = {Continuous}, type = {Original article}, chapter = {136-151}, abstract = {The Creative Responsibility Based Teaching (CRBT) model is an innovative physics-teaching model designed to enhance students{\textquoteright} scientific creativity and responsibility. Therefore, this research aims to analyze the effectiveness of CRBT model to improve scientific creativity and first year students{\textquoteright} responsibility on Basic Physics learning in academic year 2016/2017. This research used one group pre-test and post-test design on 144 students divided into 4 groups at University of Lambung Mangkurat, South Kalimantan (Indonesia). The data collection methods were conducted by using: scientific creativity tests emphasized on unusual uses indicator, problem finding, product improvement, creatively science problem solving, creatively experiment designing, and creatively product design; questionnaire of responsibility emphasized on: participatory indicator, respecting others, cooperation, leadership, and delivering opinion; and interviews. The data analysis technique was done by using paired t-test / Wilcoxon test, n-gain, and ANOVA / Kruskal-Wallis test. The results showed that there was a significant increase in students{\textquoteright} scientific creativity and responsibility at α = 5\%, with n-gain average of moderate category, and both were not different (consistent) for all four groups. Thus, the CRBT model is effective for enhancing students{\textquoteright} scientific creativity and responsibility.}, keywords = {creative responsibility based teaching, first year students, physics learning, responsibility attitude, scientific creativity}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.136}, url = {http://oaji.net/articles/2017/987-1519060300.pdf}, author = {Suyidno and Mohamad Nur and Leny Yuanita and Binar Kurnia Prahani and Budi Jatmiko} } @article {720, title = {THE EFFECTIVENESS OF EVIDENCE-BASED REASONING IN INQUIRY-BASED PHYSICS TEACHING TO INCREASE STUDENTS{\textquoteright} SCIENTIFIC REASONING}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {December/2018}, pages = {Continuous}, type = {Original article}, chapter = {972-985}, abstract = {Evidence-Based Reasoning (EBR) is a framework of inquiry-based teaching for developing scientific reasoning. This research aims to analyze the effectiveness of EBR in inquiry-based Physics teaching to improve students{\textquoteright} scientific reasoning. Applying Slovin formula for sample determination, the research involved 139 upper-secondary school students with similar prior knowledge. This research used one group pre-test post-test design with replication. The effectiveness of teaching on improving scientific reasoning was analyzed by using Paired Sample T-test. ANOVA was used to analyze the consistency of the teaching effectiveness across in test group. The findings indicated that EBR effectively improved students{\textquoteright} scientific reasoning in inquiry-based Physics teaching based on two main grounds. On the first, the significance was ensured by N-gain category of scientific reasoning component, which proved (a) control of variables reaching high category, (b) proportional thinking at moderate category; c) probabilistic thinking reaching moderate category, (d) hypothetical-deductive reasoning attaining low category; and (e) correlational thinking achieving low category. In addition, the level of scientific reasoning has attained the experience characterized by slightly imperfect answers. Students voiced positive response to EBR, which stated that it helped them engage in scientific reasoning in Physics learning. They also voiced the general opinion on EBR and inquiry-based learning in general.}, keywords = {evidence-based reasoning, inquiry teaching, physics teaching, scientific reasoning}, issn = {1648-3898}, doi = {10.33225/jbse/18.17.972}, url = {http://oaji.net/articles/2017/987-1544860279.pdf}, author = {Nia Erlina and Endang Susantini and Wasis and Iwan Wicaksono and Paken Pandiangan} } @article {725, title = {ENHANCING STUDENTS{\textquoteright} HIGHER ORDER THINKING SKILLS IN SCIENCE THROUGH INSTAD STRATEGY}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {December/2018}, pages = {Continuous}, type = {Original article}, chapter = {1046-1055}, abstract = {This research aimed to examine the effectiveness of the INSTAD strategy in comparison to other teaching strategies such as Inquiry, student team{\textquoteright}s achievement division (STAD), and lecture method, to reduce the gap of higher order thinking skills between Upper Academic (UA) and Lower Academic (LA) groups of students.The research partipants were 136 7th grade students in total, which consisted of two groups of 36 UA and 36 LA students. The students were selected through a stratified random sampling from 27 Public Junior High Schools in Surakarta, Indonesia. The treatment classes were determined through an intact group. The research design employed pre-test-post-test non-equivalent control group of quasi experiment. The higher order thinking skills were measured by essay test sheet as an instrument. Data were analysed by utilizing ANCOVA with the pre-test score as the covariate. The findings revealed that INSTAD have optimally improved higher order thinking skills in comparison with the Inquiry, STAD, and lecture method. INSTAD{\textquoteright}s were proven able to reduce the gap of higher order thinking skills between UA and LA students rather than Inquiry, STAD, and lecture method as teaching strategies.}, keywords = {higher order thinking skills, inquiry-based learning, INSTAD strategy, student team{\textquoteright}s achievement division}, issn = {1648-3898}, doi = {10.33225/jbse/18.17.1046}, url = {http://oaji.net/articles/2017/987-1544860627.pdf}, author = {Baskoro Adi Prayitno and Suciati and Eni Titikusumawati} } @article {683, title = {IMPLEMENTATION OF INNOVATIVE CHEMISTRY LEARNING MATERIAL WITH GUIDED TASKS TO IMPROVE STUDENTS{\textquoteright} COMPETENCE}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {August/2018}, pages = {Continuous}, type = {Original article}, chapter = {535-550}, abstract = {This research aimed to provide an innovative chemistry learning material with guided tasks to improve students{\textquoteright} competence in Chemistry. It involved 180 students enrolled in the Analytical Chemistry course at State University of Medan in academic year of 2016/2017. The samples were purposively selected and divided into two groups. The research consisted of several steps including enrichment, innovation and standardization of learning material, followed by implementation of the developed learning material in class. A set of good quality learning material equipped with the guided task for Gravimetry topic has been provided. It contained relevant contextual examples, laboratory works, students{\textquoteright} activities, multimedia, and hyperlink to trustworthy websites. Implementation of innovative learning material has been conducted by using a set of developed learning material in the experimental class while the existing textbook was used in the control class. The research findings highlighted several points: (1) well-implemented innovative learning material was effective to improve the students{\textquoteright} competence; (2) learning outcome in experimental class was found higher than that in control class; (3) the guided task in the learning package facilitated the students to learn the selected chemistry topic independently which in turn shifted student learning style from lecturer-oriented to student-oriented; (4) the guided task not only made the students be familiar with searching for scientific documents to complete the given tasks but also improved the students{\textquoteright} ability to write and organize their assignments; (5) students{\textquoteright} academic attitudes, observed during the learning activities, were categorized as very good.}, keywords = {guided tasks, independent learning, innovative learning material, students{\textquoteright} competence}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.535}, url = {http://oaji.net/articles/2017/987-1533708387.pdf}, author = {Manihar Situmorang and Marudut Sinaga and Jamalum Purba and Sapnita Idamarna Daulay and Murniaty Simorangkir and Marham Sitorus and Ajat Sudrajat} } @article {650, title = {SCIENCE EDUCATION IN SCHOOLS AND AT TERTIARY LEVEL: STATUS QUO OR EMBRACING CHANGE?}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {April/2018}, pages = {Continuous}, type = {Editorial}, chapter = {184-186}, abstract = {Society is changing as the influence of technologies and the implementation of innovative practices are driving change. Change and innovation are not simple processes for all (Rogers, 2003). Yet, companies, corporates and small business are managed and lead to ensure not only efficiency, but also to yield the best possible financial gain. When one analises change in the world of commerce, one does not have to be a rocket scientist to come to the conclusion that there have been tremendous changes. Not only has the ergonomics of buildings and factories changed, there has also been change pertaining to the number of people employed, as technologies afford opportunities to make certain positions that people occupied, redundant. Robotic tools are used more and more in the manufacturing chain to increase productivity and to ensure greater quality, or so we are informed. }, keywords = {science education, science teaching, social justice, tertiary system}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.184}, url = {http://oaji.net/articles/2017/987-1523526498.pdf}, author = {Andr{\'e} Du Plessis} } @article {687, title = {SCIENCE TEACHERS{\textquoteright} PERCEPTIONS OF THE EMERGENCE OF RESPONSIBLE RESEARCH AND INNOVATION IN SCHOOL}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {August/2018}, pages = {Continuous}, type = {Original article}, chapter = {590-604}, abstract = {Responsible Research and Innovation (RRI) has recently gained wider importance in the European Union (EU) as an emergent framework informing the governance of science. While a growing body of literature describing RRI and its main conceptual dimensions has appeared in the last seven years or so and in several policy documents, the European Commission has emphasized the need to promote science education in the RRI context, there is no theoretical elaboration of how RRI can be meaningfully integrated into the practice of science education. In order to address this problem, the present research aimed at inquiring into the way in which science teachers make sense of RRI in school. Data were gathered with individual semi-structured interviews from 29 science teachers working in comprehensive schools and hobby schools. Abductive content analysis combining data and conceptual dimensions of RRI was used. In the light of how the science teachers in our sample have made sense of RRI, four theoretical categories have emerged: (1) meaning making; (2) taking action; (3) exploring; and (4) inclusion. These findings have important implications for developing a theory of RRI which can be beneficial for researchers as well as teachers for meaningfully integrating RRI into science education. }, keywords = {abductive content analysis, responsibility as care, Responsible Research and Innovation, science education, science teacher}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.590}, url = {http://oaji.net/articles/2017/987-1533708724.pdf}, author = {Mirjam Burget and Emanuele Bardone and Margus Pedaste and Katrin Saage} } @article {643, title = {TEACHERS{\textquoteright} DIFFICULTIES AND STRATEGIES IN PHYSICS TEACHING AND LEARNING THAT APPLYING MATHEMATICS}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {February/2018}, pages = {Continuous}, type = {Original article}, chapter = {120-135}, abstract = {In a teaching and learning process, the mastery of mathematics would support students in learning physics. The aim of the research is to analyse the difficulties of physics teachers{\textquoteright} in conducting teaching and learning process that demands the requirements of mathematical concepts in senior high schools. The research was a qualitative research using phenomenological approach. The data were collected through focus group discussion (FGD) that involved 15 teachers from public and private senior high schools in the Kudus Regency, the Province of Central Java, Indonesia. The analysis was conducted by applying the Bogdan \& Biklen model. The results of the research showed several findings if there had been problems of un-synchronism in the material orders of mathematics and physics that hindered the teaching and learning process. The strategies that physics teachers had applied individually are teaching mathematics materials as prerequisite first and making module collaboratively. The new arrangement of teaching and learning materials in mathematics and physics are needed to cover the problems.}, keywords = {difficulties and strategies, learning process, mathematics mastery, physics teaching}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.120}, url = {http://oaji.net/articles/2017/987-1519060221.pdf}, author = {Heri Retnawati and Janu Arlinwibowo and Nidya F. Wulandari and Rian G. Pradani} } @article {701, title = {UNDERGRADUATE STUDENTS{\textquoteright} SCIENCE PROCESS SKILLS IN TERMS OF SOME VARIABLES: A PERSPECTIVE FROM INDONESIA}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {October/2018}, pages = {Continuous}, type = {Original article}, chapter = {751-764}, abstract = {This research explored the level of students{\textquoteright} basic and integrated Science Process Skills (SPS) based on their academic majors, gender, and grade levels at the end of a chemistry laboratory course. Convenience sampling was used to select 298 undergraduate students at the Yogyakarta State University, Indonesia. A survey method was used, and the data were collected using the Basic SPS (BSPS) and Integrated SPS (ISPS) Observation Checklist. The results showed that the students{\textquoteright} basic and integrated SPS were considered medium and low respectively. Furthermore, there was a significant gap in the students{\textquoteright} performance based on their majors, gender and grade levels. Surprisingly, it was found that the perception and social convention that males are stronger than females in science appears not to be the case among students. Moreover, there was a moderate positive and significant correlation between students{\textquoteright} basic and integrated SPS. Students with a high basic SPS score had the tendency to obtain a higher integrated SPS score. Therefore, it is concluded that prior to starting lab course activities, lecturers need to determine their students{\textquoteright} process skills in order to plan in such a manner that they can assist to raise their students{\textquoteright} current basic and integrated SPS.