@article {1351, title = {DIFFERENCES IN THE WISHES OF STUDENTS, TEACHERS, AND PARENTS ON INTEGRATION OF SMARTPHONES AND TABLETS IN BIOLOGY LESSONS}, journal = {Journal of Baltic Science Education}, volume = {23}, year = {2024}, month = {February/2024}, pages = {Continuous}, type = {Original article}, chapter = {45-55}, abstract = {Smartphones and tablets have permeated various aspects of life. This study explores the differences in wishes between students, parents, and teachers regarding the use of smartphones and tablets in biology classes in the upcoming school year. An online questionnaire was used for the study, which provided eight different scenarios for the use of smartphones for teaching purposes. The data were collected from 934 participants, including 465 students, 282 parents, and 188 biology teachers from various Slovenian lower secondary schools. The principal component analysis revealed the unidimensional structure of the instrument, explaining 59.7\% of the variance (alpha = .91). The results showed that the use of smartphones and tablets for distance learning, teaching purposes, schoolwork and homework is generally desirable. There was less consensus on their use for laboratory and field work, evaluation of knowledge, and biology lessons. The main finding was that the differences between the groups were small or even negligible in terms of effect sizes. Statistically significant differences were found between the focus groups, with students and teachers expressing greater agreement than parents. These findings emphasize the importance of addressing parents{\textquoteright} concerns and understanding the perspectives of stakeholders in order to effectively integrate smartphones and tablets into the classroom.}, keywords = {differences in wishes, lower secondary school Biology, mobile learning, smartphones and tablets integration, students and parents and teachers}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/24.23.45}, url = {https://oaji.net/articles/2023/987-1709892239.pdf}, author = {Vida Lang and Andrej {\v S}orgo} } @article {1358, title = {THE FEASIBILITY AND EFFECTIVENESS OF LIFE SCIENCE IN STEM PRACTICAL LEARNING ENVIRONMENT }, journal = {Journal of Baltic Science Education}, volume = {23}, year = {2024}, month = {February/2024}, pages = {Continuous}, type = {Original article}, chapter = {151-163}, abstract = {Building 21st-century life science skills requires educating participants according to STEM abilities. Therefore, this research aimed to examine the effectiveness and feasibility of the STEM ability assessment framework in the practical learning environment. The study uses STEM coffee preparation experiential activity with a Royal Belgian siphon pot to construct a learning environment in the classroom. The study also develops two assessment instruments, a knowledge concept questionnaire, and an entrepreneurial scientific thinking scale, to examine their effectiveness and feasibility in the STEM learning environment. The results of the content validity index reveal the value of good-grade literature for two questionnaires. Kendall{\textquoteright}s coefficient of concordance (ω) of the four reviewers{\textquoteright} responses shows that the inter-rater reliability of the two questionnaires reaches a better level. The Chi-square test found that this STEM learning environment is feasible and effective and will help the participants assess their STEM abilities. The entrepreneurial scientific thinking for preparing beverages of life science is rich in viability and efficacy for instrument creation and assessment. Future research lengthened the extraction process while also improving consistency. Last but not least, more teaching practices and research designs are available. However, the goal is for learners{\textquoteright} STEM aptitude to increase practice depth.}, keywords = {effectiveness and feasibility, entrepreneurial scientific thinking, life science, Royal Belgian siphon pot, STEM education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/24.23.151 }, url = {https://oaji.net/articles/2023/987-1709892744.pdf}, author = {King-Dow Su} } @article {1356, title = {STUDENTS{\textquoteright} REFLECTIONS ON THEIR SCIENTIST- OR ENGINEER-LIKE PRACTICES IN STEM PROJECT-BASED LEARNING}, journal = {Journal of Baltic Science Education}, volume = {23}, year = {2024}, month = {February/2024}, pages = {Continuous}, type = {Original article}, chapter = {119-130}, abstract = {Students build up their STEM career interest based on their experiences. However, it remains unclear how students reflect on their STEM experiences in light of their understanding of STEM careers. This study aimed to explore how students relate their practices in STEM project-based learning (PBL) with their perceptions of scientists{\textquoteright} and engineers{\textquoteright} work. A randomly selected sample of students (n =142) participating in a STEM event participated in structured interviews regarding the resemblance between their months-long STEM PBL and scientists{\textquoteright} and engineers{\textquoteright} work. The data were coded using content analysis mostly by adopting a bottom-up approach followed by statistical analysis. Results showed that the majority of students claimed that their group had done things like scientists, while only about half of the students acknowledged doing things like engineers. The number and aspects of the students{\textquoteright} mentioned practices were generally limited, with engineer-like practices more divergent and reflecting their stereotype of engineers working as manual laborers. The results also suggest that students tend to neglect the minds-on but hands-off scientist- or engineer-like practices such as raising a question/problem. The findings address the research gap regarding how students reflect on their STEM PBL experiences in light of career development. }, keywords = {Project-based learning, STEM education, STEM practices, structured interviews}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/24.23.119}, url = {https://oaji.net/articles/2023/987-1709892627.pdf}, author = {Tian Luo and Jiayue Zhao and Winnie Wing Mui So and Wencong Zhan} } @article {1272, title = {THE CHAIN MEDIATING ROLE OF PERCEIVED FAMILY SUPPORT FOR FORMAL AND INFORMAL SCIENCE LEARNING IN THE ASSOCIATION BETWEEN FAMILY SOCIOECONOMIC STATUS AND INFORMAL SCIENCE LEARNING EXPERIENCES}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {April/2023}, pages = {Continuous}, type = {Original article}, chapter = {232-253}, abstract = {Students{\textquoteright} informal science learning experiences are believed to strongly influence their attitudes toward science and their abilities in the subject. Factors associated with students{\textquoteright} informal science learning experiences include family socioeconomic status and perceived family support. However, little is known about whether perceived family support for children{\textquoteright}s formal and informal science learning differs significantly. The present study filled this gap by exploring how students{\textquoteright} perceived family support for formal/informal science learning affected the link between their socioeconomic status and their experiences of informal science learning. Survey data were collected from 486 Chinese grade 4-6 primary school students. Structural equation modeling demonstrated that the students{\textquoteright} socioeconomic status and their informal science learning experiences were significantly and positively correlated. This association was chain-mediated through two categories of perceived family support. Specifically, students{\textquoteright} socioeconomic status affected their informal science learning experiences through the separate mediating role of family support for formal science learning and the sequential mediation of perceived family support for formal and informal science learning. These results uncover the role that family support plays in students{\textquoteright} science education; accordingly, parents are encouraged to help their children learn science both formally and informally.}, keywords = {family support, informal science learning experiences, mainland China, primary school students, socioeconomic status}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.232}, url = {https://oaji.net/articles/2023/987-1681286585.pdf}, author = {Xiang-xiang He and Yi-ping Deng and Jian-hua Liu and Guang-yu Sun and Jian-wen Xiong and Yang Xiao} } @article {1277, title = {CLIMATE CHANGE ATTITUDES, RELATIONSHIP TO NATURE AND PRO-ENVIRONMENTAL BEHAVIOUR OF STUDENTS FROM THREE EUROPEAN COUNTRIES}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {April/2023}, pages = {Continuous}, type = {Original article}, chapter = {309-322}, abstract = {Climate change is not a future problem, it is a significant variation of weather conditions becoming warmer, wetter or drier. It is the longer-term trend that differentiates climate change from natural weather variability. The aim of this research was to determine primary school students{\textquoteright} knowledge and attitudes related to climate change among primary school students (n = 473) in the Czech Republic, the United Kingdom and Portugal using a questionnaire survey. The dimensions of climate change knowledge, environmental attitudes and values, pro-environmental behaviour, and climate change attitudes were measured and analysed. The results showed gender differences in favour of girls in all the dimensions studied, except for climate change knowledge, where the results of boys and girls were comparable. In an international comparison, UK children scored higher on climate change knowledge and climate change attitudes dimensions. A multiple regression analysis showed the dimensions of nature preservation and appreciation of nature as the strongest positive predictors of pro-environmental behaviour and the dimensions of climate change knowledge and nature preservation as the strongest predictors of climate change belief. The results suggest the importance and implications of the wider societal debate on climate-related personal dimensions. The interconnectedness of environmental and climate-related topics at the primary school level is also evident.}, keywords = {climate change attitudes, climate change education, climate change knowledge, environmental attitudes, primary school, pro-environmental behaviour}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.309}, url = {https://oaji.net/articles/2023/987-1681287540.pdf}, author = {Karel Nepras and Tereza Strejckova and Roman Kroufek and Milan Kubiatko} } @article {1261, title = {THE EFFECTIVENESS OF THE INTEGRATED STEM-PBL PHYSICS MODULE ON STUDENTS{\textquoteright} INTEREST, SENSE-MAKING AND EFFORT }, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {February/2023}, pages = {Continuous}, type = {Original article}, chapter = {113-129}, abstract = {Issues like why students felt far from physics and did not choose physics as their prime learning option are familiar in education. This paper aims to study the effectiveness of the STEM-Project-Based learning module in physics on students{\textquoteright} personal interest and sense-making and effort. This research used the quasi-experimental model, employing a two-group pre-survey-post-survey design. Quantitative data were collected using the Colorado Learning Attitude about Science Survey (CLASS) instrument at two selected schools in Sabah, Malaysia, and Seoul, Korea. The sample size was 88 Form 4 students in Malaysia and 66 second-year high school students in Korea who learned classical mechanics. The students were divided into two groups, respectively, i.e., the experimental group (Malaysia=44, Korea=33) and the control group (Malaysia=44, Korea=33). Participants in the experimental group were intervened with the integrated STEM-PBL physics module, whilst participants in the control group learned physics through a conventional approach for eight weeks. Participants in both groups were then administered a pre-survey before and post-survey after the intervention. This research showed that the integrated STEM-PBL physics module significantly improved students{\textquoteright} personal interest, and sense-making and effort after the intervention. The paper also highlighted the research{\textquoteright}s implications and suggestions.}, keywords = {classical mechanics, integrated STEM, personal interest, physics module, Project-based learning, sense-making and effort}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.113}, url = {https://oaji.net/articles/2023/987-1676961125.pdf}, author = {Fauziah Sulaiman and Rosales JR., J. J. and Lee Jae Kyung} } @article {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 {1260, title = {THE EFFECTS OF SOCIOSCIENTIFIC ISSUES APPROACH WITH THINKING WHEEL MAPS ON ENTREPRENEURIAL SCIENCE THINKING AMONG FIFTH GRADERS}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {February/2023}, pages = {Continuous}, type = {Original article}, chapter = {100-112}, abstract = {This research was conducted to examine the effects of the socioscientific issue approach (SSI) with thinking wheel map (TM) on entrepreneurial science thinking (EST) and the constructs of Observation, New Ideas, Innovation, Creativity, and Value. A teaching and learning (TL) module was developed to guide teachers in implementing the infusion of SSI with TM TL approach on EST among fifth graders. Quasi-experimental quantitative research was conducted on 345 fifth graders in urban primary schools in Malaysia. A total of three TL groups were assigned randomly; namely, i) SSI-TM approach (n=115), ii) SSI (n=115) and iii) Conventional approach (CONV, n=115). The results of the MANCOVA analysis showed a significant effect across the three groups of TL approach for EST. Meanwhile, the ANCOVA analysis results showed a significant effect of the SSI-TM TL approach compared to SSI and CONV on EST and in all constructs of EST. The SSI-TM TL approach showed a higher post-test mean score than the SSI, and then the SSI post-test mean score was significantly higher than the CONV in all constructs studied except the Observation. The findings prove that the SSI-TM TL approach positively impacts the cultivation of EST among fifth graders.}, keywords = {entrepreneurial science thinking, fifth graders, socioscientific issues approach, thinking wheel map}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.100}, url = {https://oaji.net/articles/2023/987-1676961022.pdf}, author = {Siew, N. M. and Jamilah Ahmad} } @article {1259, title = {EXAMINING THE TYPE AND QUALITY OF QUESTIONS ASKED BY A SCIENCE TEACHER}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {February/2023}, pages = {Continuous}, type = {Original article}, chapter = {83-99}, abstract = {Exploring science teachers{\textquoteright} classroom assessment behaviors is a way to understand the professional knowledge competencies underlying effective teaching practices. One of the most important components of in-class assessments is teacher questions. However, studies examining teacher questions that provide support to accurately determine student learning and manage the lesson effectively are quite limited. This research presents a case study of a science teacher in Turkey regarding the question types and questioning proficiency in the teaching of 5th grade "Measurement of Force and Friction" and "Matter and Change". The data have been collected through course observations. The study used an observation evaluation protocol to analyze the video recordings taken from the science teacher{\textquoteright}s lectures. The results of this study showed that about half of the questions that the science teacher has asked in his class remain at a partially appropriate and inappropriate level, and that the teacher mostly prefers questions that aim to evaluate real information and summarize what is important in his courses. These results point to the need for professional development on a teacher{\textquoteright}s questioning practices. Therefore, it can be said that those who plan professional development programs for science teachers should consider efforts to improve teacher questioning practices.}, keywords = {case study, classroom observation, science questions, science teacher questioning}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.83}, url = {https://oaji.net/articles/2023/987-1676960881.pdf}, author = {Tolga Saka and Tufan Inaltekin} } @article {1305, title = {THE FEASIBILITY OF AUTHENTIC ASSESSMENT INSTRUMENT THROUGH VIRTUAL LABORATORY LEARNING AND ITS EFFECT ON INCREASING STUDENTS{\textquoteright} SCIENTIFIC PERFORMANCE}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {August/2023}, pages = {Continuous}, type = {Original article}, chapter = {631-640}, abstract = {In the virtual laboratory learning process, students{\textquoteright} scientific abilities in solving a problem are very important to explore. This study aims to develop classroom-based authentic assessment instruments through virtual laboratory learning in chemistry to see an increase in students{\textquoteright} scientific performance. The research was conducted at a public high school in Langsa City with a sample of 11th-grade students Academic Year 2021/2022, the utilized subjects being a total of 118 students taken based on purposive sampling. The research data are needs analysis through interviews with chemistry teachers who have implemented technology-based learning, analyzing the feasibility of instruments through expert validation questionnaires before the learning process, and scientific performance through learning observation sheets during the learning process. The increase in students{\textquoteright} scientific performance data was then analyzed using the N-Gain formula and t-test to see the difference in improvement after the authentic assessment was applied. The results show that authentic assessment is feasible to use an increase in students{\textquoteright} scientific performance. From the small-scale test, the students{\textquoteright} scientific performance was a high category and there is a significant difference in improvement. The use of authentic assessment through virtual laboratories is expected to provide active learning solutions to improve student learning outcomes.}, keywords = {authentic assessment, expert validation, scientific performance, virtual laboratory}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.631}, url = {https://oaji.net/articles/2023/987-1693763628.pdf}, author = {Muhammad Yakob and Ratih Permana Sari and Molani Paulina Hasibuan and Nahadi Nahadi and Sjaeful Anwar and El Islami, R. A. Z.} } @article {1255, title = {IMPROVING SECONDARY SCHOOL BIOLOGY TEACHERS{\textquoteright} TOPIC-SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE: EVIDENCE FROM LESSON STUDIES}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {February/2023}, pages = {Continuous}, type = {Original article}, chapter = {20-36}, abstract = {Since pedagogical content knowledge (PCK) influences the teaching-learning process, it has dominated research on teacher effectiveness. This case study explored teachers{\textquoteright} enacted topic-specific PCK (TSPCK) during the biology lesson study stages: planning, teaching, and reflecting. The enacted TSPCK in two video-recorded research lessons was analysed qualitatively. The results showed that the teacher enacted both high-order and low-order pedagogical actions in the enactment of the TSPCK on eight themes, namely: teaching strategies, classroom interactions, representations, curricular saliency, conceptual teaching strategies, students{\textquoteright} prior knowledge and misconceptions, and what makes teaching or learning difficult. The results also show that the teachers{\textquoteright} collective planned TSPCK was more developed than their personal TSPCK, indicating that participation in the lesson study improved the teachers{\textquoteright} TSPCK. The study is important as it shows how teachers enact their personal and collective TSPCK in respiration. It also demonstrates the potential of lesson study to improve teachers{\textquoteright} PCK through collaborative planning and reflection on taught lessons. The study recommends using lesson study to improve teachers{\textquoteright} enacted TSPCK in respiration, and biology as a whole. }, keywords = {enacted pedagogical content knowledge (ePCK), lesson study, respiration, secondary school, topic-specific pedagogical content knowledge (TSPCK)}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.20}, url = {https://oaji.net/articles/2023/987-1676960436.pdf}, author = {Thumah Mapulanga and Yaw Ameyaw and Gilbert Nshogoza and Elton Sinyangwe} } @article {1326, title = {INFLUENCE OF STEM VALUE PERCEPTION ON STEM CAREER PREFERENCES AMONG AGRICULTURAL AND FORESTRY UNDERGRADUATES}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {October/2023}, pages = {Continuous}, type = {Original article}, chapter = {914-928}, abstract = {Currently, nations grapple with a noticeable shortage of STEM talent, particularly within fields like agroforestry. The study applied the structural equation modelling and the mediation effect model to analyze the mechanisms through which STEM value perception influences STEM career preferences, as well as the roles played by STEM self-efficacy and STEM learning interest among 1,604 undergraduates majoring in agroforestry. The results revealed that students{\textquoteright} STEM value perception was found to directly and positively correlate with their STEM career preferences. STEM value perception also has an indirect impact on STEM career preferences by influencing STEM learning interest and STEM self-efficacy. Furthermore, STEM value perception plays a sequential mediation role in promoting STEM learning interest, STEM self-efficacy and STEM career preferences. Based on these findings, it is recommended that institutions bolster STEM career education for students majoring in agroforestry from the outset of their enrollment, enhancing students{\textquoteright} professional awareness and identity, by addressing gaps in students{\textquoteright} value perceptions of STEM education. Furthermore, efforts to improve students{\textquoteright} interest in relevant courses and their confidence in learning these subjects can be beneficial. Ultimately, such initiatives can contribute to a more balanced development of students{\textquoteright} STEM career preference.}, keywords = {Agroforestry undergraduates, STEM career preference, STEM learning interest, STEM self-efficacy, STEM value perceiving}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.914}, url = {https://oaji.net/articles/2023/987-1697654037.pdf}, author = {Jianjun Sheng and Peiyao Tian and Daner Sun and Yanhua Fan} } @article {1262, title = {INTEGRATING MICRO PROJECT-BASED LEARNING TO IMPROVE CONCEPTUAL UNDERSTANDING AND CRUCIAL LEARNING SKILLS IN CHEMISTRY }, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {February/2023}, pages = {Continuous}, type = {Original article}, chapter = {130-152}, abstract = {Active participation in project-based learning (PBL) could develop students{\textquoteleft} knowledge and crucial learning skills across various disciplines. However, the implementation of PBL in the K-12 classroom is usually impeded by the step-by-step PBL cycle. Micro project-based learning (MPBL), which advocates and adheres to the learning principles and mechanisms of PBL with constraining the learning cycle in shorter periods, has been considered as a lightweight alternative to PBL process. As an exploration, this study explored the impact of MPBL on the conceptual understanding of sodium bicarbonate and the crucial learning skills in chemistry class at upper-secondary schools. The quasi-experimental research was implemented for 125 students, with an experimental group receiving MPBL teaching and a control group receiving conventional teaching. In the study, data including knowledge tests, crucial learning skills survey, and student interview were collected and analysed. The results indicated that MPBL was effective in the development of students{\textquoteright} conceptual understanding and crucial learning skills (i.e., communication and collaboration, information integration, independent learning, and problem-solving). The study will inform the pedagogical innovation in chemistry education and teaching practices in chemistry class.}, keywords = {chemistry education, pedagogical approach, sodium bicarbonate, upper-secondary schools}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.130}, url = {https://oaji.net/articles/2023/987-1676961214.pdf}, author = {Peiyao Tian and Daner Sun and Ruirui Han and Yanhua Fan} } @article {1317, title = {INTEGRATION OF SOCIOSCIENTIFIC APPROACH AND DESIGN THINKING: AN ENTREPRENEURIAL CREATIVE THINKING MODULE FOR STEM EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {October/2023}, pages = {Continuous}, type = {Original article}, chapter = {767-780}, abstract = {This study was conducted to i) ascertain the validity, reliability, and feasibility of a module based on the socioscientific issue approach and design thinking model (SIA-DT), and ii) assess its effects on the entrepreneurial creative thinking (ECT) in STEM education. The first phase of ECT module validation was conducted with the assistance of three expert evaluators and 32 students. A 5-point Likert scale questionnaire and the ECT test were used to collect data. The second phase consists of evaluation using a quasi-experimental design with a Pre-Post Test of Non-Equivalent Control Groups. A total of 64 Form Four students were divided into two groups: SIA-DT (n = 32) and control (n = 32). The ECT module has a high validity value and an acceptable Cronbach{\textquoteright}s alpha reliability of .92. The ECT Module{\textquoteright}s feasibility was substantiated by a mean score of 4.71. The results of the independent-sample t-test prove that there is a significant difference in the post-test for students in the SIA-DT group compared to the control group in ECT and five constructs of ECT. In conclusion, these findings demonstrate that the ECT Module is valid, reliable, and feasible in STEM education and that it is effective in enhancing students{\textquoteright} ECT.}, keywords = {design thinking model, entrepreneurial creative thinking, module development, socioscientific issue approach, STEM education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.767}, url = {https://oaji.net/articles/2023/987-1697653334.pdf}, author = {Sufirman Arifin and Siew, N. M.