@article {1374,
	title = {THE INQUIRY ETHNOBOTANY LEARNING MODEL: AN INSTRUCTIONAL DESIGN MODEL TO ENHANCE STUDENT ENVIRONMENTAL LITERACY},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {April/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {377-389},
	abstract = {Environmental literacy related to the utilization of medicinal plants in the community provides a foundation for the younger generation to take an active role and form an attitude of care and responsibility for environmental sustainability. The current research aims to introduce the Inquiry-Etnobotany (IEb) learning model to enhance students{\textquoteright} environmental literacy. The research design applied a pretest-posttest control group design to assess the effectiveness of the IEb model intervention, comparing it with the inquiry and discovery learning models. Upon analysis, notable differences emerged between the pre-test and post-test results across various learning models. Specifically, the IEb model exhibited a substantial difference, indicating significant progress in student outcomes. Similarly, the inquiry model showcased an improvement, while the discovery learning model displayed a slightly smaller change. Furthermore, the disparities between pre-test and post-test outcomes were evident across the different schools involved in the study. The IEb model has a significant impact on enhancing students{\textquoteright} environmental literacy. However, the research results in each school also demonstrate that various learning models enhance students{\textquoteright} understanding of environmental issues despite the different levels of effect. },
	keywords = {environmental literacy, ethnobotany, inquiry model, live laboratory, medicinal plants},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.377},
	url = {https://oaji.net/articles/2023/987-1713273401.pdf},
	author = {Sri Lestari, E. and Sajidan Sajidan and Fitria Rahmawati and Meti Indrowati}
}
@article {1258,
	title = {THE EFFECTS OF BLENDED LEARNING APPROACH ON STUDENT MOTIVATION FOR LEARNING PHYSICS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {73-82},
	abstract = {The topic of Direct current is one of the areas where the physics students{\textquoteright} lack of deep understanding was identified. The aim of the research was to examine the effect of the blended learning approach on students{\textquoteright} motivation for learning physics. The sample included 128 upper-secondary school students from Novi Sad (Serbia) with an average age of 16. Of these, 64 students made up the experimental group and 64 students made up the control group. In the control group, the students did not actively participate in simulated experiments, and in the experimental group learning was realized through the application of the blended learning approach (BLA), since the students had an active role in conducting simulations themselves. The obtained results showed that BLA contributes to the overall motivation for learning physics, as well as self-efficacy and physics learning value. Also, an increase in motivation was observed in two dimensions of motivation among female students in the experimental group. The implementation of BLA caused a significant increase in the motivation of students with lower achievement. Therefore, the main recommendation, based on the obtained research results, would be for teachers to apply BLA to a greater extent because it contributes to student motivation.},
	keywords = {blended learning approach, experimental research, physics education, student motivation},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.73},
	url = {https://oaji.net/articles/2023/987-1676960753.pdf},
	author = {Branka Radulovi{\'c} and Marina Dorocki and Oli{\'c} Ninkovi{\'c}, S. and Maja Stojanovi{\'c} and Jasna Adamov}
}
@article {1291,
	title = {ENERGY AWARENESS EDUCATION APPEARING IN NATURAL SCIENCES TEXTBOOKS FROM GRADE 1 TO 12},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {470-492},
	abstract = {At the time of the current global energy crisis energy awareness education in school is increasingly important. Textbooks directly helping and influencing learning play an important role in this, especially in the case of natural sciences. Thus, the aim of this research was to show how science textbooks help to educate energy awareness (EA). Regarding this, 67 Hungarian science textbooks were analysed using a quantitative textbook analysis from grade 1 to 12. When studying the knowledge on EA, the occurrence of the key concepts related to EA included in the National Core Curriculum (2020) was examined according to content, pedagogical and structural dimensions. According to the results, the most common key concepts were renewable energy, and energy saving, while the least common was the concept of energy crisis. The textbooks studied increasingly communicate key concepts in the form of definitions in the main textbook text at the level of information, moving towards the upper grades, and paying less attention to the attitude-forming elements. There are few tasks that require the application of knowledge about EA, especially those that also develop digital competence. In this form, the textbooks studied are less suited to developing an attitude toward EA, which does not help in making the right decisions in relation to EA.},
	keywords = {energy awareness, quantitative assessment, science textbooks},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.470},
	url = {https://oaji.net/articles/2023/987-1687108268.pdf},
	author = {Mark{\'o}czi Rev{\'a}k, I. and Vir{\'a}g Feh{\'e}r and J{\'a}nos M{\'a}th}
}
@article {1332,
	title = {ENHANCING PRE-SERVICE BIOLOGY TEACHERS{\textquoteright} TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE THROUGH A TPACK-BASED TECHNOLOGY INTEGRATION COURSE},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {956-973},
	abstract = {The effective use of technology in teaching can aid in enhancing the teaching and learning of a subject matter. This study aimed to enhance the technological pedagogical content knowledge (TPACK) of five pre-service biology teachers (PSBTs) by implementing a TPACK-Instructional Design (TPACK-ID) model-based technology integration course at a Zambian public university. An explanatory case study design was used. Data sources for the study included semi-structured interviews , video lesson recordings, lesson plan reports and PSBTs{\textquoteright} reflection notes. Data from interviews and reflection notes were analyzed using deductive thematic analysis while a TPACK rubric was used to simultaneously analyze lesson plan reports and video lesson recordings. The findings indicated that the TPACK-ID model-based technology integration course improved PSBTs{\textquoteright} overall TPACK and sub-knowledge domains: pedagogical knowledge, technology knowledge, technological content knowledge, and technological pedagogical knowledge. The study recommends implementing context-based technology integration courses in teacher preparation programs to enhance pre-service teachers{\textquoteright} TPACK. },
	keywords = {micro-teaching lesson study, pre-service biology teachers, technology integration, TPACK},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.956},
	url = {https://oaji.net/articles/2023/987-1702728572.pdf},
	author = {Anthony Bwalya and Marcellin Rutegwa and Dorothy Tukahabwa and Thumah Mapulanga}
}
@article {1304,
	title = {THE FACTORS THAT INFLUENCE THE MOTIVATION TO LEARN CHEMISTRY OF UPPER-SECONDARY SCHOOL STUDENTS IN INDONESIA},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {615-630},
	abstract = {The role of motivation in chemistry learning has long been explored and has become an exciting research topic worldwide. The aim of this study was to explore whether gender, class and students{\textquoteright} anxiety influenced the motivation to learn chemistry among upper-secondary school students in Indonesia. The Chemistry Motivation Questionnaire II and the Chemistry Anxiety Questionnaire were used to examine the influence of multiple predictors through multiple linear regression analysis tests. Participants in this study were 1,211 upper-secondary school students in Indonesia. This study proves that gender has a significant influence on students{\textquoteright} motivation to study chemistry, with female students being more motivated to study chemistry than male students. Interesting research results can be seen in the anxiety variable anxiety, specifically in the chemistry learning anxiety aspect, which has a negative correlation with motivation to study chemistry. The regression model of the three factors revealed in this study accounts for 13.8\% of the overall proportion of upper-secondary school students{\textquoteright} motivation to study chemistry in Indonesia. The results of this study were corroborated using the interview transcript data with 10 students, who extracted several other predictors to influence motivation to study chemistry, including learning experience, learning environment, and digital literacy.},
	keywords = {chemistry learning anxiety, chemistry motivation, cross-sectional research, Indonesian upper-secondary school students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.615},
	url = {https://oaji.net/articles/2023/987-1693507707.pdf},
	author = {Nur Huda and Eli Rohaeti}
}
@article {1339,
	title = {PREDICTING SITUATIONAL INTEREST BY INDIVIDUAL INTEREST AND INSTRUCTIONAL ACTIVITIES IN PHYSICS LESSONS: AN EXPERIENCE SAMPLING APPROACH},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {1063-1073},
	abstract = {Enhancing interest in physics learning has been an important component of education policy and policy implementation for decades. However, in many countries, student interest in physics has not increased. The aim of this study was to predict situational interest using individual interest and the instructional activities students engaged in. Also, the suitability of the data collection approach to measure situational interest was assessed. A teaching module about real-world oscillations was implemented to 179 Estonian lower secondary school students. Data about situational interest were collected using the experience sampling method (ESM), which was measured three times during the module. The results indicated that gender, grade, and instructional activities did not predict situational interest. Individual interest was a significant predictor and correlation with situational interest increased with time, contrary to previous findings. The ESM approach used in this study was considered to be effective in disturbing students{\textquoteright} study flow minimally but may have affected the amount of missing data. This study contributes to the research done on student interest in a classroom setting by indicating a more complex relationship between situational and individual interest than previously suggested. },
	keywords = {experience sampling method, instructional activities, lower secondary school physics, physics education, situational interest},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.1063},
	url = {https://oaji.net/articles/2023/987-1702729135.pdf},
	author = {Rauno Neito and Elisa Vilhunen and Jari Lavonen and Kaido Reivelt}
}
@article {1244,
	title = {CHEMISTRY EDUCATION IN THE BALKAN REGION: TRENDS, CHALLENGES AND OPPORTUNITIES},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Editorial},
	chapter = {1124-1125},
	abstract = {According to the European Commission, education, science, technology, research and innovation are a prerequisite for achieving a sustainable EU economy. EU leaders have agreed to work towards a European Education Area by 2025 to take full advantage of education, training, and culture (EU, 2019). Scientific literacy takes center stage in major reforms in education and is often presented as a key goal of science education. This is due to the idea that scientific literacy could be a prerequisite for the economic survival and technological development of the society, at least if judged by the research based on correlations between large-scale international testing results and country{\textquoteright}s economic prosperity level (Hanushek \& Woessmann, 2010). Chemical literacy presents a significant constituent part of scientific literacy, given that the use of various chemicals plays a vital role in our daily lives whether we are talking about food, medicine, clothing or climate change.},
	keywords = {Balkan region, scientific literacy, teaching chemistry},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.1124},
	url = {https://oaji.net/articles/2022/987-1672585081.pdf},
	author = {Du{\v s}ica D. Rodi{\'c} and Sa{\v s}a A. Horvat}
}
@article {1216,
	title = {DIFFERENCES IN CHEMISTRY TEACHERS{\textquoteright} ACCEPTANCE OF EDUCATIONAL SOFTWARE ACCORDING TO THEIR USER TYPE: AN APPLICATION OF EXTENDED UTAUT MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {762-787},
	abstract = {In this research, a model to determine chemistry teachers{\textquoteright} acceptance of educational software in secondary education is proposed. The model extends the unified theory of acceptance and use of technology (UTAUT) model. Data were collected from 556 Czech chemistry teachers and analysed using structural equation modelling. With respect to the significant differences among technology users and various types of nonusers, the research model for each user group was tested too. The results showed significant differences in the individual models for each group of technology user. In the model for {\textquoteleft}current users{\textquoteright} of educational software, the influence of facilitating conditions on current users{\textquoteright} use of educational software behavioural intention is stressed. In addition, non-planning users{\textquoteright} behavioural intention seems to be influenced by their personal innovativeness in IT, social influence, and performance expectancy. Behavioural intention and attitude towards using educational software affect each of the tested models, with attitudes being an even stronger predictor of educational software usage than behavioural intention. The models contribute to the understanding of teachers{\textquoteright} acceptance of educational software, which can be utilized in both pre- and in-service teacher training, considering technology mastery a necessary teacher competence.},
	keywords = {chemistry teachers{\textquoteright} motivation, educational software use, secondary education, technology acceptance},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.762},
	url = {https://oaji.net/articles/2022/987-1667236618.pdf},
	author = {Kate{\v r}ina Chroustov{\'a} and Andrej {\v S}orgo and Martin B{\'\i}lek and Martin Rusek}
}
@article {1185,
	title = {THE EFFECTS OF MODIFIED KNOW-WANT-LEARN STRATEGY IN MIXED-GENDER LOWER SECONDARY PHYSICS EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {366-380},
	abstract = {The differences related to gender are evident in physics education from the early age of the students. Thus, it is important that the teaching strategies that are implemented in mixed-gender physics classrooms are appropriate for both boys and girls. This research examined physics achievement and metacognitive awareness of students in lower secondary education in relation to gender when the modified Know-Want-Learn (mKWL) strategy is implemented. During the study, the students were divided into the control group (where direct teaching was implemented) and the experimental group (where the mKWL strategy was implemented in physics teaching). Students{\textquoteright} physics achievement (estimated with knowledge tests) and metacognitive awareness (estimated with a questionnaire) before and after the pedagogical experiment, and also the students{\textquoteright} comments on the mKWL strategy (provided through an informal conversation) were analyzed. It was shown that the students{\textquoteright} achievement did not differ in relation to gender while girls showed higher metacognitive awareness in comparison with boys, and the mKWL strategy increased physics achievement and metacognitive awareness of both boys and girls. Furthermore, the students{\textquoteright} comments on the strategy were discussed. The proposed strategy is shown to be appropriate for both genders, and its implementation in physics classrooms can be recommended.},
	keywords = {metacognitive awareness, physics education, quasi-experimental research, students{\textquoteright} achievement, students{\textquoteright} comments},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.366},
	url = {https://oaji.net/articles/2022/987-1656443394.pdf},
	author = {Ivana Z. Bogdanovi{\'c} and Du{\v s}ica D. Rodi{\'c} and Tamara N. Ron{\v c}evi{\'c} and Jelena D. Stanisavljevi{\'c} and Zekri A. M. Zouhor}