}, keywords = {academic majors, grade levels, science process skills, undergraduate students}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.751}, url = {http://oaji.net/articles/2017/987-1539418101.pdf}, author = {Irwanto and Eli Rohaeti and Anti Kolonial Prodjosantoso} } @article {564, title = {CLOSING THE SCIENCE PROCESS SKILLS GAP BETWEEN STUDENTS WITH HIGH AND LOW LEVEL ACADEMIC ACHIEVEMENT}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {April/2017}, pages = {Continuous}, type = {Original article}, chapter = {266-277}, abstract = {Science Process Skills (SPSs) are fundamental skills to mastering science. To nurture students{\textquoteright} SPS, inquiry based learning and student-center activities may work effectively. This study aims at analyzing: How Inquiry-based Learning and Student Team Achievement Division (INSTAD) affects science process skills compared with inquiry-based learning, Student Teams Achievement Divisions (STAD), and conventional learning method. The participants were 136 grade 7 students from 27 public middle schools in Surakarta, Indonesia. They were divided into 68 students with higher academic (HA) achievement and 68 students with lower academic (LA) achievement. A nonequivalent control group design with pretest and posttest were applied to get data on SPSs using a sort of essay test. The result indicates that: (1) While the outcomes of INSTAD and inquiry-based learning are comparable, they are significantly different compared with the outcomes of STAD and conventional learning. (2) Students in HA group have higher SPS than students in LA groups. (3) INSTAD, on an equal level with inquiry-based learning, significantly increases the students{\textquoteright} SPSs. Compared with other three methods, INSTAD was confirmed the most effective in closing the science process skills gaps between students in HA group and LA group.}, keywords = {inquiry-based learning, INSTAD, science process skills, STAD}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.266 }, url = {http://oaji.net/articles/2017/987-1497156674.pdf}, author = {Baskoro Adi Prayitno and Duran Corebima and Herawati Susilo and Siti Zubaidah and Murni Ramli} } @article {606, title = {EDUCATIONAL EFFECTIVENESS OF THE 5E MODEL FOR SCIENTIFIC ACHIEVEMENT OF STUDENTS WITH HEARING IMPAIRMENT}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {October/2017}, pages = {Continuous}, type = {Original article}, chapter = {723-732}, abstract = {This experimental research aimed to find the effectiveness of the 5E model of education for achievement in science among students with hearing impairment at the elementary level. An instructional package was developed following the 5E model for one unit from a science subject in grade VIII. A science test was developed by the researcher to test the achievement of students of grade VIII with hearing impairment. This test was validated by experts, pilot tested, subjected to item analysis and the reliability of the test was calculated. The test with 38 items was used as a pre-test and post-test during the study. Thirty-four students of grade VIII were selected from a school and were random assigned to two groups. One group was randomly assigned as the experimental group and the other served as the control group. The research followed a pre-test-post-test control group design. The performance of both groups was compared to evaluate the effectiveness of instructions based on the 5E model. A significant improvement was found in the performance of the experimental group as compared to the control group. It was concluded that hearing impaired children can perform better in science if they are taught through approaches promoting construction of knowledge, such as in the 5E model.}, keywords = {5E Model, hearing impairment, scientific achievement}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.723}, url = {http://oaji.net/articles/2017/987-1509214017.pdf}, author = {Zahida Parveen} } @article {624, title = {THE EFFECT OF THE MODIFIED KNOW-WANT-LEARN STRATEGY ON SIXTH-GRADE STUDENTS{\textquoteright} ACHIEVEMENT IN PHYSICS}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {December/2017}, pages = {Continuous}, type = {Original article}, chapter = {946-957}, abstract = {Physics is generally regarded as difficult and uninteresting. The teaching of physics with the use of an appropriate teaching strategy can improve students{\textquoteright} achievement. The aim of this research is to examine the effect of the modified Know-Want-Learn (mKWL) strategy on primary school students{\textquoteright} achievement in physics. The Know-Want-Learn (KWL) strategy was modified to be used for students{\textquoteright} inquiry. Quasi experimental research was carried out with 110 sixth-grade students divided into an experimental and a control group. The students in the control group were taught using direct teaching and the students in the experimental group were taught using TQHL charts. These charts consist of columns: T-What I Think and what I know, Q-What Questions I have, H-How can I find out, L-What I Learned. Pre-test and post-test were administered to both groups; two physics knowledge tests were constructed for that purpose. The data were analyzed using descriptive statistics, paired samples t-tests and independent samples t-tests. The implication of the research results is that using the mKWL strategy in a sixth-grade physics class has a positive effect on students{\textquoteright} achievement. It can be suggested to implement the described strategy in teaching physics in order to improve students{\textquoteright} achievement in this subject.}, keywords = {KWL strategy, learning strategy, modified KWL strategy, students{\textquoteright} performance}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.946}, url = {http://oaji.net/articles/2017/987-1513971179.pdf}, author = {Zekri A. M. Zouhor and Ivana Z. Bogdanovi{\'c} and Sonja J. Skuban and Milica V. Pavkov-Hrvojevi{\'c}} } @article {569, title = {IDENTIFICATION OF THE UNDERSTANDING OF THE STATES OF MATTER OF WATER AND AIR AMONG SLOVENIAN STUDENTS AGED 12, 14 AND 16 YEARS THROUGH SOLVING AUTHENTIC TASKS}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {June/2017}, pages = {Continuous}, type = {Original article}, chapter = {308-323}, abstract = {The aim of the research was to identify how Slovenian primary and secondary school students of various age groups explain the particulate nature of the states of matter of water and air. The qualitative research included five 12, 14, and 16 year old students. A semi-structured interview including four computer-displayed tasks was used for the data collection. The research results show that all of the students correctly identified the states of matter of water at the particulate level, but not of air. It was found that the students had difficulty justifying their selection. The study confirmed the existence of: (a) misunderstanding regarding the interpretation of the particulate nature of matter, (b) a failure to distinguish between particle and matter, and (c) the inadequate description of submicroscopic level of matter with macroscopic level concept. The survey results provide an insight into the mindset of students and serve as a starting point for teachers{\textquoteright} lesson planning.}, keywords = {authentic tasks, macroscopic level, misunderstanding of pressure, states of matter, submicroscopic level}, isbn = {E-ISSN 2538-7138}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.308}, url = {http://oaji.net/articles/2017/987-1497963826.pdf}, author = {Miha Slapni{\v c}ar and Iztok Devetak and Sa{\v s}a A. Gla{\v z}ar and Jerneja Pavlin} } @article {623, title = {IDENTIFYING AND APPLYING FACTORS CONSIDERED IMPORTANT IN STUDENTS{\textquoteright} EXPERIMENTAL DESIGN IN SCIENTIFIC OPEN INQUIRY}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {December/2017}, pages = {Continuous}, type = {Original article}, chapter = {932-945}, abstract = {Even though experimental design (ED) in open inquiry is important for more authentic scientific inquiry, it is not easy for students. The objective of this research was to identify factors considered important in students{\textquoteright} ED and explore how to utilize it to improve students{\textquoteright} ED. To achieve the objective, in the first step, eighteen middle-school students in a gifted center participated in this study voluntarily. They were asked to design experimental procedures without any guidelines or help. Students{\textquoteright} EDs were analyzed qualitatively to extract difficulties that students experienced when designing experimental procedures. Based on analysis results, 17 factors were identified as factors to be considered for students{\textquoteright} ED and structured in a form of checklist. In the second step, the checklist was provided to 50 students in the gifted center as guidelines for their ED. They were then asked to design experimental procedures. Comparing scores of these students{\textquoteright} ED with those of the control group, it was found that these factors were significantly effective for improving students{\textquoteright} ED with high effect size. In conclusion, results of this research suggest that effective teaching strategy for students{\textquoteright} ED in scientific open inquiry can be obtained based on analysis about their difficulties in ED.}, keywords = {checklist, experimental design, gifted education, scientific open inquiry}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.932}, url = {http://oaji.net/articles/2017/987-1513971123.pdf}, author = {Hwoe-gwan Yang and Jongwon Park} } @article {552, title = {IMPROVING HIGH-SCHOOL STUDENTS{\textquoteright} CONCEPTUAL UNDERSTANDING AND FUNCTIONALIZATION OF KNOWLEDGE ABOUT DIGESTION THROUGH THE APPLICATION OF THE INTERDISCIPLINARY TEACHING APPROACH}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {February/2017}, pages = {Continuous}, type = {Original article}, chapter = {123-139}, abstract = {Adolescents are considered as a nutritionally vulnerable subgroup because of their alimentary behaviours. Considering that alimentary habits are strongly influenced by knowledge about digestion, an experiment was conducted with aim to determine whether conceptual understanding and functionalization of this knowledge can be improved by the interdisciplinary teaching approach. The experiment encompassed 258 students attending the fourth year of high school. No statistically significant difference in the level of the previously acquired chemistry, biology and physics knowledge concerning digestion between the two groups was determined on the pre-test. Conversely, the students in the experimental group significantly outperformed those in the control group on the post-test that required a deep understanding and the application of knowledge about digestion in solving real-life problems. Therefore, it was concluded that high- school teachers can be advised to apply the interdisciplinary teaching approach in order to improve their students{\textquoteright} knowledge about this process.}, keywords = {Conceptual Understanding, functionalization of acquired knowledge, interdisciplinary teaching approach, process of digestion}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.123}, url = {http://oaji.net/articles/2017/987-1493050168.pdf}, author = {Katarina B. Putica and Dragica D. Trivi{\'c}} } @article {571, title = {PRE-SERVICE BIOLOGY TEACHERS{\textquoteright} REPORTED FEAR AND DISGUST OF ANIMALS AND THEIR WILLINGNESS TO INCORPORATE LIVE ANIMALS INTO THEIR TEACHING THROUGH STUDY YEARS}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {June/2017}, pages = {Continuous}, type = {Original article}, chapter = {337-349}, abstract = {In this research, the self-reported fear and disgust toward animals of pre-service biology teachers and their willingness to incorporate live animals into their teaching were assessed with a questionnaire. An entire generation of pre-service biology teachers (N = 128) participated in this research. The results show that students are mostly afraid of animals that are potentially dangerous to humans such as large predators and are disgusted mostly by animals that are small and wet looking, like a slug. The students were less willing to incorporate animals that they reported to be most fearful or disgusting into their teaching. Considering that throughout their study years, there was practically no change in students{\textquoteright} levels of fear, disgust and willingness to incorporate live animals into their teaching calls for an improvement of the biology teacher education study programme in order to train teachers that are skilled and willing to use live animals in their teaching. One of the solutions could be offering pre-service teachers as many first-hand experiences with live animals as possible either in a formal learning environment, such as the university or, in case of large animals (predators), in informal learning environments, like a zoo or a national park.}, keywords = {disgust of animals, fear of animals, pre-service teachers, students beliefs}, isbn = {E-ISSN 2538-7138}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.337}, url = {http://oaji.net/articles/2017/987-1497963955.pdf}, author = {Iztok Toma{\v z}i{\v c} and Nina Pihler and Jelka Strgar} } @article {601, title = {THE VALIDITY AND EFFECTIVENESS OF PHYSICS INDEPENDENT LEARNING MODEL TO IMPROVE PHYSICS PROBLEM SOLVING AND SELF-DIRECTED LEARNING SKILLS OF STUDENTS IN OPEN AND DISTANCE EDUCATION SYSTEMS}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {October/2017}, pages = {Continuous}, type = {Original article}, chapter = {651-665}, abstract = {The Physics Independent Learning (PIL) model is an authentic problem-based model designed teaching guide for improving self-directed learning and problem-solving skills in open and distance education. This research is aimed to analyze the validity and effectiveness of PIL model. This research was conducted using focus group discussions of experts that consisted of three science education experts and applies quasi-experiment of one group pre-test and post-test design to 144 students in East Java, Indonesia. Before applying the lesson using the PIL model, the students are given pre-test and after accomplishing the learning, the students are given post-test. The data collected from pre-test and post-test then is further analyzed by means of validity coefficient (rα), Cronbach{\textquoteright}s alpha (α), pair t-test, n-gain and ANOVA. The result of research shows that rα = .75 and α = .92 is for content validity; rα = .79 and α = .99 is for construct validity, so that PIL model is validity and reliability qualified. In addition, there are increasing scores of physics problem solving skills and self-directed learning skills of α = 5\% with moderate category of n-gain consistent in a limited trial test and of high category in a broader trial test for all groups.}, keywords = {Electricity, magnetism, model effectiveness, model validity, physics problem-solving skills, PIL model, self-directed learning skills}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.651}, url = {http://oaji.net/articles/2017/987-1509213674.pdf}, author = {Paken Pandiangan and I Gusti Made Sanjaya and Budi Jatmiko} } @article {537, title = {DEVELOPING EDUCATIONAL VIDEO TO IMPROVE THE USE OF SCIENTIFIC APPROACH IN COOPERATIVE LEARNING}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {December/2016}, pages = {Continuous}, type = {Original article}, chapter = {725{\textendash}737 }, abstract = {This research developed educational video that showed a modeling of using scientific approach in cooperative learning. The purpose of this research was (1) to describe how pre-service teachers implement scientific approach in cooperative learning after carrying out a modeling session through this educational video, and (2) to describe the views of those pre-service teachers in response to the learning process. The study involved 11 pre-service teachers in Biology Education program, The State University of Surabaya, Indonesia. The pre-service teachers were then asked to conduct teaching simulations according to the video they had observed with different topics. The results showed that the educational video was effective in training pre-service teachers to implement scientific approach in cooperative learning. They also showed positive views towards the video. This research implies that modeling through educational video is able to promote scientific approach teaching to the pre-service teachers.