} } @article {1335, title = {LEARNING STYLES OF A STORY ABOUT SUSTAINABILITY: THEIR EFFECT ON THE LEVEL OF QUESTIONING OF STUDENTS IN PRIMARY EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {December/2023}, pages = {Continuous}, type = {Original article}, chapter = {1011-1024}, abstract = {The use of stories in science education can make science more interesting and engaging, illustrate concepts, and provide opportunities for contextual and meaningful learning. Also, integrating a scientific story in which the sustainability goals are incorporated can lead to increasing students{\textquoteright} motivation to learn as well as improve and facilitate the learning process. Having children ask questions allows the educator to learn about the child{\textquoteright}s insights, views, level of interest, motivation for learning, and knowledge. Therefore, this study focuses on the relationship between science storytelling, questioning, and sustainability among elementary school students. It compares the levels of questioning among primary students who learned a sustainability story in segments versus those who learned the story in its entirety. A quantitative study was conducted involving 120 second graders from the Arab sector in Israel. The results revealed a significant difference in the two groups{\textquoteright} level of questions: the students in the experimental group, who learned the story in segments, asked higher-level questions than those in the control group. The study concluded that learning a scientific story in segments proved effective in enhancing primary students{\textquoteright} questioning ability, and that there was a notable preference for this segmented storytelling approach over traditional whole unit learning methods.}, keywords = {asking questions, science story, storytelling, sustainability education, text learning}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.1011}, url = {https://oaji.net/articles/2023/987-1702728842.pdf}, author = {Sare Asli and Zinab Safi and Abeer Shehadeh-Nasser and Avi Hofstein and Muhamad Hugerat} } @article {1268, title = {SHOULD EPONYMS BE KEPT? EMPHATIC YES}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {April/2023}, pages = {Continuous}, type = {Editorial}, chapter = {188-191}, abstract = {Conducting research in science education, the authors of the Journal of Baltic Science Education surely remember eponyms in school subjects and university courses. Eponym is a term that includes the name of the person, who discovered a species (biology), explored a glacier (geography), synthesized a compound (chemistry), formulated a law (physics), invented a device (engineering), proved a theorem (mathematics), treated or suffered a disease (medicine), etc. Most chemists and chemistry teachers know, e.g., such eponyms as Avogadro number, Wurtz reaction, Mendeleev table, Liebig condenser, Claisen adapter, Berthollet salt, asf. Eponyms are a relatively new domain of scientific terminology: they first appeared in the 19th century, when the development of science and technology grew rapidly, and scientists decided to honor brilliant colleagues, attaching their names to the discoveries they made. Before this, scientists used words from national and Latin languages to name discovered phenomena. }, keywords = {eponyms, science education, scientific terminology, university courses}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.188}, url = {https://oaji.net/articles/2023/987-1681286211.pdf}, author = {Uladzimir Slabin} } @article {1293, title = {SIMULATION-BASED AND VIDEO-BASED APPROACHES TO DIVERSIFYING PHYSICS HOMEWORK }, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {June/2023}, pages = {Continuous}, type = {Original article}, chapter = {506-519}, abstract = {Physics homework often boils down to solving end-of-chapter quantitative problems. For targeting different learning goals of physics education, different types of homework are needed. The aim of this research was to compare the effectiveness of simulation-based, video-based, and paper-and-pencil homework in developing an understanding about Newton{\textquoteright}s laws and forming positive attitudes towards physics homework. 150 first-year students from the Faculty of Chemical Engineering and Technology at the University of Zagreb (Croatia) were randomly assigned to one of the three above-mentioned homework approaches. After, students had lectures and seminars on Newton{\textquoteright}s laws, they were administered a pre-test. In the next three weeks, the students completed three homework assignments on Newton{\textquoteright}s laws, after which they completed a post-test. For students from all three homework approaches a substantial improvement in conceptual understanding has been observed. Although the three approaches proved to be equally effective when it comes to developing understanding, the simulation-based approach was found to be superior when it comes to developing positive attitudes towards physics homework. If one controls for target knowledge, the modality of the homework assignment does not affect cognitive outcomes, but it does affect students{\textquoteright} attitudes towards homework.}, keywords = {Conceptual Understanding, experimental study, simulation-based homework, video-based homework}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.506 }, url = {https://oaji.net/articles/2023/987-1687108455.pdf}, author = {Bojana Simi{\'c} and Vanes Me{\v s}i{\'c} and Nermin {\DJ}apo and Movre {\v S}api{\'c}, I. and Andrej Vidak and Amina Ali{\'c} and Nata{\v s}a Erceg} } @article {1279, title = {THE THINKING OF STUDENTS AGED 15-18 IN EXPLAINING THE DISSOLUTION PHENOMENON}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {April/2023}, pages = {Continuous}, type = {Original article}, chapter = {337-356}, abstract = {Explaining natural phenomena by determining causal relationships is conducive to understanding scientific concepts. In science education, numerous studies examine students{\textquoteright} causal reasoning. Given the importance of core ideas for students{\textquoteright} understanding of how and why a phenomenon occurs, the study focused on the relationship between students{\textquoteright} understanding of atoms/molecules interactions and the nature of reasoning. This study drew on a framework that identifies essential components of students{\textquoteright} reasoning, which was used to analyze the dissolution phenomenon in the example of salt in water. Students in grades 9-12 (N=147) explained the dissolution of salt. The results showed that there were five types of reasoning: simple descriptive, fuzzy causal, linear causal, interactive causal, and mechanistic. More students in higher than lower grades exhibited non-causal reasoning. Based on the students{\textquoteright} drawings of atoms/molecules interactions, the study summarized performance in the association category. Students{\textquoteright} performance in drawing indicated that their understanding of particle interactions was limited. The results showed that there was a large correlation between understanding of the core ideas and reasoning types. }, keywords = {causal reasoning, core ideas understanding, dissolution phenomenon, small-sample qualitative study}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.337}, url = {https://oaji.net/articles/2023/987-1681287686.pdf}, author = {Guanxue Shi and Shanshan Lu and Hualin Bi} } @article {1327, title = {UTILIZATION OF PROCESS DATA IN CHINA: EXPLORING STUDENTS{\textquoteright} PROBLEM-SOLVING STRATEGIES IN COMPUTER-BASED SCIENCE ASSESSMENT FEATURING INTERACTIVE TASKS}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {October/2023}, pages = {Continuous}, type = {Original article}, chapter = {929-944}, abstract = {Students{\textquoteright} problem-solving strategies and the differences among strategy groups were explored by analyzing the process data collected during student interactions with computer-based science items. Data were gathered from 1516 eleventh-grade students from 4 schools in China. Analyses of the sequences of students{\textquoteright} response actions revealed that the students were divided into four strategy groups when designing experiments to solve scientific problems: the scientific and rigorous strategy (18.5\%), scientific and less rigorous strategy (25.4\%), incomplete strategy (31.5\%), and chaotic strategy (24.6\%). The heatmaps of response actions for each strategy and the frequencies of the most representative response sequences were further explored to understand the students{\textquoteright} detailed trajectories. The results showed that successful problem solvers were generally inclined to explore all possibilities of experimental combinations and design experiments scientifically and rigorously based on the relevant scientific principles. Moreover, the timestamps of response actions were explored to show that the students who adopted the scientific and rigorous strategy spent more time seeking solutions, suggesting that students may need sufficient time to solve complex and authentic scientific problems. The findings enrich the literature on using process data to address theoretical issues in educational assessment and provide students with individualized instructional needs for teachers to improve students{\textquoteright} scientific problem-solving competency.}, keywords = {China, computer-based assessment, process data, scientific problem-solving}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.929 }, url = {https://oaji.net/articles/2023/987-1697654133.pdf}, author = {Pingping Zhao and Chun-Yen Chang and Yueyang Shao and Zhi Liu and Hao Zhou and Jian Liu} } @article {1179, title = {COMPARING THE EFFECTS OF MODELLING AND ANALOGY ON HIGH SCHOOL STUDENTS{\textquoteright} CONTENT UNDERSTANDING AND TRANSFERABILITY: THE CASE OF ATOMIC STRUCTURE}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {April/2022}, pages = {Continuous}, type = {Original article}, chapter = {325-341}, abstract = {Analogies and modelling have been developed and applied in learning and teaching science to facilitate students{\textquoteright} understanding of abstract concepts, such as atomic structure. Considering few studies focus on comparing the effects of two teaching strategies{\textemdash}analogy-based teaching (ABT) and modelling-based teaching (MBT){\textemdash}this study aims to compare the effects of ABT and MBT on high school students{\textquoteright} content understanding and transferability of atomic concepts in science. Implementing a quasi-experimental design with pre-post-delayed tests, the study compared learning outcomes achieved by the MBT group (N = 68) and the ABT group (N = 69). The results showed both MBT and ABT could improve students{\textquoteright} content understanding and promote transferability. However, the MBT group significantly outperformed the ABT group in terms of generating initial models and overall transferability. Although there was no difference in content understanding, or near or far transferability, at post-test between the two groups, the MBT group maintained more extended memory of atomic structure on the delayed post-test. Moreover, qualitative analysis of students{\textquoteright} drawings of atomic models revealed that both groups were able to develop and transfer their models, but inadequate scientific knowledge affected the quality of the transfer product. These findings have implications for designing and implementing instructional approaches that leverage analogy and modelling in the science class.}, keywords = {analogy-based teaching, atomic concepts, modelling-based teaching, science education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.325}, url = {https://oaji.net/articles/2022/987-1652123108.pdf}, author = {Song Xue and Daner Sun and Liying Zhu and Hui-Wen Huang and Keith Topping} } @article {1156, title = {DEVELOPMENT AND VALIDATION OF AN INSTRUMENT TO MEASURE UPPER-SECONDARY SCHOOL SCIENCE TEACHERS{\textquoteright} PERCEIVED PRACTICAL KNOWLEDGE ABOUT PRACTICAL WORK}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {February/2022}, pages = {Continuous}, type = {Original article}, chapter = {26-37}, abstract = {Teachers{\textquoteright} practical knowledge is closely related to teaching practice. The purpose of this research was to develop an instrument for assessing upper-secondary school science teachers{\textquoteright} perceived practical knowledge about practical work. The development of this instrument was based on five components in the conceptual framework of PCK about practical work: orientations of practical work, knowledge of curriculum materials in practical work, knowledge of students in practical work, knowledge of educational strategies for practical work, and knowledge of assessment in practical work. After the questionnaire was developed, 636 Chinese upper-secondary school science teachers participated in this research voluntarily. The results from exploratory factor analysis, correlation analysis and confirmatory factor analysis provided sufficient evidence for the construct validity of instrument. The high Cronbach coefficient indicated that the instrument had good internal consistency reliability. Finally, an instrument with six factors and 25 items was documented. The instrument would benefit science teacher educators and researchers. }, keywords = {instrument validation, pedagogical content knowledge, perceived knowledge, Practical work}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.26}, url = {https://oaji.net/articles/2022/987-1647117534.pdf}, author = {Bo Chen and Lijun Chen and Xianhua Meng and Minjie Yan and Miaomiao Shen} } @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 {1222, title = {EFFECT OF INQUIRY-BASED LEARNING ON STUDENTS{\textquoteright} ATTITUDE TOWARDS LEARNING BIOLOGY AT UPPER SECONDARY SCHOOLS IN RWANDA}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {October/2022}, pages = {Continuous}, type = {Original article}, chapter = {862-874}, abstract = {Attitude has been regarded as a motivating feeling for the learning of biology. However, how inquiry-based learning contributes to attitude change towards the learning of biology has not yet been studied in Rwanda. This study intends to determine the effect of inquiry-based learning on students{\textquoteright} attitudes toward learning biology. A sample of 228 secondary school students at the upper secondary level in Rwanda was used. A quasi-experimental design with pre-and post-test was employed. One group was randomly assigned to the control group (N = 109) under the conventional teaching method, while the second group participated as the experimental group (N = 119) under the inquiry-based learning method. Biology attitude questionnaire (BAQ) was tested and a Pearson reliability of .89 coefficient was found, and hence the BAQ was adopted and used for the control and treatment groups before and after learning microbiology. Results asserted a significant effect of intervention in favor of the experimental group. However, a significant effect of the treatment on students{\textquoteright} attitude change in relation to gender was not identified. The study recommends using inquiry-based learning to promote attitude toward learning biology as it raises students{\textquoteright} interest to learning biology and alleviates the difficulty of its concepts.}, keywords = {biology education, inquiry-based learning, quasi-experimental design, students{\textquoteright} attitudes}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.862 }, url = {https://oaji.net/articles/2022/987-1667237209.pdf}, author = {Henriette Manishimwe and William Aino Shivoga and Venuste Nsengimana} } @article {1238, title = {THE EFFECTS OF CROSS-DISCIPLINARY LIFE SCIENCE INNOVATION IMPLEMENTED BY STUDENTS{\textquoteright} STIMULATED STRATEGIES FOR PBL-STEM SELF-EFFICACY}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {December/2022}, pages = {Continuous}, type = {Original article}, chapter = {1069-1082}, abstract = {This research used mixed effects to construct a PBL-STEM (problem-based learning with STEM) questionnaire with high validity and reliability. The benefits of PBL-STEM focused on cross-disciplinary and longitudinal research to analyze students{\textquoteright} self-efficacy in life science. All 175 university students who attended this course as an elective participated in this research. The purpose was to evaluate students{\textquoteright} performance in the cake-baking practice experiential course and to use unpaired samples t-test, one-way ANOVA, and feedback analysis as quantitative and qualitative data. The following are noteworthy results: The t-test showed that five stimulated scales were significantly different and better after the cake-baking PBL-STEM activity. In one-way ANOVA, to engage with more students in STEM activities, improve conceptual learning, and close achievement gaps. The more enthusiastic students are, the more actively they study and think, and the more effectively they improve their PBL-STEM learning. Students{\textquoteright} feedback analysis of this teaching activity is beneficial for improving technology, student-teacher engagement, process comprehension, and learning interest. The light of this research will foster a disposition of learning, enhance cake-baking skills, and encourage problem-solving based on their thinking. }, keywords = {cross-disciplinary, life science, PBL-STEM, self-efficacy}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.1069}, url = {https://oaji.net/articles/2022/987-1671188193.pdf}, author = {King-Dow Su} } @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 {1171, title = {AN EXAMINATION OF PRE-SERVICE TEACHERS{\textquoteright} EXPERIENCES IN CREATING A SCIENTIFIC DIGITAL STORY IN THE CONTEXT OF THEIR SELF CONFIDENCE IN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {April/2022}, pages = {Continuous}, type = {Original article}, chapter = {207-223}, abstract = {Digital stories are a form of expression that emerges by combining the art of storytelling with multimedia tools such as sound, picture, and video. In this research, examining the experiences of pre-service teachers in creating digital stories in accordance with the science curriculum and the effects of this process on the pre-service teachers{\textquoteright} self-confidence in technological pedagogical content knowledge was aimed. This research, using a mixed model approach, was conducted with 24 fourth-grade pre-service teachers. In the study, the {\textquotedblleft}Technological Pedagogical Content Knowledge Confidence Scale{\textquotedblright} (TPACK) was applied as a pre-test and post-test. The quantitative findings of the study revealed that the experiences of pre-service teachers in creating a scientific digital story increased statistically significantly in the TK dimension of the TPACK scale and in the TPACK total self-confidence scores. The qualitative findings of the research showed that it had a positive effect on TCK, TPK, and TPCK dimensions, as well as on the TK and total score of TPACK. In the light of these findings of the research, the use of digital stories in educational environments can be recommended since the use of digital stories in educational environments is effective in developing students{\textquoteright} TPACK self-confidence perceptions.}, keywords = {mixed method, pre-service teachers, scientific digital story, technological pedagogical content knowledge}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.207}, url = {https://oaji.net/articles/2022/987-1652122314.pdf}, author = {Umit Izgi-Onbasili and Aysegul Avsar-Tuncay and Burcu Sezginsoy-Seker and Seyit Ahmet Kiray} } @article {1249, title = {EXPLORING FACTORS THAT AFFECT UNDERGRADUATE STUDENTS{\textquoteright} MOTIVATION TO LEARN CHEMISTRY AND PHYSICS }, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {December/2022}, pages = {Continuous}, type = {Original article}, chapter = {1191-1204}, abstract = {The pivotal role of motivation in fostering science learning has long been recognized and it is a field of active research worldwide. This research aimed at examining the effect of three different factors (used as independent variables) on shaping the motivation of undergraduate students for chemistry and physics learning via multiple regression analysis. Motivation (dependent variable) was measured via the use of the chemistry and physics-specific versions of Science Motivation Questionnaire II (SMQ II). The participants were 281 full-time undergraduate students in three different academic departments of a Greek tertiary education institution. Students{\textquoteright} gender was shown to exert an effect of small size on their motivation for chemistry and physics learning, while a larger, however mostly small effect, was observed with regard to the students{\textquoteright} academic major. Students{\textquoteright} academic experience from the attendance of physics and chemistry courses was measured via an instrument which was developed specifically for this research, and it was shown to be the most influential factor affecting their respective learning motivations. In addition, strong evidence was provided that the academic experiences acquired during tertiary education have a significantly more intense effect in configuring students{\textquoteright} motivation to learn either chemistry or physics relative to the ones obtained in the immediate past referring to the previous educational grade (secondary education).}, keywords = {academic major, gender effect, quantitative research, science learning, students{\textquoteright} experiences}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.1191}, url = {https://oaji.net/articles/2022/987-1672585587.pdf}, author = {Katerina Salta and Dionysios Koulougliotis} } @article {1174, title = {IMPLEMENTATION OF INNOVATIVE ARTIFICIAL INTELLIGENCE COGNITIONS WITH PROBLEM-BASED LEARNING GUIDED TASKS TO ENHANCE STUDENTS{\textquoteright} PERFORMANCE IN SCIENCE}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {April/2022}, pages = {Continuous}, type = {Original article}, chapter = {245-257}, abstract = {This research conceived multivariate learning concepts and aimed at the implementation of integrating artificial intelligence (AI) life learning of face recognition, self-driving, and robots{\textquoteright} situational issues into problem-based learning (PBL) in natural science. This research put forward problem-solving and group cooperation in which students worked together to complete learning tasks from encountering problems to planning problem-solving. All 127 participants engaged in this research from the Hungkuo Delin University of Technology in Taiwan. 7 experts helped construct the content validity, construct validity, and reliability through instrument developments of 5 open-ended test questions and 31 learning attitude items. The statistical analyses revealed that those students improved their scientific cognitive skills of problem-solving by quantitative analyzes and presented their logical reasoning and activation ability by qualitative ones. In addition, the descriptive statistical analysis of learning attitude revealed that students had positive thinking attributes for the application of cross-disciplinary PBL and AI new knowledge. These findings had implications for the AI cognitions with PBL educational environment to increase innovation in the classroom. Pedagogical suggestions presented that students{\textquoteright} learning growth in the environment requires long-term cultivation to exhibit significant learning outcomes in the future.}, keywords = {Artificial Intelligence, cross-disciplinary, Problem-Based Learning, situational issues}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.245}, url = {https://oaji.net/articles/2022/987-1652122552.pdf}, author = {King-Dow Su} } @article {1246, title = {INQUIRY AND PROJECT-BASED LEARNING AS AN APPROACH FOR DEVELOPING ENTREPRENEURSHIP COMPETENCIES IN PRIMARY SCHOOL HIGH-ACHIEVING STUDENTS}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {December/2022}, pages = {Continuous}, type = {Original article}, chapter = {1143-1164}, abstract = {Development of entrepreneurial capacities, entrepreneurial mindset and entrepreneurial culture among students is one of the goals of modern education. In Serbia, there is an idea and vision of entrepreneurial education in the chemistry domain, which is also regulated by the curriculum. Despite these facts, a curriculum that supports entrepreneurship and a large scope for chemistry entrepreneurship, primary schools still lack in activities that could develop competencies related to entrepreneurship in students. Within this research, a series of activities were designed with the aim to enhance students{\textquoteright} entrepreneurial competencies. Proposed activities were based on inquiry-based learning (IBL) and project-based learning (PBL) as their characteristics support entrepreneurial education. The conducted study involved 18 high-achieving students in the chemistry domain. Data obtained from pre- and post-questionnaires confirm the assumptions of present researchers that the proposed activities could improve some students{\textquoteright} entrepreneurial skills. The results from the second questionnaire, which examined the impact of conducted activities on the students{\textquoteright} entrepreneurial skills and abilities, reveal that when an approach like this is used as the teaching method, some entrepreneurial peculiarities within students can be increased.}, keywords = {entrepreneurial education, high-achieving students, primary school}, doi = {https://doi.org/10.33225/jbse/22.21.1143}, url = {https://oaji.net/articles/2022/987-1672585295.pdf}, author = {Vera M. Divac and Filip Sta{\v s}evi{\'c} and Marina D. Kosti{\'c} and Daliborka Popovi{\'c} and {\DJ}ur{\dj}evi{\'c} Nikoli{\'c}, J.} } @article {1199, title = {THE JIGSAW TECHNIQUE IN LOWER SECONDARY PHYSICS EDUCATION: STUDENTS{\textquoteright} ACHIEVEMENT, METACOGNITION AND MOTIVATION}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {August/2022}, pages = {Continuous}, type = {Original article}, chapter = {545-557}, abstract = {Physics teaching should facilitate students to acquire knowledge, increase metacognitive awareness and motivation for learning physics. The implementation of cooperative learning could be useful for improving teaching. The aim of this research was to examine the effect of cooperative learning (specifically the jigsaw technique) on students{\textquoteright} achievement in physics, metacognitive awareness, and motivation. An experiment with parallel groups (experimental and control) was carried out with 92 seventh-grade students (in lower secondary education). Jigsaw technique was implemented in the experimental group, while the control group was taught using teacher-directed teaching method. Students{\textquoteright} physics achievement, metacognitive awareness and motivation were measured using knowledge tests and questionnaires (before and after the experiment). Statistical analysis included calculations of Cronbach{\textquoteright}s Alpha coefficient, performance of the Shapiro-Wilk test, Mann-Whitney U test and the Wilcoxon Signed Ranks Test. The research results showed that the implementation of jigsaw technique in physics classes significantly improved students{\textquoteright} physics achievement, metacognitive awareness, and motivation. Therefore, it can be suggested that this technique is beneficial in lower secondary physics education, and it can be recommended to implement the jigsaw technique in everyday school practice. }, keywords = {Cooperative learning, metacognitive awareness, parallel group design, physics education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.545}, url = {https://oaji.net/articles/2022/987-1662186576.pdf}, author = {Branislava K. Blajvaz and Ivana Z. Bogdanovi{\'c} and Tamara S. Jovanovi{\'c} and Jelena D. Stanisavljevi{\'c} and Milica V. Pavkov-Hrvojevi{\'c}} } @article {1187, title = {LEVEL OF ACCEPTANCE OF EPISTEMICALLY UNWARRANTED BELIEFS IN PRE-SERVICE PRIMARY SCHOOL TEACHERS: INFLUENCE OF COGNITIVE STYLE, ACADEMIC LEVEL AND GENDER}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {June/2022}, pages = {Continuous}, type = {Original article}, chapter = {398-407}, abstract = {One of the main objectives of scientific literacy is the development of rational skills and critical thinking in citizens. This is a central goal for teachers. However, beliefs that lack rational foundation and supporting evidence, named {\textquotedblleft}epistemically unwarranted beliefs{\textquotedblright} (EUB), spread rapidly among the population. If teachers had some of these EUB, their work could be compromised. The aim of this research was to determine the level of acceptance of different EUB in Spanish pre-service primary school teachers and to analyze the influence of their cognitive style, gender, and academic level. Two hundred and fifty undergraduate students of Bachelor{\textquoteright}s Degree in Primary Education participated in this study. Two questionnaires were used to collect data. ANOVA, ANCOVA, correlations, and linear regression analysis were used to quantify that influence. Results showed high levels of acceptance of some EUB in future teachers, with significant influences of gender and academic level, and a mediating role of cognitive styles. Experiential and rational cognitive styles, and academic level were significant predictors of EUB, being experiential thinking the most powerful one. Thus, pre-service teacher education should have an epistemological vigilance on future teachers{\textquoteright} scientific literacy and increase the presence of rational style among teachers.