}
@article {1224,
	title = {EFFECTS OF SOCIO-SCIENTIFIC ISSUES BASED ON THINKING MAPS APPROACH ON FUTURE THINKING OF SECONDARY SCHOOL STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {888-901},
	abstract = {This study was conducted to examine the effects of the socio-scientific issue (SSI) approach assisted by the future thinking map (FTM) on five constructs of future thinking, namely i) understanding the current situation, ii) identifying the trends, iii) analyzing the relevant drivers, iv) synthesizing the possibilities or needs of the future and v) choosing with the justification of the desired future. The future-thinking test instrument was developed to measure the level of future thinking. A quasi-experimental pre-test and post-test control group design was employed. A total of 255 form four students (age 16) from three randomly selected rural secondary schools in Tawau District, Malaysia were assigned to i) SSI-FTM (n = 85), ii) SSI (n = 85), and iii) conventional (CV, n = 85) teaching and learning (TL) strategies. The results of the MANCOVA analysis showed that there was a statistically significant effect across all three groups of TL strategies. The ANCOVA analysis showed that there was a statistically significant effect of the SSI-FTM TL strategies compared to the SSI and CV TL strategies on the five future thinking constructs. The quasi-experimental study proves that the SSI-FTM TL strategy is effective in nurturing future thinking among form four students in science lessons.},
	keywords = {future thinking, future thinking map, secondary schools, socio-scientific issue},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.888},
	url = {https://oaji.net/articles/2022/987-1667237383.pdf},
	author = {Siew, N. M. and Abdul Rahman, M. S.}
}
@article {1158,
	title = {PRE-SERVICE CHEMISTRY TEACHERS{\textquoteright} PROFESSIONAL VISION DEVELOPMENT: THE EFFECT OF LESSON-OBSERVATION PRACTICE },
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {52-68},
	abstract = {Ability to adequately analyze educational situations is essential not only for (pre-service) teachers{\textquoteright} occupational decisions, but also for their own professional development. This study represents an evaluation of the observation practice aimed at pre-service chemistry teachers{\textquoteright} (N = 12) professional vision development. They attended chemistry classes in schools, discussed them in a group and independently wrote their reflections. The effect on the professional vision was evaluated using a self-efficacy questionnaire, lesson reflections analyses and semi-structured interviews. The results showed that pre-service teachers significantly overestimated their ability to reflect on lessons, struggled with lesson analyses, failed to describe and analyze chemistry-specific content in contrast with their significant improvement in describing student-teacher interaction and teacher{\textquoteright}s activity {\textendash} all with medium to large effect. Although observation practice deepened their ability to notice, pre-service teachers did not change attention to individual lesson{\textquoteright}s aspects. Lesson observation therefore seems to be a suitable means of professional vision development from the richness of observed phenomena{\textquoteright}s point of view, as well as students{\textquoteright} self-efficacy improvement, however more research in several aspects is needed to further inform (pre-service) teacher training practice.},
	keywords = {ability to notice, learning situations reflection, pre-service chemistry teacher, professional vision, teacher self-efficacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.52},
	url = {https://oaji.net/articles/2022/987-1647117698.pdf},
	author = {Linda Honskusov{\'a} and Karel Voj{\'\i}{\v r} and Martin Rusek}
}
@article {1248,
	title = {STUDENTS{\textquoteright} OPINIONS TOWARD USING ONLINE PLATFORM SOCRATIVE IN CHEMISTRY EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {1181-1190},
	abstract = {With the development of technology, various new applications are increasingly used in schools. Their implementation often creates a stimulating environment for learning and leads to an increase in student performance. Due to their effectiveness, student responder systems (SRS) and similar mobile applications are increasingly used in teaching. The aim of the research was to examine students{\textquoteright} opinions on application of Socrative online platform as a SRS in chemistry classes during formative evaluation. The sample included 77 primary and secondary school students from the Republic of Serbia. Online Socrative quiz was applied to evaluate their knowledge about mixtures (in primary school) and about antibiotics (in secondary school). After the quiz students filled out a questionnaire on their opinions towards the Socrative platform. The questionnaire consisted of 26 items organized in five subscales: advantage, belief, engagement, usability, and satisfaction. The obtained results showed that students had a positive opinion on the application of Socrative in chemistry education. As the positive features, students pointed out real-time feedback and increased engagement and motivation in class. Based on the obtained results, it can be concluded that students enjoy the use of online platform Socrative, so it is recommended for further use in chemistry classes in order to increase student participation and to develop a more efficient evaluation methodology.},
	keywords = {chemistry education, mobile learning, Socrative quiz, student response system},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.1181},
	url = {https://oaji.net/articles/2022/987-1672585496.pdf},
	author = {Oli{\'c} Ninkovi{\'c}, S. I. and Jasna M. Adamov and Aleksandar P. Rakita}
}
@article {1105,
	title = {COMPREHENSIVE ANALYSIS OF THE FORT INSTRUMENT: USING DISTRACTOR ANALYSIS TO EXPLORE STUDENTS{\textquoteright} SCIENTIFIC REASONING BASED ON ACADEMIC LEVEL AND GENDER DIFFERENCE},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {906-923},
	abstract = {Scientific reasoning ability is essential to get developed in the current digital age, particularly in the process of judgement and decision-making in complex problems. Few studies have conducted an in-depth exploration of scientific reasoning ability, especially in relation to the confidence level and gender. The scientific reasoning ability of Indonesian upper-secondary school and university students were examined and compared with previous recorded data of US students. In this study, the data were collected from 372 university and 528 upper-secondary education students in Indonesia. Students{\textquoteright} scientific reasoning ability was measured using a scientific formal reasoning test (FORT). In addition, confidence level and metacognitive data was collected through self-reported measures. Two-way ANOVA was performed to compare mean differences between groups based on academic level and gender and to observe interaction between the variables. Students{\textquoteright} confidence level in selecting the correct answer and distractor answer was analyzed using an independent t-test. The results reveal that many Indonesian students selected specific distractors with relatively high confidence. Moreover, upper-secondary school students and female students selected more distractors than the groups{\textquoteright} counterparts. Finally, the factors related to Indonesian students{\textquoteright} responses to the scientific formal reasoning were discussed.},
	keywords = {confidence level, distractor analysis, gender differences, Indonesian student, scientific (formal) reasoning test, scientific reasoning ability},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.906  },
	url = {http://oaji.net/articles/2021/987-1639222151.pdf},
	author = {Minsu Ha and Yustika Sya{\textquoteright}bandari and Ai Nurlaelasari Rusmana and Rahmi Qurota Aini and Sarah Meilani Fadillah}
}
@article {1013,
	title = {EDUCATIONAL EFFICIENCY AND STUDENTS{\textquoteright} INVOLVEMENT OF TEACHING APPROACH BASED ON GAME-BASED STUDENT RESPONSE SYSTEM},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {495-506},
	abstract = {Modern approaches in Physics classes which involve the game-based student response system (GSRS) have been in use for a while, but their educational efficiency and students{\textquoteright} involvement have not been examined. Therefore, this research{\textquoteright}s main aim was to determine the educational efficiency and students{\textquoteright} involvement of GSRS and to assess their effect on scientific reasoning. The values of educational efficiency and students{\textquoteright} involvement were calculated based on students{\textquoteright} achievement and perceived mental effort. To determine these values, a pedagogical experiment with parallel groups was applied. The research was conducted on a sample of 172 secondary school students, and included material related to direct currents. The results point to positive and higher values of the educational efficiency and students{\textquoteright} involvement for GSRS approach than the conventional approach. It means that GSRS approach causes lower mental effort, letting more space generate in the working memory to perceive and process new information. The results also show a positive effect of GSRS on higher students{\textquoteright} engagement during the class and scientific reasoning. The obtained results undoubtedly indicate the positive effect of GSRS on the students{\textquoteright} performance. Therefore, GSRS approach should be used often in the classroom. },
	keywords = {educational efficiency, GSRS, scientific reasoning, students{\textquoteright} involvement, teaching physics},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.495},
	url = {http://oaji.net/articles/2021/987-1622791464.pdf},
	author = {Branka Radulovi{\'c}}
}
@article {971,
	title = {GRADE 6 \& 9 STUDENT AND TEACHER PERCEPTIONS OF TEACHING AND LEARNING APPROACHES IN RELATION TO STUDENT PERCEIVED INTEREST/ENJOYMENT TOWARDS SCIENCE LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {119-133},
	abstract = {Student perceptions of science teaching could be expected to differ in grade 6 compared with teaching in grade 9, as could student interest in science learning. To compare Estonian grades 6 and 9, lower secondary school student and science teacher perceptions of teaching/learning approaches as well as student perceived interests/enjoyment on science learning, an instrument was developed taken into account 18 different teaching approaches that could take place in science lessons. An analytical, exploratory structural equation modelling (ESEM) approach supported 4-factor models differentiating between teacher-centred and constructivist approaches for both teachers and students, each having acceptable model fits. Based on outcomes, a regression model was developed associating student interest to learn science with the frequency of teaching and learning approaches explored. Results indicated that approaches associated with teacher-centred approaches were those most frequently undertaken in science classes when compared with those seen as social constructivist and student-centred, both among science teachers and students. Regression analysis showed that there was a relationship between student interest/enjoyment towards science subjects and the frequency, in which different teaching and learning approaches took place in the classroom. },
	keywords = {exploratory structural equation modelling, regression analysis, social constructivism, student interest/enjoyment, teaching-learning approaches},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.119},
	url = {http://oaji.net/articles/2021/987-1611649035.pdf},
	author = {Moonika Teppo and Regina Soobard and Miia Rannikm{\"a}e}
}
@article {988,
	title = {IMPACT ON HEALTH EDUCATION FROM COVID-19 AND CLIMATE CHANGE},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Editorial},
	chapter = {168-170},
	abstract = {World Health Organization (WHO) health policy for Europe {\textquotedblleft}Health 2020{\textquotedblright} became a stimulus for many countries to renew their national health policies, and it is a guide of actions (WHO, 2013). Long-term studies proved that health is closely linked to socio - economic indicators, among which age plays a major role, and education. Given that there are as many healthy people as possible, it is especially important to form the most important young people attitude to health, to develop a personality who would take care of the health of yourself, your family and those around you. Schools, colleges, and universities are the medium in which a mature generation of future intellectuals are capable and possessed to have a major influence on the development of the state and, with knowledge of the principles of good health, to contribute to and to shape the health policy of the right country, its implementation and at the same time to the population of the country improving health (Misevi{\v c}iene et al., 2017).  },
	keywords = {climate change, Covid-19 pandemic, Health Education, health policies},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.168 },
	url = {http://oaji.net/articles/2021/987-1616865527.pdf},
	author = {C{\'e}sar Agostinis-Sobrinho and Inga Dailidiene and Alona Rauckiene-Michaelsson}
}
@article {999,
	title = {PREFERRED CHEMISTRY CURRICULUM PERSPECTIVE: TEACHERS{\textquoteright} PERCEPTION OF LOWER-SECONDARY SCHOOL TEXTBOOKS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {316-331},
	abstract = {The (written) state curriculum is one of the cornerstones influencing education. Its specifically mediated by textbooks. In an open textbook market, the influence of the state curriculum is limited, and the main responsibility passes to individual schools or teachers. In order to understand education from the potential attainment of curriculum goals{\textquoteright} point of view, it is necessary to pay attention to the teachers{\textquoteright} textbook preferences. This research was focused on the field of lower-secondary chemistry education in Czechia, with special attention paid to the textbooks in use, their choice, and teachers{\textquoteright} perception of them. The data were gathered using a questionnaire distributed to a representative sample of 387 lower-secondary school chemistry teachers. The results showed that teachers favor traditional chemistry teaching conceptions. Most teachers stated that textbooks play a vital role for them when preparing lessons and new textbooks are mostly chosen by the most experienced teachers. Most teachers also expressed their preference for textbooks which contain subject-matter ordered according to the structure of chemistry, i.e. not adjusted for learners, as well as textbooks dominantly orientated towards the transmissive approach to education. Regarding the teachers{\textquoteright} perception of textbooks, potential limits were identified in implementing innovations in (chemical) education.},
	keywords = {chemistry textbooks, lower-secondary school science education, teachers{\textquoteright} teaching conception},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.316},
	url = {http://oaji.net/articles/2021/987-1616866298.pdf},
	author = {Karel Voj{\'\i}{\v r} and Martin Rusek}
}
@article {979,
	title = {BROADENING EDUCATIONAL PATHWAYS TO STEM EDUCATION THROUGH ONLINE TEACHING AND LEARNING DURING COVID-19: TEACHERS{\textquoteright} PERSPECTIVES},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1055-1067},
	abstract = {COVID-19 posed formidable challenges to the teaching and learning of subjects with abstract concepts such as Science, Technology, Engineering and Mathematics (STEM).  The study explored how STEM teachers transformed their pedagogical practices as an integral part of the transition to online teaching and learning in response to COVID-19 and further examined the effectiveness of online teaching and learning. The study adopted an exploratory descriptive survey design and involved purposively selected STEM teachers from schools operating under the auspices of the Association of Muslim Schools. The Technological Pedagogical Content Knowledge (TPACK) framework underpinned the study. Quantitative data was collected through the administration of a Likert scale instrument. Data was analysed using inferential and descriptive statistics.  Findings revealed that COVID-19 essentially compelled teachers to make a transition to online teaching and learning resulting in a concomitant profound impact on their pedagogical practices.  Teachers provided various perspectives on the key modalities adopted to navigate online teaching and learning on virtual platforms in an attempt to ensure sustainable, equitable and inclusive teaching and learning. Implications for broadening educational pathways to STEM education through online teaching and learning on virtual platforms and sustainable teacher professional development on technology integration in teaching and learning are discussed.},