}, keywords = {Cooperative learning, educational video, scientific approach, teaching skills}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.725}, url = {http://oaji.net/articles/2016/987-1482503022.pdf}, author = {Endang Susantini and Ulfi Faizah and Muji Sri Prastiwi and Suryanti} } @article {499, title = {EDUCATION FOR SUSTAINABLE DEVELOPMENT AT HIGHER EDUCATION INSTITUTIONS: A CRITIQUE}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {June/2016}, pages = {Continuous}, type = {Editorial}, chapter = {268-270}, abstract = {Since the inception of the concept of education for sustainable development (ESD) (UNCED, 1992, Chapter 36, par.3), higher education institutions (HEIs) have been considered key actors in its promotion. HEIs were expected to achieve this by leading students to contextualise their learning within the realities of their own specialisation, profession and personal life by encouraging them to develop: (a) the notion of global citizenship; (b) a commitment towards environmental stewardship; (c) a reflection about the interaction between issues of social justice, ethics, wellbeing and ecological and economic factors; and (d) a commitment towards actively ensuring sustainable futures (Longhurst, 2014, p.5). However, Orr{\textquoteright}s reflection while watching the yearly procession of graduands that {\textquotedblleft}{\textellipsis} without significant precautions, education can equip people merely to be more effective vandals of the earth{\textquotedblright} (Orr, 1994, p.5) is quite telling. Considering the resources invested in HEIs and the time elapsed since ESD{\textquoteright}s learning objectives were spelled out, one would expect much greater achievements in the realm of sustainable development. This does not mean that there are no great examples where HEIs have done a great job at promoting sustainability (UNESCO, 2014a), but one must admit that, when looking at the whole picture, these are relatively isolated cases and that the overall picture is rather bleak. }, keywords = {education for sustainable development, higher education institutions, students learning}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.268}, url = {http://oaji.net/articles/2016/987-1482421862.pdf}, author = {Paul Pace} } @article {515, title = {EFFECTIVENESS OF THE INQF-BASED LEARNING ON A GENERAL PHYSICS FOR IMPROVING STUDENT{\textquoteright}S LEARNING OUTCOMES}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {August/2016}, pages = {Continuous}, type = {Original article}, chapter = {441{\textendash}451}, abstract = {This research aims to analyse effectiveness of the Indonesian National Qualification Framework (INQF)-based learning on General Physics to increase the sixth level student{\textquoteright}s Learning Outcomes (LOs) according to the INQF indicators and student{\textquoteright}s skills in using physics laboratory equipment. This research was conducted using two groups of students that consisted of 29 and 30 students. A preliminary test (pre-test) and a post-test were applied to the groups that assumed to have the same level of knowledge and skills. The data were analysed using the paired t-test, the n-gain, and the ANOVA. The results show that the INQF-based learning applied to the General Physics effective in increasing the student{\textquoteright}s LOs according to the INQF indicators. Moreover, the n-gain scores between the pre-test and the post-test can be categorized as moderate for the sixth level student{\textquoteright}s LOs and categorized as high for the student{\textquoteright}s skills in using the physics laboratory equipment. }, keywords = {general physics, INQF-based learning, student{\textquoteright}s learning outcomes}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.441}, url = {http://oaji.net/articles/2016/987-1482423739.pdf}, author = {Budi Jatmiko and Wahono Widodo and Martini and Mohammad Budiyanto and Iwan Wicaksono and Paken Pandiangan} } @article {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 {528, title = {EXPLORING THE CORRELATION BETWEEN METACOGNITION AND COGNITIVE RETENTION OF STUDENTS USING SOME BIOLOGY TEACHING STRATEGIES}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {October/2016}, pages = {Continuous}, type = {Original article}, chapter = {617{\textendash}629}, abstract = {This research was conducted during one semester in four different classes that were taught biology by using four different teaching strategies: Problem-based learning (PBL), Jigsaw, PBL integrated with Jigsaw (PBLJigsaw), and direct teaching. This research explored the correlation between metacognition (metacognitive awareness and metacognitive skills) with cognitive retention of students in the four different strategies, and compared the four regression lines whether or not they are parallel. There was no correlation between metacognitive awareness and cognitive retention in the four teaching strategies in biology classroom, while the correlations between metacognitive skills and cognitive retention were significant. The results of the analysis of variance related to the regression equation in the four different strategies were parallel and did not coincide; the regression line of PBLJigsaw strategy was at the highest position. It indicated that this strategy has the potency to empower metacognitive skills and simultaneously increased cognitive retention.}, keywords = {cognitive retention, jigsaw, metacognitive awareness, metacognitive skills, Problem-Based Learning, regression line}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.617}, url = {http://oaji.net/articles/2016/987-1482502307.pdf}, author = {Muhiddin Palennari} } @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 {531, title = {RUNNING DETAILS ON THE TWO MOVEMENTS IN THE INTELLECTUAL HISTORY OF SCIENCE AND IDEAS}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {December/2016}, pages = {Continuous}, type = {Editorial}, chapter = {660{\textendash}661 }, abstract = {A long tradition concerning the causes of the planetary movements existed as to the movements on the earth: the so called problem de motu locali. Starting from late middle Ages many criticisms were carried out against the Aristotelian doctrine of natural and violent motions. A well accredited and historically coherent theory to explain the movement and the change of movement was the medieval theory of impetus substantially developed by Jean Buridan (ca. 1300{\textendash}ca. 1360) and by Nicolas d{\textquoteright}Oresme (1320? 1325?{\textendash}1382) on the basis of ideas that came back to John Philoponus (490{\textendash}570). }, keywords = {history of science, medieval theory, planetary movements, science education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.660}, url = {http://oaji.net/articles/2016/987-1482502576.pdf}, author = {Raffaele Pisano} } @article {490, title = {STUDENT-TEACHERS{\textquoteright} PEDAGOGICAL BELIEFS: LEARNER-CENTRED OR TEACHER-CENTRED WHEN USING ICT IN THE SCIENCE CLASSROOM?}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {April/2016}, pages = {Continuous}, type = {Original article}, chapter = {140{\textendash}158 }, abstract = {This exploratory qualitative case study explored the pedagogical beliefs and classroom practice of four Post Graduate Certificate in Education (PGCE) students when they implement Information and Communication Technology (ICT) for teaching and learning, including what influences their beliefs. Data were gathered by means of a teacher belief system (TBS) tool, drawing prompts that led to individual interviews, an open-ended questionnaire, lesson plans and assessment feedback forms, short summaries of how they used the ICT resources and feedback from the method lecturer and an appointed mentor teacher. The findings suggest that there appears to be a mismatch between the participants{\textquoteright} espoused beliefs and enacted beliefs when using ICT at this point in time. The participating student-teachers used ICT tools predominately in teacher-centred ways, yet they indicated that they held learner-centred beliefs. At the same time, this does not imply that there were no learner-centred activities during their lessons. The data seems to suggest that their exposure to teacher-centred pedagogy while being learners at school, as well as their tertiary experience could have played a role in how they taught Science. It is therefore important that lecturers model constructivist learner-centred pedagogy to students and provide opportunities for students to plan and model such practice. }, keywords = {habitus, ICT beliefs, learner-centred pedagogy, student-teacher beliefs, teacher-centred pedagogy}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.140}, url = {http://oaji.net/articles/2016/987-1481916690.pdf}, author = {Andr{\'e} Du Plessis} } @article {480, title = {THE USE OF REALIA VERSUS POWERPOINT PRESENTATIONS ON BOTANY LESSONS}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {February/2016}, pages = {Continuous}, type = {Original article}, chapter = {18{\textendash}27 }, abstract = {Botany is traditionally viewed as less attractive than zoology for students, despite the fact that plants play a key role in natural ecosystems. It is hypothesized that survival-relevant information may enhance learner{\textquoteright}s attention and that this information might be better remembered than others. Additionally, the use of the PowerPoint (PPT) presentation software in teaching biology is questionable, particularly in comparison with the use of realia. A theory of adaptive memory was employed in an experiment, in which the presence of fruits, their colour and their toxicity on samples of plants was handled. The memory scores and interest in plants of the participants were measured. The effectiveness of the PPT compared with the use of realia (live plants) was also analysed. The memory scores were highest in treatments with living samples of plants containing fruits. Survival-relevant information (plant toxicity) was better retained than survival-irrelevant information. Participants retained information about plants with dark fruits better than about plants with red fruits. The activities with live plants, but not the PPT, increased participant{\textquoteright}s interest in plants. In summary, using living plants and fruits over the PPT is recommended when teaching botany.}, keywords = {adaptive memory, biology education, PowerPoint programme, realia}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.18}, url = {http://oaji.net/articles/2016/987-1481285896.pdf}, author = {Pavol Prokop and Dominika Majer{\v c}{\'\i}kov{\'a} and Zuzana Vyoralov{\'a}} } @article {445, title = {CHANGES IN THE NUMBER OF IDEAS DEPENDING ON TIME WHEN CONDUCTING SCIENTIFIC CREATIVITY ACTIVITIES}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {August/2015}, pages = {Continuous}, type = {Original article}, chapter = {448{\textendash}459}, abstract = {Teaching creativity is one of the major goals of science class. This study examined how much time is necessary to conduct a scientific creativity task requiring fluency in middle schools. To accomplish this, 76 and 45 scientifically gifted and ordinary students respectively generated as many ideas as possible for the creativity task. The results revealed that ordinary students spent, on average, approximately 20 minutes to generate 3.49 ideas per student. However, gifted students concentrated on the task for a longer time (roughly 60 minutes), and consequently generated greater (11.53) and more elaborate ideas. In comparing the ordinary students{\textquoteright} fluency with their school science scores, no relationship was found between them. This indicates that only teaching science cannot guarantee the development of creativity. Therefore, it is concluded that teaching fluency in middle schools is necessary and can possibly encourage creativity, provided that teachers can secure a minimal amount of time required to do so. Finally, the limitations of this study and further studies are discussed.}, keywords = {gifted education, scientific creativity, teaching creativity}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.448}, url = {http://oaji.net/articles/2016/987-1479497961.pdf}, author = {Daehyeok Kang and Jongwon Park and Hanghwa Hong} } @article {447, title = {COGNITIVE BASIS AND SEMANTIC STRUCTURE OF PHENOMENOLOGICAL REASONING ON SCIENCE AMONG LOWER SECONDARY SCHOOL STUDENTS: A CASE OF INDONESIA}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {August/2015}, pages = {Continuous}, type = {Original article}, chapter = {474{\textendash}486 }, abstract = {A study had been conducted in qualitative design employing phenomenology approach to examine the cognitive basis and the semantic structure of phenomena based reasoning of lower secondary school students in Ambon. The data of the study were collected by using a test. Phenomena stimulus of science was given to the informants in the form of cognitive basis and semantic structure of phenomena based reasoning. This study concluded that (1) the cognitive basis of phenomena based reasoning were orientation, inferential abstraction, and inferential affirmation; (2) students were able to analyze phenomena by using systematic cognitive framework only if they had complete information of the phenomena; (3) inference validity related to the cognitive basis is heavily determined by the phenomena analysis ability; (4) the general semantic structures in phenomena based reasoning were definitional and assertional; (5) the semantic structure complexity was determined too by the phenomena knowledge availability which was analyzed.}, keywords = {cognitive basis, cognitive process, knowledge structure}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.474}, url = {http://oaji.net/articles/2016/987-1479498134.pdf}, author = {Johanes Pelamonia and Aloysius Duran Corebima} } @article {443, title = {COGNITIVE INTEREST: PROBLEMS AND SOLUTIONS IN THE ACQUISITION OF SCIENCE AND MATHEMATICS IN SCHOOLS OF LATVIA}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {August/2015}, pages = {Continuous}, type = {Original article}, chapter = {424{\textendash}434}, abstract = {Cognitive interest is a vital learning motive for the successful learning process. Nowadays students{\textquoteright} interest about science and mathematics are decreasing. The aim of the study is to explore the cognitive interest of Grade 9 students in science and mathematics. Students were surveyed and it helped to explore the respondents{\textquoteright} cognitive activity and the cognitive interest regarding the understanding of causal relations, research activity and the solution of practical problems. The level of cognitive interests on the three level scales is average for the whole sample of respondents. The survey shows that students do not possess explicit cognitive activity; learning happens rather passively, without initiative; however, they have rather pronounced interest to explore and solve problems connected with the real life. Some implications for teachers on how to increase learners{\textquoteright} cognitive interest are provided in the conclusion. }, keywords = {cognitive interest, learning process, science and mathematics}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.424}, url = {http://oaji.net/articles/2016/987-1479497805.pdf}, author = {Dagnija Cedere and Inese Jurgena and Ineta Helmane and Inta Tiltina-Kapele and Gunita Praulite} } @article {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 {408, title = {RETHINKING TRADITIONAL SCIENCE TEACHING THROUGH INFUSING ICT LEARNING EMBEDDED BY A {\textquoteleft}LEARNING-AS-DESIGN{\textquoteright} APPROACH}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {February/2015}, pages = {Continuous}, type = {Editorial}, chapter = {4-6}, abstract = {The South African Department of Basic Education (DoBE) has been promoting constructivist learning principles, the development of higher order thinking, the implementation of ICT (Information and Communication Technology) (Department of Education, 2004; Du Plessis, 2014) and the development of critical outcomes such as problem solving, critical thinking, collaboration, self-management, finding and analysing information, developing effective communicating skills, assisting learners to use science and technology effectively as well as promoting effective learning strategies (Department of Education, 2004). The use of ICTs to promote teaching and learning has also been high on the agenda of the DoBE (2004; 2007). However, it appears that the use of ICT within South African schools is {\textquoteleft}bolted-on{\textquoteright} on to the curriculum as an added extra, resulting that integration with school subjects is minimal (Du Plessis, 2010). The above is probably prevalent outside the South African context too in many other schools all over the globe.