}, keywords = {cognitive style, epistemically unwarranted beliefs, gender influence, knowledge level, pre-service teachers, primary education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.398 }, url = {https://oaji.net/articles/2022/987-1656443578.pdf}, author = {Pedro D. Cadena-Nogales and Joan J. Solaz-Portol{\'e}s and Yolanda Echegoyen-Sanz and Vicente Sanjos{\'e}-L{\'o}pez} } @article {1155, title = {THE PREFERRED MENTORING ATTRIBUTES AND PRACTICES FOR EFFECTIVE SCIENCE TEACHING}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {February/2022}, pages = {Continuous}, type = {Original article}, chapter = {7-25}, abstract = {Pre-service teachers encounter many different mentor teachers during the teaching practicum process. While some teachers give sufficient coverage to early childhood science education, some do not. This research aimed to explain effective mentoring attributes and practices of the mentors which preferred by pre-service pre-school teachers during science teaching activities throughout the teaching practice lessons. The study was designed in line with the Q-methodology. The participants of the study were 39 pre-service teachers. Quantitative data were collected with the Q measurement tool developed by the researchers to describe the mentoring attributes and practices in science teaching. In addition, qualitative data were collected and analyzed through an open-ended questionnaire. The results obtained in the study revealed that pre-service pre-school teachers preferred the mentoring attributes and practices, in which they could get support at the point of personal development in science teaching. In addition, it was found that the same pre-service teachers were less likely to prefer the mentor who gave feedback and tried to be a role model while science teaching. }, keywords = {effective mentoring, mentor teachers, pre-school education, science teaching}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.07}, url = {https://oaji.net/articles/2022/987-1647117435.pdf}, author = {Durmu{\c s} Burak and Ahmet Simsar} } @article {1154, title = {PRODUCTIVE METAPHOR OF MOLECULAR ORBITALS IN EDUCATION AND ANY VIABLE THEORY}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {February/2022}, pages = {Continuous}, type = {Editorial}, chapter = {4-6}, abstract = {A lot has been researched on and published about applying analogies in teaching science. The content being complex, often abstract, and difficult for understanding, analogy comes as an effective tool to catch the essence. In brief, using an analogy for explanation of something unfamiliar new, we take something familiar old and establish connections between the two (Sarantopoulous \& Tsaparlis, 2004).}, keywords = {inadequate statistics, original atomic orbitals, probabilistic conclusions}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.04}, url = {https://oaji.net/articles/2022/987-1647117172.pdf}, author = {Uladzimir Slabin} } @article {1177, title = {SCIENCE MAPS AND BIBLIOMETRIC ANALYSIS ON HYGIENE EDUCATION DURING 2012-2021}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {April/2022}, pages = {Continuous}, type = {Original article}, chapter = {288-304}, abstract = {Hygiene education is becoming increasingly popular and is now addressed in both formal and informal education systems. Examining hygiene education research and developing a vision for the future will lead to creating a roadmap for future research as well as an analysis of past research. Research on hygiene education encompasses a variety of subtopics. It is critical for future researchers and thematic studies in this area to determine if there is a pattern to these concerns that cover a wide range of topics. The purpose of this study is to examine the topic of hygiene education using bibliometric analysis. From the Scope Database, 503 records remain for bibliometric analysis. This results in an average number of 5.02 publications per year. 1973 people contributed to the study. Among the top 10, most influential sources in terms of the number of articles are four websites related to dental hygiene. The United States leads the world in both the number of publications and a total number of citations, followed by Canada and China. Most of the research was related to oral hygiene education.}, keywords = {bibliometric analysis, dental hygiene, hand hygiene, hygiene education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.288}, url = {https://oaji.net/articles/2022/987-1652122814.pdf}, author = {Muhammet Usak and Selma Sinan and Olcay Sinan} } @article {1170, title = {SELF-REGULATED LEARNING STRATEGIES IMPACT FOURTH-GRADE STUDENTS{\textquoteright} POSITIVE OUTCOMES IN SCIENCE CLASS }, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {April/2022}, pages = {Continuous}, type = {Original article}, chapter = {192-206}, abstract = {For long years, researchers in the field believed that the development of self-regulated learning (SRL) behaviors of students could only be initiated around middle school years. Nowadays, a growing number of research around the world attempt to challenge this belief by demonstrating that SRL behaviors and strategies can emerge in students at an earlier age than expected through proper training and eventually affect students{\textquoteright} positive academic outcomes in the learning process. The purpose of this study was to examine the impact of the use of self-regulated learning strategies (SRLS) on fourth-grade students{\textquoteright} academic self-efficacy, science motivation, academic worry, and achievement in a primary school science classroom. A pre-test {\textendash} post-test control group quasi-experimental design was used. The participants were 39 fourth-grade students from a private primary school in Istanbul, Turkey. The SRLS (goal-setting, planning, note-taking, monitoring and self-evaluation) used in the study were explicitly taught to the students in the experimental group. The data were collected using two self-report questionnaires and an achievement test. A 2x3 Split-plot ANOVA test was used for data analyses. The results revealed that the use of SRLS significantly positively impacted students{\textquoteright} perceived academic self-efficacy, science motivation and academic achievement; and, significantly negatively affected their academic worry. The results of the retention tests, however, showed the necessity of continuous stimulation of SRLS to obtain optimal benefits for student outcomes. }, keywords = {academic achievement, academic self-efficacy, academic worry, science motivation, self-regulated learning strategies (SRLS)}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.192}, url = {https://oaji.net/articles/2022/987-1652122203.pdf}, author = {Busra Cengiz-Istanbullu and Gonul Sakiz} } @article {1194, title = {USE OF RASCH ANALYSIS TO DEVELOP AN ARABIC LANGUAGE SURVEY (STPLTS) TO MEASURE OMANI SCIENCE TEACHERS{\textquoteright} VIEWS TOWARDS THE CLASSROOM APPLICATION OF PEDAGOGICAL LEARNING THEORIES }, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {June/2022}, pages = {Continuous}, type = {Original article}, chapter = {513-527}, abstract = {A range of pedagogical learning theories has been proposed to guide science teachers{\textquoteright} classroom teaching. This study presents the results of the development and use of an 18-item Arabic language rating scale survey to assess Omani teachers{\textquoteright} (N = 400) views towards the application of selected pedagogical learning theories of potential use in their science classrooms. The current study was a quantitative approach following the survey design. Rasch analysis was used to guide the analysis of the instrument. The results suggested that one dimension was defined by survey items and item independence. Person and item reliability were acceptable. Analysis of category probability curves showed acceptable measurements from the rating scale. The Wright Map matched theory and so provided guidance for the future teaching of Omani science teachers. This study adds to the literature reporting the results of science education data collected from science teachers who teach for international use in general, and for Oman and Arab countries in particular. Perspectives and contributions of the study findings on improving science teaching and learning are discussed.}, keywords = {Oman, pedagogical learning theories, Rasch analysis, science teachers{\textquoteright} views}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.513}, url = {https://oaji.net/articles/2022/987-1656444312.pdf}, author = {Mohamed A. Shahat and William J. Boone and Abdullah K. Ambusaidi and Khalsa Al Bahri and Annika Ohle-Peters} } @article {1014, title = {THE ALIGNMENT BETWEEN THIRD-GRADE PRIMARY SCHOOL SCIENCE TEXTBOOKS AND CURRICULUM STANDARDS IN CHINA AND JAPAN}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {June/2021}, pages = {Continuous}, type = {Original article}, chapter = {507-518}, abstract = {This study applied the Porter{\textquoteright}s alignment model to construct a localized two-dimensional framework based on Anderson{\textquoteright}s taxonomy. The research chose the third-grade primary school science textbooks from two representative presses in China and Japan, coded the textbooks and curriculum standards, calculated the alignment level between the textbooks of the two presses and their corresponding curriculum standards, and discussed the alignment level from the topic, cognitive demand, and emphasis. The results show that the B version in Japan is significantly aligned with the Japanese curriculum standard, but the A version in China does not have significant alignment with the Chinese curriculum standard. Besides, a common problem is that the ratios of life science in sample science textbooks both exceed the requirements of the curriculum standards, and the problems of exceeding the standard in cognitive demand and not highlighting the key points also need to be concerned. This study provides ideas and references for countries with similar educational situations to study the compilation of science textbooks and fills up the deficiency of the international comparison of the alignment between primary school science textbooks and curriculum standards by using the alignment model.}, keywords = {alignment evaluation, content analysis, curriculum standards, primary school, science textbooks}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.507}, url = {http://oaji.net/articles/2021/987-1622791533.pdf}, author = {Lihui Sun and Liangbo Li} } @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 {997, title = {CURIOSITY TOWARDS STEM EDUCATION: A QUESTIONNAIRE FOR PRIMARY SCHOOL STUDENTS}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {April/2021}, pages = {Continuous}, type = {Original article}, chapter = {289-304}, abstract = {There are limited research studies about the development of questionnaire to assess the level of primary school students{\textquoteright} curiosity towards STEM education. In this research, curiosity towards STEM Education Questionnaire (CQ-STEM) instrument was developed based on Berlyne{\textquoteright}s Theory of Curiosity. CQ-STEM consisted of 10 items measuring the two constructs of curiosity towards STEM, namely exploration and acceptance. A total of 166 fifth graders aged 10 to 11 years enrolled in five urban schools in Sabah, Malaysia made up the research sample. Rasch Measurement Model was applied to determine the validity and reliability of CQ-STEM. The validity of the CQ-STEM instrument was well established among the constructs of exploration and acceptance through the person fit, item fit, item polarity, unidimensionality, and variable map. The CQ-STEM instrument was found to have a high reliability with a Cronbach{\textquoteright}s alpha value (KR-20) of .93. CQ-STEM has an excellent item reliability and moderate high item separation value of .96 and 4.83 respectively. In conclusion, CQ-STEM has good validity and high reliability in measuring curiosity towards STEM Education among primary school students.}, keywords = {curiosity towards STEM Education, primary school students, questionnaire development, Rasch Measurement Model, validity and reliability}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.289}, url = {http://oaji.net/articles/2021/987-1616866175.pdf}, author = {Jamilah Ahmad and Siew, N. M.} } @article {1040, title = {DEVELOPMENT OF A CHILDREN ENTREPRENEURIAL SCIENCE THINKING TEST FOR STEM EDUCATION }, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {August/2021}, pages = {Continuous}, type = {Original article}, chapter = {528-545}, abstract = {There are limited research studies about the development of test instrument to assess the level of entrepreneurial thinking among children in STEM education. The purpose of this research was to develop an Entrepreneurial Science Thinking Test (ESTT) for primary school children in STEM Education and evaluate its validity and reliability. The ESTT was developed using experiential learning theory which comprised of five constructs, namely Observation, New Ideas, Innovation, Creativity, and Value. The ESTT consisted of ten open-ended question items that require children to answer questions in statements and draw sketches of ideas. The evaluation was conducted to determine the reliability and validity of ESTT which involved five subject matter experts and 166 11-year-old fifth graders from five urban schools in Sabah, Malaysia. The data obtained from fifth graders were computed using WINSTEPS software version 3.73 and analysed using the Rasch measurement model. The results indicated a high acceptable content validity and construct validity, high internal consistency, and excellent item reliability and item separation. Through item fit analysis, all items were retained. The finding established the reliability and validity of the ESTT and would therefore represent a valid and highly reliable instrument for measuring entrepreneurial science thinking among fifth graders in STEM Education. }, keywords = {experiential learning theory, science entrepreneurial thinking, STEM education, validity and reliability}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.528}, url = {http://oaji.net/articles/2021/987-1629706893.pdf}, author = {Jamilah Ahmad and Siew, N. M.} } @article {1044, title = {AN EVALUATION OF THE CREATIVE DRAMA METHOD USED IN THIRD- AND FOURTH- GRADE CLASSES ON ENVIRONMENTAL TOPICS BY TEACHING METHOD AND TEACHER EFFECT}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {August/2021}, pages = {Continuous}, type = {Original article}, chapter = {590-611}, abstract = {This study deals with the effects of applying drama method in the teaching of environmental issues in science courses on the achievement, retention of learning, student interest and attitudes of primary school students and also whether these effects are dependent on teachers. The study was designed on the basis of the Solomon Four-Group Design. The study is a two group pre- and post-test experiment in two parts, each part having an experimental and control group. The courses were delivered to both groups by the researcher in the first part and drama teacher in the second. The experimental groups received 144 hours of teaching for six weeks, during which a drama course outline was employed, while in the control groups the courses followed the course outlines covered in the curricula. The data were collected using the Environmental Achievement Test, Interest Scale towards the Environment and Attitude Scale towards Science. The findings suggest that the teachers had some effects on the methods, but the significant differences in scores were due to the drama method, which was found to improve the achievement of the third-grade students and the interest towards environment and attitudes towards science of both third- and fourth-grade students.}, keywords = {creative drama method, environmental education, science education, teacher effect}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.590}, url = {http://oaji.net/articles/2021/987-1629707310.pdf}, author = {Nilg{\"u}n Bakkalo{\u g}lu and P{\i}nar {\"O}zdemir {\c S}im{\c s}ek} } @article {991, title = {FORMATIVE ASSESSMENT AS A TOOL TO ENHANCE THE DEVELOPMENT OF INQUIRY SKILLS IN SCIENCE EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {April/2021}, pages = {Continuous}, type = {Original article}, chapter = {204-222}, abstract = {Formative assessment (FA) is considered a powerful tool to enhance learning. However, there have been few studies addressing how the implementation of FA influences the development of inquiry skills so far. This research intends to determine the efficacy of teaching using FA in the development of students{\textquoteright} inquiry skills. A test of inquiry skills was used as the main research instrument to identify the level of the selected inquiry skills before and after a period of teaching with or without FA in the experimental and control group respectively. In the experimental group (n=73), FA was implemented across five subjects: biology, chemistry, physics, mathematics, and informatics, while the control group (n=48) was taught without any external intervention. In both groups, mostly teacher-centred methods of teaching were applied. The research findings confirmed a low initial level of inquiry skills. Teaching using FA showed higher efficacy than teaching without FA, even without a special focus on the inquiry methods. The experimental group achieved significantly better results compared to the control group. In addition, the results confirmed higher efficacy of FA in lower performing students. Gender did not prove as a determining factor in the effective implementation of FA.}, keywords = {formative assessment classroom techniques, inquiry skills, inquiry skills test, science teaching, students{\textquoteright} performance, upper secondary school}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.204 }, url = {http://oaji.net/articles/2021/987-1616865729.pdf}, author = {M{\'a}ria Ganajov{\'a} and Ivana Sot{\'a}kov{\'a} and Stanislav Luk{\'a}{\v c} and Zuzana Je{\v s}kov{\'a} and Veronika Jurkov{\'a} and Ren{\'a}ta Orosov{\'a}} } @article {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 {1109, title = {IMPLEMENTATION OF SSI CONCEPT MAPPING AS A DYNAMIC LEARNING ENVIRONMENT TO ENHANCE STUDENTS{\textquoteright} SCIENTIFIC PERFORMANCE }, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {December/2021}, pages = {Continuous}, type = {Original article}, chapter = {969-982}, abstract = {The presented research focuses on verifying the confluent application of concept mapping (CM) and socio-scientific issues (SSI) according to the value-laden and moral dilemma orientation to construct problem-solving performance. This research sets up some perspectives for all 146 participants, including 139 students and 7 experts. All findings reveal that the design of SSICM contexts includes a rebuttal process and incense claim to improve students{\textquoteright} argument response (16.4\%), to increase content knowledge and illuminate their science learning by argumentations. To develop an assessment tool with high validity and reliability (Cronbach{\textquoteright}s α > .9) and find positive presentations of all learning attitudes in the SSICM context, learning environment and results will concern the best argumentation process. Students{\textquoteright} interview responses and SWOT analysis of teachers indicate that SSICM{\textquoteright}s use of argument in the classroom is a real benefit. The research provided a better paradigm of attempts to combine analytical and academic hypotheses to explain literature sources by teachers, researchers, textbook developers, and editors. }, keywords = {concept mapping (CM), problem-solving, socio-scientific issues (SSI), SSICM contexts}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.969}, url = {http://oaji.net/articles/2021/987-1639222419.pdf}, author = {King-Dow Su} } @article {998, title = {A NEW ASSESSMENT OF HOCS-ORIENTED LEARNING FOR STUDENTS{\textquoteright} HIGHER-ORDER THINKING ABILITIES BY MARZANO{\textquoteright}S TAXONOMY}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {April/2021}, pages = {Continuous}, type = {Original article}, chapter = {305-315}, abstract = {This research focuses on students{\textquoteright} higher-order cognitive skill (HOCS)-oriented learning to construct effective hierarchical thinking abilities in their chemical particulate nature of matter. For in-depth knowledge and profound understanding, this research deals with students{\textquoteright} positive developments towards HOCS with a special guidance to Marzanos{\textquoteright} taxonomy. The methodology starts from the retrieval and comprehension of HOCS-centered assessment instrument to students{\textquoteright} analysis and knowledge utilization of transitional performances. 326 participants were assigned to take natural science curriculum in 2019 academic year. With the help of 7 scholars{\textquoteright} implements, the importance of content validity and inter-rate reliability were constructed through instrument developments of students{\textquoteright} HOCS performances. All research results indicated that more distributions of HOCS thinking abilities reached up to the target response of 38.0\% analysis task and 27.30\% knowledge utilization in Marzanos{\textquoteright} spectrum. This research is beneficial and advantageous that students will be capable of additional learning efficiency in their multiple interactive engagements with academic resources and suggestions from instructors, researchers, and science educators.}, keywords = {HOCS-oriented learning, knowledge utilization, Marzanos{\textquoteright} taxonomy, particulate nature of matter}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.305}, url = {http://oaji.net/articles/2021/987-1616866238.pdf}, author = {King-Dow Su} } @article {989, title = {PREDICTIVE MODELLING OF PRE-SERVICE SCIENCE AND TECHNOLOGY TEACHERS{\textquoteright} INNOVATIVE BEHAVIOUR}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {April/2021}, pages = {Continuous}, type = {Original article}, chapter = {171-183}, abstract = {Science and technology (S\&T) plays a central role in today{\textquoteright}s knowledge- and technology-based society. The transfer of S\&T from the education system to the economy should be promoted by teachers using innovative behaviour as an important aspect of providing high-quality education. Several studies have found that a mismatch exists between the economy and the education sector, and that this can be gradually reduced by innovation in the education system. This research aimed to examine the innovative behaviour of pre-service S\&T teachers. A sample of 140 pre-service teachers from the University of Ljubljana, Slovenia was selected, and a set of instruments was used to measure their innovative behaviour in classrooms during the 2019{\textendash}2020 academic year. A model was created and evaluated using multiple regression analysis. The results showed that self-efficacy and attitudes towards S\&T strongly predict innovative behaviour, while situational interest may vary depending on the cognitive demands of tasks. A proactive personality was found to be a key factor determining innovative behaviour, while self-efficacy has direct and indirect influences on innovative behaviour, with its indirect influence mediated by creativity and situational interest. These findings have implications for the redefinition of educational design to enhance innovation in the classroom. }, keywords = {innovative behaviour, pre-service teachers, predictive modelling, Science and technology}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.171}, url = {http://oaji.net/articles/2021/987-1616865598.pdf}, author = {Stanislav Avsec and Ferk Savec, V.} } @article {970, title = {THE PREDICTORS OF NINTH GRADE STUDENTS{\textquoteright} ATTITUDES TOWARDS PLANTS}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {February/2021}, pages = {Continuous}, type = {Original article}, chapter = {108-118}, abstract = {As plants are vital to the survival of the planet, developing positive attitude towards them is important for protection of plants, biodiversity, and the environment. The aim of this research was to determine the predictors of ninth grade students{\textquoteright} attitude towards plants. In the study, a descriptive correlational design was used. The data were collected from 773 upper-secondary students selected through stratified-purposive sampling. The {\textquotedblleft}Plant Recognition Test{\textquotedblright} and {\textquotedblleft}Plant Attitude Scale{\textquotedblright} were used as data collection tools. Multiple regression analysis was performed to determine the way different variables predicted attitude towards plants. The results of research indicated that the linear relationship between predictive variables and attitude towards plants explained 14\% of the total variance in attitude towards plants at a significant level. Among the variables, gender, time spent in a garden, involvement in indoor or outdoor cultivation, experience with picking flowers, fruits, and/or vegetables, and plant recognition level had significant contributions to predicting variance in attitude towards plants, and the recognition of plants was determined to be the most important predictor relative to all the other variables.