	keywords = {COVID-19, online teaching, pandemic, pedagogy, STEM, Teaching practices},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.1055},
	url = {http://oaji.net/articles/2021/987-1613414365.pdf},
	author = {Thasmai Dhurumraj and Sam Ramaila and Ferhana Raban and Ahmed Ashruf}
}
@article {884,
	title = {DEFINING TEACHER OWNERSHIP: A SCIENCE EDUCATION CASE STUDY TO DETERMINE CATEGORIES OF TEACHER OWNERSHIP},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {659-674},
	abstract = {This study seeks to put forward a justified definition for the concept of Teacher Ownership, and establishes levels of science teacher ownership, based on a hierarchy of categories, using phenomenographic analysis. Such ownership is based on a meaningful science teacher internalisation of a motivational context-based teacher approach, established via a prior CPD programme. In so doing, the study distinguishes between teachers{\textquoteright} self-efficacy levels attained at the end of the CPD and teacher ownership indicating the capability of propagating the desired teaching to students and other teachers. The phenomenographic analysis, based on semi-structured interviews, is carried out with 10 science teachers, 3 academic years after the administered CPD programme. From an analysis of perceptions, 3 distinct categories of sustainable science teacher ownership, based on 5 distinct teaching dimensions, reflect variations in orientation of teacher ownership. The main conclusions are that sustainable teacher ownership differs from terms such as a sense of ownership, towards ownership and self{\textendash}efficacy and that, in this study, teacher ownership can be described as being exhibited by the science teachers in paradigmatic, experiential and emotional ownership categories. },
	keywords = {phenomenographic analysis, self-efficacy, teacher ownership, teacher ownership categories},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.659  },
	url = {http://oaji.net/articles/2020/987-1597214707.pdf},
	author = {Ana Valdmann and Jack Holbrook and Miia Rannikm{\"a}e}
}
@article {830,
	title = {EFFECTS OF A TRANSDISCIPLINARY EDUCATIONAL APPROACH ON STUDENTS{\textquoteright} TECHNOLOGICAL LITERACY},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {121-141},
	abstract = {Technological progress, globalization and demographic changes have brought about transformations that have increased economic and social inequalities. A structural transformation in education could support economic growth and sustainability and could also be associated with common actions in science, technology, engineering and mathematics, together with social sciences, to mitigate the impact of these megatrends on inequalities. This research explores the effects of a technologically conceptualized transdisciplinary educational approach. A sample of 242 lower secondary school students was selected and a pre- and post-test research design was used to ascertain whether a two-level transdisciplinary educational approach used by technology teachers affected the development of students{\textquoteright} technological literacy (TL). The task design included several real-life technological contexts and concepts wherein knowledge of other disciplines was needed to solve problems, create new knowledge and acquire higher-order skills while developing positive attitudes towards sustainable technology. A two-way analysis of variance indicated several significant effects of transdisciplinary education on the development of students{\textquoteright} TL. These findings provide valuable insights into the nature of TL acquisition as a basis for curriculum design and the implementation of transdisciplinary technology education in the lower secondary school.},
	keywords = {real-life problems, technological literacy, Technology Education, transdisciplinary educational approach},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.121},
	url = {http://oaji.net/articles/2020/987-1581269908.pdf},
	author = {Denis Rupnik and Stanislav Avsec}
}
@article {831,
	title = {EXAMINING THE CONNECTION BETWEEN STUDENTS{\textquoteright} WORKING MEMORY AND THEIR ABILITIES TO SOLVE OPEN-ENDED CHEMISTRY PROBLEMS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {142-156},
	abstract = {Open-ended problem-solving skills have been identified as employable skills, which undergraduate students will need to have in order to cope with real-life problems in their workplaces after graduation. However, the development and assessment of these skills have been inconsistent across courses offered in universities. This research examined undergraduate students{\textquoteright} ability to engage with open-ended chemistry problems, and the influence of their working memory space on problem solving. The research is a descriptive research design that employed a survey method for collection data. A purposive sampling technique was used to recruit 665 students from 19 chemistry departments in Nigerian universities. The students{\textquoteright} ability to solve open-ended problems was measured in terms of their performance and was found to be below average (< 50). The female students outperformed their male counterparts in the chemistry open-ended problem-solving test (ChemOPST). A strong positive correlation was found to exist between students{\textquoteright} working memory capacity and their performance in the ChemOPST. The research concludes on the need for experiential-based learning of chemical concepts which could help students build a knowledge base that is required to engage with problems that have real-life applications.},
	keywords = {chemistry problem-solving, open-ended problems, university students, working memory},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.142},
	url = {http://oaji.net/articles/2020/987-1581269978.pdf},
	author = {Johnson E. Upahi and Umesh Ramnarain}
}
@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 {980,
	title = {THROUGH THE COVID-19 LOOKING GLASS: COPING SKILLS FOR STEM EDUCATORS IN THE TIME OF A PANDEMIC AND BEYOND},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1068-1077},
	abstract = {The 2020 pandemic led to the immediate lockdown of schools and universities worldwide with far-reaching implications for educators and learners. Individual stories of lockdown and isolation are documented using direct quotations from discussion forums, emails, live chats, and structured journal entries from the Blackboard learning management system.  A {\textquoteleft}qualitative sense{\textquoteright} of a common narrative of turmoil and success within this {\textquoteleft}new [ab] normal{\textquoteright} is established. Educators{\textquoteright} contrasting accounts of uncertainty and hope are highlighted. The notion of anticipatory anxiety as a result of social lockdown restrictions is covered in terms of its impact on mental health and wellbeing, with special reference to the neuroscience that underpins this phenomenon. Strategies for the management of stress-related autonomic nervous system activation, as well as for building resilience and coping skills in classrooms, are highlighted, along with the need to address issues of cognitive dissonance and fatigue caused by increased online/blended teaching demands during uncertain times. The online format was found to be potentially impersonal and cold without the essential {\textquoteleft}human factor{\textquoteright}. Despite technology in education there has to be human and social interaction, as well as support online. The most benefit was derived from live sessions and social interaction.},
	keywords = {coping strategies, mental health, progressive education, psycho-social issues, well-being},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.1068},
	url = {http://oaji.net/articles/2021/987-1613414435.pdf},
	author = {Geoffrey Lautenbach and Nardia Randell}
}
@article {920,
	title = {UNDERSTANDING PRE-SERVICE TEACHER CONCEPTUAL KNOWLEDGE OF HUMAN NUTRITION PROCESSES THROUGH DRAWINGS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1008-1019},
	abstract = {Teachers{\textquoteright} subject matter knowledge is a substantive component of the teaching-learning process. For a teacher to be able to transform and integrate into the classroom all the knowledge and experience they have acquired in the course of the professional activity, it is first necessary to acquire a deep and solid knowledge of the matter. The aim of the research was to analyse the understanding that pre-service teachers have about the physiology and anatomy of the human body. The alternative conceptions that pre-service teachers held about the nutritional function in living beings were also explored. The research was conducted on a biology course of the Primary Education Bachelor{\textquoteright}s Degree during the 2018/2019 academic year. Drawings and open-ended questions were collected from 96 pre-service teachers. The results reveal that the students surveyed have limited knowledge of the subject before entering university. The use of drawing proved to be an excellent tool for detecting previous conceptions and evaluating the progression made by the students in their learning. Numerous alternative conceptions were identified among the students, thus demonstrating the need to think about the scientific methodology used to teach these contents.},
	keywords = {alternative conceptions, human body, human nutrition, pre-service teacher{\textquoteright}s drawings, subject matter knowledge},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.1008 },
	url = {http://oaji.net/articles/2020/987-1606572998.pdf},
	author = {Reinoso Tapia, R. and Jaime Delgado-Iglesias}
}
@article {826,
	title = {VALIDATION OF THE PROCEDURE FOR THE ASSESSMENT OF COGNITIVE COMPLEXITY OF CHEMICAL TECHNOLOGY PROBLEM TASKS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {64-75},
	abstract = {The main problem in students{\textquoteright} lower achievement lies in the cognitive complexity of the problem. The aim of this research was to create and validate the procedure for the assessment of the cognitive complexity of chemical technology problem tasks. The procedure included the creation of Tables for assessing the difficulty of concepts in chemical technology problems and their interactivity, assessment of the numerical rating of cognitive complexity of the analyzed tasks, and conducting of research. Research included 50 students. Data were collected with the test of knowledge which was used for the assessment of students{\textasciiacute} achievements and invested mental effort. The validity of this procedure was confirmed by a series of correlation analyses where statistically significant values of correlation coefficients were obtained among the examined variables: students{\textquoteright} achievements, invested mental effort and cognitive complexity. The largest contribution of this procedure is that it is designed to show an objective value of the cognitive complexity of tasks in the domain of chemical technology. Good estimation of the numerical values of cognitive complexity can help teachers to better predict students{\textquoteright} achievement, and at the same time to take care to avoid cognitive load.},
	keywords = {chemical technology, cognitive complexity, problem-solving},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.64},
	url = {http://oaji.net/articles/2020/987-1581269646.pdf},
	author = {Sa{\v s}a A. Horvat and Tamara N. Ron{\v c}evi{\'c} and Dragana Z. Arsenovi{\'c} and Du{\v s}ica D. Rodi{\'c} and Mirjana D. Segedinac}
}
@article {815,
	title = {AN ANALYSIS OF THE HIGH SCHOOL STUDENTS{\textquoteright} ABILITIES TO READ REALISTIC, CONVENTIONAL, AND HYBRID IMAGES IN GENERAL CHEMISTRY},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {943-954},
	abstract = {This research considered students{\textquoteright} abilities to read images about dispersed systems, taken from the chemistry textbook. 103 high school students (37 males, 63 females, and 3 unknown) from the school {\textquotedblleft}Svetozar Markovi{\'c}{\textquotedblleft} in Novi Sad, Republic of Serbia, were included as the research participants. Students{\textquoteright} abilities to suggest the titles of the realistic, conventional, and hybrid textbook images about dispersed systems, as well as their written interpretations of images contents, were examined. The collected data were analysed qualitatively, and information about students{\textquoteright} conceptual understandings and misunderstandings about selected chemistry topic was provided. Identified misunderstandings, some of which are the contribution of this research, gave significant results. Additionally, it was concluded that the majority of students{\textquoteright} difficulties were related to reading realistic textbook images. Students relied on what they literally saw in the photography without making proper connections with chemical contents about dispersed systems. The findings of the present research could be helpful for science teachers and educators, interested in how and why students use textbook images to learn science concepts. They will also alert authors and textbook illustrators to pay more attention to the selection of appropriate textbook images.},
	keywords = {general chemistry, image types, reading images, textbook images, visual representations},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.943},
	url = {http://oaji.net/articles/2019/987-1576226371.pdf},
	author = {Tamara N. Ron{\v c}evi{\'c} and {\v Z}eljka {\DJ}. {\'C}uk and Du{\v s}ica D. Rodi{\'c} and Mirjana D. Segedinac and Sa{\v s}a A. Horvat}
}
@article {816,
	title = {DEVELOPMENT OF ESTONIAN UPPER SECONDARY SCHOOL STUDENTS{\textquoteright} BIOLOGICAL CONCEPTUAL UNDERSTANDING AND COMPETENCES},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {955-970},
	abstract = {The main aim of this research was to measure 10th and 12th grade students{\textquoteright} biological conceptual understanding and competences through their upper secondary school studies. Data collection started at the beginning of the upper secondary school biology studies in the 10th grade. The same students participated in this research when they were in the 12th grade. A validated instrument of covering four competences: biological conceptual understanding, problem-solving, critical thinking and divergent thinking was used. Overall, this research was meant to evaluate students{\textquoteright} conceptual understanding and cognitive skills (problem-solving, critical thinking, divergent thinking) through the socio-scientific issue of lactose intolerance. The sample of students was formed from 42 representatively chosen Estonian schools of grade 10 (N=967) and grade 12 (N=802). The development conceptual understanding and competences of students{\textquoteright} during three upper secondary school years of biology studies were discussed. The main results showed that during three years of schooling the students exhibited a statistically significant increase in the tasks, that measured students{\textquoteright} biological understanding and cognitive skills. The results showed that the students achieved lower scores in tasks that measured their decision-making and socio-scientific reasoning skills.},
	keywords = {achievement levels, biology education, competences development, Conceptual Understanding, empirical research},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.955},
	url = {http://oaji.net/articles/2019/987-1576226435.pdf},
	author = {Helin Semilarski and Anne Laius and Miia Rannikm{\"a}e}
}
@article {755,
	title = {THE EFFECT OF LOWER-SECONDARY CHEMISTRY EDUCATION: STUDENTS{\textquoteright} UNDERSTANDING TO THE NATURE OF CHEMISTRY AND THEIR ATTITUDES},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {286-299},
	abstract = {This research follows the previous study examining the effect of chemistry education on students{\textquoteright} perception and understanding to the nature of chemistry (NoC) as well as their attitudes towards it as a school subject. Grade 9 students (N = 282) at the end of their compulsory schooling were given a set of open-ended questions focused on their understanding to NoC, perception of chemistry topics{\textquoteright} importance, topics the students found interesting and their evaluation of chemistry as a school subject. The answers were analysed using the open coding approach. It is possible to conclude most of the students do not have a clear idea about the nature of chemistry. Students assess chemistry as a school subject in the middle of the 5 point Likert scale. The results of this research offer the background for a more complex analysis of effects influencing students{\textquoteright}s conception of chemistry and its subject matter.},