}, keywords = {computer laboratory, Science Curriculum, science learning, science teacher}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.04}, url = {http://oaji.net/articles/2016/987-1462907838.pdf}, author = {Andr{\'e} Du Plessis} } @article {418, title = {SOCIAL CAPITAL ON FACEBOOK AS PERCEIVED BY LITHUANIAN UNIVERSITY STUDENTS: A MULTIDIMENSIONAL PERSPECTIVE}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {February/2015}, pages = {Continuous}, type = {Original article}, chapter = {132-141}, abstract = {The rapid expansion of social networking websites (SNW) is raising several issues regarding the influence it has on the modern school. As many authors mentioned, the proliferation of social networks among university people is changing the educational processes. In order to find out how Facebook could support education, a social learning perspective is needed. In turn, this requires to measure the social capital and to analyze its educational potential. The aim of this research is to elaborate a theoretically grounded and empirically validated multi-dimensional model, measuring the social capital that is embedded in the Facebook networks of Lithuanian university students. This is a pilot research carried out between September and December, 2014. In this respect, the research limitation reveals itself; therefore, a wider theoretical and empirical research is necessary, analyzing the usage of Facebook in the university student population. The research is significant, because it is prepared and validated a multidimensional model of the bridging social capital as perceived by university students that are using Facebook. }, keywords = {Facebook, multidimensional model, science education, Social capital, university students}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.132}, url = {http://oaji.net/articles/2016/987-1462908448.pdf}, author = {Costin Pribeanu and Alexandru Balog and Vincentas Lamanauskas and Violeta {\v S}lekiene} } @article {454, title = {{\textquotedblleft}YOUNG NOISE RESEARCHERS{\textquotedblright}: AN INTERVENTION TO PROMOTE NOISE AWARENESS IN PRESCHOOL CHILDREN}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {October/2015}, pages = {Continuous}, type = {Original article}, chapter = {569{\textendash}585 }, abstract = {While little is known about how young children understand noise and its environmental aspects, this topic is suggested to be included in science curricula from early years on. To investigate if and to what extent preschool children{\textquoteright}s level of noise awareness could be improved the {\textquoteleft}Young Noise Researchers{\textquoteright} educational scenario was designed, implemented and evaluated. Research design involved a pretest-posttest procedure. Participants were 52 Greek preschool children, who attended public kindergarten classes. The scenario involved 9 activities following the principles of context-based, socio-cognitive and multimodal teaching and learning, which were implemented by the teachers of the classes in a 4-week period. Prior to and after the intervention participants engaged in individual, semi-structured interviews. The results indicated improvement in children{\textquoteright}s noise awareness in regard to acknowledging everyday noises, understanding annoyance and subjectivity of noise, adopting negative attitudes towards noise and acknowledging its health effects. Nevertheless, their noise awareness did not significantly improve in other crucial respects. Implications for teaching involve a more systematic focus on the distinction between sound and noise, noise subjectivity, the annoyance caused by noise in daily life and the possibility of more active and preventive protection measures.}, keywords = {Early childhood education, pupils{\textquoteright} noise awareness, science education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.569}, url = {http://oaji.net/articles/2016/987-1479542288.pdf}, author = {Vasilia Christidou and Anastasia Dimitriou and Nikos Barkas and Maria Papadopoulou and Stergios Grammenos} } @article {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 {395, title = {DEVELOPMENT AND EVALUATION OF A COMPETENCE-BASED TEACHING PROCESS FOR SCIENCE AND TECHNOLOGY EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {October/2014}, pages = {Continuous}, type = {Original article}, chapter = {740{\textendash}755 }, abstract = {The quality of education is increasingly being measured less by the knowledge gained during schooling and more by the level of competence possessed by students at doing a particular job after completing their education. Target and process-planned curricula are being replaced more and more by competence-oriented curricula, especially in science and technology education, where competences, generally defined as the capability or the ability of an individual doing a job properly, are placed at the forefront. If competence is the desired criterion for educational quality, it can be easily established that suitable instruments and methods of measurement are needed for this kind of quality evaluation, which, however, are not yet available. Suitable instrumentation was developed in this study. Its use was demonstrated in the example of elementary education in Slovenia. }, keywords = {educational quality, generic competences, methods of teaching, students{\textquoteright} skills}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.740}, url = {http://oaji.net/articles/2015/987-1450981788.pdf}, author = {Dragica Pe{\v s}akovi{\'c} and Andrej Flogie and Boris Aber{\v s}ek} } @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 {397, title = {THE EFFECTS OF 3D PLASTIC MODELS OF ANIMALS AND CADAVERIC DISSECTION ON STUDENTS{\textquoteright} PERCEPTIONS OF THE INTERNAL ORGANS OF ANIMALS}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {December/2014}, pages = {Continuous}, type = {Original article}, chapter = {767{\textendash}775 }, abstract = {The decrease in the method of cadaveric dissection and its replacement with alternative methods has led to discussions about the significance of dissection in biology/anatomy lessons. Certain authors argue that the decline in anatomy knowledge in students is at least partially caused by these factors. An investigation was carried out on the effectiveness of teacher{\textquoteright}s demonstrations of cadaveric dissection as opposed to a 3D plastic model on pre-service biology teachers{\textquoteright} ideas concerning what is inside animals. Students were pre-tested on their ideas as to what is inside animals and randomly divided into four treatments (Dissection + Model, Dissection, Model, Model + Dissection). After the treatment, the post-test scores revealed that treatments where both methods were combined resulted in the highest achievement scores, particularly in the case of anatomy of fish. It has been concluded that the combination of cadaver dissection with modern innovative methods is more effective for obtaining anatomy knowledge than the use of only one method. The use of alternative methods should not be in conflict with traditional methods. }, keywords = {alternative methods, biology education, cadaveric dissection}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.767}, url = {http://oaji.net/articles/2015/987-1450982163.pdf}, author = {Jana Fan{\v c}ovi{\v c}ov{\'a} and Pavol Prokop} } @article {358, title = {EFFECTS OF FORMATIVE ASSESSMENT PROBES INTEGRATED IN EXTRA-CURRICULAR HANDS-ON SCIENCE: MIDDLE SCHOOL STUDENTS{\textquoteright} UNDERSTANDING}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {April/2014}, pages = {Continuous}, type = {Original article}, chapter = {243-258}, abstract = {This study had three main purposes, to (a) determine students{\textquoteright} understanding of basic physics concepts, (b) analyze the science concepts and their connection to real-life context in science curricula and teaching materials, (c) evaluate effect of formative assessment probes on students{\textquoteright} understanding of selected key concepts. Subjects were 197, 8th grade students who had studied five basic physics concepts. To evaluate students{\textquoteright} understanding, a questionnaire consisting of formative assessment probes was administered with 4 multiple choice and 4 open-ended questions. Findings indicated that students had poor conceptual understanding of the concepts. Science curriculum, analyzed in terms of application to real-world contexts, indicated that textbooks included few practical explanations. In an intervention, one public school received formative assessment probes integrated with extra-curricular hands-on science instruction. Pre-post data showed significant increases in students{\textquoteright} understanding of basic physics concepts. Finding that these students significantly out-performed other groups implies: (a) the need to include students{\textquoteright} prior learning in instruction }, keywords = {formative assessment, hands-on science instruction, real-world context, science concepts}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.243}, url = {http://oaji.net/articles/2015/987-1437063296.pdf}, author = {Nermin Bulunuz and M{\i}zrap Bulunuz and Hanife Peker} } @article {341, title = {THE ROLE OF GENERAL INQUIRY KNOWLEDGE IN ENHANCING STUDENTS{\textquoteright} TRANSFORMATIVE INQUIRY PROCESSES IN A WEB-BASED LEARNING ENVIRONMENT}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {February/2014}, pages = {Continuous}, type = {Original article}, chapter = {19-31}, abstract = {Inquiry has been regarded internationally as an effective learning approach for science learning; however, it is still not actively used in many schools. The current study argues that one of the reasons is incompleteness of the model for inquiry. This study seeks to open inquiry from a new angle by bringing in general inquiry knowledge, which could be regarded as an important limitation in enhancing inquiry. Next, it is empirically tested if general inquiry knowledge is related to the level of students{\textquoteright} transformative inquiry skills. General inquiry knowledge pertains to the nature of a coherent inquiry process as a whole, comprehending knowledge about transformative and regulative inquiry processes. In this study, students{\textquoteright} general inquiry knowledge and transformative inquiry skills were evaluated in a web-based learning environment Young Researcher. The analysis of the results demonstrated that the learning environment was suitable for improving students{\textquoteright} general inquiry knowledge, and these are related with the level of transformative inquiry skills.}, keywords = {computer-supported inquiry learning, general inquiry knowledge, transformative and regulative inquiry processes}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.19}, url = {http://oaji.net/articles/2015/987-1437062082.pdf}, author = {Mario M{\"a}eots and Margus Pedaste} } @article {300, title = {THE IMPACT OF SITE-VISITS ON THE DEVELOPMENT OF BIOLOGICAL COGNITIVE KNOWLEDGE}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {September/2013}, type = {Original article}, chapter = {337-351 }, abstract = {Classroom-based science teaching tends to be dominated by teaching that stifles the students{\textquoteright} natural curiosity and eagerness to discover their surroundings. Knowledge makes sense to students particularly when it is learned within the context of an authentic experience. Thus classroom-based science needs to be complimented by out-of-classroom activities which offer direct and relevant information that influences students{\textquoteright} learning. Students build new knowledge on already existing schema, thus it is important for both teacher and students to question and evaluate their knowledge to be able to build on solid grounds. This paper illustrates examples of meta-cognitive tools (i.e. Vee diagrams and concept maps) used before and after site-visits to explore the contribution of out-of-classroom activities to the students{\textquoteright} biological cognitive development. This research shows that site-visits are a necessary part of science learning because they help students develop observational and reasoning skills, link biology to personal life experiences and contextualise inert classroom knowledge, making it more meaningful and easier to remember.}, keywords = {concept maps, meta-cognitive tools, out-of-classroom activities, site-visits, Vee diagrams}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.337}, url = {http://oaji.net/articles/2015/987-1425808483.pdf}, author = {Miriam Muscat and Paul Pace} } @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 {302, title = {LEARNING APPROACHES TO APPLYING ROBOTICS IN SCIENCE EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {September/2013}, type = {Original article}, chapter = {365-377 }, abstract = {The methodology and ideas behind educational robotics arise from the 1960s, when the first hardware platforms together with computers were used in research studies in schools. Since the 1990s, the market for educational robotics has grown, and there are many solutions available to use in schools. Despite a wide variety of platform approaches for using robots in education, they are still based on ideas that are decades old. This study evaluates different approaches used nowadays to teach with robots. Problem-based, constructionist, and competition-based learning are identified as the most common uses of robots under observation. Each approach is analysed qualitatively based on the published literature. Each has positive and negative properties; though none have been studied thoroughly using quantitative methods. Results indicate that all these approaches are used in schools with robots interdisciplinary. The current reasons for using robots are based mostly on teachers{\textquoteright} and students{\textquoteright} impressions. However, robotics can be seen as a {\textquotedblleft}tool{\textquotedblright} to create many approaches to science education, such as inquiry learning and problem solving.}, keywords = {constructionism, constructivism, educational robotics, inquiry learning, LEGO Mindstorms, Problem Solving}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.365}, url = {http://oaji.net/articles/2015/987-1425808570.pdf}, author = {Heilo Altin and Margus Pedaste} } @article {282, title = {MODEL FOR GUIDING REFLECTION IN THE CONTEXT OF INQUIRY-BASED SCIENCE EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {March/2013}, type = {Original article}, chapter = {107-118 }, abstract = {Only a limited number of studies have focused on guiding students{\textquoteright} reflection in the context of inquiry learning in science education. In this study, a review of literature about reflection, reflection skills, and reflection levels was conducted in order to develop a new model for guided reflection in the context of science education using the advantages of technology-enhanced learning. The outcomes of the literature review suggest that in the context of science education reflection should be seen as a metacognitive activity that supports the integration of theory and one{\textquoteright}s own experiences to learn from experience. It contains active reviewing and conceptualization of regulative and inquiry activities. The main activities of reflection in this context are describing, justifying, evaluating, and discussing. According to the theoretical model, describing can be guided by writing a diary or narrative, justifying by explanation guidance, or evaluating and discussing by role play. Guiding questions can be applied in supporting all activities of reflection.