}, keywords = {descriptive correlational design, plant recognition, secondary education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.108}, url = {http://oaji.net/articles/2021/987-1611648946.pdf}, author = {Meryem Selvi and Emel {\c C}elep{\c c}{\i}kay {\.I}slam} } @article {1091, title = {STEM IN MOVIES: FEMALE PRESERVICE TEACHERS{\textquoteright} PERSPECTIVES ON MOVIE "HIDDEN FIGURES"}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {October/2021}, pages = {Continuous}, type = {Original article}, chapter = {740-758}, abstract = {Movies are informal teaching tools to make teaching relevant to a diverse group of students. The use of movies may enhance students{\textquoteright} interest in science, technology, engineering, and mathematics (STEM). They can be effective tools to build students{\textquoteright} interest in STEM fields and raise their awareness of STEM and STEM careers. This study purpose was to identify STEM-related topics in the movie {\textquotedblleft}Hidden Figures{\textquotedblright} and determine preservice female teachers{\textquoteright} views of it. The study sample included 19 female students. A qualitative phenomenological design research method was used. Data were collected using {\textquotedblleft}the Movie Hidden Figures{\textquotedblright} and a {\textquotedblleft}Semi-Structured Interview{\textquotedblright} forms. Qualitative data were analyzed using semiotics and content analysis. Analysis showed that Hidden Figures focus mostly on the theme of {\textquotedblleft}gender perception in science{\textquotedblright} as well as {\textquotedblleft}design process{\textquotedblright} and {\textquotedblleft}advances in technology.{\textquotedblright} Participants believed that the movie had messages mostly of negative gender perception in science. Despite that, movies emphasized that women can be mathematicians, engineers, and scientists as men. They also stated that gender equality is crucial in education. They also advocated that mathematics and engineering are essential for technological progress and female scientists can play a more active role for achievement.}, keywords = {gender perception in science, hidden figures, preservice teachers, STEM education, women in movie}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.740 }, url = {http://oaji.net/articles/2021/987-1633974420.pdf}, author = {Bekir Y{\i}ld{\i}r{\i}m and Erdin{\c c} {\"O}cal and Emine {\c S}ahin-Topalcengiz} } @article {994, title = {ON WOLVES AND BEES: FACTORS INFLUENCING THE NATURE RELATEDNESS OF THE PRE-SERVICE TEACHERS}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {April/2021}, pages = {Continuous}, type = {Original article}, chapter = {252-260}, abstract = {Biodiversity is the result of long-term evolution. It is one of the fundamental global problems of today as it is declining in space and time. The aim of this research was to determine the relationship of man and nature and to analyze the influence of variables such as gender, age, pet ownership, cultivation of plants, and perception of popular and unpopular animals. A total of 549 respondents took part in the research survey. In addition to the above-mentioned demographic variables, the research also contained 5 items related to the perceived vulnerability of respondents and 37 items focused on the perception of wolves and bees as example of unpopular or popular animals. All variables except gender had a significant influence on man{\textquoteright}s relationship to nature. Students who perceived their own vulnerability to a greater extent had a more negative attitude towards nature. Fear of both groups of observed animals had a negative influence on the relationship to nature. Other dimensions correlated positively, age as well as plant growing and pet breeding. In the end, the possibilities of improving the relationship to nature are suggested.}, keywords = {nature relatedness, popular animals, quantitative approach, university students, unpopular animals}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.252 }, url = {http://oaji.net/articles/2021/987-1616865968.pdf}, author = {Milan Kubiatko and Karel Nepras and Tereza Strejckova and Roman Kroufek} } @article {905, title = {ANALYTIC APPROACH OF RESPONSE PATTERN OF DIAGNOSTIC TEST ITEMS IN EVALUATING STUDENTS{\textquoteright} CONCEPTUAL UNDERSTANDING OF CHARACTERISTICS OF PARTICLE OF MATTER}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {October/2020}, pages = {Continuous}, type = {Original article}, chapter = {824-841}, abstract = {This research aimed to evaluate the students{\textquoteright} conceptual understanding and to diagnose the students{\textquoteright} preconceptions in elaborating the particle characteristics of matter by development of diagnostic instrument as well as Rasch model response pattern analysis approach. Data were acquired by 25 multiple-choice written test items distributed to 987 students in North Sulawesi, Indonesia. Analysis on diagnostic test items response pattern was conducted in three steps: 1) conversion of raw score to a homogenous interval unit and effectiveness analysis of measurement instruments; 2) measurement of disparity of students{\textquoteright} conceptual understanding; and 3) diagnosis of students{\textquoteright} preconception by estimation of item response pattern. The result generated information on the diagnostic and summative measurement on students{\textquoteright} conceptual understanding in elaborating the topic; information also acts as empirical evidence on the measurement{\textquoteright}s reliability and validity. Moreover, the result discovered a significant disparity between students{\textquoteright} conceptual understanding based on their educational level. It was found that the distractor item response pattern tended to be consistent, indicating a certain tendency of resistant preconception pattern. The findings are expected to be a recommendation for future researchers and educational practitioners that integrate diagnostic and summative measurement with Rasch model in evaluating conceptual understanding and diagnosing misconception. }, keywords = {Conceptual Understanding, item response, particle of matter, Rasch model}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.824}, url = {http://oaji.net/articles/2020/987-1602682876.pdf}, author = {Lukman Abdul Rauf Laliyo and Julhim S. Tangio and Bambang Sumintono and Mohamad Jahja and Citra Panigoro} } @article {846, title = {BIOLOGY CONTENT AND CLASSROOM EXPERIENCE AS PREDICTORS OF CAREER ASPIRATIONS}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {April/2020}, pages = {Continuous}, type = {Original article}, chapter = {317-332}, abstract = {In Slovenia, as in many other countries, interest in seeking careers in science, technology and engineering-related disciplines is low, which can be recognized as a problem. The influence of general interest in biology, the content, and teaching of Biology in 9-year basic school (age 14 -15) and general upper-secondary schools (age 15 {\textendash} 18) on the career aspirations of students was explored. Based on structural models built on the responses of 522 general upper secondary school students from Slovenia, it was revealed that the corresponding constructs (1) The content of Biological disciplines; (2) The Biology content taught in 9-year basic school; (3) The Biology content taught in general upper secondary school; (4) The teaching of lower secondary school Biology; and (5) The teaching of general upper secondary school Biology--are only weak predictors, if at all, of career aspirations in 15 different career streams. The greatest predictive power is a general interest in biological topics. However, the influence of the content of school curricula and corresponding teaching is a weak and even negative predictor of career aspirations in some cases.}, keywords = {biology teaching, career aspirations, lower secondary school Biology, SEM analysis, upper secondary school Biology}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.317}, url = {http://oaji.net/articles/2020/987-1586941911.pdf}, author = {Andrej {\v S}orgo and Andreja {\v S}pernjak} } @article {900, title = {A COGNITIVE MODEL TO ANALYSE PHYSICS AND CHEMISTRY PROBLEM-SOLVING SKILLS: MENTAL REPRESENTATIONS IMPLIED IN SOLVING ACTIONS}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {October/2020}, pages = {Continuous}, type = {Original article}, chapter = {730-746}, abstract = {In physics and chemistry, the development of problem-solving skills is necessary to become an expert. A simple cognitive model to analyse such development is proposed and tested. An exploratory research was conducted with expert professors and students in initial and advanced years. A think aloud procedure was used to obtain relevant data while the participants tried to solve undefined, open problems. Solving these problems required a particular skill representative of expertise: modelling reality using science. More than 1350 solving actions were collected and related to the mental representations elaborated, developed and inter-related by solvers. The proposed model was able to account for expert-novice differences in terms of the respective distributions of solving actions among the mental representations. Large differences appeared in the mental representation of Conceptual scientific Model. In addition, advanced and initial students showed similar and significant averages of unproductive actions, while experts took very few. Experts showed high convergence in their distributions of actions among the mental representations. If the outcomes were replicated with higher external validity, the model could help researchers to analyse the cognitive mechanisms in problem-solving, and teachers to better focus their efforts on specific students{\textquoteright} lacks.}, keywords = {cognitive model, expert-novice differences, mental representations, problem-solving skills, solving actions}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.730}, url = {http://oaji.net/articles/2020/987-1602524564.pdf}, author = {Vanessa {\'A}lvarez and Tarcilo Torres and Zulma Gangoso and Vicente Sanjos{\'e}} } @article {984, title = {CONTEXT MATTERS: SCIENCE, TECHNOLOGY AND MATHEMATICS EDUCATION LECTURERS{\textquoteright} REFLECTIONS ON ONLINE TEACHING AND LEARNING DURING THE COVID-19 PANDEMIC}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {December/2020}, pages = {Continuous}, type = {Original article}, chapter = {1125-1136}, abstract = {To limit the spread of the COVID-19 virus conditions of lockdown were enforced by countries globally. Universities and schools revised the mode of delivery from contact teaching to online teaching and learning. This qualitative research was conducted at one university in South Africa and explored STEM discipline lecturers{\textquoteright} reflections on the use of online technologies and the factors which enable or constrain online teaching and learning. Three lecturers from STEM disciplines involved in online teaching were purposively selected to participate in this study. Data were generated via semi-structured interviews and reflective journals. The findings reveal that lecturers supplement the use of Moodle and Zoom with WhatsApp, the factor that enabled online teaching was the availability of data to lecturers and students. In contrast, the factors that constrained online teaching and learning were the technical training received for online teaching, the mismatch between pedagogy and students{\textquoteright} learning styles, the pressure of balancing work-home life and assumptions made about the availability of conducive home environments for learning, connectivity, and availability of devices for online learning. These findings have implications for professional development for online teaching and recommend that universities adopt WhatsApp to be a formal platform for online teaching and learning.}, keywords = {learning style, online teaching and learning, pandemic, reflections, WhatsApp}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.1125}, url = {http://oaji.net/articles/2021/987-1613414714.pdf}, author = {Asheena Singh-Pillay and Jayaluxmi Naidoo} } @article {901, title = {THE EFFECT OF OUTDOOR LESSONS IN NATURAL SCIENCES ON STUDENTS{\textquoteright} KNOWLEDGE, THROUGH TABLETS AND EXPERIENTIAL LEARNING}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {October/2020}, pages = {Continuous}, type = {Original article}, chapter = {747-763}, abstract = {Experiential learning was introduced to support a child{\textquoteright}s concept development towards evolution scientific literacy. This study examined the effect of an experiential learning model (The Mobile Natural Science Learning - MNSL) on the knowledge of 4th grade primary school students in Slovenia, during natural science school lessons at the seashore through the use of tablets. Mobile technology provides authentic learning, assisting outdoor lessons providing material and environmental context in learning, which support the experience of a learner. In the experimental group (N = 95), outdoor learning in the seashore included Kolb{\textquoteright}s experiential learning cycle with the integration of tablets. In the control group (N=97), the teachers used concrete experience for exploring the seashore, excluding the Kolb{\textquoteright}s cycle. The data were collected by using two science knowledge pre and post {\textendash} tests. The test items were classified into three TIMSS{\textquoteright} cognitive domains: 1) factual knowledge, 2) conceptual understanding, and 3) reasoning and analysis. Differences between groups were analysed through Mann-Whitney U-test and showed that the experimental group had better learning outcomes than the control group. Findings indicate that the MNSL-model had a positive effect on students{\textquoteright} achievement in science, more precisely in knowledge on marine organisms and life at the seashore. }, keywords = {Kolb{\textquoteright}s experiential learning cycle, natural science, outdoor learning, seashore}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.747}, url = {http://oaji.net/articles/2020/987-1602524649.pdf}, author = {Nastja Coti{\v c} and Janja Plazar and Isteni{\v c} Star{\v c}i{\v c}, A. and Darjo Zuljan} } @article {917, title = {THE EFFECTS OF CRITIQUE-DRIVEN INQUIRY INTERVENTION ON STUDENTS{\textquoteright} CRITICAL THINKING AND SCIENTIFIC INQUIRY COMPETENCY}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {December/2020}, pages = {Continuous}, type = {Original article}, chapter = {954-971}, abstract = {The research aim was to examine the effects of a Critique-Driven Inquiry (CDI) intervention on primary and secondary school students{\textquoteright} critical thinking and scientific inquiry competency. Twenty-five 4th grade Taiwanese students from a typical primary school were selected to participate in experimental group 1 (EG1), while 28 7th grade students from a typical secondary school were randomly selected to participate in experimental group 2 (EG2). For each group, a 2-semester CDI intervention was implemented. In addition, another 28 4th graders and 30 7th graders from the same two schools were selected to participate in, respectively, control group 1 (CG1) or control group 2 (CG2). Analyses of covariance, repeated measures analysis of variance, and content theme analyses were conducted to analyze the quantitative and qualitative data. Research results indicated that EG1 and EG2 students significantly outperformed their comparison counterparts in critical thinking and scientific inquiry competency both during and following the CDI intervention. The empirical evidence provides insight into the mechanisms of promoting primary and secondary school students{\textquoteright} critical thinking and scientific inquiry competency. }, keywords = {Critical thinking, critique-driven inquiry (CDI), primary and secondary school students, scientific inquiry competency, Taiwan}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.954}, url = {http://oaji.net/articles/2020/987-1606572748.pdf}, author = {Ying-Yan Lu and Huann-shyang Lin and Thomas J. Smith and Zuway-R Hong and Wen-Yi Hsu} } @article {844, title = {EFFECTS OF INQUIRY-BASED TEACHING ON CHINESE UNIVERSITY STUDENTS{\textquoteright} EPISTEMOLOGIES ABOUT EXPERIMENTAL PHYSICS AND LEARNING PERFORMANCE}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {April/2020}, pages = {Continuous}, type = {Original article}, chapter = {289-297}, abstract = {Students{\textquoteright} epistemologies of experimental physics refer to how they understand the role of experimentation as well as the experimental operation and design and communication of results in physics. This research aimed to find whether students in inquiry-based physics laboratory activities show more expert-like epistemologies of experimental physics and better course performance relative to courses using cookbook guided laboratory activities. The participants consisted of two classes of students in a Chinese university. They were divided into control group and experimental group. The experimental group was taught with inquiry-based teaching, while the control group was using cookbook teaching. Each group was taught by the same lecturer. Colorado Learning Attitudes about Science Survey for Experimental Physics were used to investigate students{\textquoteright} epistemologies about the nature of experimental physics. It was found that students in a traditional cookbook guided laboratory showed significant negative shifts on personal epistemologies, and in contrast, students{\textquoteright} epistemologies of experimental physics in inquiry-based laboratory had been significantly improved. The increase of scores in the control group was higher than the experiment group on experimental physics learning performance. The results were slightly different from other studies, some possible explanations were given.}, keywords = {epistemologies of experimental physics, inquiry-based teaching, physics education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.289}, url = {http://oaji.net/articles/2020/987-1586941778.pdf}, author = {Wei-Zhao Shi and Liping Ma and Jingying Wang} } @article {906, title = {ENHANCING STUDENTS{\textquoteright} HIGH-ORDER COGNITIVE SKILLS FOR HIERARCHICAL DESIGNS IN MICRO AND SYMBOLIC PARTICULATE NATURE OF MATTER}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {October/2020}, pages = {Continuous}, type = {Original article}, chapter = {842-854}, abstract = {To be familiar with micro and symbolic performances, students could work out more effective approaches of innovated techniques known as five hierarchical designs in chemistry equilibrium. However, the most frequently reported problem in students{\textquoteright} assessment of chemistry study is attributed to their poor skill recognizing basic concepts. The aim of this research was to construct the 6 test items to help undergraduate students assess their high-order and low-order cognitive skills as a deeper framework of particle representations. It takes a dynamic appeal for students to identify their profound understanding of cognitive skills in accordance with their potential performances of particle representations. In this research, students activate the test instrument to sustain their development of content validity and inter-rater reliability. The research results mark a different responsive engagement of both high-order and low-order cognitive skills in students{\textquoteright} total performances with the skill ratio score of 1:6 for conceptual recognition and analyses of micro and symbolic performances. All students{\textquoteright} micro and symbolic performances offer an indication for understanding their advanced cognitive skills in the particulate nature of matter. It is beneficial to improve new perspectives in the discussions and activity hierarchical designs in their chemistry equilibrium classrooms. }, keywords = {hierarchical designs, high-order cognitive skills, micro, particulate nature of matter, symbolic performances}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.842}, url = {http://oaji.net/articles/2020/987-1602525025.pdf}, author = {King-Dow Su} } @article {842, title = {EVALUATING SCIENTIFIC REASONING ABILITY: THE DESIGN AND VALIDATION OF AN ASSESSMENT WITH A FOCUS ON REASONING AND THE USE OF EVIDENCE}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {April/2020}, pages = {Continuous}, type = {Original article}, chapter = {261-275}, abstract = {Scientific reasoning ability (SRA) is widely recognized as an essential goal for science education. There is much discussion on the design and development of assessment frameworks as viable tools to foster SRA. However, established assessments mostly focus on the level of students reasoning attainment. Student ability to use evidence to support reasoning is not adequately addressed and evaluated. In this study, the 6-level SRA assessment framework was conceptualized and validated iteratively via synthesizing literature and a Delphi study. Guided by the framework, an SRA assessment tool adopting and adapting PISA test items and self-created items was developed and administered to 593 secondary students (including 318 8th Graders and 275 9th Graders) in mainland China. Pearson correlation analysis of SRA assessment score and their scores in scientific reasoning provided criterion-related validation for the former (Pearson correlation = .527). Rasch analysis conducted further confirmed the validity and reliability of the SRA test and the assessment framework. Combing quantitative and qualitative methods, the study provides a valid and reliable analytical framework of SRA. It can inform the design of SRA assessments in various science education contexts for diversified audiences.}, keywords = {Complexity of Scientific Reasoning, Evidence in Reasoning, Rasch Modeling, Scientific Reasoning Ability (SRA)}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.261}, url = {http://oaji.net/articles/2020/987-1586941634.pdf}, author = {Ma Luo and Zuhao Wang and Daner Sun and Zhi Hong Wan and Liying Zhu} } @article {858, title = {FINAL-YEAR PRE-SERVICE PRIMARY SCHOOL TEACHERS{\textquoteright} UNDERSTANDING OF INQUIRY-BASED-SCIENCE TEACHING}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {June/2020}, pages = {Continuous}, type = {Original article}, chapter = {454-466}, abstract = {Teachers{\textquoteright} accurate understanding of Inquiry-Based Science Teaching (IBST) is crucial for the proper enactment of this pedagogical approach. In this research, a qualitative case study design was used to explore and interpret pre-service teachers{\textquoteright} understanding of IBST at the conclusion of their three-year primary diploma at a university in Swaziland. Data were collected using a semi-structured teaching scenario-based questionnaire in conjunction with individual semi-structured interviews. Thirty-four participants completed the questionnaire and eight of them were subsequently interviewed. The data were analyzed using a conceptual framework of IBST that outlines two dimensions of IBST; namely the cognitive and guidance dimensions. The results show that in the cognitive dimension, participants focused mainly on the procedural domain. With regard to the guidance dimension, they associated the pedagogical approach more with teacher-directed than learner-directed learning activities. This paper recommends that in training pre-service primary school teachers, teacher educators must broaden their focus from procedural aspects of IBST to include all its aspects; thereby developing their pre-service teachers{\textquoteright} holistic and deep experiences of IBST.}, keywords = {IBST understanding, inquiry-based science teaching, pre-service teachers, primary school, scenario-based questionnaire}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.454}, url = {http://oaji.net/articles/2020/987-1591087928.pdf}, author = {Khanyisile Brenda Nhlengethwa and Nadaraj Govender and Doras Sibanda} } @article {921, title = {IMPROVEMENTS IN TEACHERS{\textquoteright} KNOWLEDGE AND UNDERSTANDING OF BASIC ASTRONOMY CONCEPTS THROUGH DIDACTIC GAMES}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {December/2020}, pages = {Continuous}, type = {Original article}, chapter = {1020-1033}, abstract = {Literature review shows that many primary school teachers have poor understanding of basic astronomy contents. Therefore, the aim of the study was to introduce specific astronomical content to in-service primary school teachers through two didactic games, to evaluate the didactic games and the teachers{\textquoteright} knowledge and understanding before and after the implementation of the didactic games. The research included 24 in-service primary school teachers. The data were collected through the knowledge test (pre-post design) and questionnaires for each didactic game. The results showed that the teachers evaluated the didactic games as suitable for use in the classroom as they emphasized that they are educational, explicit and interesting. The implementation was identified as effective because the median for fractional gains was 0.54 and showed the medium gain in teachers{\textquoteright} knowledge and understanding of selected astronomy contents. It was recognized that in-service primary school teachers do not feel competent for introducing complex astronomical contents to their students. However, the presented approach could encourage in-service primary school teachers to deepen their knowledge and to teach astronomy contents with a method that is closer to their students. University teachers could point out the advantages and disadvantages of didactic games in astronomy content and discuss them with pre-service primary school teachers.}, keywords = {astronomy education, didactic games, in-service primary school teachers, Moon phases}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.1020}, url = {http://oaji.net/articles/2020/987-1606573063.pdf}, author = {Katarina Susman and Jerneja Pavlin} } @article {824, title = {INFLUENCE OF FORMATIVE ASSESSMENT CLASSROOM TECHNIQUES (FACTs) ON STUDENT{\textquoteright}S OUTCOMES IN CHEMISTRY AT SECONDARY SCHOOL}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {February/2020}, pages = {Continuous}, type = {Original article}, chapter = {36-49}, abstract = {Assessment in many Central- and Eastern-European countries is dominated by summative assessment (SA). Simultaneously, researchers and educators from western Europe and the US proclaim the formative assessment (FA) as an important element of the educational process and advise including it into curricula and everyday teachers{\textquoteright} practice. The research presented herein reports an introduction of formative assessment classroom techniques (FACTs) during chemistry lessons at K7 level in Slovakia. In total 202 students participated in the research. They were divided randomly into a control (n=97) and an experimental (n=105) group, and the intervention covered 10 successive lessons. After the intervention, the student{\textquoteright}s outcomes were compared using the test checking student{\textquoteright}s knowledge and skills according to various domains of Bloom{\textquoteright}s revised taxonomy. The results suggested a statistically significant increase in the score of the experimental group, and a detailed analysis revealed that the increase was significant in both lower- and higher-order cognitive skills area. Finally, the students{\textquoteright} reaction on the introduction of formative assessment was studied and showed their positive attitude towards the introduced method.