	keywords = {chemistry education, education effectiveness, interest in science, students{\textquoteright} attitudes},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.286},
	url = {http://oaji.net/articles/2019/987-1554359947.pdf},
	author = {Martin Rusek and Vlastimil Chytr{\'y} and Linda Honskusov{\'a}}
}
@article {739,
	title = {THE IMPLEMENTATION OF MIND MAPS IN TEACHING PHYSICS: EDUCATIONAL EFFICIENCY AND STUDENTS{\textquoteright} INVOLVEMENT},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {117-131},
	abstract = {Primary school students  generally lack motivation  for learning physics, which they perceive as a difficult subject. In order to overcome this problem, it is necessary to apply appropriate teaching approach. The aim of this research was to assess the educational efficiency of mind maps in physics and students{\textquoteright} involvement when this approach is used. A pre-test {\textendash} post-test control group design was used. The sample of this research consisted of 113 seventh-grade students divided into an experimental and a control group. The students in the experimental group were taught physics using mind maps and the students in the control group were taught using conventional teaching approach. The data were collected by using two physics knowledge tests and perceived mental effort scale. The data were analyzed using ANOVA, t-test and chi-square test. The obtained results showed that the educational efficiency of teaching with the use of mind maps was greater than the efficiency of conventional teaching approach. Besides that, the students{\textquoteright} involvement in the experimental group was higher than the one in the control group. The implementation of mind maps in teaching physics in primary schools can increase students{\textquoteright} motivation for learning physics and lower their mental effort. },
	keywords = {educational efficiency, mind maps, students{\textquoteright} involvement, teaching physics},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.117},
	url = {http://oaji.net/articles/2019/987-1550083117.pdf},
	author = {Zvezdan Z.Gagi{\'c} and Sonja J. Skuban and Branka N. Radulovi{\'c} and Maja M. Stojanovi{\'c} and Olivera Gaji{\'c}}
}
@article {792,
	title = {INDONESIAN PRIMARY SCHOOL AND MIDDLE SCHOOL STUDENTS{\textquoteright} ATTITUDES TOWARD SCIENCE: FOCUS ON GENDER AND ACADEMIC LEVEL},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {654-667},
	abstract = {Student attitudes toward science have been one of the longstanding topics in science education research. Even though Indonesia has a unique educational system in which cultural, religious, and cognitive aspects are incorporated in the science K-12 curriculum, a limited number of studies have explored Indonesian students{\textquoteright} attitudes towards science. This research aimed to examine students{\textquoteright} attitudes toward science and the interaction between academic grade level and gender in Indonesian primary and middle school. Thirty items from five components of the BRAINS instrument were administered to 1587 Indonesian students from fourth grade through ninth grade to measure their attitude toward science. Rasch analysis, two-way ANOVA, and structural equation modeling path analysis were used to answer the proposed research questions. The current research found that Indonesian students{\textquoteright} attitudes toward science were significantly affected by academic level, however, gender only affected three components of attitude (control belief, attitude toward the behavior, and intention). Female students showed a higher attitude toward science than male students in general. The trends in every component of the students{\textquoteright} attitudes decreased from primary school to middle school. The present research provides a deeper discussion by considering the socio-cultural and educational history of Indonesia. },
	keywords = {academic level, gender, middle school, primary school, science attitude},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.654},
	url = {http://oaji.net/articles/2019/987-1571126809.pdf},
	author = {Rahmi Qurota Aini and Arif Rachmatullah and Minsu Ha}
}
@article {754,
	title = {MENTAL REPRESENTATIONS OF LIGHT PROPAGATION TIME FOR 10- AND 14-YEAR-OLD STUDENTS: DIDACTICAL PERSPECTIVES},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {276-285},
	abstract = {Student{\textquoteright}s mental representations of physical concepts are often different from those of scientists. The research aimed to identify and compare mental representations of light propagation time by school children aged 10 (132 subjects), and 14 (109 subjects) years old. This research was conducted through individual interviews in which the students were asked to locate light propagation time in various tasks-experimental situations. The results of this research show that even though the students of two groups face difficulties in understanding light propagation time, as they grow older, they make statistically significant progress in constructing the conception of light propagation time. These findings allow to seek out educational perspectives on the understanding of the conception of light propagation time in organised scholastic environments.},
	keywords = {cross-sectional research, light propagation time, science education, students{\textquoteright} representations},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.276},
	url = {http://oaji.net/articles/2019/987-1554359871.pdf},
	author = {Konstantinos  Ravanis}
}
@article {767,
	title = {A MODEL OF INTEREST IN STEM CAREERS AMONG SECONDARY SCHOOL STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {404-416},
	abstract = {Studies have shown that various factors (the role of formal education, informal education, and community) contribute to the lack of participation in STEM and STEM careers. This research aimed to understand the multi pathways of factors contributing to the interest in STEM careers (STEM careers in physical sciences and STEM careers in life sciences). This research was a survey research which administered a questionnaire randomly to 1485 secondary school students (14 years of age). Data analysis was based on the Structural Equation Modeling (SEM) approach using Analysis of Moment Structures (AMOS) to test the hypothesized model. A model containing five constructs, namely environmental factors (learning experiences, media, social influences), self-efficacy in science, technology, engineering and mathematics respectively, perceptions of STEM careers and interest in physical sciences and life sciences STEM careers was proposed in this research. The results show that students{\textquoteright} interest in life sciences based careers is influence by their self-efficacy and perceptions of the career. Meanwhile, students{\textquoteright} interest in physical sciences based careers is influence only by their self-efficacy and not influence by their perceptions of the career. The need to improve students{\textquoteright} self-efficacy through STEM learning experiences is imperative to ensure continued interest in STEM careers.},
	keywords = {environmental factors, life sciences STEM careers, perceptions of STEM careers, physical sciences STEM careers, self-efficacy, Social Cognitive Career Theory},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.404 },
	url = {http://oaji.net/articles/2019/987-1559372400.pdf},
	author = {Lilia Ellany Mohtar and Lilia Halim and Norshariani Abd Rahman and Siti Mistima Maat and Zanaton H. Iksan and Kamisah Osman}
}
@article {814,
	title = {PRIMARY AND SECONDARY SCHOOL STUDENTS{\textquoteright} KNOWLEDGE RELATED TO RENEWABLE ENERGY AND SOME OF ITS INFLUENCING FACTORS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {924-942},
	abstract = {Shaping attitude related to renewable energy resources is the task of the entire society and in the case of students of different ages it is realized via education in and outside schools. This research concerns the analysis of the knowledge of students related to renewable energy resources, exploring the differences in the case of students in different grades and also the identification of correlations between the knowledge for renewable energy and some of its influencing factors. The research was carried out in spring 2018 with 4th (N=466) and 7th (N=529) graders in primary school and also with 11th graders (N=328) in secondary school in Hungary. Association and selection tasks applied in the research were related to knowledge of renewable energy resources and three questions concerned influencing factors. Assessment was performed based on the word association test. Results indicate poor and less stable knowledge in the case of every grade. The knowledge structure of the grades is similar, solar, water and wind are the most well-known renewable energy resources. Regarding knowledge, the type of the settlement of residence, education level of parents, school curriculum, textbook, theme weeks, project work, media and internet were important among influencing factors. },
	keywords = {project work, renewable energy knowledge, school curriculum, theme work, word association},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.924 },
	url = {http://oaji.net/articles/2019/987-1576226295.pdf},
	author = {Mark{\'o}czi Rev{\'a}k, I. and Erzs{\'e}bet J{\'a}sz and Enik{\H o} Kov{\'a}cs and K{\'a}roly Teperics and Judit {\"U}t{\H o} Visi and J{\'a}nos M{\'a}th}
}
@article {700,
	title = {BEST PRACTICES OF ASSESSMENT AS A WAY TO PROMOTE EFFECTIVE LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Editorial},
	chapter = {748-750},
	abstract = {The conceptual understanding presents a key component of science expertise, and thus the most desirable outcome of science education process. However, reports in the literature describe the opposite reality. The viva voce assessment is probably the oldest type of knowledge examination. Yet, contemporary issues such as the continued expansion of the curricula at all levels of education, large lecture at tertiary level and many other objective reasons, have made written exams more widespread in the teaching practice. Unfortunately, this has made many students learning for tests, and many teachers teaching to the test, thus ultimately turning teaching practice into students{\textquoteright} preparation to test well. },
	keywords = {Conceptual Understanding, knowledge examination, science expertise, teaching practice},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.748},
	url = {http://oaji.net/articles/2017/987-1539418039.pdf},
	author = {Du{\v s}ica D. Rodi{\'c}}
}
@article {685,
	title = {CONTEXTUALIZATION OF SPATIAL INTELLIGENCE: CORRELATION BETWEEN SPATIAL INTELLIGENCE, SPATIAL ABILITY, AND GEOGRAPHY SKILLS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {564-575},
	abstract = {This research attempted to find whether spatial intelligence (without context) has a correlation to (contextual) spatial ability and affects geographic skills as crystallized ability (Gc). It employed the descriptive method with subjects including students at the primary, junior high, and senior high schools. The data were collected through two instruments, namely test and questionnaire. Data of test results were processed by tabulation technique and correlated for the scores of spatial intelligence, spatial ability, and geographic skills. The results show that spatial intelligence (Gf) tended to increase from the level of primary to junior high and to senior high school level, whereas spatial ability (Gc) and geographic skills (Geo-s) tended to decrease. Despite the decline, all three (Gf, Gc, and Geo-s) had the potentials for improvement. Thus, geography teachers are encouraged to participate in improving students{\textquoteright} spatial and geographic skills, so students can develop their potentials optimally for geographic skills and future career development.},
	keywords = {contextualization, crystallized intelligence, geographic skills, intelligence and skill correlation, spatial intelligence},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.564},
	url = {http://oaji.net/articles/2017/987-1533708545.pdf},
	author = {Ahmad Yani and Asep Mulyadi and Mamat Ruhimat}
}
@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 {707,
	title = {GRADE 12 STUDENTS{\textquoteright} PERCEIVED SELF-EFFICACY TOWARDS WORKING LIFE SKILLS AND CURRICULUM CONTENT PROMOTED THROUGH SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {838-850},
	abstract = {This research was based on the concern that students didn{\textquoteright}t see the need for the acquisition of science skills and knowledge perceived as important in relation to different society issues and the world of work. The aim was to determine gymnasium students perceived self-efficacy towards working life skills as well as science curriculum, content-related topics. The sample was composed of grade 12 (N=1375) 18-19-year-old students. Data were obtained using a 4-point Likert scale questionnaire seeking to determine students{\textquoteright} perceived self-efficacy towards working life skills and topics in the science curriculum linked to disciplinary core ideas. In general, students perceived their self-efficacy to be above average towards most needed working life skills. However, it was much lower in areas related to problem-solving skills and understanding the nature of science. Results also indicated that the self-efficacy associated with purely Physics curriculum-related topics stood out as being much lower than for the other school science subject areas. Findings suggested there was a need to re-thinking the way science content was presented to students and to consider whether and how this could be restructured around core ideas in science in order to promote the development of problem-solving skills as an important aspect in enhancing working life skills. },
	keywords = {core ideas, science curriculum topics, science education, self-efficacy, working life skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.838 },
	url = {http://oaji.net/articles/2017/987-1539418472.pdf},
	author = {Regina Soobard and Helen Semilarski and Jack Holbrook and Miia Rannikm{\"a}e}
}
@article {690,
	title = {IDENTIFYING INDONESIAN UPPER-SECONDARY SCHOOL STUDENTS{\textquoteright} ORIENTATIONS TO LEARN SCIENCE AND GENDER EFFECT THROUGH THE USE OF STRUCTURAL EQUATION MODELING},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {633-648},
	abstract = {The purpose of this research is to examine Indonesian upper-secondary school students{\textquoteright} learning orientation in science via generating structural equation modeling of conceptions of, approaches to and self-efficacy in learning science, and seeking whether the model is significantly different based on gender. A total of 600 (63\% females) Indonesian upper-secondary school students completed a questionnaire with three constructs {\textendash} conceptions of, approach to and self-efficacy in learning science. Rasch analysis was conducted before testing the hypothesized model to examine the psychometric aspects of the instruments. Structural equation modeling featured with multi-group analysis-based gender was used to respond to the main research purpose. Findings indicated that the Indonesian upper-secondary school students had multiple conceptions of as well as multiple approaches to science learning that led to different senses of self-efficacy. Multiple conceptions and mixed approaches are the characteristics of students with achieving orientations. Most importantly, the current research found that conceiving learning science as memorizing was considered as the basis for the higher level of conceptions. The model significantly differed based on gender. Three main differences were Indonesian female students tended to be more conceiving science learning as memorization, using more surface motive and their self-efficacy was more impacted by their higher level of conceptions {\textendash} applying and understanding than males. Based on findings, gender issues in orientations to studying and Indonesian science education curriculum are discussed. },
	keywords = {conceptions of learning, gender, learning orientations, learning strategies, multi-group analysis, self-efficacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.633},
	url = {http://oaji.net/articles/2017/987-1533708941.pdf},