}, keywords = {guidance of reflection, inquiry learning, instructional models, science education, technology-enhanced learning}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.107}, url = {http://oaji.net/articles/2015/987-1425757877.pdf}, author = {Maria Isabel Runnel and Margus Pedaste and {\"A}li Leijen} } @article {303, title = {A MULTIDIMENSIONAL MODEL FOR THE EXPLORATION OF NEGATIVE EFFECTS OF SOCIAL NETWORKING WEBSITES AS PERCEIVED BY STUDENTS}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {September/2013}, type = {Original article}, chapter = {378-388 }, abstract = {The rapid expansion of social networking websites is raising several issues regarding the influence on the individual and social behavior of users. It is without doubt, that social networking websites are a phenomenon of a contemporary society, which has to be explored in various aspects. It is only because SNW are becoming more and more important for the whole society, especially for the youth, after all, they undoubtedly change the world. Their penetration is observed in various society life spheres. Education is not an exception. It can be stated, that SNW change educational processes. However, the main question is: how change? Can they harm, or maybe on the contrary {\textendash} help in terms of education. Having carried out empiric research, a hierarchical and multidimensional measurement model was developed to explore the negative effects of these websites. The model has been tested on one sample and cross validated on another sample. It has been stated, that SNW negative effects is a multidimensional construct, having several facets that describe distinct aspects.}, keywords = {measurement models, science education, social networking websites, university students}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.378}, url = {http://oaji.net/articles/2015/987-1425808627.pdf}, author = {Alexandru Balog and Costin Pribeanu and Vincentas Lamanauskas and Violeta {\v S}lekiene} } @article {336, title = {PERCEIVED USABILITY OF INFORMATION AND COMMUNICATION TECHNOLOGY AND ACCEPTANCE OF VIRTUAL FIELD TRIPS BY LOWER SECONDARY STUDENTS, UNDERGRADUATE STUDENTS AND IN-SERVICE TEACHERS}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {December/2013}, pages = {Continuous}, type = {Original article}, chapter = {803-812}, abstract = {In the present research the results of 288 lower secondary schools in-service teachers, 192 undergraduate students and 211 lower secondary school students from Slovenia were analysed in terms of importance of fieldwork and the information and communication technology (ICT) as a solution for supporting or replacing fieldwork itself. The main aim of the analysis was to compare the points of view in all stages: from students to teachers. Also, comparisons with international data obtained as part of TIMSS and TALIS studies were made. The analysis showed that participants tend to acknowledge a very positive effect to this kind of learning, despite the obstacles connected therewith. A comparison of the usage of ICT at home and in the school environment, as predicted, showed that students tend to be more digitally competent than their teachers. Also, the statistically significant difference pointed out that older teachers are less favourable towards ICT in education than their younger colleagues. }, keywords = {biology education, information communication technology, lower secondary education, teaching/learning strategies, virtual field trip}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.803}, url = {http://oaji.net/articles/2015/987-1425811644.pdf}, author = {Miro Puhek and Matej Per{\v s}e and Tina Vr{\v s}nik Per{\v s}e and Andrej {\v S}orgo} } @article {243, title = {ASSESSMENT OF PRESERVICE TEACHERS{\textquoteright} KNOWLEDGE AND ATTITUDES REGARDING BIOTECHNOLOGY: A CROSS-CULTURAL COMPARISON}, journal = {Journal of Baltic Science Education}, volume = {11}, year = {2012}, month = {March/2012}, type = {Original article}, chapter = {78-93}, abstract = {This study examines the level of knowledge of and attitudes toward biotechnology of preservice teachers from Lebanon, Lithuania, Slovakia and Turkey. Data were gathered from a total of 768 preservice teachers from these four countries. The Biotechnology Knowledge Questionnaire and the Biotechnology Attitude Questionnaire were used for data collection. Three-way MANOVA was conducted to analyze the cross-cultural data. The results revealed that preservice teachers{\textquoteright} knowledge of biotechnology in all four samples was below average. The results also demonstrated that there were significant differences in attitude towards biotechnology among preservice teachers in the four countries. In addition, significant gender differences were observed between male and females. Implications for teaching and further research are discussed.}, keywords = {Attitude, biotechnology, cross-cultural, knowledge}, issn = {78-93}, doi = {https://doi.org/10.33225/jbse/12.11.78}, url = {http://oaji.net/articles/2014/987-1419167090.pdf}, author = {Mehmet Erdo{\u g}an and Murat {\"O}zel and Saouma BouJaoude and Vincentas Lamanauskas and Muhammet U{\c s}ak and Pavol Prokop} } @article {252, title = {COMPARISON BETWEEN A REAL FIELD TRIP AND A VIRTUAL FIELD TRIP IN A NATURE PRESERVE: KNOWLEDGE GAINED IN BIOLOGY AND ECOLOGY}, journal = {Journal of Baltic Science Education}, volume = {11}, year = {2012}, month = {June/2012}, type = {Original article}, chapter = {164-174 }, abstract = {The research presents a case study in the scope of which real and virtual field trips have been compared. The emphasis was on determining the levels of knowledge gain effectiveness in the fields of biology and ecology. A pre-existing natural trail in the protected area of Maribor Island was chosen and digitized for the purposes of the study. During the development of the virtual trail, real fieldwork was simulated in order to ensure a valid comparison. In the spring of 2011, field exercise tests were conducted by means of a study sample consisting of 211 (8th grade) lower secondary school students. The results have generally shown minute differences between the levels of knowledge acquisition effectiveness between both field trips. The results have also led to the conclusion that the students participating in the real field trip were more successful in their performance regarding the exercises they had been assigned, which included real objects serving as tools supporting the students in their observation and investigation endeavours. On the other hand, the students participating in the virtual field trip were more successful with regard to computer-assisted exercises, where they were able to access additional information on more complex processes.}, keywords = {Education, knowledge gain, lower secondary school, virtual field trip}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/12.11.164}, url = {http://oaji.net/articles/2014/987-1419167662.pdf}, author = {Miro Puhek and Matej Per{\v s}e and Andrej {\v S}orgo} } @article {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 {238, title = {PORTFOLIOS IN ENVIRONMENTAL EDUCATION: THE TEPEE PROJECT}, journal = {Journal of Baltic Science Education}, volume = {11}, year = {2012}, month = {March/2012}, type = {Original article}, chapter = {16-28 }, abstract = {Teaching and assessment in Environmental Education (EE) is rather complex because it needs to address the learners{\textquoteright} ability to ask questions, solve problems, and develop positive values. Portfolio assessment is a holistic way to evaluate the growth and development of skills and values in EE by providing a cumulative record of work carried out by students in a variety of contexts and allowing students to reflect on the process of how their views and values change. The main aim of this paper was to discuss the process of the development and implementation of a European Portfolio for Environmental Education by TEPEE (Towards a European Portfolio for Environmental Education) Network, within seven European countries. The paper narrates the development and implementation of EPEE through the eyes of the TEPEE scientific committee coming from the seven partner countries. Their views about the advantages and disadvantages of the use of portfolios within the context of EE were collected by means of questionnaires using open-ended questions. The results of the study suggest that the main advantage of using portfolio assessment is that it provides a holistic picture of the learning and growth of students in different contexts and situations. The major asset was the enthusiasm and motivation it raised among the teachers using it. The major difficulty was trying to change the assessment culture of teachers who were used to more traditional forms of assessment.}, keywords = {education for sustainable development, environmental education, learning and assessment in environmental education, portfolio assessment}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/12.11.16}, url = {http://oaji.net/articles/2014/987-1419166612.pdf}, author = {Deborah Chetcuti and Paul Pace} } @article {231, title = {GOOD PREDATORS IN BAD STORIES: CROSS-CULTURAL COMPARISON OF CHILDREN{\textquoteright}S ATTITUDES TOWARDS WOLVES}, journal = {Journal of Baltic Science Education}, volume = {10}, year = {2011}, month = {December/2011}, type = {Original article}, chapter = {229-242 }, abstract = {In this study 103 children (aged 7 {\textendash} 12 years) from two distinct countries with relatively low (Slovakia) and high (Turkey) wolf population density were interviewed to examine children{\textquoteright}s overall interest in wolves, their knowledge of wolves, the effects of their keeping pets and their reading stories about wolves. Children in both countries showed considerable factual knowledge about wolves, but the importance of wolves in nature was poorly understood. Perceptions of wolves in stories were generally negative and there was a significant effect from stories which generated fear and sympathy towards wolves suggesting that stories may have a significant impact on children{\textquoteright}s emotions. Turkish children reported their experience with less drastic stories about wolves and their interest in wolves was significantly higher and their fear of wolves was conversely lower, compared to the reactions of Slovakian children. The more the students were engaged in nature related activities, e.g. watching natural history films and walking in areas of nature, the less they demonstrated fear of wolves.}, keywords = {animals, children, predators}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1410547670.pdf}, author = {Pavol Prokop and Muhammet Usak and Mehmet Erdogan} } @article {223, title = {SCIENTIFIC CREATIVITY IN SCIENCE EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {10}, year = {2011}, month = {September/2011}, type = {Editorial}, chapter = {144-145 }, abstract = {Divergent thinking, which indicates the capacity to generate multiple alternatives or solutions, received attention as a component of creative thinking after the {\textquotedblleft}Sputnik shock{\textquotedblright} of the late 1950s. Since then, numerous special programs for fostering creativity in convergent, critical, associational or analogical thinking have been developed. As a result, an article in 1993 reported that there were about 250 programs for improving creativity, and in 1998, a researcher classified various teaching strategies used in the programs into 170 types. Therefore, I with my colleagues have recently started to develop a new model called the {\textquoteleft}small-scale iterative experiences for teaching scientific creativity{\textquoteright}. The following studies will focus on finding alternative ways to incorporate this model into the ordinary science curriculum, and to measure the effectiveness of these methods in improving creativity. Furthermore, we will strive for an additional proof that these ways of creative thinking are still in contact with the nature of learning science in understanding scientific knowledge, conducting scientific inquiry, as well as in nourishing scientific thinking. On a final note, I hope I have inspired a healthy curiosity on the subject matter of scientific creativity, for more authentic science teaching and learning experiences to come with many science educators.}, keywords = {analogical thinking, science education, scientific creativity}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1410547126.pdf}, author = {Jongwon Park} } @article {205, title = {CONCEPTS AND APPROACHES FOR THE IMPLEMENTATION OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN THE CURRICULA OF UNIVERSITIES IN LATVIA}, journal = {Journal of Baltic Science Education}, volume = {9}, year = {2010}, month = {December/2010}, type = {Original article}, chapter = {264-272 }, abstract = {This article identifies general trends in implementation of education for sustainable development into higher education in Latvia. The purpose of this study is to explore to what extent and by means of which approach the higher education institutions in Latvia have been attempting to incorporate sustainability in the curricula. The questioning on 8 higher education institutions was conducted and the current initiatives of practices were assessed. The study results show that higher education institutions are at the first stage of transforming their curricula towards education for sustainable development, and the efforts to incorporate the issues of sustainability into the curricula can rather be characterised as education about sustainable development. Major emphasis is put on the links between environmental education and education for sustainable development. Higher education institutions in Latvia are at the first stage of {\textquotedblleft}greening{\textquotedblright} their curricula, and the efforts to incorporate the issues of SD into curricula can be characterised more as education about sustainable development. Since the environmental dimension is particularly accented and there is a noticeable lack of holistic and interdisciplinary approaches, the limited conception of SD is widespread among the higher education institutions. The possible agents of changes promoting sustainability in university structures are the academicians. Therefore, the activities focusing on the academic staff training and involvement in sustainable development ideas should be developed. Future studies should explore what is the academic understanding of sustainable development and how this perception affects the teaching and learning about SD.}, keywords = {education for sustainable development, environmental education, university curricula}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1405172619.pdf}, author = {Maris Klavins and Madara Pelnena} } @article {195, title = {THE CONTRIBUTION OF EDUCATION TOWARDS MEETING THE CHALLENGES OF CLIMATE CHANGE}, journal = {Journal of Baltic Science Education}, volume = {9}, year = {2010}, month = {June/2010}, type = {Original article}, chapter = {142-155 }, abstract = {This paper outlines the contribution the education sector can provide in meeting the challenges of climate change, worldwide. It offers an analysis of the means via which education, awareness and training can help the global efforts to tackle climate change and lists a set of practical activities which may assist various groups in handling climate matters as part of formal and non-formal education. The paper concludes by providing a warning: without proper emphasis to educational approaches, the desired (and indeed) changes in attitudes and behaviour as well as the motivation needed in order to engage people in reducing the impacts they may have on the climate, may not be fully achieved.