}, keywords = {chemical education, formative assessment classroom techniques, higher-order cognitive skills, secondary school}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.36}, url = {http://oaji.net/articles/2020/987-1581269504.pdf}, author = {M{\'a}ria Babin{\v c}{\'a}kov{\'a} and M{\'a}ria Ganajov{\'a} and Ivana Sot{\'a}kov{\'a} and Pawe{\l} Bernard} } @article {885, title = {INFLUENCING FACTORS OF 10th GRADE STUDENTS{\textquoteright} SCIENCE CAREER EXPECTATIONS: A STRUCTURAL EQUATION MODEL}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {August/2020}, pages = {Continuous}, type = {Original article}, chapter = {675-686}, abstract = {Science career expectations can be affected by personal science beliefs and social supports. Framed in Expectancy-Value Models, this research studied the influence of science beliefs (science interest belief, self-efficacy belief and value belief) and social supports (parents and teachers) on students{\textquoteright} science career expectations by the survey of 798 10th grade students. Based on Structural Equation Model, it was found that: 1) science interest belief, self-efficacy belief, value belief and parents{\textquoteright} support can directly predict students{\textquoteright} expectations of science careers; 2) the effect of student{\textquoteright}s perception from parents and teachers support on science choice preferences and career engagement are mediated through the effects on students{\textquoteright} interest, self-efficacy and value in science. Therefore, teachers and parents should enhance students{\textquoteright} science beliefs and identity for the improvement of their science career expectations.}, keywords = {10th grade students, influencing factors, science career expectations, structural equation model}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.675 }, url = {http://oaji.net/articles/2020/987-1597214794.pdf}, author = {Jingying Wang and Mingyue Yang and Beibei Lv and Feixiong Zhang and Yonghe Zheng and Yihong Sun} } @article {861, title = {INQUIRY-BASED SCIENCE EDUCATION AS A REVISION STRATEGY}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {June/2020}, pages = {Continuous}, type = {Original article}, chapter = {499-513}, abstract = {The research aim was to identify the effect of revising the thematic unit {\textquotedblleft}Changes in Chemical Reactions{\textquotedblright} using IBSE (based on confirmation inquiry) in the 8th grade of secondary school. This thematic unit is taught in chemistry lessons in the 2nd term of the 7th grade. A set of activities verified by a piece of pilot research was used to implement IBSE based on confirmation inquiry using the 5E Educational Model. The research was performed in ten Slovak secondary schools during the 1st term of the 2017/2018 school year. This research employed the quasi-experimental methodology involving pre-test{\textendash}post-test two-group design. The research sample consisted of 292 8th grade students. They were divided randomly into a control (n=149) and experimental (n=143) group, and the intervention took place during 10 lessons. Cognitive tests based on the revised Bloom{\textquoteright}s taxonomy were used to measure students{\textquoteright} knowledge and skills before and after revision. The results indicate that using IBSE (based on confirmation inquiry) in the revision phase is more effective than teaching without using IBSE in terms of developing conceptual understanding. It affects the lower and higher cognitive processes (understanding, application, and analysis) and stimulates learning mainly in students with lower academic performance.}, keywords = {chemistry education, cognitive processes, confirmation inquiry, secondary school}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.499 }, url = {http://oaji.net/articles/2020/987-1591088137.pdf}, author = {Ivana Sot{\'a}kov{\'a} and M{\'a}ria Ganajov{\'a} and M{\'a}ria Babin{\v c}{\'a}kov{\'a}} } @article {836, title = {NEW PLAYMAKER IN SCIENCE EDUCATION: COVID-19}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {April/2020}, pages = {Continuous}, type = {Editorial}, chapter = {180-185}, abstract = {Nowadays, we all are sitting in our homes and watching what is going on in the world, as if we are watching a science fiction movie, in which we have the leading role. Novel Coronavirus (COVID-19), which first appeared in Wuhan (Abdulamir, \& Hafidh, 2020; Ait Addi et al., 2020 Aljofan, \& Gaipov, 2020; Sorooshian, 2020) and later turned into a pandemic affecting the entire world, does not discriminate between the degree of democracy, finances, religion, gender, ethnicity and region. World is a fireplace and we all are {\textquotedblleft}burning{\textquotedblright}. In the countries where the pandemic is progressing rapidly, all health professionals, regardless of their area of expertise, have been called to the field. This reminds us of the need to revive the general perspective that we have begun to forget. That is to say, no matter how specific our area of expertise is, we are obliged to keep the general perspective of our field and basic doctrines constantly fresh. }, keywords = {human existence, Novel Coronavirus, science education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.180 }, url = {http://oaji.net/articles/2020/987-1586941191.pdf}, author = {Muhammet Usak and Alfiya R. Masalimova and Elena I. Cherdymova and Albina R. Shaidullina} } @article {881, title = {THE SCIENCE LEARNING ENVIRONMENT PRIMARY SCHOOL STUDENTS{\textquoteright} IMAGINE}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {August/2020}, pages = {Continuous}, type = {Original article}, chapter = {605-627}, abstract = {This research explored dream science classrooms of primary school third-and fourth-grade students. Research is designed as a case study. The students were first asked to illustrate their dream science classroom and produce a short description of their drawings. Second, they were asked to write their expectations of their teachers, their classmates, and themselves in their science classes. Three hundred and twelve participants were identified using the convenience sampling method. The research evaluated the students{\textquoteright} drawings and descriptions in the first step, and their expectations in the second step. Students, in their drawings, conveyed the following messages: Experiments (lab works) could be used in science education, and different classroom activities and science courses could be done outside the classroom. In addition, they expected their teachers to have them perform more experiments in the classes, to offer them interesting and intriguing knowledge, to encourage them to conduct research and projects, and ask questions. Their expectations of their classmates to follow the classroom rules, to work in collaboration, to share, and to appreciate them so that they can benefit from science classes more efficiently. They expected themselves to be successful in science classes. }, keywords = {classroom environment, Learning Environment, science class, science teaching, student drawings}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.605}, url = {http://oaji.net/articles/2020/987-1597214531.pdf}, author = {Sahin Kalyon, D.} } @article {845, title = {STUDENTS{\textquoteright} ABILITY TO WORK WITH GRAPHS IN PHYSICS STUDIES RELATED TO THREE TYPICAL STUDENT GROUPS}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {April/2020}, pages = {Continuous}, type = {Original article}, chapter = {298-316}, abstract = {Graphs are often used to represent mathematical functions, to illustrate data from social and natural sciences, or to specify scientific theories. With increasing emphasis on the development of scientific research skills, the work with graphs and data interpretation are gaining in importance. The research involved an eye-tracking experiment conducted to evaluate student work with graphs in physics. Eye-movement data were recorded using the GazePoint eye-tracker. A total of 40 third-year grammar school students participated in the research. These students were allocated into three groups by a physics teacher. These groups were called PLUS, AVERAGE and MINUS. The PLUS group showed excellent results in education and included gifted physics students. The MINUS group was composed of the opposite end of this cognitive spectrum, whose members made the most mistakes in graph reading. The aim of the experiment was to find the differences between students allocated to these three groups and to evaluate whether the allocation based on the teacher{\textquoteright}s experience, long-term observations and the students{\textquoteright} previous achievements was sufficient. The results showed that students from all three groups had problems with reading graphs in physics. According to the eye-movement data, several students who had been incorrectly assigned to groups were identified. }, keywords = {education in physics, experimental study, eye-tracking, gifted children, graph}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.298}, url = {http://oaji.net/articles/2020/987-1586941849.pdf}, author = {Jana Skrabankova and Stanislav Popelka and Marketa Beitlova} } @article {821, title = {THE TEACHER{\textquoteright}S ROLE IN THE BATTLE OF THE INTELLIGENT MACHINES}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {February/2020}, pages = {Continuous}, type = {Editorial}, chapter = {4-5}, abstract = {For most educators, grading and marking assignments are not high on their wish lists for their teaching routines. In the context of learning, the same can be said for their students, where examinations are associated with feelings such as insecurity, anxiety, fear, and stress. For diverse reasons, such as allowing students to self-assess their knowledge or providing homework, many teachers who are more advanced in the application of ICT, are already putting quizzes and tests online. Nowadays, such tests are in most cases delivered and assessed automatically, with an automatic system. Often, such basic systems provide feedback to the students if an answer is correct and a summary of the outcome. So far, so good ˗ after testing, students know what they still have to learn and what they have already learned. Equally, teachers get the same information about the students. In this way, a teacher{\textquoteright}s time can be spent on better purpose. However, the drawback is that tests are uniform in the format of the templates provided by the system, the philosophy of test construction and the grading by their developers. Additionally, if not controlled, such tests can even be answered by people other than the target students.}, keywords = {Artificial Intelligence, intelligent systems, interactive tools}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.04}, url = {http://oaji.net/articles/2020/987-1581269250.pdf}, author = {Andrej {\v S}orgo} } @article {879, title = {TEACHERS{\textquoteright} PERCEPTIONS OF USING THE BLENDED LEARNING APPROACH FOR STEM-RELATED SUBJECTS WITHIN THE FOURTH INDUSTRIAL REVOLUTION}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {August/2020}, pages = {Continuous}, type = {Original article}, chapter = {583-593}, abstract = {Globally, as society enters the Fourth Industrial Revolution, we require a transformation in pedagogy. Science, Technology, Engineering and Mathematics (STEM) related subjects are vital to succeeding within the Fourth Industrial Revolution. To provide quality STEM education, teachers{\textquoteright} perceptions related to the teaching and learning of STEM-related subjects is essential to understand. This qualitative research took place at one university in KwaZulu-Natal, South Africa and explored teachers{\textquoteright} perceptions of using blended learning for STEM-related subjects. Wenger{\textquoteright}s Communities of Practice Theory framed this research. Data were generated from workshops and semi-structured interviews. The results of this research indicated that blended learning is impeded by the lack of technology-based tools; is hampered by teacher professional development; offered the use of virtual hours for consultation and feedback and increased engagement and collaboration within STEM-related milieus. These results provide a glimpse of what teachers perceive regarding the use of blended learning for secondary school mathematics and technology. Globally, these results have relevance when considering the importance of teachers{\textquoteright} perceptions of using blended learning for STEM-related subjects, as society embraces the Fourth Industrial Revolution.}, keywords = {blended learning, communities, fourth industrial revolution, mathematics teaching, practice, qualitative, STEM teachers, STEM-related subjects, technology teaching, technology-enabled learning}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.583}, url = {http://oaji.net/articles/2020/987-1597214386.pdf}, author = {Jayaluxmi Naidoo and Asheena Singh-Pillay} } @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 {785, title = {ACHIEVEMENT AND GENDER EFFECTS ON 5TH GRADER{\textquoteright}S ACQUISITION OF SCIENCE PROCESS SKILLS IN A SOCIOECONOMICALLY DISADVANTAGED NEIGHBORHOOD}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {August/2019}, pages = {Continuous}, type = {Original article}, chapter = {607-619}, abstract = {Science process skills (SPSs) play a significant role in science education. This research aimed to determine the acquisition level of 5th-grade students in SPSs with classroom activities. The research was a case study, and the data were collected by focus group interviews, document analysis, and observations. The sample of the research was six students from the fifth grade selected based on maximum variation sampling. Science process skills focused worksheets, focus group interview schedule, and observation forms were used as data collection tools. As a result, it was found out that the students were at the average or above the average level in observing, predicting, measuring, comparing and classifying skills; and they were at below the average level in inferring, organizing data, identifying and using experimental materials, processing data and formulating models, controlling variables, experimenting, interpreting and inferring. Also, it was determined that students with high academic achievement have more acquisition in SPSs. Besides, it was found out that the development of SPSs is gender neutral, it depends on the number of activities that are made in the classroom and what is the role of the students in these activities. }, keywords = {gender in science process skills, lower secondary school, Science Achievement, science activities, science process skills}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.607}, url = {http://oaji.net/articles/2019/987-1564686680.pdf}, author = {Yakup Saban and B{\"u}lent Aydo{\u g}du and R{\i}dvan Elmas} } @article {731, title = {AGRICULTURAL STUDENTS{\textquoteright} KNOWLEDGE OF PHOTOSYNTHESIS AND THE CONTEXTUAL FACTORS THAT INFLUENCE IT}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {February/2019}, pages = {Continuous}, type = {Original article}, chapter = {6-18}, abstract = {This research aimed to assess the knowledge of photosynthesis among students in agricultural education and understand the influence of the contextual factors on it. In photosynthesis, biomass is produced, so understanding these processes is essential for successful agriculture. The research sample consisted of 330 students in agricultural education in Slovenia. Data were collected with a knowledge test and a contextual questionnaire. Better knowledge of photosynthesis was positively related with higher awareness of the importance of biology as a science and of photosynthesis. There was no significant relation between the knowledge of photosynthesis and positive attitudes toward biology lessons. The average achievement on the knowledge test of photosynthesis was 56\%: the highest on the item about energy and the lowest on the item about the primary purpose of photosynthesis. Between these two achievements was the knowledge of reactants and products in photosynthesis, and the knowledge concerning chlorophyll. Considering these results, improvements should be made in teaching. For this population, more experimental and less theory-based lessons were suggested. The findings could benefit biology and science teachers in agricultural education and help improve national curriculum for biology in agricultural programmes.}, keywords = {agricultural education, biology education, contextual factors in education, knowledge of photosynthesis}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.06}, url = {http://oaji.net/articles/2019/987-1550082600.pdf}, author = {Katja Gobec and Jelka Strgar} } @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 {756, title = {CONCEPTUAL DIFFICULTIES PRE-SERVICE PRIMARY TEACHERS HAVE WITH STATIC ELECTRICITY}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {April/2019}, pages = {Continuous}, type = {Original article}, chapter = {300-313}, abstract = {Static electricity is the introductory chapter to electricity in all high school and university Physics textbooks. The interpretations of static electricity phenomena are not obvious, even in higher education. This research was conducted to identify the major difficulties which pre-service primary teachers encounter in explaining static electricity. They conducted electrostatic experiments focused on different types of electricity, in the context of an Introductory Physics Laboratory Course. The data were collected through the reports they wrote at the end of the course. The qualitative content analysis method was used in order to analyze the data. The sample, which was a convenient one, consisted of 200 pre-service primary teachers, 170 females and 30 males. The analysis showed that pre-service primary teachers have considerable difficulty conceptualizing the microscopic processes {\textendash} more specifically, charging by induction {\textendash} that explain these phenomena. The different roles electrons play in conductors and insulators seemed to pose difficulties for pre-service primary teachers. The findings implied an emphasis on microscopic models during macroscopic experimental processes. This could help pre-service primary teachers to understand the role of electrons in conductors and insulators and the different mechanisms involved in different types of charging. }, keywords = {conceptual difficulties, content analysis, static electricity}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.300}, url = {http://oaji.net/articles/2019/987-1554360030.pdf}, author = {Constantina G. Stefanidou and Konstantina D. Tsalapati and Anastasia M. Ferentinou and Constantine D. Skordoulis} } @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 {793, title = {DICHOTOMOUS KEYS IN THE BOTANICAL LEARNING OF NON-VISUAL (BLIND) PEOPLE}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {October/2019}, pages = {Continuous}, type = {Original article}, chapter = {668-680}, abstract = {Recently, the research about innovative approaches in the education of blind (non-visual- NV) students has intensified; however the use of dichotomous keys (DK) in their botanical education has not yet been examined. This research explored the contribution of two self-generated dichotomous keys (DK) for plant identification (a digital version- DDK and a printed version- DPK), to the botanical education of NV students. The research included 100 students, with an average age of 24, divided into 2 groups. Group E1 determined the plants using the DDK while in Group E2 plants were identified using the DPK. The DDK contributed more than the DPK in helping the NV participants to acquire the quality and durability knowledge they need to identify different plant groups (woody, bushy and herbaceous plants). The NV has the greatest success in the identification of woody plants, and the least success in the identification of herbaceous plants. The members of both groups (E1, E2) had possitive opinion about the contribution of the applicable dichotomous key to their knowledge, the activities in it. Due to this fact, both versions of DKs are recommended as new assistive tools in the botanical education of NV students.}, keywords = {botanical education, dichotomous keys, non-visual people, plants identification, quasi-experimental design}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.668}, url = {http://oaji.net/articles/2019/987-1571126876.pdf}, author = {Branko Andji{\'c} and Stanko Cvijeti{\'c}anin and Simon Hayhoe and Rade Gruji{\v c}i{\'c} and Danijela Ste{\v s}evi{\'c}} } @article {761, title = {THE EFFECT OF EARTHCOMM LEARNING MODEL AND SPATIAL THINKING ABILITY ON GEOGRAPHY LEARNING OUTCOMES}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {June/2019}, pages = {Continuous}, type = {Original article}, chapter = {323-334}, abstract = {Geography learning is meaningless if it is not followed by the development of students{\textquoteright} spatial thinking ability. Research aimed to 1) determine the effect of earthcomm learning and conventional learning on geography learning outcomes, 2) find out the effect of spatial thinking ability on geography learning outcomes, 3) find out the interaction between the application of earthcomm learning and spatial thinking ability on geography learning outcomes. Research used a quasi-experimental non-equivalent control group design. The research sample was taken from three high schools in Malang City, Indonesia. Geography learning outcomes data were obtained from paper-based test and spatial thinking ability data obtained from spatial thinking test instruments. Data were analyzed using Two Way ANOVA test using SPSS devices. The results of the research, 1) there is an effect of the application of learning to students{\textquoteright} geography learning outcomes, 2) there is an influence of the ability of spatial thinking on geography learning outcomes, 3) there is no interaction between the application of learning and spatial thinking on geography learning outcomes. Efforts to improve learning outcomes and spatial thinking ability are needed by students to face the challenges of global competition. }, keywords = {Earthcomm learning model, geography learning, geography learning outcome, quasi experimental, spatial thinking ability}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.323}, url = {http://oaji.net/articles/2019/987-1559371993.pdf}, author = {Muhammad Aliman and Budijanto and Sumarmi and I Komang Astina and Rozana Eka Putri and Muhammad Arif} } @article {770, title = {THE EFFECT OF USERS{\textquoteright} BEHAVIORAL INTENTION ON GAMIFICATION AUGMENTED REALITY IN STEM (GAR-STEM) EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {June/2019}, pages = {Continuous}, type = {Original article}, chapter = {450-465}, abstract = {As people attach increasing importance to the learning environment and design of teaching materials in STEM, how to design teaching materials that enable students to seamlessly integrate the learning of scientific investigation, engineering design, mathematical reasoning, and technical skills has become increasingly important. The purpose of this research was to explore the behavioral intention of GAR-STEM teaching application users. The results showed that the best predictor of practicability, entertainment, and media interactivity for intention towards GAR-STEM app design was usage attitude (R2= 0.547), followed by intent to use (R2 = 0.528), practicability (R2 = 0.408), and entertainment (R2 = 0.186). The proposed model explained 52.8\% of the variance in behavioral intention. The overall findings suggested that usage attitude and intent to use may augment its function as a key factor for the procedural intention toward GAR-STEM app design.}, keywords = {augmented reality, gamification apps, importance-performance matrix analysis, STEM education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.450 }, url = {http://oaji.net/articles/2019/987-1559372609.pdf}, author = {Chung-Ho Su} } @article {782, title = {EFFECTIVENESS OF THE CONCEPTUAL CHANGE METHOD ON UNDERSTANDING PLANT MASS INCREASE}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {August/2019}, pages = {Continuous}, type = {Original article}, chapter = {569-582}, abstract = {This research aimed to assess the influence of the method of conceptual change on understanding the concept of increasing the mass of plants among 414 students in agricultural education in Slovenia. In photosynthesis, biomass is produced, so understanding these processes is essential for successful agriculture. Data were collected using a knowledge test and a questionnaire that were administered before and after the traditional and experimental teaching units. The results allowed the conclusion that the method of the conceptual change (experimental teaching unit) was significantly more effective than the traditional method in improving the understanding of the contribution of solar energy and carbon dioxide to the increase in the mass of plants. There was no significant difference in the improvement of knowledge about the contribution of the minerals that plants receive through their roots. Understanding the contribution of water to the increase of the mass should be tested further because of the unexpected misconception that influenced the results that was found among students. Students{\textquoteright} attitudes toward biology and photosynthesis were significantly better after the experimental teaching unit. Considering these findings, other topics should be prepared using the method of the conceptual change to assist biology and science teachers in agricultural education.}, keywords = {agricultural education, biology education, conceptual change, photosynthesis, plant mass}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.569}, url = {http://oaji.net/articles/2019/987-1564686398.pdf}, author = {Katja Gobec and Jelka Strgar} } @article {799, title = {EVALUATION, VALIDATION AND MODIFICATION OF SCIENCE MOTIVATION QUESTIONNAIRE FOR UPPER SECONDARY SCHOOL}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {October/2019}, pages = {Continuous}, type = {Original article}, chapter = {748-767}, abstract = {Motivation to learn a school subject is crucial for achieving knowledge and skills and, consequently, for good academic performance in the subject. There are several approved questionnaires dedicated to assessing motivation for science and biology but none for upper secondary school Czech students. Therefore, existing Science Motivation Questionnaire was evaluated, validated and modified in order to create a Czech version of a Biology motivation questionnaire (BMQ). The original version of the questionnaire had 30 questions, arranged in the following subscales: Internal Motivation, External Motivation, Personal Relevance, Responsibility, Self-efficacy and Anxiety. Validation was based on a survey of 517 upper secondary school Czech students. Analysis of the questionnaires revealed that, although the questionnaire could be used as a whole with satisfactory Cronbach alpha values, the underlying constructs in the Czech version were different from the six ones originally suggested. Based on Exploratory Factor Analysis and Structural Equation Modelling, 14 questions retained in three constructs: a) Self{\textendash}efficacy, b) Responsibility and c) Motivation as a combination of Internal Motivation, External Motivation and Personal Relevance. This shorter version of the BMQ showed satisfactory Goodness of Fit Indices in contrast to the original 30-item version.