	author = {Arif Rachmatullah and Sariwulan Diana and Minsu Ha}
}
@article {693,
	title = {A LONGITUDINAL TRAJECTORY OF SCIENCE LEARNING MOTIVATION IN KOREAN HIGH SCHOOL STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {674-687},
	abstract = {This research examined longitudinal trajectories of Korean students{\textquoteright} motivation to learn science using group-based trajectory modeling (GBTM). The changes in five motivational constructs were focused in this research: self-efficacy, intrinsic motivation, grade motivation, self-determination, and career motivation. In addition, the relationship between academic track of students and each trajectory group was examined. Using Science Motivation Questionnaire II, data from 255 male high school students were collected during five semesters. Longitudinal data were analyzed by GBTM.. Chi-square analysis was also conducted to examine the relationships between academic track and each trajectory. As a result, it was found that students shared the same trajectory patterns in self-efficacy. Otherwise, two distinct trajectory groups ({\textquoteleft}high{\textquoteright} and {\textquoteleft}low{\textquoteright}) were found in each four constructs. There were significant correlations between academic track and trajectory groups. The findings of this research suggest that Korean science educators need to consider individual student{\textquoteright}s longitudinal trajectory of motivation to provide better science teaching and learning. },
	keywords = {academic track, group based trajectory modeling, high school, longitudinal study, science learning motivation},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.674},
	url = {http://oaji.net/articles/2017/987-1533709152.pdf},
	author = {Sein Shin and Arif Rachmatullah and Minsu Ha and Jun-Ki Lee}
}
@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 {585,
	title = {ADOPTION OF ICT INNOVATIONS BY SECONDARY SCHOOL TEACHERS AND PRE-SERVICE TEACHERS WITHIN CHEMISTRY EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {510-523},
	abstract = {This research is focused on secondary school chemistry teachers{\textquoteright} (N=276) and chemistry pre-service teachers{\textquoteright} (N=159) attitudes towards the use of information and communication technology (ICT) in education. A questionnaire constructed upon Rogers{\textquoteright} theory of diffusion of innovation was used. Based on the answers, the respondents were grouped according to their innovativeness {\textendash} into types of innovation adopters. Analysis of the participants{\textquoteright} responses to the statements in the questionnaire suggests that neither gender nor their teaching experience influence their innovativeness. The respondents mostly tend to hold a pragmatic view, accept the role of ICT in education. However, they need proof to decide whether to adopt it in their teaching practice. As the respondents could leave their contact information, it is possible to further focus on particular groups of innovation adopters, to observe their lessons, analyse their approach and mainly influence and support those groups, which maintain a {\textquotedblleft}role model{\textquotedblright} position and trigger diffusion of innovations.},
	keywords = {chemistry education, diffusion of innovations, ICT, pre-service teachers{\textquoteright} attitudes, teachers{\textquoteright} attitudes},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.510},
	url = {http://oaji.net/articles/2017/987-1503904959.pdf},
	author = {Martin Rusek and Dagmar St{\'a}rkov{\'a} and Vlastimil Chytr{\'y} and Martin B{\'\i}lek}
}
@article {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 {590,
	title = {DETERMINING THE EFFECTIVENESS OF A DESIGN{\textendash}BASED, CONTINUOUS PROFESSIONAL DEVELOPMENT PROGRAMME FOR SCIENCE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {576-591},
	abstract = {This research examined the effectiveness of a design-based, continuous professional development (CPD) programme intended to promote teachers{\textquoteright} self-confidence and teaching reflection skills. The CPD was associated with teacher implementation of theoretically devised, motivational, context-based, inquiry teaching modules, based on a justified 3-stage teaching model. The CPD programme was devised from prior identification of teacher needs, using a validated teacher questionnaire (TNQ) covering subject and pedagogical content knowledge, as well as other literature-identified, desirable teaching attributes. The effectiveness of the CPD provision was determined through two approaches - by re-administering the TNQ at the end of the programme and identifying significant self-confidence gains through application of the K-means clustering technique, and was also by the range of teacher reflections in, on and for action, provided by teachers after using modules in their teaching. Each teacher{\textquoteright}s reflections were qualitatively grouped, based on comments made during a semi-structured interview about the teaching, opinions on students{\textquoteright} learning and attitudinal outcomes. Findings suggested a strong correlation between teaching confidence gained from the CPD programme and the range of identified types of reflective skills mentioned during the interview, which provided the depth of feedback related to classroom teaching in implementing the modules. },
	keywords = {competence-based, continuous professional development, teacher reflection skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.576    },
	url = {http://oaji.net/articles/2017/987-1503905275.pdf},
	author = {Ana Valdmann and Jack Holbrook and Miia Rannikmae}
}
@article {565,
	title = {EARLY CHILDHOOD SCIENCE EDUCATION: STATE OF THE ART AND PERSPECTIVES},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Editorial},
	chapter = {284-288},
	abstract = {The last twenty-five years have seen an increase in the development of an area of educational research and implementation which is known internationally as Early Childhood Science Education. In fact, this is a broad framework within which different theoretical trends coexist with corresponding research orientations and fields of teaching applications. These trends converge in an effort to study the mechanisms of initiation of children aged 4-8 years into the properties of the materials and objects and into the phenomena and concepts of Natural Sciences. },
	keywords = {empiricist approach, science education, socio-cognitive approaches, teaching applications},
	isbn = {E-ISSN 2538-7138},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.284},
	url = {http://oaji.net/articles/2017/987-1497963588.pdf},
	author = {Konstantinos  Ravanis}
}
@article {611,
	title = {THE EFFECTS OF CURRICULUM, GENDER AND STUDENTS{\textquoteright} FAVORITE SCIENCE SUBJECT ON INDONESIAN HIGH-SCHOOL STUDENTS{\textquoteright} CONCEPTIONS OF LEARNING SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {797-812},
	abstract = {Conceptions of learning have been known as having influence on students{\textquoteright} learning outcomes, the one of which is science learning as to be a scientifically literate person. Even, the effects of students{\textquoteright} conceptions in learning have been known, but the contributing factors are still vague. This research aims to explore Indonesian high-school students{\textquoteright} conceptions of learning science (COLS), to find out if gender and students{\textquoteright} favorite science subject cause differences in their COLS, and to validate the COLS instrument by using Rasch analyses. Thirty-one items measuring six COLS were administered to 609 Indonesian high-school students. Rasch analyses, an independent sample t-test, analysis of variance (ANOVA), and cluster analyses featuring chi-square tests of interdependence were used to answer the research questions. Based on the analyses, it was found that the COLS instrument was best fitted as six-dimensional. Gender difference was emerged in memorizing, and differences based on students{\textquoteright} favorite science subject were also found in memorizing and calculating and practicing. Finally, the results of cluster analyses showed that Indonesian students were divided into three different classes based on their COLS, and that the clusters were significantly related to the school locations.},
	keywords = {conceptions of learning science, gender, Indonesia, science learning, secondary level},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.797},
	url = {http://oaji.net/articles/2017/987-1509214315.pdf},
	author = {Arif Rachmatullah and Sariwulan Diana and Minsu Ha}
}
@article {617,
	title = {A THEORY-BASED INSTRUMENT TO EVALUATE MOTIVATIONAL TRIGGERS PERCEIVED BY STUDENTS IN STEM CAREER-RELATED SCENARIOS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {836-854},
	abstract = {Students{\textquoteright} lack of motivation in learning school science has been recognized as a problem, due to its negative impact on students{\textasciiacute} STEM-related career choices. For supporting students{\textasciiacute} motivation to study science, the use of an introduction which sets the scene, sometimes called a scenario, has been recommended. Although scenarios, which introduce STEM-related careers in an everyday life problem solving context, are seen as useful tools for the teachers, they are not automatically guaranteed to be motivating to students. The current research aims to develop an empirically tested and validated instrument to measure the impact of context-based scenarios, through evaluating perceived motivational triggers such as relevance, interest and enjoyment by 7th grade students. An analysis of students{\textasciiacute} responses showed that the test scenario was able to trigger mostly situational interest toward the topic of energetics. Only a small number of students indicated motivation to take the learning of this topic further.},
	keywords = {instrument evaluation, motivational triggers, science teaching materials, STEM career-related scenarios, STEM-related careers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.836},
	url = {http://oaji.net/articles/2017/987-1513970725.pdf},
	author = {Tormi Kotkas and Jack Holbrook and Miia Rannikm{\"a}e}
}
@article {502,
	title = {DETERMINING THE EFFECTIVENESS OF A CPD PROGRAMME FOR ENHANCING SCIENCE TEACHERS{\textquoteright} SELF-EFFICACY TOWARDS MOTIVATIONAL CONTEXT-BASED TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {284-297},
	abstract = {The aim of this research is to determine the effectiveness of an enacted professional development (CPD) programme to promote teacher{\textquoteright}s self-efficacy with respect to implementing motivational, context-based science teaching, following an education through science (EtS), three-stage model approach. The CPD is designed, based on a constructivist, socio-cultural professional development model (CSPM) to meet professional needs of each teacher within a predetermined teaching-learning approach and enacted through suitable instructional methods linked to teacher as learner, teacher as teacher and teacher as reflective practitioner. The effectiveness of the CPD is identified by means of a carefully constructed and validated Teacher Needs Questionnaire (TNQ), plus follow-up teacher interviews. Findings suggest the outcomes of the CPD, both from pre-post use of the TNQ and the undertaking of interventions, using teaching-learning modules based on the CPD, are effective in raising teacher{\textquoteright}s self-efficacy with respect to new interdisciplinary content knowledge, teaching approaches and classroom implementation, seen as being in line with curriculum expectations. },
	keywords = {3-stage education through science (EtS) model, constructivist socio-cultural professional development model (CSPM), self-efficacy, Teacher Needs Questionnaire (TNQ)},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.281},
	url = {http://oaji.net/articles/2016/987-1482422247.pdf},
	author = {Ana Valdmann and Miia Rannikmae and Jack Holbrook}
}
@article {522,
	title = {DEVELOPMENT OF AN ONLINE THREE-TIER DIAGNOSTIC TEST TO ASSESS PRE-UNIVERSITY STUDENTS{\textquoteright} UNDERSTANDING OF CELLULAR RESPIRATION},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {August/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {532{\textendash}546},
	abstract = {This research reports the development of an online three-tier diagnostic instrument for pre-university students related to cellular respiration. To date, only few studies have been conducted to identify students{\textquoteright} alternative conception in the topic of cellular respiration. One of the contributing factors is due to lack of instrument developed to measure these alternative conceptions. Three-tier tests are used as assessment tools for lecturers to determine students{\textquoteright} alternative conceptions related to cellular respiration and their knowledge and understanding about the concepts. The research incorporates both qualitative and quantitative methods. The instrument was developed in five phases: (1) construction of items, (2) pilot study, (3) validation of instrument, (4) transforming the instrument into an online assessment tool, and (5) the administration of the Online Diagnostic Tool (ODiT). The Cellular Respiration ODiT consists of three tiers: answer and reasoning tiers to measure {\textquotedblleft}content knowledge{\textquotedblright} and {\textquotedblleft}explanatory knowledge{\textquotedblright} respectively, and a third tier that measures the level of confidence of pre-university students. Analysis of the students{\textquoteright} responses demonstrated acceptable reliability and validity of the instrument. The research also shows that both students and lecturers benefit when online diagnostic tests are implemented appropriately.},
	keywords = {biology alternative conception, online diagnostic tool, three-tier diagnostic test},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.532},
	url = {http://oaji.net/articles/2016/987-1482424242.pdf},
	author = {Rohaida Mohd Saat and Hidayah Mohd Fadzil and Nor Azlina Abd. Aziz and Kamariah Haron and Kamaludin A. Rashid and Natalya Rudina Shamsuar}
}
@article {493,
	title = {THE EXPANSION THERMOMETER IN PRESCHOOLERS{\textquoteright} THINKING},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {April/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {185{\textendash}193 },
	abstract = {Children form representations of concepts, physical phenomena and technical objects which are critical to teaching and learning. In addition, they are familiar with the everyday usefulness of many particular objects, although it is not certain that they associate them with the scientific aspects of their function. In this research, preschoolers{\textquoteright} representations of the expansion thermometer were explored, as well as their ability to distinguish it as a specialized technical tool. The sample consisted of 111 children (53 boys and 58 girls) aged 5-6 years from 9 public kindergartens in Patras, Greece and data were collected through semi-structured individual interviews. The results demonstrated that although some children replied in a satisfactory way to all interview questions, the majority of the children were not able to distinguish the thermometer as a particular object and struggled with its function, so the suggestion for it to be used in curricula and/or educational activity books should be made cautiously.},
	keywords = {expansion thermometer, preschool education, preschoolers{\textquoteright} representations, science and technology education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.185},
	url = {http://oaji.net/articles/2016/987-1481916899.pdf},
	author = {Maria Kampeza and Angeliki Vellopoulou and Glykeria Fragkiadaki and Konstantinos  Ravanis}
}
@article {478,
	title = {SOME CRUCIAL AREAS IN SCIENCE EDUCATION RESEARCH CORRESPONDING TO THE NEEDS OF THE CONTEMPORARY SOCIETY},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {February/2016},
	pages = {Continuous},
	type = {Editorial},
	chapter = {4{\textendash}6},
	abstract = {Innovative societies need people who are equipped with scientific and technological competences e.g. are scientifically literate. Being scientifically literate encompasses a large set of competences, many beyond those which are directly linked with exhibiting acquired scientific knowledge. While PISA studies mainly give a comparison of students{\textquoteright} science knowledge, thinking and process skills, the assessment is not so much about the skills needed in the workplace or functioning in society as a responsible citizen. This suggests there is a need for further comparative studies to cover this deficit. Such kind of research is essential directed to those countries which have shown high results in PISA studies (e.g. Estonia) in order to interpret PISA results more widely in new contexts. This is especially highlighted by recent findings from research carried out among a representative sample of Estonian gymnasium students.},