}, keywords = {Active learning, climate change, formal and non-formal education}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1405171586.pdf}, author = {Walter Filho and Paul Pace and Evangelos Manolas} } @article {209, title = {EDUCATION FOR SUSTAINABLE DEVELOPMENT: CURRENT FAD OR RENEWED COMMITMENT TO ACTION?}, journal = {Journal of Baltic Science Education}, volume = {9}, year = {2010}, month = {December/2010}, type = {Original article}, chapter = {315-323 }, abstract = {The paper will comparatively highlight the main characteristics of environmental education and some of its variants. Similarly the paper will critically analyse major international events addressing the need to implement environmental education and their impact on the educational community. These two reviews will act as a backdrop to a critical analysis of why the resources invested in environmental education have not provided the turnout expected. Strategies adopted to get results have further complicated the situation, giving rise to confusion and lack of direction in the field, a schism between theory and practice, and a further fragmentation of resources. The paper concludes by making several reflections and concrete proposals about making the UN Decade of Education for Sustainable Development a worthwhile experience {\textellipsis} particularly at the grassroots level. While not downplaying the urgency to get environmental education on the road, we need to understand that education is a gradual process that simply cannot be hurried. People take time to change: most of our communities have gradually adapted to a more comfortable but unsustainable way of life {\textendash} going back (or rather moving on) to a sustainable lifestyle will likewise take some time. Without being overly optimistic, looking back we have made progress, not as much as we would have desired, but we have managed to put environmental issues on the political agenda and there is a heightened awareness of environmental concerns. Nevertheless, we cannot relent in our efforts to promote an education that prepares individuals for sustainable development, but rushing things may drive us into repeating the same mistakes.}, keywords = {education for change, education for sustainable development, environmental education}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1405172843.pdf}, author = {Paul Pace} } @article {200, title = {ENVIRONMENTAL LEARNING RELATED TO EARTH SYSTEM SCIENCE IN PRIMARY SCHOOL}, journal = {Journal of Baltic Science Education}, volume = {9}, year = {2010}, month = {September/2010}, type = {Original article}, chapter = {196-211 }, abstract = {In this paper results from a lon{\textlnot}gitudinal study, with 28 pupils in primary school, is presented. The question asked is how pupils develop concepts in a related to the natural- and the techno sphere. The qualitative research consists of inter{\textlnot}views, questionnaires and video-recorded sequences in the pupils{\textquoteright} science learning. The results were analyzed according to the Earth System Science model and the expressions were categorized according to their logical reasoning about what is happening between the spheres. The ex{\textlnot}plorative study indicates the pupils{\textquoteright} ability reasoning about solutions and developing their ontological views. It is a question about scientific facts and values. The overall conclusion is that the pupils over time are able to connect different environ{\textlnot}mental concepts and e.g. point out how toxic substances can be spread through the air into the water and the ground. Play and learning widens the perspectives and different explanations of concepts can be created.}, keywords = {play and learning, primary school, science education}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1405171990.pdf}, author = {Christel Persson} } @article {186, title = {MENTAL REPRESENTATIONS OF NINTH GRADE STUDENTS: THE CASE OF THE PROPERTIES OF THE MAGNETIC FIELD}, journal = {Journal of Baltic Science Education}, volume = {9}, year = {2010}, month = {March/2010}, type = {Original article}, chapter = {50-60 }, abstract = {The study of students{\textquoteright} mental representations of Natural Sciences concepts and phenomena constitutes a central part of Science Education research, as they play a decisive role in teaching. In the study presented here, we investigate 157 ninth grade students{\textquoteright} mental representations of the magnetic field, after they were taught about it in school. The empirical data was gathered through an interview using 4 tasks which involved the evaluation of actual or hypothetical situations. The research data included mental representations that cause difficulty in the comprehension of the properties of the magnetic field. The results of all four tasks show that the students face considerable difficulty in evaluating actual or hypothetical experimental situations involving the application of the properties of the magnetic field. It is indicative that, with the exception of the task concerning the exertion of magnetic forces in air to which approximately 4 out of 10 students responded adequately, in the remainder of the tasks only about 1 out of 10 students are able to fully process the situations presented, to express reasoning and formulate hypotheses based on declarative school knowledge. Of course, this is not solely due to the inadequate comprehension of magnetic properties (as in Task 4, concerning the permanent magnetisation of certain substances), as well as the inability to correlate characteristics caused by the magnetic field and the rest of the characteristics of the experimental situation. For example, as we saw in Task 3, the exertion of interactive forces on the magnetic field is closely linked to the question of interactive forces within a field, which is a problem we generally come across (Solomonidou \& Kolokotronis, 2001). We could, therefore, address the question of organising the appropriate teaching activities in order to make the properties of the magnetic field better understood, as well as the question of reorganising sections of the curriculum in order for the study of magnetic properties to become systematically linked to questions of the general properties and the nature of fields. Especially, the discussion about tasks 2 and 3 indicates that any teaching intervention about magnetic field is fruitful to be designed in connection students{\textquoteright} mental representations about Newtonian model. Moreover, it appears that a discussion concerning a satisfactory comprehension of the magnetic field has to encompass not only the specific properties of the magnetic field, but also the special applications of these properties in various experimental situations. This will make it possible for students to elaborate magnetic properties in a functional way and to alternate back and forth between the model and reality, finally arriving at the construction of the model of the magnetic field. This sequence of steps is very important since, as the results of our study have shown, students who merely followed conventional lessons on the magnetic field and had already completed the first round of a qualitative approach to magnetic and electromagnetic phenomena have considerable difficulty in using the fundamental properties of the magnetic field.}, keywords = {properties of the magnetic field, students{\textquoteright} mental representations}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404741157.pdf}, author = {Konstantinos Ravanis and Panagiotis Pantidos and Evangelos Vitoratos} } @article {185, title = {PERCEIVED FRAMEWORKS OF YOUNG PEOPLE ON GLOBAL WARMING AND OZONE DEPLETION}, journal = {Journal of Baltic Science Education}, volume = {9}, year = {2010}, month = {March/2010}, type = {Original article}, chapter = {35-49 }, abstract = {The learner selects and transforms information, constructs hypotheses and makes decisions, relying on a cognitive structure that provides meaning and organization to experiences and allows the individual to go beyond. Quantitative data regarding concepts formed about global warming and ozone depletion was obtained through a questionnaire administered to 280 Maltese post-secondary students, who had already attended Environmental Science lessons. In depth group interviews were performed with four focus groups to elucidate underlying reasoning. Besides the presence of lacunae in their knowledge, the study revealed that students formulated their own logical, but sometimes incorrect, frameworks through which they could explain the issues. Concept maps elicited from the data show how students erroneously linked global warming to ozone depletion and stratospheric ozone to tropospheric ozone. Recommendations are made on how learners can think how an expert of that particular knowledge domain would think in that particular circumstance. The concepts related to current ecological crises should engage students with real life issues that are analysed within social and cultural contexts in order to make valid judgments. An effective Environmental Science curriculum should include a set of organized experiences aimed at helping students develop correct environmental concepts. The results reported in this study can be used to help the teacher in the selection of concepts and how they can be sequenced in meaningful ways. The design of multidisciplinary curriculum units and appropriate teaching strategies that address student understanding of complex natural phenomena can lead to the development of correct conceptual frameworks which are meaningful. It is imperative for educators to be familiar with what the students already know. The challenge is to design instructional strategies which address these conceptions and attempt to alter them in meaningful ways. This implies a paradigm shift in science education based on constructivism. The educator can help students: a) identify authentic issues; b) conceptually analyse scientific knowledge related to these issues; c) determine their existing knowledge regarding these issues; and d) design meaningful environmental courses that aim in formulating correct conceptual frameworks. This will produce correct links between concepts, and transfer of knowledge from one context to another would be facilitated. The outcome will be the creation of more complex meaning in a structured manner. An incorrect perception could be a point of departure for a constructivist approach, keeping in mind the fragmented knowledge students possess and the mental models they have constructed when this knowledge was put together. Students should be given the opportunity to construct, discover and explain the links formed between the knowledge accumulated in order to build a correct conceptual framework. Students need opportunities which involve the generation of situated knowledge to develop action-competence. Moreover, scientific concepts taught formally in the classroom should have application in the field in order to help students make sense of whether their actions have the potential to respond to the symptoms of environmental issues, or more importantly, to address the causes. Such learning opportunities should start from early childhood when environmental frameworks will start to develop.}, keywords = {climate change, cognitive frameworks, learning processes, misconceptions in learning, ozone depletion}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404741075.pdf}, author = {Joanne Grima and Walter Leal Filho and Paul Pace} } @article {180, title = {CHILDREN{\textquoteright}S CONCEPTIONS OF ANIMAL BREATHING: A CROSS {\textendash} AGE AND CROSS {\textendash} CULTURAL COMPARISON}, journal = {Journal of Baltic Science Education}, volume = {8}, year = {2009}, month = {October/2009}, type = {Original article}, chapter = {191-207 }, abstract = {Research on children{\textquoteright}s ideas about biological phenomena showed that their interpretations of natural phenomena often differ from those of scientists. The purpose of this study was to investigate children{\textquoteright}s ideas about animal breathing systems. This study was descriptive in nature and consisted of a cross age and cross cultural design involving the collection of qualitative data from a total of 549 children from two distinct countries, Slovakia (n = 248) and Turkey (n = 301). The results revealed that understandings of invertebrates breathing systems were generally poorer than understandings of vertebrates breathing systems. Turkish children acquired better scores than Slovakian children. Although some children were able to identify breathing organs of animals, they had difficulties with describing how breathing works.}, keywords = {alternative conceptions, breathing, primary children}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404740367.pdf}, author = {Pavol Prokop and Muhammet Usak and Murat {\"O}zel and Jana Fan{\v c}ovi{\v c}ov{\'a}} } @article {168, title = {TOWARDS HIGH QUALIFICATION FOR SCIENCE EDUCATION. THE LOSS OF CERTAINTY}, journal = {Journal of Baltic Science Education}, volume = {8}, year = {2009}, month = {August/2009}, type = {Editorial}, chapter = {64-68}, abstract = {It is known that teachers and professors at any school and university orders should highly mind education as the first and most general aim of a civil society. It is a fact that many European countries and education centres are reflecting brilliantly upon higher scientific education focusing on physics and mathematics especially. The Institutions also seem to take into account full management autonomy. Accreditation has considered one of the best solutions adopted by central or high-level education authorities to guarantee quality standards in training offered by higher education. It means accrediting education results through a legislative and professional process in order to judge whether an institution or a programme meets proper quality standards.}, keywords = {school curricula, science education, SCIENCE teachers}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404739418.pdf}, author = {Raffaele Pisano} } @article {171, title = {TURKISH UNIVERSITY STUDENTS{\textquoteright} ATTITUDES TOWARD BIOLOGY: THE EFFECTS OF GENDER AND ENROLMENT IN BIOLOGY CLASSES}, journal = {Journal of Baltic Science Education}, volume = {8}, year = {2009}, month = {August/2009}, type = {Original article}, chapter = {88-96}, abstract = {Research on the association between achievement and attitudes belong to fundamental questions in science education research. It is proposed that more positive attitudes are associated with better learning outcomes in science. However, recent research has revealed controversial results either supporting or rejecting the {\textquotedblleft}attitude-achievement hypothesis{\textquotedblright}. Moreover, very little is known about attitudes toward science among university students. In this study undertaken with a large number of university students in Turkey (n= 1301), we examined whether achievement correlates with attitudes toward biology, whether girls have more positive attitudes than boys as observed in previous research and whether those who enrolled in biology classes show more positive attitudes toward biology than those in humanities. The results indicated only weak, although statistically significant, association between attitudes and achievement. Furthermore, both achievement and attitudes toward biology were not influenced by gender or enrolment in biology classes. These results somewhat surprisingly cast doubts on relationships between attitudes and achievement and effects of gender on attitudes toward biology among university students.