}, keywords = {biology motivation questionnaire, EFA, questionnaire modification, secondary school students}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.748}, url = {http://oaji.net/articles/2019/987-1571128182.pdf}, author = {Vanda Jan{\v s}tov{\'a} and Andrej {\v S}orgo} } @article {736, title = {A FEASIBLE GUIDANCE FOR ORDERED MULTIPLE-CHOICE ITEMS IN STUDENTS{\textquoteright} HIERARCHICAL UNDERSTANDING LEVELS}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {February/2019}, pages = {Continuous}, type = {Original article}, chapter = {77-89}, abstract = {This research focuses on students{\textquoteright} 5 hierarchical levels of Ordered Multiple-Choice (OMC) items for their extensive conceptualized understanding in the particulate nature of matter (PNM) chemistry. The basic framework for OMC items is to link students{\textquoteright} conceptual understanding levels with possible cognitive responses. Developed as the substantial learning perspective, OMC item approaches benefit students with dominant formulations in directing a new impetus on individual mental constructions. This research attempts to establish the validity and reliability through assessing students{\textquoteright} understanding levels. The main methodology of innovative OMC design manifests students{\textquoteright} verified responsive accumulations; with 5 hierarchical mental conceptualizations from naive understanding up to complete systemic PNM understanding. OMC findings offer students more choices to determine the most appropriate corresponding answer towards different conceptualization levels and to set their individual responses at the medium understanding levels. All contribution of this research gives students{\textquoteright} future perspectives in more collaborative engagements with further administering OMC items. }, keywords = {hierarchical levels, Ordered Multiple-Choice (OMC), particulate nature of matter}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.77}, url = {http://oaji.net/articles/2019/987-1550082943.pdf}, author = {King-Dow Su} } @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 {766, title = {LEARNING ENVIRONMENT, STUDENTS{\textquoteright} BELIEFS, AND SELF-REGULATION IN LEARNING PHYSICS: STRUCTURAL EQUATION MODELING}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {June/2019}, pages = {Continuous}, type = {Original article}, chapter = {389-403}, abstract = {Studies of correlations between students{\textquoteright} beliefs and various aspects of student learning become one of the fastest growing research areas in the field of education and psychology. The aim of the current research was to analyze the correlations between learning environments, students{\textquoteright} beliefs, and self-regulation in learning physics through structural equation modeling (SEM). There were 1010 students from the existing five public high schools in Jambi city, Indonesia, participating in the research. Three self-report questionnaires including (1) WIHIC, (2) CLASS, and (3) MSLQ were used to collect the research data. The data analysis showed that students{\textquoteright} beliefs were significantly and positively correlated with multiple dimension of self-regulation in learning physics (critical thinking and peer learning); while the dimension of sense-making and problem-solving ability significantly related to the affective component of self-regulation (test anxiety). However, the dimension of students{\textquoteright} beliefs did not have any significant effect on all of the self-regulation components. Additionally, learning environment dimensions were significantly related to students{\textquoteright} beliefs about physics on the dimension of conceptual connection and related to all of the self-regulation dimensions.}, keywords = {Learning Environment, self-regulation, Structural Equation Modeling, students{\textquoteright} beliefs}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.389}, url = {http://oaji.net/articles/2019/987-1559372334.pdf}, author = {Maison and Syahrial and Syamsurizal and Tanti} } @article {769, title = {MONODISCIPLINARITY IN SCIENCE VERSUS TRANSDISCIPLINARITY IN STEM EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {June/2019}, pages = {Continuous}, type = {Original article}, chapter = {435-449}, abstract = {Contemporary society of the fourth industrial revolution (Industry 4.0) increasingly requires the education system (i.e., the school) to train competent, creative and proactive professionals who will be able to solve real life problems. If society is to achieve this, some key paradigm changes must occur in education. The school must first prepare a competence-based curriculum and, secondly, school practice should move away from subject-based teaching, towards an interdisciplinary STEM teaching approach. Obviously, to support this, modern learning environments and ICT solutions and tools have to be used. However, since the interdisciplinary STEM approach has already been implemented and integrated, it can be said that a new, integrated science discipline (STEM) has already emerged, together with a transdisciplinary approach to STEM learning and teaching. In the present research, a concrete case of designing, developing and producing a solar chimney was used to demonstrate an integrated approach to learning and teaching, while emphasizing especially the advantages of such an interdisciplinary (transdisciplinary) approach to teaching Science, Technology, Engineering and Mathematic content. The empirical research shows that such an approach produces incomparably better results, especially on higher cognitive levels, in comparison to traditional approaches to learning and teaching. }, keywords = {industry 4.0, interdisciplinarity, solar chimney, STEM, transdisciplinarity}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.435 }, url = {http://oaji.net/articles/2019/987-1559372546.pdf}, author = {Mitja Slavinec and Boris Aber{\v s}ek and Dino Ga{\v c}evi{\'c} and Andrej Flogie} } @article {808, title = {PRIMARY SCHOOL CHILDREN AND PRE-SERVICE TEACHERS{\textquoteright} KNOWLEDGE OF IBERIAN NATIVE AND AFRICAN SAVANNAH MAMMALS}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {December/2019}, pages = {Continuous}, type = {Original article}, chapter = {833-847}, abstract = {The present research compared the knowledge of primary school children and pre-service primary teachers about various native mammals of the Iberian Peninsula (IP-Portugal and Spain) and the African Savannah. For this purpose, a questionnaire was administered to 420 children and 215 pre-service teachers from these countries asking for the identification of animals through photos and whether they had native status on the IP. The pre-service teachers performed better than the children. The Savannah animals were better identified than those of the IP. The results were similar in both countries, even though the Spanish performed a little better. Children from both countries had more difficulty identifying the native status of the animals, with a high percentage of them thinking that Savannah animals lived in the wild on the IP. This error was less frequent among the pre-service teachers but, even so, with a percentage for certain animals that can be considered of concern. This issue is absent in the training courses in both countries, a conclusion based on an analysis of the syllabuses. The importance of improving knowledge of native fauna though formal and informal learning is discussed as a way to promote a conservationist attitude with direct repercussions on the recognition of the importance of local or regional biodiversity.}, keywords = {native fauna, pre-service teachers, primary school children, savannah mammals}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.833}, url = {http://oaji.net/articles/2019/987-1576224962.pdf}, author = {Ant{\'o}nio Almeida and Garc{\'\i}a Fern{\'a}ndez, B. and Orlando Stretch-Ribeiro} } @article {730, title = {PROPOSALS FOR SMALL STEPS TOWARD REPRODUCIBILITY OF SCIENCE EDUCATIONAL STUDIES}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {February/2019}, pages = {Continuous}, type = {Editorial}, chapter = {4-5}, abstract = {It is evident that almost nobody is satisfied with contemporary (science) education, however, critique and proposed solutions to the perceived educational problems are sometimes established from opposite reasoning. Nowadays we can witness, for example, debates about position, role and effect of digital mobile technologies, social networks, and many other issues on behaviour and performance of students. Suggestions about their place in science education are on a scale between transforming education toward digital technologies and calls to prohibit, at least some of them, on the other end. Unfortunately enough argumentation too many times follows patterns recognized as {\textquoteleft}The demon-haunted world{\textquoteright} (Sagan, 1995) and a vocabulary and argumentation in line with Frankfurt{\textquoteright}s (2005) famous essay {\textquoteleft}On bullshit{\textquoteright}.}, keywords = {educational problems, evidence-based interventions, opposite reasoning, science education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.04}, url = {http://oaji.net/articles/2019/987-1550082532.pdf}, author = {Andrej {\v S}orgo} } @article {768, title = {THE RELATION OF GENDER AND TRACK ON HIGH SCHOOL STUDENTS{\textquoteright} ATTITUDE TOWARD CONVERGENCE}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {June/2019}, pages = {Continuous}, type = {Original article}, chapter = {417-434}, abstract = {Preparing a positive attitude toward convergence is essential to help students grow into future generations with the ability to solve various complex problems. This research aims to examine high school students{\textquoteright} attitude toward convergence and the relation to gender and track. Responses from 1,186 Indonesian students in tenth (10th) and eleventh (11th) grade were purposively collected. Students were administered twenty-three items of attitude toward convergence covering five constructs: knowledge, personal relevance, social relevance, interest, and self-efficacy. Data were analyzed using IRT-Rasch analyses, two-way ANOVA, Pearson correlation analysis, and cluster analyses. The primary finding of this research presented that high school students{\textquoteright} attitude toward convergence on the construct of interest and self-efficacy is significantly related to gender and track. Female students show to be more interested in convergence than male students. However, female students have lower self-efficacy. Additionally, science track students tend to be more interested in convergence than humanities track and showing higher self-efficacy. After performing cluster analysis, students are divided into three particular groups according to their attitude toward convergence. Finally, customized learning is proposed to improve students{\textquoteright} attitude toward convergence.}, keywords = {attitude toward convergence, female, humanities track, male, science track}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.417}, url = {http://oaji.net/articles/2019/987-1559372478.pdf}, author = {Yustika Sya{\textquoteright}bandari and Minsu Ha and Jun-Ki Lee and Sein Shin} } @article {779, title = {STUDENTS{\textquoteright} PERCEPTION OF LEARNING STEM-RELATED SUBJECTS THROUGH SCIENTIST-TEACHER-STUDENT PARTNERSHIP (STSP)}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {August/2019}, pages = {Continuous}, type = {Original article}, chapter = {537-548}, abstract = {Science education is facing an immense challenge due to students{\textquoteright} lack of engagement with science education. This issue calls for a collaborative and integrative teaching strategy such as the Scientist-Teacher-Student Partnership (STSP). This research employed a qualitative research methodology supported by quantitative data, to explore students{\textquoteright} perceptions of learning science through STSP. It involved 125 students in Grade 10 from four schools, eight science teachers and seven scientists from a university situated in Kuala Lumpur. The data were collected through survey questionnaire and interviews. The collected qualitative data were analysed using constant comparative techniques and the quantitative data arising from the responses of the survey were calculated as mean scores and standard deviations. The findings showed that the tripartite collaboration brings educational benefits to all groups. Based on the student{\textquoteright} perspective, four (4) main themes emerged. The students found that 1) the partnership enriched their learning experiences, 2) they acquired procedural skills through hands-on experiments, 3) they had the opportunity to explore emerging topics in science, and 4) they were exposed to various career opportunities in STEM-related fields. This research has promoted greater articulation of STSP as a mechanism for educational reform in STEM.}, keywords = {authentic science, qualitative methodology, Scientist-teacher-student partnership (STSP), STEM}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.537}, url = {http://oaji.net/articles/2019/987-1564685988.pdf}, author = {Hidayah Mohd Fadzil and Rohaida Mohd Saat and Khalijah Awang and Durriyyah Sharifah Hasan Adli} } @article {654, title = {ANALYSIS AND COMPARISON OF SCIENTIFIC INQUIRY ACTIVITIES IN EIGHT-GRADE PHYSICS TEXTBOOKS IN CHINA}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {April/2018}, pages = {Continuous}, type = {Original article}, chapter = {229-238}, abstract = {In order to analyse whether or not the characteristic of scientific inquiry activities of textbooks in China satisfy the requirements of China{\textquoteright}s new curriculum reforms, content analysis method was adopted to analyze scientific inquiry activities in junior middle school physical textbooks (grade 8) of five editions authorized by the Chinese Ministry of Education. The results show that the inquiry activities in the five versions of textbooks in China cannot meet the requirements of authentic scientific inquiry regardless of the degree of openness or operationality of cognitive processes and are not conducive to develop students{\textquoteright} scientific inquiry skills and scientific reasoning skills. The authors of science textbooks should take note of the latest insights from the world of academia and develop some new authentic scientific inquiry tasks to update textbooks in a prompt manner in order to improve the students{\textquoteright} abilities of scientific inquiry. For the textbook reviewers, the present research not only provides them with specific findings, but also provides them with a method to evaluate textbooks.}, keywords = {content analysis, physics textbook, scientific inquiry activity, textbook evaluation}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.229}, url = {http://oaji.net/articles/2017/987-1523527128.pdf}, author = {Xiying Li and Liusu Wang and Jiliang Shen and Jingying Wang and Weiping Hu and Yinghe Chen and Renhe Tian} } @article {675, title = {BIOLOGY EDUCATION STUDENTS{\textquoteright} MENTAL MODELS ON GENETIC CONCEPTS}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {June/2018}, pages = {Continuous}, type = {Original article}, chapter = {474-485}, abstract = {This research aims to explore the concept of mental model of students about genetic concepts through drawing-writing test. The participants were 85 students of Biology Education at University of Lampung, which has taken genetics course. Mental model of students was categorized into five levels (levels 1-5) based on coding framework which was adapted from Kose (2008) and Saka et al. (2006). The results showed that the most dominant mental models found in each concept through drawing-writing test (D/W) respectively were D3/W3 (drawings with misconceptions/partial understanding with alternative conceptions) on the concept of "genetic materials", D2/W2 (non-representational drawings/alternative conceptions) on the concept of "heredity", D2/W3 (non-representational drawings/partial understanding with alternative conceptions) on the concept of "gene expression", D2/W3 (non-representational drawings/partial understanding with alternative conceptions) on the concept of "gene regulation in metabolic processes", and D1/W2 (no understanding/alternative conception) on the concept of "gene regulation of the growth and development of an organisms". The results indicated that drawing-writing test can be used in probing the learning difficulties and misconseption on genetics.}, keywords = {drawing-writing test, genetic concepts, Mental Models}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.474}, url = {http://oaji.net/articles/2017/987-1529509132.pdf}, author = {Tri Jalmo and Tri Suwandi} } @article {660, title = {THE COMPARISON OF OR-IPA TEACHING MODEL AND PROBLEM BASED LEARNING MODEL EFFECTIVENESS TO IMPROVE CRITICAL THINKING SKILLS OF PRE-SERVICE PHYSICS TEACHERS}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {April/2018}, pages = {Continuous}, type = {Original article}, chapter = {300-319}, abstract = {Critical thinking skills are one of the 21st century skills that are effectively trained by using the OR-IPA and Problem Based Learning (PBL) Model, therefore this research aims to compare the effectiveness of both. Research design used True Experiment with Randomized Subject Control-group Pre-test and Post-test with 94 pre-service physics teachers. Data collected using the critical thinking skills test and the student response sheet, and then analyzed using t-test and N-gain. The results showed: (1) the teaching instruments of OR-IPA and PBL Model have fulfilled the validity requirements (rα ~ .26) and reliability (α = .96 - .99). (2) Each of OR-IPA, PBL, and Conventional Model can significantly increase critical thinking skills at α = 5\%, respectively with average N-gain: medium (.60), medium (.48), and low (.14); with the student response of: very positive, very positive, and less positive. (3) The OR-IPA and PBL Model are effective to improve critical thinking skills, while the Conventional Model is ineffective, and the OR-IPA Model is more effective compared to the PBL Model. Implication of this research is that the OR-IPA Model can be an innovative solution to improve critical thinking skills, but there is still a need for repetitive research like this.}, keywords = {and PBL model, basic physics, critical thinking skills, OR-IPA model, pre-service physics teachers}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.300}, url = {http://oaji.net/articles/2017/987-1523527582.pdf}, author = {Budi Jatmiko and Binar Kurnia Prahani and Munasir and Z.A. Imam Supardi and Iwan Wicaksono and Nia Erlina and Paken Pandiangan and Rosyid Althaf and Zainuddin} } @article {653, title = {DESIGN, DEVELOPMENT AND EVALUATION OF A PROBLEM-BASED WITH COOPERATIVE MODULE ON SCIENTIFIC CREATIVITY OF PRE-SCHOOLERS}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {April/2018}, pages = {Continuous}, type = {Original article}, chapter = {215-228}, abstract = {The purpose of this research was to design and develop a teaching and learning module using Problem-Based Learning and Cooperative Learning (PBL-CL) and evaluate its effects on scientific creativity of pre-schoolers. The module was developed using the ADDIE instructional design model which included five phases: Analysis, Design, Development, Implementation, and Evaluation. Formative evaluation was conducted to determine the reliability, content validity, pedagogical usability and pre-schoolers{\textquoteright} acceptability of the module, which involved five subject matter experts, 10 pre-school teachers, and 30 six-year-old pre-schoolers. The results of formative evaluation indicated an acceptable reliability, good content validity, high acceptability among the pre-schoolers, and high level of pedagogical usability. Finally, a pre- and post-test non-equivalent control group quasi experiment design was employed to determine the effects of the PBL-CL module. A total of 144 six-year-old pre-schoolers from three pre-schools were randomly assigned to PBL-CL group (n=72) and control group (n=72). The finding of Paired Sample T-test and Independent T-test established the effects of the PBL-CL module and would therefore represent a reliable, credible, and effective teaching and learning module for fostering scientific creativity among pre-schoolers.}, keywords = {ADDIE model, Cooperative learning, pre-schoolers, Problem-Based Learning, scientific creativity, teaching and learning module}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.215}, url = {http://oaji.net/articles/2017/987-1523526704.pdf}, author = {Siew, N. M. and Mui Ken Chin} } @article {723, title = {DEVELOPMENT AND EVALUATION OF AN INTEGRATED PROJECT-BASED AND STEM TEACHING AND LEARNING MODULE ON ENHANCING SCIENTIFIC CREATIVITY AMONG FIFTH GRADERS}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {December/2018}, pages = {Continuous}, type = {Original article}, chapter = {1017-1033}, abstract = {This research aimed to i) determine the validity, reliability, and appropriateness of an integrated project-based learning and STEM teaching and learning module (PjBL-STEM), and ii) evaluate its effects on the scientific creativity of Fifth Graders. The first phase of evaluation involved seven subject matter experts and 30 Fifth Graders. Data were captured through students{\textquoteright} responses to two 5-point Likert scale questionnaires, open ended questions and scientific creativity test. The second phase of evaluation employed a pre- and post-test non-equivalent control group quasi experiment design. A total of 60 Fifth Graders from two primary schools were randomly assigned to a PjBL-STEM group (n=30) and a control group (n=30). The results of the PjBL-STEM evaluation indicated a good content validity and an acceptable reliability with alpha Cronbach{\textquoteright}s value of .65 to .87. Students showed a moderately high positive perception (m=4.37) towards the PjBL-STEM activities. The positive written responses of students indicated the appropriateness of the module. The result of independent samples t-test established the significant positive effects of the PjBL-STEM on all trait dimensions of scientific creativity. These findings showed that PjBL-STEM provides a reliable, valid, appropriate and effective teaching and learning module to foster the scientific creativity of Fifth Graders. }, keywords = {fifth graders, Project-based learning, scientific creativity, STEM}, issn = {1648-3898}, doi = {10.33225/jbse/18.17.1017}, url = {http://oaji.net/articles/2017/987-1544860506.pdf}, author = {Siew, N. M. and Norjanah Ambo} } @article {705, title = {DEVELOPMENT OF CCDSR TEACHING MODEL TO IMPROVE SCIENCE PROCESS SKILLS OF PRE-SERVICE PHYSICS TEACHERS}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {October/2018}, pages = {Continuous}, type = {Original article}, chapter = {812-827}, abstract = {CCDSR teaching model is physics teaching with the scientific activities by design to improve science process skills and its learning. This research was conducted to develop and produce a qualified CCDSR teaching model to improve the science process skills of pre-service physics teachers. The analysis of CCDSR teaching models{\textquoteright} quality was done by using mean validity score, Cronbach{\textquoteright}s coefficient alpha, Paired t-test, N-gain, and ANOVA test. The results showed that the CCDSR teaching model was proved to be qualified (valid, practical, and effective) to improve the science process skills of pre-service physics teachers. Based on response results was that the CCDSR teaching model can improve the learning skills of science process skills (designing and implementing science process skills learning) owned by pre-service physics teachers. The implication of this research is that the CCDSR teaching model can be an innovative solution to improve science process skills of pre-service physics teachers.}, keywords = {CCDSR teaching model, pre-service physics teachers, research and development, science process skills}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.812}, url = {http://oaji.net/articles/2017/987-1539418351.pdf}, author = {Iqbal Limatahu and Wasis and Suyatno Sutoyo and Binar Kurnia Prahani} } @article {684, title = {THE EFFECT OF VISUALIZATION TYPE AND STUDENT SPATIAL ABILITIES ON LEARNING ACHIEVEMENT}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {August/2018}, pages = {Continuous}, type = {Original article}, chapter = {551-563}, abstract = {Students{\textquoteright} spatial ability plays an important role in instruction with dynamic and static visualizations. This research was aimed at describing 1) the difference in learning achievement between the students who learned from dynamic visualization and static visualization, 2) the difference in learning achievement among students who have high spatial ability and those who have low spatial ability, and 3) the interaction between type of visualization and spatial ability on learning achievement. This research used the non-equivalent control group quasi-experimental design. The sample consisted of 115 eighth grade students in Singaraja, Indonesia. The data were collected by learning achievement test and Paper Folding Test. The data were analyzed using ANCOVA. The results showed that:1) there was a significant difference in learning achievement between the students who learned from dynamic visualization and static visualization; 2) there was a significant difference in learning achievement between the students who have high spatial ability and those who have low spatial ability, and 3) there was no interaction between visualization type and spatial ability on learning achievement. Therefore, the different combination of the types of visualization and sequence of presentation and relation with individual characteristic can be elaborated more in the further research. }, keywords = {dynamic visualization, learning achievement, science instruction, spatial ability, static visualization}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.551}, url = {http://oaji.net/articles/2017/987-1533708452.pdf}, author = {I Gde Wawan Sudatha and I Nyoman Sudana Degeng and Waras Kamdi} } @article {644, title = {EFFECTIVENESS OF CREATIVE RESPONSIBILITY BASED TEACHING (CRBT) MODEL ON BASIC PHYSICS LEARNING TO INCREASE STUDENT{\textquoteright}S SCIENTIFIC CREATIVITY AND RESPONSIBILITY}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {February/2018}, pages = {Continuous}, type = {Original article}, chapter = {136-151}, abstract = {The Creative Responsibility Based Teaching (CRBT) model is an innovative physics-teaching model designed to enhance students{\textquoteright} scientific creativity and responsibility. Therefore, this research aims to analyze the effectiveness of CRBT model to improve scientific creativity and first year students{\textquoteright} responsibility on Basic Physics learning in academic year 2016/2017. This research used one group pre-test and post-test design on 144 students divided into 4 groups at University of Lambung Mangkurat, South Kalimantan (Indonesia). The data collection methods were conducted by using: scientific creativity tests emphasized on unusual uses indicator, problem finding, product improvement, creatively science problem solving, creatively experiment designing, and creatively product design; questionnaire of responsibility emphasized on: participatory indicator, respecting others, cooperation, leadership, and delivering opinion; and interviews. The data analysis technique was done by using paired t-test / Wilcoxon test, n-gain, and ANOVA / Kruskal-Wallis test. The results showed that there was a significant increase in students{\textquoteright} scientific creativity and responsibility at α = 5\%, with n-gain average of moderate category, and both were not different (consistent) for all four groups. Thus, the CRBT model is effective for enhancing students{\textquoteright} scientific creativity and responsibility.