	keywords = {innovative societies, science education, scientific knowledge},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.04},
	url = {http://oaji.net/articles/2016/987-1481285769.pdf},
	author = {Miia Rannikm{\"a}e}
}
@article {414,
	title = {BITARA-STEMTM TRAINING OF TRAINERS{\textquoteright} PROGRAMME: IMPACT ON TRAINERS{\textquoteright} KNOWLEDGE, BELIEFS, ATTITUDES AND EFFICACY TOWARDS INTEGRATED STEM TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {85-95},
	abstract = {The Bitara-STEMTM Training of Trainer Programme is a short-term professional development programme aimed to increase STEM teachers or facilitators{\textquoteright} abilities to teach integrated STEM education and to increase their efficacy, beliefs and attitudes of integrated STEM teaching. The programme involves 35 facilitators, representing a broad spectrum of STEM fields. Pre- and post-test results of the participants{\textquoteright} beliefs, attitudes, perceived efficacy and content knowledge in the context of integrated STEM teaching revealed significant changes. The findings also revealed (i) knowledge of integrated STEM teaching to be related to facilitators{\textquoteright} efficacy for teaching integrated STEM and (ii) facilitators{\textquoteright} attitudes to be related to beliefs of integrated STEM teaching. The outcomes of this study provide evidence that a relatively short-term professional development can have a significant impact on facilitators{\textquoteright} beliefs, attitudes, efficacy and knowledge of integrated STEM teaching and STEM concepts.},
	keywords = {integrated STEM teaching, STEM education, STEM facilitators, STEM graduates},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.85},
	url = {http://oaji.net/articles/2016/987-1462908253.pdf},
	author = {Edy Hafizan Mohd Shahali and Lilia Halim and Sattar Rasul and Kamisah Osman and Zanaton Ikhsan and Faszly Rahim}
}
@article {465,
	title = {FACTORS EXPLAINING GYMNASIUM STUDENTS{\textquoteright} TECHNOLOGY RELATED CAREER ORIENTATIONS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {December/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {706{\textendash}722},
	abstract = {In the current study, gymnasium students{\textquoteright} technology-related career orientations were studied from a Social Cognitive Career Theory perspective. In order to address students{\textquoteright} lack of interest in technology related careers as recognised worldwide, the design-based science learning (DBSL) approach was used. For the purposes of the current study, five learning modules were adapted by the research team from those developed within a European project and taught by science teachers (N=18).  At the beginning of the study, 10th-11th grade students (N=314) completed a questionnaire consisting of measures of career goals, interests, self-efficacy, outcome expectations and contextual supports in relation to technology. After teaching 2-3 modules, students{\textquoteright} technology-related career goals were again determined using a reduced version of the same questionnaire. Based on the outcomes, it was found that at the beginning of the study, boys{\textquoteright} future career goals were significantly more connected with technology than those for girls. In addition, boys had a stronger background related to technology. As a result of the intervention, students{\textquoteright} technology-related career goals became significantly stronger for both boys, as well as for girls, but the change was more pronounced for girls.},
	keywords = {design-based science learning, gymnasium students, Social Cognitive Career Theory, technology-related career interests},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.706},
	url = {http://oaji.net/articles/2016/987-1479543769.pdf},
	author = {Toomas Vaino and Katrin Vaino and Miia Rannikm{\"a}e and Jack Holbrook}
}
@article {430,
	title = {PRESCHOOL CHILDREN{\textquoteright}S MENTAL REPRESENTATIONS OF CLOUDS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {267{\textendash}274},
	abstract = {Children construct representations of concepts and physical phenomena and these representations are critical to education. The natural phenomenon of clouds is perceivable and also observable by young children in everyday life. Moreover, it is a subject approached by the early childhood science education curriculums. However, in several studies it is noticed that the related children{\textquoteright}s representations are often incompatible with the scientific model, mainly because of its character, which is macroscopic and not immediately observable. In this research, clouds representations framed by children aged 4.5-6 years old are studied. The sample consisted of sixteen (16) children (7 boys and 9 girls) from one public kindergarten in an urban area of Greece. Data were collected through expanded, open type conversations between children pairs and one of the researchers. The results of the qualitative analysis of the conversations show that these children use different types of representations, the majority dominated by the nature of the substance under study. The outcome of the research results indicates the potentials of preschool children to perceive clouds as autonomous natural entities.},
	keywords = {Early childhood education, pre-school education, pupils{\textquoteright} representations, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.267},
	url = {http://oaji.net/articles/2016/987-1473431297.pdf},
	author = {Glykeria Fragkiadaki and Konstantinos  Ravanis}
}
@article {354,
	title = {CHANGING PRESCHOOL CHILDREN{\textquoteright}S REPRESENTATIONS OF LIGHT: A SCRATCH BASED TEACHING APPROACH},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {April/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {191-200},
	abstract = {The research presented here studied preschool children{\textquoteright}s representations of light. A teaching intervention was also carried out, with an aim to construct in children{\textquoteright}s thinking a precursor model according to which light is recognized as an autonomous entity, which is independent of the light sources and the results it causes. The teaching intervention was conducted through the use of special software created in a scratch environment. The study, consisting of three phases (pre-test, teaching intervention and post-test), included 30 children aged 4-6 years. The results of the research showed that in the children{\textquoteright}s initial mental representations light is identified mainly with light sources. After the teaching intervention, a large percentage of the children had constructed a precursor model which was compatible with the scientific one, based upon which children recognize light as an autonomous entity. },
	keywords = {precursor model, preschool pupils{\textquoteright} representations, scratch software},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.191},
	url = {http://oaji.net/articles/2015/987-1437063071.pdf},
	author = {Vassiliki Ntalakoura and Konstantinos  Ravanis}
}
@article {370,
	title = {INTRODUCING SELF-REGULATED LEARNING INTO EARLY PHYSICS TEACHING IN SERBIA: DESIGN, INITIAL IMPLEMENTATION AND EVALUATION OF A MULTI-STAGE SEQUENCE OF HOMEWORK AND CLASSWORK},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {June/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {411{\textendash}424 },
	abstract = {Applied research, carried out to examine the possibility of improving students{\textquoteright} understanding of heat phenomena through multi-stage homework and teacher-supported classwork assignments, is described. These assignments, designed within the theoretical framework of self-regulated learning, enable students to overcome errors and doubts from the individual problem solving stage by peer interaction and teacher feedback and to reflect on individual and group learning experiences. They also promote the development of students{\textquoteright} self-efficacy, critical consideration of information and error detection, making individual and group learning processes more visible to students and teacher. This applied research was conducted in an intact grade VII primary school physics class in Serbia. Analysis shows significant progress in students{\textquoteright} understanding of the anomalous behavior of water and their ability to interpret a non-linear graph. The level of self-reflection outcomes depends mostly on the quality of teacher-supported group classwork. It is noted that students should improve expressive and critical thinking abilities.},
	keywords = {graph reading in school physics, home physics experiments, inquiry-based homework, textbook error detection},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.411},
	url = {http://oaji.net/articles/2015/987-1437679495.pdf},
	author = {Jelena Radovanovi{\'c} and Josip Sli{\v s}ko}
}
@article {390,
	title = {USING CONCEPT MAPPING FOR ASSESSMENT IN SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {October/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {662{\textendash}673 },
	abstract = {Conceptual acquisition is an important aspect of science education, especially with regard to committing things to long term memory. Three case studies were carried out to examine approaches to conceptual acquisition in science education. The aim of these studies was to determine whether concept mapping method is a valid research method. To answer the question, studies were developed. Two of them used animation to describe abstract topics in chemistry. The aim of the third study was to compare the differences in higher taxonomy concept maps, created in an allocated timeframe. The findings of the studies indicate that the use of voiced interactive animation without teacher explanation does not lend itself to superior concept acquisition. As a result of the study it was concluded that concept mapping as an assessment method provides a unique possibility to visualize the structure of students{\textquoteright} conceptual achievements. Based on the outcomes it is recommended concept mapping should be used more as an assessment or research method. },
	keywords = {concept acquisition, concept mapping, paper-based instruction},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.662},
	url = {http://oaji.net/articles/2015/987-1450981453.pdf},
	author = {Katrin Soika and Priit   Reiska}
}
@article {403,
	title = {YOUNG CHILDREN{\textquoteright}S IDEAS ABOUT SNAIL INTERNAL ANATOMY},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {December/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {828{\textendash}838 },
	abstract = {Drawings can serve as a useful tool for analyzing children{\textquoteright}s understanding of scientific phenomena. This study examined children{\textquoteright}s understandings about internal structure of the snail. Children from kindergarten at age 5 and from primary school of age 7 and 10, were asked to draw their concept about the internal structure of the snail. The results demonstrate the alternative conceptions held by the children. Analysis showed some significant differences in interpretation between both age groups and gender. Age related differences were in understanding of nervous, circulatory, muscle and digestive system, and such features as food, bones and mucus. Gender differences were not so significant at present studies. There were only few statistically significant observations concerning gender, that boys more often than girls consider mucus and other organisms (such as bacteria) as a part of snail internal structure. The girls drew more in the category food (7 years old) and bones (10 years old). The results also revealed ideas which made sense to the learner, but are not biologically accurate, such as organs located in the foot. },
	keywords = {alternative conceptions, Mental Models, scientific phenomena},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.828},
	url = {http://oaji.net/articles/2015/987-1450982532.pdf},
	author = {Eliza Rybska and Sue Dale Tunnicliffe and Zofia Anna Sajkowska}
}
@article {285,
	title = {THE ACHIEVEMENT GOAL ORIENTATION OF DISADVANTAGED PHYSICAL SCIENCES STUDENTS FROM SOUTH AFRICA},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {139-151 },
	abstract = {This study attempted to identify the achievement goal orientation of grade 12 Physical Sciences students from disadvantaged communities, and thereafter explain goal orientation by investigating its interaction with teacher, school and parent goal emphasis. The research adopted a mixed methods design involving first a quantitative survey of 300 students from 6 schools using an achievement goal questionnaire developed by Vedder-Weiss and Fortus (2010), followed by interviews with 12 students that served to explicate the trends revealed from the survey. A finding of this study was that disadvantaged Black students have a much stronger performance goal orientation in comparison to a mastery goal orientation. Students perceive the teacher, school and their parent to emphasize such a goal orientation. Despite disadvantaged students being motivated to perform well and achieve high marks in science, the dismal grade 12 results in the national Physical Sciences examination does suggest that a performance goal orientation of students may not be ideal.},
	keywords = {achievement goal orientation, mastery goal, Performance goal, science learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.139},
	url = {http://oaji.net/articles/2015/987-1425758421.pdf},
	author = {Umesh Ramnarain}
}
@article {311,
	title = {IMPACT OF THE SOCIO-CULTURAL CONTEXT ON STUDENT SCIENCE PERFORMANCE AND ATTITUDES: THE CASE OF ESTONIA},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	type = {Original article},
	chapter = {465-481 },
	abstract = {This study analysed how to explain the statistically significant differences between the science mean scores and attitudes of students in different language instruction schools. Estonian schools were grouped according to their socioeconomic intake relative to the national average into three categories: advantaged, disadvantaged and mixed schools. The analysis of the socioeconomic composition of different language instruction schools showed that the Estonian and Russian language instruction schools are mostly mixed schools. The results did not support the assertion that weaker performance is connected with disadvantaged background of students or schools either. Although students in Russian language instruction schools reported higher levels of motivation, more innovative classroom activities and they were more informed about science-related careers, the students in Estonian language instruction schools outperformed the Russian-speaking students in science. The results support an opinion that the students{\textquoteright} performance and engagement differences are rather connected with classroom level instructional approaches and learning culture.},
	keywords = {PISA, socioeconomic background of students and schools, students{\textquoteright} science performance and attitudes, Teaching practices},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.465},
	url = {http://oaji.net/articles/2015/987-1425809384.pdf},
	author = {Imbi   Henno and Priit   Reiska}
}
@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 {320,
	title = {THE TEACHERS{\textquoteright} OPINIONS AND REQUIREMENTS OF BIOLOGY SKILLS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {October/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {579-591 },
	abstract = {The problematic of science skills of pupils and students is important to investigate, due to decreasing of attitudes and knowledge of respondents. The presented results are part of bigger investigation, which included the investigation of chemistry, biology and geography teachers on the pupils/students skills. In the study are presented results for the biology part. The aim of research was to prepare, perform and evaluate a questionnaire research, which is based on the above mentioned proposal of biology skills and which investigates the opinions and requirements of lower secondary (ISCED 2) and secondary general (grammar) school (ISCED 3)� teachers on the biology skills of graduates from the lower secondary school� and graduates from grammar schools. A research sample consisted of two groups of teachers. The first group were teachers from lower secondary schools (n = 53) and the second group were teachers from secondary general (grammar) schools (n = 68). As a research tool was used a questionnaire with 4-point Likert type items. Inductive statistics was used for verification of hypotheses; specifically t-test was used for the determination of differences in the answers between lower secondary and grammar school teachers. Grammar school teachers achieved higher score in the majority of cases. The recommendations are mentioned in the conclusion part.},