}, keywords = {attitudes, biology education, science education research}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404739741.pdf}, author = {Muhammet Usak and Pavol Prokop and Mustafa Ozden and Murat Ozel and Kadir Bilen and Mehmet Erdogan} } @article {150, title = {SCIENCE EDUCATION JOURNALS AND CITATION INDEXES: WHAT SHOULD WE DO?}, journal = {Journal of Baltic Science Education}, volume = {7}, year = {2008}, month = {August/2008}, type = {Editorial}, chapter = {62}, abstract = {We are now glad to release the second issue of the third volume. In this issue there are four articles, again from a diverse set of topics and regions of the globe. In the past seven years JBSE has become known by almost every colleague in our field. Thus, we are receiving an increasing number of manuscripts every month. We would like to take this opportunity and thank all of our authors and diligent reviewers. We had gone through considerable difficulty to decide and choose articles for publication. We thank the members of the editorial board for doing the hard work in reviewing manuscripts and providing feedback to both authors and the editorial office. As you{\textquoteright}ll see there are 4 articles published in this issue. Authors are from 4 different countries. Considering increasing impact of modern technologies on everyday lives of all peoples, science education receives greater attention of both researchers general public than previously. This situation resulting in high number of manuscripts submission in this field and consequently the number of specialized journals also continuously increase. Unfortunately, the vast majority of science education journals are still not indexed in the most prestigious scientific database, the Social Sciences Citation Index (SSCI). From our point of view, only quality of published papers can help us to increase the number of SSCI journals in the field of science education. Thus, both contributors and editors together with referees in this situation have very difficult task, because only selection of best quality papers provides a chance to a journal to be indexed in SSCI. However, the main goal of a review process is not just dichotomously dividing papers on {\textquotedblleft}Good{\textquotedblright} and {\textquotedblleft}Poor{\textquotedblright} group, as it is currently common practice in top tiered science education journals which are swamped by papers from all over the world. Instead, we appeal on both referees for objective, but picky reviews, and editors for patience in providing another chance for paper re-submissions, especially for inexperienced authors. We suggest that this is the only way how to honestly increase the quality of published papers and reaching indexing our new science education journals in prestigious databases. Anna Uitto (Finland), Fatma Aggul (Turkey), Janis Gedrovics (Latvia), Jari Lavonen (Finland), Erdal Sonmez (Turkey), Kalle Juuti (Finland), Mehmet Bahar (Turkey), Mehmet Yalcin (Turkey), Murat Ozel (Turkey), Metin Acikyildiz (Turkey), Pavol Prokop (Slovakia), Muhammet Usak (Turkey), Ren{\={a}}te Kalnina (Latvia), Reijo Byman (Finland) and Veijo Meisalo (Finland).}, keywords = {academic journals, citation index, science education}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404719475.pdf}, author = {Pavol Prokop and Muhammet Usak} } @article {152, title = {SCIENCE STUDENT TEACHERS{\textquoteright} IDEAS OF THE HEART}, journal = {Journal of Baltic Science Education}, volume = {7}, year = {2008}, month = {August/2008}, type = {Original article}, chapter = {78-85}, abstract = {The purpose of this study was to find out the level of science student teachers{\textquoteright} understanding about the internal structure of the heart. The drawing method was applied to achieve this purpose with 120 third year science student teachers. The analysis of their drawings revealed that the majority of the science student teachers have several misconceptions as well as inadequate knowledge in terms of the heart{\textquoteright}s internal structure. The importance of the findings was critically analysed in the light of the literature, and some suggestions were proposed to remedy the emerged problems. }, keywords = {drawing method, heart structure, students{\textquoteright} ideas}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404719630.pdf}, author = {Mehmet Bahar and Murat Ozel and Pavol Prokop and Muhammet Usak} } @article {147, title = {STUDENTS{\textquoteleft} UNDERSTANDING OF HUMAN PREGNANCY}, journal = {Journal of Baltic Science Education}, volume = {7}, year = {2008}, month = {March/2008}, type = {Original article}, chapter = {37-47}, abstract = {Research into students{\textquoteright} concepts about the human body has focused on several organ systems, but the reproductive system has been largely overlooked. The few studies that addressed children{\textquoteright}s concepts of birth were conducted mainly among kindergarten or primary school children. However, no study has yet attempted to examine how adolescent students perceive human pregnancy. We administered a Human Pregnancy Understanding Questionnaire (HPUQ) consisting of 50 Likert-type items to 300 university students in Slovakia. We found several misunderstandings of human fertilization, fetus respiration, and organ development. Moreover, several misconceptions found in Slovakian primary school children in the previous research still persist in adult students. Analysis of covariance shows that students{\textquoteright} HPUQ scores were significantly affected by gender whereas females have better scores than males. The effect of high school type attendance (with/without human biology course) did show only weak effect on students{\textquoteright} HPUQ score.}, keywords = {birth education, pregnancy, students{\textquoteright} understanding}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404289030.pdf}, author = {Pavol Prokop and Jana Fan{\v c}ovi{\v c}ov{\'a}} } @article {126, title = {DEVELOPING PROSPECTIVE PHYSICS TEACHERS{\textquoteright} SKILLS OF INDEPENDENT EXPERIMENTAL WORK USING OUTDOORS APPROACH}, journal = {Journal of Baltic Science Education}, volume = {6}, year = {2007}, month = {March/2007}, type = {Original article}, chapter = {47-57}, abstract = {This paper discusses the development of an Introductory Physics course at a Pedagogical University in Russia. The course focuses on developing students{\textquoteright} skills of independent experimental work. Piotr Gal{\textquoteright}perin{\textquoteright}s (1902-1988) ideas, that learning should begin with a profound orientation to the learning task and integrate students{\textquoteright} self-reflections, provide a theoretical ground for the course development. An outdoor context was used to inspire and implement the students{\textquoteright} self-directed projects. Evidence of the outcomes of different elements of the course implementation was collected through action research methodology. The results show that the students deepen their skills of inquiry and value doing independent planning and implementation of experimental activities in an outdoor environment. In the new course design, priorities shifted towards developing students{\textquoteright} advanced skills of experimental activity and understanding of inquiry. The students learned to reflect about experimental activity as a whole. The generic skills of inquiry developed indoors were applied and further developed when solving practical problems outdoors. The evidence collected during the course revealed a generally positive attitude of the first year students towards the new teaching methods. The students had more time and possibilities to discuss the ideas and to plan and implement investigations. They felt responsibility for their own learning and ownership of their projects. Positive changes in students{\textquoteright} attitudes towards the experimental work could be identified. The most significant improvement took place in planning the inquiry, as well as in results analysis. The course development work gives us evidence that the students{\textquoteright} orientation in generic forms of experimental activity is productive and particular important in teacher education. Prospective teachers get better possibilities of acquiring skills of inquiry and not only content. The outdoors approach enriched the design of the introductory physics course. It inspired the new vision of the objectives and structure of this course. Generally, students gave a positive response in evaluations of outdoor studies ranging from satisfaction to a very positive attitude. However, one course can not change the system. Unfortunately, we can state that the courses where students continue their studies after the Introductory Physics course represent the rather traditional scholastic culture of physics courses, with creativity limited to finding standard solutions for standard problems.}, keywords = {introductory physics, outdoors, students{\textquoteright} projects}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404286929.pdf}, author = {Oleg Popov and Irina Tevel} } @article {50, title = {THE PRECONDITIONS OF ECOLOGICAL EDUCATION OF SCHOOL TASKS ON PHYSICS}, journal = {Journal of Baltic Science Education}, volume = {2}, year = {2007}, month = {March/2003}, type = {Original article}, chapter = {12 - 20}, abstract = {The article submits the results of research that pursued to establish a number of ecological tasks on physics in natural science education textbooks and to collate the preconditions of ecological education of school tasks on physics in the integrated natural science textbooks and non-integrated physics textbooks of different countries. To fulfil the research, the following methods such as the analysis of literature, the quantitative analysis of the textbooks content, the statistical analysis of empirical data have been applied. When examining integrated and non-integrated textbooks of different countries, it has been established that the average of ecological tasks varies from 7\% in the non-integrated textbooks and up to 12\% in the integrated ones. Comparing integrated and non-integrated textbooks of the same form the deviation of comparative rates of ecological tasks varies from statistically irrelevant to statistically absolute. The cases of statistically relevant deviation are fractionally prevailing. The examined non-integrated physics textbooks and integrated natural science textbooks, including the Lithuanian ones, do not basically differentiate evaluating the element of ecological tasks that comprise students{\textquoteright} preconditions of ecological education.}, keywords = {abstract tasks, ecological tasks, sociocultural tasks, specific tasks, technical tasks}, issn = {1648-3898}, url = {http://oaji.net/articles/2017/987-1503927782.pdf}, author = {Palmira Pe{\v c}iuliauskiene and Alfonsas Rimeika} } @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 {124, title = {TURKISH UNDERGRADUATE STUDENTS{\textquoteright} MISCONCEPTIONS ON ACIDS AND BASES}, journal = {Journal of Baltic Science Education}, volume = {6}, year = {2007}, month = {March/2007}, type = {Original article}, chapter = {23-34}, abstract = {This study is aimed at determining students{\textquoteright} misconceptions about acids and bases. In order to fulfill this aim, open-ended diagnostic questions and semi-structured interviews were used. The diagnostic questions were administered to 91 undergraduates who enrolled in the Primary Science Teacher Training Department in a state university in Turkey. In addition 11 students were interviewed in order to clarify their written responses and to further probe students{\textquoteright} conceptual understandings of the questions asked in the test. The findings revealed a number of misconceptions. The results have implications for tertiary level teaching, suggesting that a substantial review of teaching strategies is needed.}, keywords = {acids, bases, equilibrium, misconceptions, science education}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404286816.pdf}, author = {Tacettin Pinarbasi} } @article {103, title = {DEAR READERS AND WRITERS!}, journal = {Journal of Baltic Science Education}, volume = {5}, year = {2006}, month = {March/2006}, type = {Editorial}, chapter = {4}, abstract = {It is very pleasant that with each edition of our journal we see an increasing number of countries represented by contributors as well as an expanding range of topics covered in scientific articles. Currently, the journal mostly present articles about the educational standards and modern teaching-learning technologies in corresponding countries. But how about the development of modern educational content in natural sciences? It has been almost 40 years since my class graduated from the secondary school, but the science curriculum in schools and higher educational establishments hasn{\textquoteright}t changed much, especially with regard to physics. Metaphorically speaking, the content of sciences could be compared to the content of a wardrobe containing the clothes of our grandparents and our parents, as well as our own contemporary clothing items which we traditionally try to save until we have worn down the older clothes. In most cases the final result is that there is no time left for the contemporary. The question is whether science students will have time to cover the contemporary developments while studying all the theories and laws of the past centuries. I don{\textquoteright}t think I will be far from the truth in stating that natural sciences are more prone to conservatism than other sciences. Sometimes it seems that we would like to build new theories on old foundations without realizing that some of the new theories in themselves provide new foundations. During the last two decades alone, we can observe a huge progress in the quality of people{\textquoteright}s lives thanks to the development of natural sciences. Information science, microelectronics, cellular connections, genetic engineering and other scientific notions have imperceptibly added to the daily vocabulary which individuals gradually perfect from the very childhood based on the changes brought by new scientific developments. It might be time to consider how to streamline science education in this context. In Europe and worldwide there are educational content improvement projects that strive to include topics related to the utilization of modern technologies in production, medicine, household appliances and other aspects of daily life. Obviously, we cannot bypass the very foundations of natural sciences and jump to modern theories, but we have to remember that individual creative endeavours last for decades whereas science has developed over the course of hundreds and thousands of years. Our journal has the opportunity of thematic improvement by publishing more articles devoted to expansion of scientific content in various educational levels. I think that many readers will be pleased to find articles about how to balance the foundations of a particular science with the acquisition of new contemporary theories. As a member of the editorial board, I am deeply grateful to all authors whose scientific articles have greatly contributed to science education. Wishing good fortune and success to all of you,}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404214020.pdf}, author = {Valfr{\^\i}ds Pa{\v s}kevi{\v c}s} } @article {105, title = {OPERATION OF EDUCATIONAL SOFTWARE IN THE PROCESS OF TEACHING SCIENCES IN LITHUANIAN PRIMARY AND BASIC SCHOOL}, journal = {Journal of Baltic Science Education}, volume = {5}, year = {2006}, month = {March/2006}, type = {Original article}, chapter = {17-26}, abstract = {On the basis of national research data on the schoolchildren{\textquoteright} achievements and on the grounds of a secondary analysis of the gained information the article deals with operation of educational software in the process of teaching world study in primary school and different natural sciences in basic school. It has been established that in comparison with science lessons provided in basic school educational software is often enough followed during the classes on world study in primary school. Primary educational software is regularly used in the city site and regional centre schools while in the rural area it is very rare. On the opposite of the city site schools, basic educational software is widely employed in the rural area. }, keywords = {basic school, educational software, primary school, science education, world study}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404214150.pdf}, author = {Palmira Pe{\v c}iuliauskiene and Marija Barkauskaite} } @article {119, title = {STUDENTS{\textquoteright} IDEAS ABOUT THE HUMAN BODY: DO THEY REALLY DRAW WHAT THEY KNOW?