}, keywords = {creative responsibility based teaching, first year students, physics learning, responsibility attitude, scientific creativity}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.136}, url = {http://oaji.net/articles/2017/987-1519060300.pdf}, author = {Suyidno and Mohamad Nur and Leny Yuanita and Binar Kurnia Prahani and Budi Jatmiko} } @article {720, title = {THE EFFECTIVENESS OF EVIDENCE-BASED REASONING IN INQUIRY-BASED PHYSICS TEACHING TO INCREASE STUDENTS{\textquoteright} SCIENTIFIC REASONING}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {December/2018}, pages = {Continuous}, type = {Original article}, chapter = {972-985}, abstract = {Evidence-Based Reasoning (EBR) is a framework of inquiry-based teaching for developing scientific reasoning. This research aims to analyze the effectiveness of EBR in inquiry-based Physics teaching to improve students{\textquoteright} scientific reasoning. Applying Slovin formula for sample determination, the research involved 139 upper-secondary school students with similar prior knowledge. This research used one group pre-test post-test design with replication. The effectiveness of teaching on improving scientific reasoning was analyzed by using Paired Sample T-test. ANOVA was used to analyze the consistency of the teaching effectiveness across in test group. The findings indicated that EBR effectively improved students{\textquoteright} scientific reasoning in inquiry-based Physics teaching based on two main grounds. On the first, the significance was ensured by N-gain category of scientific reasoning component, which proved (a) control of variables reaching high category, (b) proportional thinking at moderate category; c) probabilistic thinking reaching moderate category, (d) hypothetical-deductive reasoning attaining low category; and (e) correlational thinking achieving low category. In addition, the level of scientific reasoning has attained the experience characterized by slightly imperfect answers. Students voiced positive response to EBR, which stated that it helped them engage in scientific reasoning in Physics learning. They also voiced the general opinion on EBR and inquiry-based learning in general.}, keywords = {evidence-based reasoning, inquiry teaching, physics teaching, scientific reasoning}, issn = {1648-3898}, doi = {10.33225/jbse/18.17.972}, url = {http://oaji.net/articles/2017/987-1544860279.pdf}, author = {Nia Erlina and Endang Susantini and Wasis and Iwan Wicaksono and Paken Pandiangan} } @article {719, title = {THE EFFECTIVENESS OF OIDDE LEARNING MODEL IN THE IMPROVEMENT OF BIOETHICS KNOWLEDGE, ETHICAL DECISION, AND ETHICAL ATTITUDE OF BIOLOGY PRE-SERVICE TEACHERS}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {December/2018}, pages = {Continuous}, type = {Original article}, chapter = {960-971}, abstract = {The aim of this research was to (1) compare the effectiveness of OIDDE (Orientation, Identify, Discussion, Decision, and Engage in Behavior) learning model and conventional learning models in improving bioethics knowledge; (2) compare the effectiveness of OIDDE learning model and conventional learning models in improving ethical decision-making abilities; (3) comparing the effectiveness of OIDDE learning model and conventional learning model in improving ethical attitudes. The research design was a quasi experimental non-equivalent control group design pre-test post-test. The research population was the second semester students of the biology pre-service teachers{\textquoteright} department of biology education of the FTTE Muhammadiyah University of Malang. Sampling was done by simple random sampling and obtained 76 students were devided into 37 students in the experimental group and 39 students in the control group. Data collecting is carried out through bioethical knowledge tests, and ethical decision- making, and scoring of ethical attitudes. Data were analyzed by ANCOVA, Kolmogorv-Smirnov, and unpaired T test. The results showed that there were significant differences in the effectiveness of achieving improved bioethics knowledge, ethical decision making, and ethical attitudes between OIDDE and conventional learning models, namely the effectiveness of OIDDE learning models higher than conventional learning models.}, keywords = {bioethics knowledge, biology pre-service teachers, ethical attitudes, ethical decisions, OIDDE learning model}, issn = {1648-3898}, doi = {10.33225/jbse/18.17.960}, url = {http://oaji.net/articles/2017/987-1544861462.pdf}, author = {Atok Miftachul Hudha and Mohamad Amin and Sutiman Bambang Sumitro and Sa{\textquoteright}dun Akbar} } @article {692, title = {ENHANCING STUDENTS{\textquoteright} CORRESPONDING REASONING OF COGNITIVE PERFORMANCES BY ANIMATED CONCEPT MAPPING IN ELECTROCHEMISTRY}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {August/2018}, pages = {Continuous}, type = {Original article}, chapter = {662-673}, abstract = {The use of animated concept mapping (ACM) has been linked to an innovative learning skill when conducting students{\textquoteright} guidance of 4 corresponding reasoning processes in electrochemistry. This research aims to establish a new perspective with ACM cognitive reasoning to broaden students{\textquoteright} individual developments of problem-solving skills. It is followed by a quasi-experimental approach of pre-tests, post-tests and retention-tests designed for 274 qualified college students in Taiwan. All data collected from students{\textquoteright} learning performances and feedback is further analyzed by means of achievement covariance, t-tests and one-way ANOVA. Analytical results reveal that ACM facilitates learning comparisons and out-performances in two groups of students in different post-test and retention-test scores. Students{\textquoteright} positive feedback and learning disposition also provide the predominant advantage for participants{\textquoteright} successful reasoning processes. Pedagogical implications suggest that ACM learning performances result in more significant collaborative reasoning. }, keywords = {animated concept mapping, corresponding reasoning processes, electrochemistry learning performances, problem-solving}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.662}, url = {http://oaji.net/articles/2017/987-1533709066.pdf}, author = {King-Dow Su} } @article {725, title = {ENHANCING STUDENTS{\textquoteright} HIGHER ORDER THINKING SKILLS IN SCIENCE THROUGH INSTAD STRATEGY}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {December/2018}, pages = {Continuous}, type = {Original article}, chapter = {1046-1055}, abstract = {This research aimed to examine the effectiveness of the INSTAD strategy in comparison to other teaching strategies such as Inquiry, student team{\textquoteright}s achievement division (STAD), and lecture method, to reduce the gap of higher order thinking skills between Upper Academic (UA) and Lower Academic (LA) groups of students.The research partipants were 136 7th grade students in total, which consisted of two groups of 36 UA and 36 LA students. The students were selected through a stratified random sampling from 27 Public Junior High Schools in Surakarta, Indonesia. The treatment classes were determined through an intact group. The research design employed pre-test-post-test non-equivalent control group of quasi experiment. The higher order thinking skills were measured by essay test sheet as an instrument. Data were analysed by utilizing ANCOVA with the pre-test score as the covariate. The findings revealed that INSTAD have optimally improved higher order thinking skills in comparison with the Inquiry, STAD, and lecture method. INSTAD{\textquoteright}s were proven able to reduce the gap of higher order thinking skills between UA and LA students rather than Inquiry, STAD, and lecture method as teaching strategies.}, keywords = {higher order thinking skills, inquiry-based learning, INSTAD strategy, student team{\textquoteright}s achievement division}, issn = {1648-3898}, doi = {10.33225/jbse/18.17.1046}, url = {http://oaji.net/articles/2017/987-1544860627.pdf}, author = {Baskoro Adi Prayitno and Suciati and Eni Titikusumawati} } @article {689, title = {FOURTEEN-YEAR-OLD STUDENTS{\textquoteright} MISCONCEPTIONS REGARDING THE SUB-MICRO AND SYMBOLIC LEVELS OF SPECIFIC CHEMICAL CONCEPTS}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {August/2018}, pages = {Continuous}, type = {Original article}, chapter = {620-632}, abstract = {Learning and presenting chemical concepts at the triple level of chemical concepts provides opportunities for the development of misconceptions. The research aimed to identify potential misconceptions of chemical concepts: the states of matter, a pure substance, a mixture, an element, a compound, a physical change, and a chemical reaction at the sub-micro level when solving problems incorporating sub-microrepresentations. A total of 188 14-year old students, attending six different primary schools, participated in the research. A chemistry achievement test comprising five problems at the macroscopic, sub-micro, and symbolic levels was used to obtain data about students{\textquoteright} misconceptions of selected concepts. The results showed that the majority of students had formed inadequate mental models (misconceptions) for the chemical concept of the liquid state of water (66.5\%). The lowest level of misconceptions is related with the gaseous state of matter, because almost all students (98.5\%) solved the problem correctly. It can be concluded that the results of the research are significant for chemistry teachers because they can: select and apply adequate educational strategies to avoid the deepening or development of misconceptions and make the courses practically oriented by analysing students{\textquoteright} misconceptions and develop teaching strategies to minimise these problems in the chemistry classroom.}, keywords = {chemical concepts, misconceptions, primary school, sub-micro level, symbolic level}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.620}, url = {http://oaji.net/articles/2017/987-1533708866.pdf}, author = {Miha Slapni{\v c}ar and Valerija Tompa and Sa{\v s}a A. Gla{\v z}ar and Iztok Devetak} } @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 {671, title = {THE IMPACT OF CARICATURE DRAWINGS IN THE ACQUISITION OF SCIENTIFIC CONCEPTS AND ATTITUDES OF 4TH GRADE STUDENTS FOR BASIC EDUCATION TOWARDS SCIENCE}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {June/2018}, pages = {Continuous}, type = {Original article}, chapter = {414-427}, abstract = {This research aimed to examine the impact of caricature drawings in the acquisition of scientific concepts and attitudes of 4th grade students for basic education towards science. The sample of the research consisted of 162 students from 4th grade. The results revealed that there were statistically significant differences at (p = .001) between the two groups in acquisition of scientific concepts in favour of experimental group. In addition to that, females scored significantly more than males in the post-test (p = .001), whereas the interaction between group and gender was not significant. The results also indicated that there were statistically significant differences (p = .001) between the two group in the attitudes towards science in favour of experimental group scores. The gender also has a significant impact on developing positive attitudes towards science in favour of females, whereas the interaction between group and gender was not significant. Finally, there was a statistically significant difference (p = .001) between pre- and post-application of students{\textquoteright} attitudes towards science scale in favour of post-application for the experimental group. Accordingly, the research recommends the use of caricature drawings to help students{\textquoteright} in the acquisition of scientific concept and developing positive attitudes towards science. }, keywords = {attitudes towards science, caricature drawings, scientific concepts}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.414}, url = {http://oaji.net/articles/2017/987-1529508870.pdf}, author = {Sheikha Al-Araimi and Abdullah Ambusaidi and Mohammed Selim and Mohammed Al Amri} } @article {683, title = {IMPLEMENTATION OF INNOVATIVE CHEMISTRY LEARNING MATERIAL WITH GUIDED TASKS TO IMPROVE STUDENTS{\textquoteright} COMPETENCE}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {August/2018}, pages = {Continuous}, type = {Original article}, chapter = {535-550}, abstract = {This research aimed to provide an innovative chemistry learning material with guided tasks to improve students{\textquoteright} competence in Chemistry. It involved 180 students enrolled in the Analytical Chemistry course at State University of Medan in academic year of 2016/2017. The samples were purposively selected and divided into two groups. The research consisted of several steps including enrichment, innovation and standardization of learning material, followed by implementation of the developed learning material in class. A set of good quality learning material equipped with the guided task for Gravimetry topic has been provided. It contained relevant contextual examples, laboratory works, students{\textquoteright} activities, multimedia, and hyperlink to trustworthy websites. Implementation of innovative learning material has been conducted by using a set of developed learning material in the experimental class while the existing textbook was used in the control class. The research findings highlighted several points: (1) well-implemented innovative learning material was effective to improve the students{\textquoteright} competence; (2) learning outcome in experimental class was found higher than that in control class; (3) the guided task in the learning package facilitated the students to learn the selected chemistry topic independently which in turn shifted student learning style from lecturer-oriented to student-oriented; (4) the guided task not only made the students be familiar with searching for scientific documents to complete the given tasks but also improved the students{\textquoteright} ability to write and organize their assignments; (5) students{\textquoteright} academic attitudes, observed during the learning activities, were categorized as very good.}, keywords = {guided tasks, independent learning, innovative learning material, students{\textquoteright} competence}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.535}, url = {http://oaji.net/articles/2017/987-1533708387.pdf}, author = {Manihar Situmorang and Marudut Sinaga and Jamalum Purba and Sapnita Idamarna Daulay and Murniaty Simorangkir and Marham Sitorus and Ajat Sudrajat} } @article {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 {669, title = {PRACTICALITY AND EFFECTIVENESS OF THE IBMR TEACHING MODEL TO IMPROVE PHYSICS PROBLEM SOLVING SKILLS}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {June/2018}, pages = {Continuous}, type = {Original article}, chapter = {381-394}, abstract = {The design of a teaching model must qualify to be applicable or practical and effective, therefore the research aimed to analyze the practicality and effectiveness of the IBMR (Investigation-Based Multiple Representation) teaching model in improving physics problems solving skills of bachelor programs{\textquoteright} students. The research was conducted by applying the one-group pre-test and post-test pre-experimental design to 186 students of study program of physics education, mathematics education, and mechanical engineering. The practicality of the model is assessed using an observation sheet and the effectiveness is determined based on pre-test and post-test physics problem solving skills. The collected data were analyzed using the calculation of average scores of the feasibility of each phase of the IBMR, t-test, and n-gain. The results show that each phase of the IBMR teaching model can be implemented by a lecturer with good and reliable categories, and relevant student activities, so that the IBMR teaching model is practicality qualified. It is also effective shown by: there are increasing score of physics problem solving skills at  = 5\%, average n-gain with moderate categorized and not different or consistent for each pair of groups, and good-categorized students{\textquoteright} responses on each component of teaching.}, keywords = {bachelor programs{\textquoteright} students, IBMR teaching model, model effectiveness, model practicality, physics problem solving skills}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.381}, url = {http://oaji.net/articles/2017/987-1529508735.pdf}, author = {Joko Siswanto and Endang Susantini and Budi Jatmiko} } @article {724, title = {PRE-SERVICE TEACHERS{\textasciiacute} BELIEFS ABOUT THE BENEFITS AND CHALLENGES OF STSE BASED SCHOOL-INDUSTRY COLLABORATION AND PRACTICES IN SCIENCE EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {December/2018}, pages = {Continuous}, type = {Original article}, chapter = {1034-1045}, abstract = {School-industry collaboration can be an effective way to implement STSE issues to teaching. However, teachers{\textasciiacute} negative beliefs, lack of knowledge, resources, support and opportunities to collaborate with companies can impede the efficient implementation. In this case-study, 42 Finnish and Slovenian pre-service teachers{\textasciiacute} STSE beliefs were first examined before and after the school-industry collaboration course by survey. After the course, beliefs of 8 Finnish pre-service teachers were analyzed in more detail by open-ended questionnaires and reflective writing. The pre-service teachers were more confident to teach STSE issues after the course in both countries. However, they needed more support and knowledge from the community members they collaborated with (i.e. representatives of industries, university teacher, student colleagues and school teachers). The industry-based teaching material was considered beneficiary especially for mixed-ability classrooms and the whole course was regarded useful for future practices. The results of this research highlight the importance of pre-service teacher education and practices with STSE issues. The positive and negative beliefs should be examined frequently already during the pre-service education in order to develop tools for teacher support and encouragement. This research promotes a practical example and ideas of a local school-company collaboration. }, keywords = {school-industry collaboration, sience teacher education, STSE issues, teachers{\textasciiacute} beliefs}, issn = {1648-3898}, doi = {10.33225/jbse/18.17.1034}, url = {http://oaji.net/articles/2017/987-1544860568.pdf}, author = {P{\"a}ivi Kousa and Maija Aksela and Ferk Savec, V.} } @article {695, title = {SCIENCE EDUCATION ADAPTIVE LEARNING SYSTEM AS A COMPUTER-BASED SCIENCE LEARNING WITH LEARNING STYLE VARIATIONS}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {August/2018}, pages = {Continuous}, type = {Original article}, chapter = {711-727}, abstract = {Students with their different learning styles also have their own different learning approaches, and teachers cannot simultaneously facilitate them all. Teachers{\textquoteright} limitation in serving all students{\textquoteright} learning styles can be anticipated by the use of computer-based instructions. This research aims to develop ScEd-Adaptive Learning System (ScEd-ASL) as a computer-based science learning media by accommodating students{\textquoteright} learning style variations. The research method used is a mixed method at junior high schools in Tangerang Selatan. The final product of the research is a special learning media appropriate to students{\textquoteright} visual, aural, read/write and kinesthetic learning styles. The uniqueness of the media is its form of integrated science materials, accommodating fast and slow learners, and appropriate to their learning styles. ScEd-Adaptive Learning System as a developed computer-based science learning media was declared as good and valid by four media experts and five learning material experts. ScEd-ALS for kinesthetic style has a high effectivity to improve students learning mastery (100\%), consecutively aural (63\%), read/write (55\%), and visual (20\%). This media development can be continued with the Android version or iOS to make it more operationally practical.}, keywords = {adaptive learning system, computer-based instruction, learning style, science learning media}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.711}, url = {http://oaji.net/articles/2017/987-1533709271.pdf}, author = {Zulfiani Zulfiani and Iwan Permana Suwarna and Sujiyo Miranto} } @article {687, title = {SCIENCE TEACHERS{\textquoteright} PERCEPTIONS OF THE EMERGENCE OF RESPONSIBLE RESEARCH AND INNOVATION IN SCHOOL}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {August/2018}, pages = {Continuous}, type = {Original article}, chapter = {590-604}, abstract = {Responsible Research and Innovation (RRI) has recently gained wider importance in the European Union (EU) as an emergent framework informing the governance of science. While a growing body of literature describing RRI and its main conceptual dimensions has appeared in the last seven years or so and in several policy documents, the European Commission has emphasized the need to promote science education in the RRI context, there is no theoretical elaboration of how RRI can be meaningfully integrated into the practice of science education. In order to address this problem, the present research aimed at inquiring into the way in which science teachers make sense of RRI in school. Data were gathered with individual semi-structured interviews from 29 science teachers working in comprehensive schools and hobby schools. Abductive content analysis combining data and conceptual dimensions of RRI was used. In the light of how the science teachers in our sample have made sense of RRI, four theoretical categories have emerged: (1) meaning making; (2) taking action; (3) exploring; and (4) inclusion. These findings have important implications for developing a theory of RRI which can be beneficial for researchers as well as teachers for meaningfully integrating RRI into science education. }, keywords = {abductive content analysis, responsibility as care, Responsible Research and Innovation, science education, science teacher}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.590}, url = {http://oaji.net/articles/2017/987-1533708724.pdf}, author = {Mirjam Burget and Emanuele Bardone and Margus Pedaste and Katrin Saage} } @article {652, title = {STEM APPLICATIONS IN MATHEMATICS EDUCATION: THE EFFECT OF STEM APPLICATIONS ON DIFFERENT DEPENDENT VARIABLES}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {April/2018}, pages = {Continuous}, type = {Original article}, chapter = {200-214}, abstract = {The purpose of the research is to analyze the effect of STEM applications on mathematics pre-service teachers{\textquoteright} mathematical literacy self-efficacy, technological pedagogical knowledge and mathematical thinking skills and their views on STEM education. This research has been carried out by 29 mathematics pre-service teachers who are schoolers at the educational faculties of Mus Alparslan University. The research was completed in 10 weeks (3 hours per week) in spring semester of 2016-2017 academic year. Mixed research approach was used in the study. "Mathematical Literacy Self-Sufficiency Scale", "Mathematical Thinking Scale", "Technological Pedagogical Area Information Scale" and "STEM Interview Form for Mathematics Pre-service Teachers" were used as data collection instruments. The collected data were analyzed, and it was certain that the STEM applications positively affected the pre-service teachers{\textquoteright} mathematics literacy self-efficacy and technological pedagogical content knowledge. However, STEM applications were not seemed to have a positive effect on mathematical thinking. Moreover, when the opinions of the pre-service teachers were examined, it was identified that the STEM applications changed positively the opinions of the pre-service teachers about the mathematical literacy, and that they lacked many subjects such as field knowledge and pedagogy knowledge about STEM education. Suggestions were made in the direction of the findings obtained. }, keywords = {engineering, mathematics education, mathematics pre-service teacher, science, technology}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.200}, url = {http://oaji.net/articles/2017/987-1523526639.pdf}, author = {Bekir Y{\i}ld{\i}r{\i}m and Sabri Sidekli} } @article {668, title = {STUDENTS{\textquoteright} VIEWS OF SCIENTIFIC INQUIRY IN A CREATIVE DRAMA ACTIVITY}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {June/2018}, pages = {Continuous}, type = {Original article}, chapter = {367-380}, abstract = {One of the most important objectives of the science education includes helping students to think about the nature of scientific inquiries like a scientist and keep this point of view in order to understand the events occurring around them. This research aims to (1) compare secondary school students{\textquoteright} views -who have creative drama \& conventional education- about scientific inquiry, (2) and whether the experimental and control group students{\textquoteright} views about scientific research differ depending on gender after process. Pre-experimental design with control group was used in this research. The sample of this research consisted of 130 students of 6th grade secondary school in Samsun, Turkey. The data were collected by using VOSI-E questionnaire. Data collected with VOSI-E were analyzed using grouping standards, and students were classified as novice, transition and expert. The data were analyzed by descriptive statistics and nonparametric chi-square test. Research results show that when compared to conventional activities in terms of developing positive views about scientific inquiry, creative drama activities lead higher number of students to expert level. Also, it was found out that the number of students in expert category in experimental group was higher than those in control group at the end of education process.