	keywords = {biology skills, inquiry-based science teaching (IBSE), pupils/students, Questionnaire, teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.579},
	url = {http://oaji.net/articles/2015/987-1425810384.pdf},
	author = {Radka   {\v C}udov{\'a} and Milan Kubiatko and Sabina   Radvanov{\'a} and V{\v e}ra {\v C}{\'\i}{\v z}kov{\'a}}
}
@article {381,
	title = {UPPER SECONDARY STUDENTS{\textquoteleft} SELF-PERCEPTIONS OF BOTH THEIR COMPETENCE IN PROBLEM SOLVING, DECISION MAKING AND REASONING WITHIN SCIENCE SUBJECTS AND THEIR FUTURE CAREERS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2013},
	month = {August/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {544{\textendash}558 },
	abstract = {Science education is expected to play a major role in developing abilities of students and in conjunction with meaningful learning in science lessons, its impacting on students{\textquoteright} future careers. A three part instrument was composed, based on a review of relevant international literature plus competences emphasised in the Estonian curriculum, related to process operational thinking, gathering students{\textquoteright} perceptions of the science provision offered and students{\textquoteright} future career preferences. The study was carried out in November 2011 on grade 10 students (N=2217) and in April 2012 on grade 11 students (N=1821) from the same set of schools. Findings indicated that students{\textquoteright} perceived competence, despite grade, gender or school average examination results, was similar. Even more, students felt that Biology and Geography subjects focused more on skills development than Physics and Chemistry. As in previous studies, conducted at the lower secondary (grade 9) level, students indicated they were not interested in science related careers and preferred to seek employment in the field of social science.},
	keywords = {career preferences, perceived competence, science subjects},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.544},
	url = {http://oaji.net/articles/2015/987-1447523864.pdf},
	author = {Regina Soobard and Miia Rannikm{\"a}e}
}
@article {244,
	title = {RESEARCH TRENDS IN SCIENCE EDUCATION FROM THE PERSPECTIVE OF JOURNAL OF BALTIC SCIENCE EDUCATION: A CONTENT ANALYSIS FROM 2002 to 2011},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {94-102},
	abstract = {The main aim of this research is to analyse ten volumes of Journal of Baltic Science Education (JBSE) according to the authors{\textquoteright} nationality and research topics of the articles published in the journal between 2002 and 2011. The journal published ten volumes, 27 issue and 166 articles since 2002. The articles were submitted by 343 authors from 31 countries. Statistical analyses show that the authors from Turkey are ranking highest in terms of the number of published papers. Latvia and Lithuania follow Turkey as second and third countries. The study found out that the articles regarding learning-conception, teaching, learning-context and goals, policy and curriculum most frequently investigated by the researchers. However, in 2002-2011, there is no article related to informal learning. The researchers gave less attention to cultural, social and gender issues when compared other research topics in the scope of JBSE.},
	keywords = {content analysis, Journal of Baltic Science Education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.94},
	url = {http://oaji.net/articles/2014/987-1419167167.pdf},
	author = {Bulent Cavas and Pinar Cavas and Yasemin Ozdem and Miia Rannikmae and Hamide Ertepinar}
}
@article {221,
	title = {DESIGNING LEARNING OBJECTS: A GENRE-BASED APPROACH},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {June/2011},
	type = {Original article},
	chapter = {114-126 },
	abstract = {In the present paper, a genre-based conceptual framework for interpreting and designing content for learning objects is proposed. Learning objects are considered here as multimodal macrogenres. These macrogenres are constituted of content objects which are in fact types of digital microgenres. The successful and coherent information linking of these content objects inside a LO can be achieved through particular rhetorical relations. The knowledge of the several types of digital microgenres as well as the rhetorical relations between them, can equip an author/teacher with a repertoire of semiotic concepts, which make him capable of interpreting already made material, as well as creating new and coherent material, in order to affect and motivate students in particular ways, through his intended communicative and educational purposes.},
	keywords = {content objects, learning objects, multimodal macrogenres, rhetorical structure theory},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410008579.pdf},
	author = {George Vorvilas and Thanassis Karalis and Konstantinos  Ravanis}
}
@article {222,
	title = {IMPACT ON STUDENT CHANGE IN SCIENTIFIC CREATIVITY AND SOCIO-SCIENTIFIC REASONING SKILLS FROM TEACHER COLLABORATION AND GAINS FROM PROFESSIONAL IN-SERVICE},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {June/2011},
	type = {Original article},
	chapter = {127-137 },
	abstract = {This study examines the impact on 9th grade students{\textquoteright} change in socio-scientific reasoning and scientific creativity skills as a result of their science teachers{\textquoteright} professional change, as a result of participating in longitudinal in-service courses. Eight chemistry and four biology teachers participated in two consecutive intervention studies, each running for 8 months, both designed to guide teachers on promoting the level of scientific literacy in their students. During the in-service courses, the teachers created teaching materials for 4 integrative teaching modules and taught their students using a designed STL teaching approach. The students{\textquoteright} development was determined in terms of scientific creativity and socio-scientific reasoning skills, as indicators of scientific literacy gains, with an initial pre-test in the fall of the school year and a post-test in the spring after the STL intervention. The results of the study revealed that the degree of teachers{\textquoteright} professional level in promoting problem solving and decision making teaching and its impact on student gains, as well as the number of teachers collaborating together in the teaching within a school, had a significant impact on their students{\textquoteright} improvement in skills associated with socio-scientific reasoning and scientific creativity.},
	keywords = {in-service courses, role of science teachers{\textquoteright} professional change, scientific creativity, STL teaching},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410008629.pdf},
	author = {Anne Laius and Miia Rannikm{\"a}e}
}
@article {194,
	title = {KNOWLEDGE ABOUT COMMON VERTEBRATE SPECIES IN GERMAN KINDERGARTEN PUPILS},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {135-141 },
	abstract = {Biodiversity has become a challenging educational topic and knowledge about animal species and their identification is one aspect of learning about biodiversity. There are few studies addressed at assessing vertebrate species knowledge and species identification skills in children prior to schooling ({\textquoteleft}kindergarten{\textquoteright}). Here, we tried to quantify the knowledge about fifteen animal species in a period before the onset of schooling as an assessment of prior knowledge. Children in the kindergarten were found to be able to identify common vertebrate species. Boys and girls scored equal in knowledge, but pupils with German as foreign language scored lower. There were significant differences between the eight kindergartens in our study. High scores have been found in a kindergarten within a large city.},
	keywords = {biodiversity, kindergarten, pre-schooling, vertebrate animal species knowledge},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405171515.pdf},
	author = {Christoph Randler and Lisa Wieland}
}
@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 {179,
	title = {A COMPARATIVE APPROACH TO THE REPRESENTATION OF LIGHT FOR FIVE-, EIGHT- AND TEN-YEAR-OLD CHILDREN: DIDACTICAL PERSPECTIVES},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {182-190 },
	abstract = {Children{\textquoteright}s mental representations of physical concepts and phenomena are often different from those of scientists. In this paper we investigate the issue of understanding light in space as an entity by schoolchildren aged 5 (127 subjects), 8 (142 subjects) and 10 (132 subjects), before they receive any systematic teaching in school. This research was conducted through individual interviews in which the children were asked to talk about light and its results and to locate it in various experimental situations. The results of this study show that even though all the children of all ages have difficulty understanding light as an entity in space, as they grow older they make significant progress in disconnecting light from light sources. These findings allow us to seek out educational perspectives on the understanding of the concept of light in organised scholastic environments.},
	keywords = {children{\textquoteright}s representations, didactics of physics, the concept of light},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404740300.pdf},
	author = {Konstantinos  Ravanis and Jean  Boilevin}
}
@article {148,
	title = {PUPILS{\textquoteright} FACTUAL KNOWLEDGE ABOUT VERTEBRATE SPECIES},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {March/2008},
	type = {Original article},
	chapter = {48-54},
	abstract = {Biodiversity has become a challenging educational topic and basic knowledge about animal or plant species, their identification and life history has been targeted as a fundamental aspect. There are few studies aiming at assessing pupils{\textquoteright} knowledge about vertebrates and it{\textquoteright}s identification skills in pupils. Further, many educational practitioners and conservationists claim a significant decrease of species knowledge in today{\textquoteright}s children and adolescents. Here, I try to quantify the knowledge about animal species using a large, illustrated questionnaire dealing with 54 vertebrate species. 879 lower secondary school pupils and 65 primary school pupils (4th graders) from three geographic regions throughout Germany participated in the study. Species knowledge was dependent on educational level and gender. It did not increase parallel to age or grade but rather reached a peak during the age of 14 years or during the 7th grade, respectively. Further, species knowledge did not decrease between the early 1980ies and 2005.},
	keywords = {biodiversity, factual animal species knowledge, gender},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404289078.pdf},
	author = {Christoph Randler}
}
@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 {104,
	title = {ESTONIAN TEACHERS{\textquoteright} READINESS TO PROMOTE INQUIRY SKILLS AMONG STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {March/2006},
	type = {Original article},
	chapter = {5-16},
	abstract = {Researchers in developed countries have reported that the students{\textasciiacute} skills related to inquiry are poor and the teachers do not adequately teach inquiry skills without the involvement of special interventions. Little is known about inquiry teaching and science teachers{\textasciiacute} attitudes in post socialist countries, for example the Baltic republics. This study aimed to explore the current situation in Estonian science classes and interpret teachers{\textasciiacute} development toward inquiry based experimental teaching during an 8-month intervention. The results from this study showed that characteristics exhibited by teachers as a result of their development can be described in 3 categories with only one category showing a readiness to promote inquiry skills and that the changes in students{\textquoteright} acquisition of process skills were dependent on teachers{\textquoteright} development.},
	keywords = {authentic teaching, experimental work, inquiry, process skills, teachers{\textasciiacute} development},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404214086.pdf},
	author = {Klaara Kask and Miia Rannikm{\"a}e}
}
@article {109,
	title = {IMPACT OF PHYSICS-ORIENTED TASKS ON UNDERSTANDING THE CONCEPTS OF ELECTRICAL PHENOMENA},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {March/2006},
	type = {Original article},
	chapter = {61-73},
	abstract = {Research on framing the schoolchildren{\textquoteright}s concepts is supposed to be a scientifically and practically important issue of modern educology. In order the learners should conscientiously grasp the scientific concepts; the process of concept development must be properly organized and carefully controlled. To formulate the concepts of physics, the authors of the article followed the oriented tasks embracing definite didactic operation references. Research suggests that the oriented tasks in the educational process are performed as a guide determining the steady movement toward a positive result. A pedagogical experiment monitors the impact of physics-oriented tasks on understanding the concepts of electrical phenomena. A survey involved 230 ninth-formers presenting different schools of Lithuania. The experiment and its statistical assessment indicate that the oriented tasks help with perceiving the scientific concepts, highlight the schoolchildren{\textquoteright}s typical mistakes and impose requirements for their correction and improvement. },
	keywords = {concept development, electrical phenomena, oriented tasks, pedagogical experiment, teaching physics},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404214394.pdf},
	author = {Violeta {\v S}lekiene and Loreta Raguliene}
}
@article {118,
	title = {THE NATURE OF SCIENCE AS VIEWED BY NON-SCIENCE UNDERGRADUATE STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {October/2006},
	type = {Original article},
	chapter = {77-85},
	abstract = {The purpose of this exploratory study was to determine views held on the nature of science by tertiary level students who are not studying science subjects as an academic area of study, who are not seen as outstanding students in an academic sense, but who may cover a range of age groups from 18 upwards. The research sets out to determine their views on the nature of science based on their learning at secondary school and influences that may come from society. Essays written by 58 students were analysed. Using a phenomenographical approach, categories describing undergraduate students views were found. },
	keywords = {nature of science (NoS), phenomenographical approach, the course on philosophy of science},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404235079.pdf},
	author = {Arne Rannikm{\"a}e and Miia Rannikm{\"a}e and Jack Holbrook}
}
@article {78,
	title = {ECOCENTRIC WORLDVIEW PARADIGM: THE  RECONSTRUCTION OF CONSCIOUSNESS},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {March/2003},
	type = {Original article},
	chapter = {60-68},
	abstract = {The aim of the article is to analyse the kind of knowledge, values and activity changes of the ecological consciousness toward ecocentric ideas, to explain a new ecocentric worldview paradigm which has to be the main view in the modern education philosophy and theory and  to motivate the importance of a reconstruction of ecological consciousness in contemporary education. Ecological consciousness is described as {\textquotedblleft}new rationality, real wisdom and knowledge of real human{\textquotedblright} that means the perception of ecological {\textquotedblleft}me{\textquotedblright}. It is stated that ecology crisis is the one of thinking where the solution is the normalization of man and nature{\textquoteright}s relations and is possible only with the reconstruction of consciousness. The ecology crisis lays the basements of antropocentristic consciousness. If we want to change our relations with nature, we should reconstruct our consciousness. The basis of the ecocentric consciousness is the values of holistic philosophy and humanistic psychology. The methods used are comparative analysis, analytic induction and deduction.