}, journal = {Journal of Baltic Science Education}, volume = {5}, year = {2006}, month = {October/2006}, type = {Original article}, chapter = {86-95}, abstract = {There are several ways for gathering information about student{\textquoteright}s knowledge. Interviews or written tests with open-ended questions may effectively elicit students in-depth thinking, but they are difficult to quantify and some times subjective. In contrast, drawings have been considered as a simple research instrument that enables easy comparisons at the international level. We investigated relationships between the level of understanding shown by university students{\textquoteright} written responses focused on the function of bodily organs/organ systems and their ideas about the human body drawn on separate sheets of paper. We failed to find any relationship between these two methods. We propose that using the method of drawing in combination with written responses (or interviews) would provide more reliable information about children{\textquoteright}s understanding about scientific phenomena including the human body.}, keywords = {drawings, human body, misconception, research methods}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404235145.pdf}, author = {Pavol Prokop and Jana Fan{\v c}ovi{\v c}ov{\'a}} } @article {89, title = {THE COMPARATIVE STUDY OF PROSPECTIVE SCIENCE TEACHERS{\textquoteright} SKILLS OF WRITTEN EXPLANATION}, journal = {Journal of Baltic Science Education}, volume = {4}, year = {2005}, month = {March/2005}, type = {Original article}, chapter = {40-50}, abstract = {A comparative study of prospective teachers{\textquoteright} pedagogical skills of written communication in science is presented. Russian and Swedish students were asked to give detailed explanations of two simple physical phenomena (how and why the shadow from a tree appears and why the bulb lights in a torch) to a hypothetical Grade 7 pupil. The results of the questionnaire revealed the evident gap between the students{\textquoteright} knowledge per se and their abilities to express didactically their knowledge in written form and in pictures. Undoubtedly this is one of the challenges to teacher educators. The study also revealed the differences between forms and qualities of explanations given by Russian and Swedish students as the result of different pedagogical traditions and communication cultures. The analysis of the findings from this study shows that the Russian prospective teachers had more problems with seeing themselves in the role of teacher than did the Swedish students. Russian participants of the study tended to answer the questions just as if they were students on a science course. Their explanations tended to be more academic and formalised than is appropriate for a Grade 7 pupil. In our opinion, this reflects the strict and formal style of teaching / learning which still dominates in Russian teacher education. For Russian students and teacher trainers, a correct answer is valued more highly than a good pedagogical form of presentation. Apparently, the skills of reworking knowledge and communication at the appropriate for children level are not systematically practiced in Russian teacher education. In contrast, in Swedish teacher education, students frequently work in small groups, often practising presentations at the children{\textquoteright}s level. They generally feel quite comfortable in acting out different social roles and responsibilities. This reflects the conviction of Swedish teacher educators that learning about science should reflect a participatory and collaborative knowledge generating process. Thus, science education in Sweden is seen as a participatory activity in which teachers and learners share responsibility for learning. }, keywords = {communication skills, comparative study, science teacher education, sociocultural context}, issn = {1648-3898}, url = {http://oaji.net/articles/2016/987-1481049750.pdf}, author = {Oleg Popov and Sergey Bogdanov} } @article {86, title = {HIGH SCHOOL STUDENTS{\textquoteright} AND TRAINEE SCIENCE TEACHERS{\textquoteright} PERCEPTIONS OF OZONE LAYER DEPLETION}, journal = {Journal of Baltic Science Education}, volume = {4}, year = {2005}, month = {March/2005}, type = {Original article}, chapter = {12-21}, abstract = {The focus of this study was to identify and describe misconceptions held by pre-service science teachers and high school students regarding the ozone layer depletion. The views of the participants were investigated using a closed-form questionnaire. The analysis of the survey data indicates that many high school students and pre-service science teachers possess an array of erroneous ideas about the ozone layer damage, its causes and consequences. For a better teaching of environmental issues, this study provides some implications for both teachers and researchers of science education. It is clearly important that teachers themselves do not, unwittingly, perpetuate erroneous ideas and it might be argued that major large-scale environmental issues should be addressed during the training of teachers. As the literatures have shown, such environmental issues also provide examples of the potential importance of children{\textquoteright}s preconceptions, perhaps constructed from out-of-school sources, in the learning process. Global environmental problems might provide a further dimension, namely abstract issues about which information has been received from the media and other informal sources. Thus, by including this as an element of {\textquotedblleft}children{\textquoteright}s learning{\textquotedblright}, it should be possible to emphasize the difference in the causes and consequences of different global problems without a specific addition to curriculum load (Boyes et al., 1995), for example, a foreign language education class can explore ozone layer depletion and the means to alleviate this problem on a student{\textquoteright}s daily life. From the results of this study, it is obvious that global environmental problems should be more formally embedded in to the curricula of both trainee teachers and their students.}, keywords = {high school students, misconceptions, ozone layer, pre-service teachers}, issn = {1648-3898}, url = {http://oaji.net/articles/2016/987-1481049405.pdf}, author = {Feyzi Osman Pekel} } @article {70, title = {SCHOOLCHILDREN{\textquoteleft}S EXPRESSION OF ABILITIES IN THE PROCESS OF COMPLETING THE ASSIGNMENTS OF PHYSICS: A DIDACTIC ASPECT}, journal = {Journal of Baltic Science Education}, volume = {3}, year = {2004}, month = {March/2003}, type = {Original article}, chapter = {58-67}, abstract = {Research seeks to establish comprehensive school graduates{\textquoteleft} abilities to complete drills (knowledge and comprehension) and problem solving assignments (knowledge application) on physics. In 2000 {\textendash} 2003, following the indexes confirmed by the exam centre, the tasks of the national A-level exams were grouped into arduous, hard, optimal, easy and very easy. The assignments of each of the groups were classified into drills and questions to be solved. It has been discovered that none of the groups of difficulty of the assignments of physics has ever statistically approved a deviation of relative frequency. Thus, when completing drills and problem solving assignments of physics a deviation of schoolchildren{\textquoteleft}s abilities is also statistically invalidated. The assessment of tasks agreeably to resolution of an assignment indicates that more problem solving assignments than drills of physics are included into the groups of the tasks of a proper and very proper resolution. A statistically approved deviation of relative frequency of drills and problem solving assignments of physics that can be found in the groups of a proper and very proper resolution reveals that the learners whose abilities in completing problem solving assignments are more outstanding better cope with all tasks of the national A-level exams in physics.}, keywords = {didactic assignments, natural science education, physics teaching}, issn = {1648-3898}, url = {http://oaji.net/articles/2016/987-1482419688.pdf}, author = {Palmira Pe{\v c}iuliauskiene and Alfonsas Rimeika} } @article {53, title = {ENVIRONMENT AND OCCUPATIONAL HEALTH COURSE FOR SECONDARY SCHOOL AS AN EXAMPLE FOR ENLARGED SCIENCE TEACHING}, journal = {Journal of Baltic Science Education}, volume = {2}, year = {2003}, month = {March/2003}, type = {Original article}, chapter = {36 - 43}, abstract = {One of the problems of Latvian educational system is teaching students to take care of their health themselves in the view of their professional career. It is necessary to choose a profession that is not only interesting, but also correspond to the person{\textquoteright}s state of health. The factors of a harmful job can create a risk to the person{\textquoteright}s health. In Latvia young people actually aren{\textquoteright}t acquainted with the problems and harmful professional factors which can arise in the professional life in the future. This is why it is so important to include the course of Environment and occupational health in the secondary school teaching programs. The results of the students{\textquoteright} questionnaire indicated their knowledge of professional health being incomplete. Individual discussions with students have shown that students don{\textquoteright}t pay much attention to the issue of work environment of their future profession and that their attitude to the problem is not serious. At the same time it was ascertained that the state of health of a number of students may restrict their professional choice. It was worked out the course Environment and occupational health and analysed a possibility of including the topics of the course in other science subjects such as biology, chemistry and physics. Such a course is a good example for enlarged science education at Upper secondary school level that makes science education more attractive.}, keywords = {environment, occupational health, science education}, issn = {1648-3898}, url = {http://oaji.net/articles/2017/987-1503927870.pdf}, author = {Juris Porozovs and Janis Gedrovics} } @article {52, title = {ENVIRONMENTAL EDUCATION: PROVIDING A CONTEXT FOR A MEANINGFUL SCIENCE EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {2}, year = {2003}, month = {March/2003}, type = {Original article}, chapter = {28 - 35}, abstract = {The paper initially highlights the main principles and methods of environmental education and the opportunities and challenges it offers to a fragmentary curriculum structure ... with special reference to science curricula in Malta. The results of a survey about teachers{\textquoteright} attitudes about environmental education are then analysed in relation to the possibility of promoting environmental education as a cross-curricular unifying theme. The paper proposes specific guidelines for the development of science curricula that are both interdisciplinary and socially relevant. Success in an enterprise necessitates the critical evaluation of one{\textquoteright}s objectives, the assessment of the current state of affairs and the careful consideration of the implications inherent in proposed actions in order to clearly define what is really worthwhile. Curriculum development in science education is no exception. Science that is not socially relevant and meaningful to the learners{\textquoteright} needs is increasingly becoming obsolete. The question is not whether this change will affect us or not, but rather when will it hit us? In our efforts to make science education more worthwhile we should seriously consider the benefits of infusing environmental education within the science curriculum.}, keywords = {environmental education, science curricula}, issn = {1648-3898}, url = {http://oaji.net/articles/2017/987-1503927619.pdf}, author = {Paul Pace} } @article {39, title = {SCIENTIFIC-THEORETICAL BASES OF SELECTION OF THE CONTENTS OF TRAINING TO NATURALSCIENTIFIC DISCIPLINES IN CONDITIONS OF A COMPUTERIZATION}, journal = {Journal of Baltic Science Education}, volume = {1}, year = {2002}, month = {March/2002}, type = {Original article}, chapter = {44 - 54}, abstract = {In article the problem of the scientifically proved approach to selection of the contents of an educational material in conditions of a computerization of training to naturalscientific disciplines is staticized and the ways of its decision are offered. In work have found reflection results of the rather-comparative analysis of the literature, the specificity of the computer aided training of chemistry, biology and geography at school revealed, the essence and structure of a phenomenon of information-computer culture of the person is determined. The allocation of ideal model potential of the person, information-computer culture and information-computer activity in quality a determinant of information-computer preparation of the schoolboys that are carried out during their training to naturalscientific disciplines is proved. The system of principle formations of structure of the contents of an educational material is described at the computer aided training to naturalscientific disciplines. The necessity of inclusion in this system of principles of double entry of components, continuity, functional completeness, differentiation and integration is opened. The system of principles of selection of the contents of an educational material is submitted as over-system, which includes system of principles of selection of an invariant nucleus and system of principles of selection of a varying environment of the contents of an educational material. Is proved, that the invariant nucleus of the contents of an educational material should be selected according to principles of scientific character; unities of the substantial and remedial party of training; structural unity; of giving humanitarian and entering fundamental; it is necessary to select conformity of the basic components of the contents to structure of culture of the person, and varying environment of the contents proceeding from principles of integration of the contents of disciplines, introductions of a history and introduction of methodology, socialization, practical importance, optimum combination of an educational material of regional and global character, conformity and necessary sufficiency.}, keywords = {computerization, natural science education, teaching content}, issn = {1648-3898}, url = {http://oaji.net/articles/2017/987-1504180373.pdf}, author = {Elena Popkova} }