The ecology crisis lays the basements of antropocentristic consciousness. If we want to change our relations with nature, we should reconstruct our consciousness. The basis of the ecocentric consciousness is the value of holistic philosophy and humanistic psychology and the fundamental ecological principles including strength in diversity;  continuous movement and fluctuations;  energy flows, cycles, and undulations; countless forms of partnership; co-evolution through the processes of creation and mutual adaptation; the tensile dynamic between the assertive and integrative tendencies of any organism, sub-group, or sub-system.
The main goal of education is to formulate new goals, principles, objectives and practice that could reconstruct or educate consciousness to a new level. Holistic education, particularly biocentric global education containing such features as interdisciplinarity and integrated knowledge, individuality and appreciation of a student like a human, the participation of all institutions in the process of education, morality and ecologic methods of learning is a start of the fundamental changes of worldview in science, society and education.},
	keywords = {biocentric global education, ecocentric values, ecological and environmental education, ecological ecocentric consciousness, ecology crisis, holism, reconstruction},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1482420726.pdf},
	author = {Rasa Hage and Alona Rauckiene}
}
@article {79,
	title = {THE INFLUENCE OF STL TEACHING AND SCIENCE TEACHERS{\textquoteright} TEAMWORK ON CHANGE OF STUDENTS{\textquoteright} CREATIVITY},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {March/2003},
	type = {Original article},
	chapter = {69-75},
	abstract = {For any paradigm change, and certainly for reflecting on STL (scientific and technological literacy) ideas, it is essential for teachers to be involved in professional development. One form of professional development that was used to promote STL teaching was to guide teachers, through workshops, to create their own teaching materials, based on the STL philosophy. The current research was carried out during the 2002 school year with teachers of science subjects and their 9th grade students in different Estonian schools. The experimental schools were divided into three groups (3 schools per each): in Group 1, one teacher participated, in Group 2 two teachers participated and in Group 3 three teachers participated in the courses and taught the same students, at the same time, in different science classes. 
The experimental teachers enrolled in the 8-month STL teaching intervention study and in the course of that their students were exposed to an 8-week STL teaching module. The results of creativity tests, undertaken before and after the intervention study, showed, that the students{\textquoteright} creativity mean changes during the 8-week STL teaching module, depended upon the number of teachers. Of importance is that the collaboration of two or three teachers can significantly more increase the creativity f students {\textendash} a further aim of the STL teaching approach.},
	keywords = {collaboration of teachers, creativity, STL teaching},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1482420852.pdf},
	author = {Anne Laius and Miia Rannikm{\"a}e}
}
@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 {65,
	title = {SENIOR PUPILS{\textquoteright} VIEWS AND APPROACH TO NATURAL SCIENCE EDUCATION IN LITHUANIA AND LATVIA},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {March/2003},
	type = {Original article},
	chapter = {13-23},
	abstract = {The global tendency is obvious: interest in science is on the decrease, the number of pupils choosing university science curriculums has been constantly declining, and scientific knowledge in society (especially among young people) is inadequate. In our opinion, humanity verges on social cataclysms owing to inadequate natural science education as well as on insufficient and often improper knowledge of nature and human. Natural sciences give us most fundamental knowledge about the world of nature. Encouragement of young people{\textquoteright}s interest in science is the essential scientific problem. As educational paradigms are being altered we must search for new quality approaches to teaching chemistry and other science subjects.

The research, which involved 350 senior pupils from Latvia and 762 from Lithuania, analyzes present-day situation in natural science education. We tried to analyze the factors that cause the interest in natural sciences to decline: inadequate content of teaching, issues related to teachers{\textquoteleft} competence, general attitude of society to natural sciences etc.

Thus, we may conclude that:  

{\textperiodcentered}        the respondents positively evaluate natural science background, although their arguments differ. A part of them suppose that the knowledge acquired in basic school is sufficient. The others assume that natural science knowledge will not be necessary in the future. The pragmatic aspect is very clear. Quite a few pupils do not relate their future profession with natural sciences, and therefore believe that obtained information is fully enough;

{\textperiodcentered}        the respondents, obviously, are self-critical of already received natural science background at basic school. The role of a teacher, his/her competence and ability to engage pupils are highly relevant. An important point is to catch the moment when a pupils is {\textquotedblleft}misunderstanding something{\textquotedblright}. Systematically growing gaps of knowledge negatively influence a learner{\textquoteright}s approach to natural sciences in general. Then s/he is out of conceit, sees nothing important to learn, many things become uninteresting. A crucial aspect is a very small amount of practical, experimental works of natural history. An educational process of natural sciences is clearly theoretic. It should be stressed that natural sciences are mainly experimental. Therefore, experimentation has to be included into the educational process;

{\textperiodcentered}        the respondents{\textquoteright} approach to the future intentions is determined by public social-economic tendencies. Evidently, that rich life in the future is related to social, humanitarian and technological sciences.},
	keywords = {interest in science, natural science education, upper secondary school},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1482419315.pdf},
	author = {Vincentas Lamanauskas and Janis Gedrovics and Jekabs Raipulis}
}
@article {55,
	title = {DEAR READERS AND WRITERS!},
	journal = {Journal of Baltic Science Education},
	volume = {2},
	year = {2003},
	month = {March/2003},
	type = {Editorial},
	chapter = {4},
	abstract = {The first issue of our journal was published one year ago. Since that time the journal has become well known not only among the researchers and science educators in the Baltic States, but also in a number of other  European countries as well as overseas. Our journal was much in demand. There was a need to introduce new  achievements in science and technology education in this part of the world, and  to bring  new trends in science education closer to our readers. We are very happy for contributions outside of the Baltic region and welcome any continuous future collaboration.},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1610380628.pdf},
	author = {Miia Rannikm{\"a}e}
}
@article {62,
	title = {HOW GEOGRAPHY AND NATURAL SCIENCE SUBJECTS COME INTO CONTACT},
	journal = {Journal of Baltic Science Education},
	volume = {2},
	year = {2003},
	month = {March/2003},
	type = {Original article},
	chapter = {62 - 69},
	abstract = {Geography is a system of sciences which contains about 900 science branches. Geography links spheres of the natural and social knowledge, assuring our integrated perseption of the world. Recently, scientists attached great importance to geographical researches of society, therefore, geography is considered to be a social science in many parts of the world. But geography is a science about surroundings by its nature.

Geography as a school subject differs from geography as a science. Though recently geography as a subject has acquired a social aspect, but nature geography dominates in its program. Intersubject integration with natural sciencies as biology, chemistry and physics has a great importance in analysing it. The knowledge of these sciencies is necessary in analysing social geography, too.

Good organization of training process has got great influence on successful memorizing of geographical knowledge. For this purpose, there are used different types of geography lessons, class and non class activity models, which were created for the better quality of training process, therefore, they are used to deepen and consolidate knowledge of students{\textquoteright} learning.},
	keywords = {integrated links, natural geography, social aspect, training process},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1503928954.pdf},
	author = {Laima Railiene}
}
@article {61,
	title = {INCREASING THE RELEVANCE OF SCIENCE EDUCATION {\textendash} STUDENT PREFERENCES FOR DIFFERENT TYPES OF TEACHING SCENARIOS},
	journal = {Journal of Baltic Science Education},
	volume = {2},
	year = {2003},
	month = {March/2003},
	type = {Original article},
	chapter = {49 - 61},
	abstract = {The goal of this study was to determine which issues were relevant to students and the reasons for this. Issues were presented in the form of scenarios {\textendash} as a story that leads students into learning science by considering the wider goals of education. Three different categories of scenarios were defined: subject oriented, social issue-based focused on student personal experience and social issue-based, focused on global societal problems. All scenarios were developed by science teachers during a STL training course.

Two hundred and seventy two grade seven to nine students from two schools (suburban town and city) were asked to choose and evaluate the three most interesting scenarios from nine. The results of the study showed gender based differences. Girls were interested in issues that were connected with their health and outlook. Boys liked to study more about the things, which happen in society.

If we use the scenario as a {\textquotedblleft}model{\textquotedblright} for relevance of science education for students, the following conclusions can be highlighted: 

{\textperiodcentered}        Boys and girls see the relevance of science education differently and this depends also on age group. It is important to consider gender differences and students age group in designing teaching scenarios for the classroom. For making teaching more relevant for students, teachers should create various types of scenarios. Girls like to study more about things, which are connected with them (with their health and how they look). Boys are more eager to learn about problems that happen in the society (economical and environmental problems);

{\textperiodcentered}        Students{\textquoteright} and teacher{\textquoteright}s opinions on relevance differ. 1/3 of teacher created scenarios, were irrelevant in the eyes of students.  The outcomes show that the most uninteresting scenarios belong to the subject-oriented category (54\% of students who answered this question didn{\textquoteright}t like the subject oriented scenarios);

{\textperiodcentered}        Students free reasoning helps to develop frames for creating relevant scenarios for teaching.},
	keywords = {issue-based teaching, relevance, science education, STL teaching scenarios},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1503928836.pdf},
	author = {Moonika Teppo and Miia Rannikm{\"a}e}
}
@article {48,
	title = {SCIENCE TEACHERS CHANGE TOWARDS STL TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {October/2002},
	type = {Original article},
	abstract = {The paper describes the effectiveness of the intervention training and draws attention to the most important factors to be considered in developing service programmes for the promotion of STL teaching skills. STL is taken to mean developing the ability to creatively utilise sound science knowledge in everyday life to solve problems, make decisions and improve the quality of life.  The STL study was divided into three phases: teaching based on STL materials supplied to teachers, a six month active involvement through workshops where teachers developed and tried out their own STL materials and a follow up allowing the application of the skills acquired during the intervention. STL materials were defined as materials, of social issue, based, student-centred decision-making, and/or problem-solving units, within curriculum topics (Holbrook\&Rannikm{\"a}e, 1997). Altogether, 45 science teachers and 1163 students were involved in the study.

As a result of the 6 months intervention period it was found that the major factor illustrating effectiveness of a teacher developed STL materials was their ownership of STL teaching, expressed in terms of the ability to develop consequence maps. The structure of the consequence maps was used to distinguish three categories of teachers: subject learning activity based, with dominance on facts and concepts; sequenced activity based, with emphasis on process skills; social issue based, including problem-solving and decision-making strategies. Data collected 10 months after the intervention had indicated the need for re-categorisation of teachers, because the extent of the teacher change was not sustained and ownership of STL decreased. Three new categories were found based on teacher{\textquoteright}s perception of relevance of science education: motivational relevance, skills relevance and social relevance.

The effectiveness of the intervention programme was obvious: teachers who acknowledged the need for teaching social skills in conjunction with science concepts and process skills, continued to embed these ideas into their teaching ten months after the intervention. The sustained change was illustrated by phenomenographical outcome space (Marton, 1981). },
	keywords = {competence, science education, scientific literacy},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1504181071.pdf},
	author = {Miia Rannikmae}
}