}, keywords = {creative drama, Science Curriculum, views of scientific inquiry (VOSI)}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.367}, url = {http://oaji.net/articles/2017/987-1529508634.pdf}, author = {Asl{\i} Sar{\i}{\c s}an-Tunga{\c c} and S{\"u}leyman Yaman and Belgin Bal-Incebacak} } @article {706, title = {TAKE-HOME-EXPERIMENT: ENHANCING STUDENTS{\textquoteright} SCIENTIFIC ATTITUDE}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {October/2018}, pages = {Continuous}, type = {Original article}, chapter = {828-837}, abstract = {One classic problem in science education that is still happening today is the lack of learners{\textquoteright} involvement in scientific activity. This may lead to not instilling positive scientific attitudes and the fostering of positive attitudes towards science is an important aspect that could promote greater interest towards science. The Take-Home-Experiment strategy is an attempt to implement an alternative strategy to ascertain whether its implementation promotes a positive attitude towards science among lower secondary school students. A quasi-experimental design was used to determine the effect of the T-H-E strategy on students{\textquoteright} scientific attitudes. A total of 151 students in Form 2 from a lower secondary school at Pekanbaru Indonesia were divided into three groups: T-H-E group, Laboratory-Experimental group and Conventional group. The research used a questionnaire instrument on scientific attitude which consisted of 31 items with a Cronbach alpha reliability index of 0.68. The result of a one-way ANOVA shows that there was a significant difference in scientific attitude of students among these 3 groups. The mean score (mean = 3.21) for scientific attitude of the T-H-E group was higher compared to both the laboratory-experimental group (mean = 3.07) and the conventional group (mean = 2.91). This research found that the use of the Take-Home-Experiment strategy in teaching science has the potential to enhance lower secondary school students{\textquoteright} scientific attitude. }, keywords = {scientific approach, scientific attitude, Take-Home-Experiment, Teaching Science}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.828}, url = {http://oaji.net/articles/2017/987-1539418416.pdf}, author = {Zulirfan and Zanaton H. Iksan and Kamisah Osman and Sayyidah Nusaibah Mohd Salehudin} } @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 {608, title = {THE APPLICATION OF CONCEPT MAPS IN THE TEACHING OF POLLINATION AND POLLINATORS IN ELEMENTARY SCHOOL}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {October/2017}, pages = {Continuous}, type = {Original article}, chapter = {746-760}, abstract = {Teaching biology is characterized by a great number of concepts and facts. It is very difficult to concisely represent all important concepts and facts. In order to effectively present important concepts such as pollination and pollinators, concept maps have been applied. In particular, the pedagogical experiment was applied to determine whether the concept maps are effective as teaching technology compared to the usual teaching approach without this technology. The research involved 110 elementary school students who were divided into one experimental (E) and one control (C) group. The E group covered programme content related to pollination and pollinators by applying concept maps. The C group was exposed to the same content, without these maps. It is evidenced a difference of the attained knowledge in favour of the experimental group after the introduction of the experimental factor (application of concept maps). The application of concept maps directly contributed to better learning and knowledge acquisition in teaching the biology content Pollination and Pollinators. Based upon the obtained results of this research, concept maps will be further implemented to improve teaching process and the teachers will be gradually trained for the application of this teaching technology. }, keywords = {concept maps, pollination, pollinators, programme content}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.746}, url = {http://oaji.net/articles/2017/987-1509214135.pdf}, author = {Jelena D. Stanisavljevi{\'c} and Mirka М. Bunijevac and Ljubi{\v s}a {\v Z}. Stanisavljevi{\'c}} } @article {568, title = {ATTITUDES TOWARDS ASTRONOMY AMONG THE PRE-SERVICE TEACHERS{\textquoteright} DIFFERENT COGNITIVE STYLES: ALTERNATIVE COURSE SAMPLE}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {June/2017}, pages = {Continuous}, type = {Original article}, chapter = {300-307}, abstract = {The purpose of research is to examine the changes in attitudes towards astronomy following alternative astronomy education among pre-service teachers with different cognitive styles. Accordingly, it was thought to be appropriate to use pre-and post-test control group design among the experimental designs. The sample of the study included 4th year students at Abant {\.I}zzet Baysal University Department of Science Teaching during 2015-2016 spring term (N=64). In the treatment group, a process enriched with activity-based astronomy practices was followed, while the control group used a 12-week program designed as consistent with the program developed by Higher Education Council. The results seem to evidence that at undergraduate level there is an urgent need to intensify the efforts, education and practices that focus on increasing the levels of attitudes towards astronomy regardless of cognitive styles and on transferring these attitudes to skill areas and these kinds of studies need to be encouraged and extended.}, keywords = {attitude towards astronomy, cognitive style, pre-service teacher}, isbn = {E-ISSN 2538-7138}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.300}, url = {http://oaji.net/articles/2017/987-1497963764.pdf}, author = {Naciye Somuncu Demir and Pelin Aks{\"u}t and D{\"u}ndar Yener and Fatih Ayd{\i}n and {\"O}zge Suba{\c s}{\i} and Hilal Fidan and Mehmet Ayg{\"u}n} } @article {581, title = {CHANGING NEGATIVE PERCEPTIONS OF ANIMALS THROUGH TEACHING PRACTICE: A RESEARCH IN PRIMARY EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {August/2017}, pages = {Continuous}, type = {Original article}, chapter = {446-458}, abstract = {This research focused on whether teaching practice could improve children{\textquoteright}s perceptions of animals with a bad image. For this purpose, children from the 5th year of schooling approached the topic {\textquotedblleft}diversity of animals{\textquotedblright} differently. The experimental group, 50 children from three classes (25 boys and 25 girls) aged 10 to 13, adopted an approach more focused on the role of the ecosystem and benefits of the animals for humans. The control group, 53 pupils from another three classes (27 boys and 26 girls) within the same age range, adopted a more descriptive approach based on the morphology, physiology and behaviours of the different animals. A pre-test and a post-test were administered to identify children{\textquoteright}s empathy with ten animals with a bad image and to assess both their attractiveness and dangerousness. The experimental group significantly increased their empathy with the ten animals and only the assessment of their dangerousness was less conclusive. Even so, the dangerousness of the shark and of the mouse decreased significantly in this group. The research seems to be important as an aid to the design of didactic approaches related to the present issue both in continuous and pre-service training courses for primary teachers. }, keywords = {perceptions of animals, primary school, teaching practice}, issn = {1822-7864}, doi = {https://doi.org/10.33225/jbse/17.16.446}, url = {http://oaji.net/articles/2017/987-1503904664.pdf}, author = {Ant{\'o}nio Almeida and Garc{\'\i}a Fern{\'a}ndez, B. and Teresa Silva} } @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 {548, title = {COMPARISON ON VIEWS OF NATURE OF SCIENCE BETWEEN MATH AND PHYSICS STUDENTS}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {February/2017}, pages = {Continuous}, type = {Original article}, chapter = {77-85}, abstract = {University lecturers stress the importance of science and non-science students developing informed views of nature of science. However, few previous researches have conducted to explore students{\textquoteright} NOS views within specific majors. Consequently, this research used the questionnaire of VNOS-D (View of Nature of Science, the version D) to assess the views of nature of science between math and physics students. From the survey of 311 students, it was found that both math and physics students scored relatively lower on the subjective and social \& cultural dimension than others. However, on the tentativeness dimension, the third year and the fourth year physics students showed significantly more sophisticated views than math counterparts. In addition, the differences across grade levels were found on the observation \& inference dimension in both math and physics major groups. Some possible explanations were provided. The findings indicated that majors and grade levels influenced the views on some special dimensions of NOS. }, keywords = {math and physics students, university science education, views of nature of science}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.77}, url = {http://oaji.net/articles/2017/987-1493049902.pdf}, author = {Wei-Zhao Shi and Jingying Wang} } @article {542, title = {CONCEPTION OF LEARNING PHYSICS AND SELF-EFFICACY AMONG INDONESIAN UNIVERSITY STUDENTS}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {February/2017}, pages = {Continuous}, type = {Original article}, chapter = {7-19}, abstract = {This research aimed to explore the correlation between Indonesian University students{\textquoteright} conception of learning physics and their physics{\textquoteright} self-efficacy. A total of 279 students who were majoring in physics education participated in this research and were invited to complete two instruments: the conception of learning physics (CLP) and the physics learning{\textquoteright} self-efficacy (PLSE). Both of the questionnaires, which were modified from [Lin, Liang, \& Tsai (2015a) and Lin, Liang, \& Tsai (2015b)]{\textquoteright} instruments, had been translated into Indonesian language and validated through an exploratory factor analysis of participants{\textquoteright} responses. The differences between student levels were explored for their significance using an ANOVA test in order to portray a clear line among different conceptions of learning physics and physics learning self-efficacy. The results indicated that, first, the instruments used in the research had satisfactory validity and reliability. Second, students in sophomore level were significantly lower on the conceptions of testing than those in other levels. Meanwhile, the conceptions of calculating-practicing and understanding were not significantly different. Third, university students in senior level performed more confident in four dimensions: science content, higher-order thinking, everyday application, and science communication than others. The research also depicted a moderate correlation among dimensions of CLP and PLSE. }, keywords = {conception of learning, physics education, self-efficacy, survey study, university student}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.07}, url = {http://oaji.net/articles/2017/987-1493049396.pdf}, author = {Nadi Suprapto and Te-Sheng Chang and Chih-Hsiung Ku} } @article {554, title = {EFFECT OF 5E TEACHING MODEL ON PRIMARY SCHOOL PRE-SERVICE TEACHERS{\textquoteright} LEARNING ON SOME ASTRONOMY CONCEPTS}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {April/2017}, pages = {Continuous}, type = {Original article}, chapter = {148-162}, abstract = {The purpose of this research was to examine the effect of the 5E teaching model on the primary school pre-service teachers{\textquoteright} (PSPTs) learning some astronomy concepts. The sample of this research consisted of 90 PSPTs in the 2nd year at a state university. The research was carried out on the pre-experimental methodology with a single research group. The data of the study were collected by concept cartoon form which included some astronomy concepts such as the Sun, star, planet, meteor, Solar System, constellations. The developed teaching materials about the chosen astronomy concepts were implemented in eight course hours. It was seen that most of the PSPTs had alternative concepts. A considerable decrease was determined when the pre and post-test results of the PSPTs were compared; it was found that learning based on the 5E teaching model had a positive effect on the conceptual change. It can be said that 5E teaching model was effective on remedying alternative concepts. In the future research about astronomy teaching may be conducted to determine the effects of 5E teaching model on remedying the alternative concepts and achieving conceptual change with the different education levels of students.}, keywords = {5E teaching model, alternative concept, astronomy concepts, concept cartoons, pre-service teachers, primary school}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.148}, url = {http://oaji.net/articles/2017/987-1497156015.pdf}, author = {{\c C}i{\u g}dem {\c S}ahin and {\"U}mm{\"u} G{\"u}ls{\"u}m Durukan and Elif Ar{\i}kurt} } @article {624, title = {THE EFFECT OF THE MODIFIED KNOW-WANT-LEARN STRATEGY ON SIXTH-GRADE STUDENTS{\textquoteright} ACHIEVEMENT IN PHYSICS}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {December/2017}, pages = {Continuous}, type = {Original article}, chapter = {946-957}, abstract = {Physics is generally regarded as difficult and uninteresting. The teaching of physics with the use of an appropriate teaching strategy can improve students{\textquoteright} achievement. The aim of this research is to examine the effect of the modified Know-Want-Learn (mKWL) strategy on primary school students{\textquoteright} achievement in physics. The Know-Want-Learn (KWL) strategy was modified to be used for students{\textquoteright} inquiry. Quasi experimental research was carried out with 110 sixth-grade students divided into an experimental and a control group. The students in the control group were taught using direct teaching and the students in the experimental group were taught using TQHL charts. These charts consist of columns: T-What I Think and what I know, Q-What Questions I have, H-How can I find out, L-What I Learned. Pre-test and post-test were administered to both groups; two physics knowledge tests were constructed for that purpose. The data were analyzed using descriptive statistics, paired samples t-tests and independent samples t-tests. The implication of the research results is that using the mKWL strategy in a sixth-grade physics class has a positive effect on students{\textquoteright} achievement. It can be suggested to implement the described strategy in teaching physics in order to improve students{\textquoteright} achievement in this subject.}, keywords = {KWL strategy, learning strategy, modified KWL strategy, students{\textquoteright} performance}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.946}, url = {http://oaji.net/articles/2017/987-1513971179.pdf}, author = {Zekri A. M. Zouhor and Ivana Z. Bogdanovi{\'c} and Sonja J. Skuban and Milica V. Pavkov-Hrvojevi{\'c}} } @article {621, title = {THE EFFECTIVENESS OF THE THREE LEVELS OF INQUIRY IN IMPROVING TEACHER TRAINING STUDENTS{\textquoteright} SCIENCE PROCESS SKILLS}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {December/2017}, pages = {Continuous}, type = {Original article}, chapter = {908-918}, abstract = {Teacher training students require the mastery of science process skills (SPS) to improve their performance in teaching science. The purpose of this research was to (1) compare the difference in effectiveness between the three levels of inquiry (structured, guided, open inquiry) and the conventional strategy in improving SPS; (2) compare the differences in effectiveness between the three levels of inquiry and conventional strategy in improving the integrated science process skills (ISPS), especially the skills of preparing experimental procedures, collecting data, presenting data, discussing data, and making conclusion. This research was a quasi-experimental: pre-test post-test non-equivalent control group design. The sample of this research consisted of 154 students of Teacher Training for Elementary School Education of University of Mataram. The data were collected by using SPS test and the scoring of experiment report. The data were analyzed by using ANCOVA and the Kruskal Wallis test. The results indicate that there is a significant difference in the effectiveness between the three levels of inquiry and the conventional strategy in improving SPS. Among the three levels of inquiry itself, there is no any significant difference. On the ISPS, the open inquiry has the highest effectiveness and the structured inquiry has the lowest effectiveness. }, keywords = {guided inquiry, inquiry levels, open inquiry, science process skills, structured inquiry}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.908}, url = {http://oaji.net/articles/2017/987-1513971002.pdf}, author = {I Putu Artayasa and Herawati Susilo and Umie Lestari and Sri Endah Indriwati} } @article {550, title = {THE EFFECTS OF PROBLEM BASED LEARNING WITH COOPERATIVE LEARNING ON PRESCHOOLERS{\textquoteright} SCIENTIFIC CREATIVITY}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {February/2017}, pages = {Continuous}, type = {Original article}, chapter = {100-112}, abstract = {This research aimed to determine the effects of Problem based learning (PBL) with cooperative learning (CL) and {\textquoteleft}Numbered Heads Together{\textquoteright} (NHT) on preschoolers{\textquoteright} five trait dimensions of scientific creativity: Fluency, Originality, Elaboration, Abstractness of title, and Resistance to premature closure. A quasi-experimental pre-test and post-test control group design was employed in the research. The sample consisted of 216 six-year-old preschoolers from three randomly selected preschools and assigned to PBL-CL{\textquoteleft}NHT{\textquoteright} (n=72), PBL (n=72), and hands-on (TG) (n=72) instructional methods. The Figural Scientific Creativity Test was used as the pre-test (Form A) and post-test (Form B). Multivariate Analysis of Covariance (MANCOVA) was conducted on the post-test scores with pre-test scores as the covariates to determine whether a significant difference existed across the three methods. The results indicated that preschoolers taught in the PBL-CL{\textquoteleft}NHT{\textquoteright} method significantly outperformed their peers in the PBL method who, in turn, significantly outperformed their peers in the TG method in Fluency, Originality, Elaboration, Abstractness of title, and Resistance to premature closure. Large effect sizes were obtained for comparing PBL-CL {\textquoteleft}NHT{\textquoteright} with PBL and TG method. The findings suggest that the PBL-CL {\textquoteleft}NHT{\textquoteright} method has a significant positive impact on fostering preschoolers{\textquoteright} five trait dimensions of scientific creativity.}, keywords = {Cooperative learning, preschoolers, problem based learning, scientific creativity, trait dimensions}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.100}, url = {http://oaji.net/articles/2017/987-1493050047.pdf}, author = {Siew, N. M. and Mui Ken Chin and Agnis Sombuling} } @article {574, title = {THE EFFECTS OF THINKING MAPS-AIDED PROBLEM-BASED LEARNING ON MOTIVATION TOWARDS SCIENCE LEARNING AMONG FIFTH GRADERS}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {June/2017}, pages = {Continuous}, type = {Original article}, chapter = {379-394}, abstract = {This research was conducted to evaluate the effects of Thinking Maps (TM)-aided Problem-based Learning (PBL) teaching method (TM-PBL) on motivation towards science learning among Fifth Graders. A quasi-experimental pre-test/post-test non-equivalent control group design was employed to measure students{\textquoteright} motivation towards science learning (SMTSL) in motivational factors of self-efficacy, active learning strategies, science learning value, performance goal, achievement goal, and learning environment stimulation. The sample consisted of 270 Fifth Graders aged 11 years old. The students were randomly selected and assigned to TM-PBL (n=90), PBL (n=90), and Conventional Problem Solving (CPS) (n=90) teaching groups. The SMTSL questionnaire was administered prior to and after each intervention. A MANCOVA was conducted on the post-test measures of motivation using the students{\textquoteright} pre-test as the covariates. The result indicated that students taught via the TM-PBL teaching method gained significantly higher levels than their counterparts from the PBL group in Self-efficacy, Active learning strategies, Achievement Goal and Learning environment stimulation. Likewise, students taught via the TM-PBL teaching method gained significantly higher levels than their counterparts from the CPS group in all motivational factors. The findings suggest that the Thinking Maps-aided Problem-Based Learning method is effective in improving motivation towards science learning among Fifth Graders. }, keywords = {fifth graders, motivation towards science learning, Problem-Based Learning, thinking maps}, isbn = {E-ISSN 2538-7138}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.379}, url = {http://oaji.net/articles/2017/987-1497964157.pdf}, author = {Siew, N. M. and Ruslan Mapeala} } @article {612, title = {EXPLORING STUDENTS{\textquoteright} UNDERSTANDING IN MAKING A DECISION ON A SOCIOSCIENTIFIC ISSUE USING A PERSUASIVE GRAPHIC ORGANISER}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {October/2017}, pages = {Continuous}, type = {Original article}, chapter = {813-824}, abstract = {The common use of questionnaires and qualitative assessments revealed that students experience difficulties in visualising the structural complexity of decision making. Thus, the use of scientific knowledge was disconnected while making a preference. The focus of this research was to explore students{\textquoteright} understanding of the global warming issue using a Persuasive Graphic Organiser (PGO). This research was conducted among 36 students (Grades 7-9) at a school in Kuala Lumpur, Malaysia. The developed PGO and interviews were utilised as the primary data collection techniques. Meanwhile, a constant comparative procedure was employed in the qualitative data analysis. Results showed that the use of PGO assisted students{\textquoteright} visualisation in relating three essential understandings of the global warming issue. The students were able to: 1) identify anthropogenic factor affecting global warming; 2) clarify the effects of global warming in health aspect, and 3) provide alternative solutions regarding green technology and daily practices. It was also found that PGO is operationally workable and can be conveniently utilised as a visualisation tool for promoting students{\textquoteright} understanding in socioscientific decision-making.}, keywords = {decision-making, persuasive graphic organiser, socioscientific issues, understanding of scientific concepts}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.813 }, url = {http://oaji.net/articles/2017/987-1509214372.pdf}, author = {Mastura Halim and Rohaida Mohd Saat} } @article {629, title = {FEASIBILITY OF CREATIVE EXPLORATION, CREATIVE ELABORATION, CREATIVE MODELING, PRACTICE SCIENTIFIC CREATIVITY, DISCUSSION, REFLECTION (C3PDR) TEACHING MODEL TO IMPROVE STUDENTS{\textquoteright} SCIENTIFIC CREATIVITY OF JUNIOR HIGH SCHOOL}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {December/2017}, pages = {Continuous}, type = {Original article}, chapter = {1020-1034}, abstract = {Creative exploration, Creative elaboration, Creative modeling, Practice scientific creativity, Discussion and Reflection (C3PDR) teaching model is a model specifically developed to improve the students{\textquoteright} scientific creativity of junior high school. This research is aimed to analyze the feasibility of C3PDR model in improving the students{\textquoteright} science creativity. The teaching model is considered feasible if it meets the criteria: valid, practical and effective. Ninety-six of the eighth-grade students in Samarinda, Indonesia who attended the science subjects participated in the research during the odd semester in academic year 2015/2016. Its validation was performed by three science education experts through focus group discussions and using validation sheets. The practicality of the model was assessed by 4 teachers using the observation sheets and the effectiveness of the model was determined based on the pre-test post-test of scientific creativity. Scientific creativity measured using Scientific Creativity Structure Model (SCSM) test. The results showed that this model has the content and construct validity in very valid category, practical, and effective with the statistic percentage of agreement R > 85\% and n-gain values = .42, and p < .05. Thus, the C3PDR teaching model is feasible to improve the student{\textquoteright}s scientific creativity of junior high school.}, keywords = {C3PDR teaching model, feasible, junior high school, scientific creativity}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.1020}, url = {http://oaji.net/articles/2017/987-1513971535.pdf}, author = {Zulkarnaen and Z.A. Imam Supardi and Budi Jatmiko} } @article {563, title = {FOR HUMANIZATION AND HISTORICISM: HOW WELL UNIVERSITY STUDENTS KNOW AND WHAT THEY THINK ABOUT CHEMICAL EPONYMS}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {April/2017}, pages = {Continuous}, type = {Original article}, chapter = {250-265}, abstract = {Chemical eponyms possess important didactic and axiological potential that can be utilized for implementation of the principles of humanization and historicism manifested in national educational standards. This study focused on students{\textquoteright} knowledge and views of eponyms in the light of history of science. 22 general chemistry students of Belarusian State University, 131 students of general and 119 students of organic chemistry of University of Oregon, all different majors, were surveyed on their knowledge and views of eponyms using a 24-item online questionnaire. Mann-Whitney coefficients were calculated to establish significant differences and Pearson chi-square test was applied to find correlations. It was found that students{\textquoteright} knowledge and views of eponyms are defined mostly by major: students majoring in teaching chemistry showed higher knowledge and expressed more positive views of eponyms than those majoring in non-teaching, non-chemistry and especially non-science. Other factors include students{\textquoteright} learning experience and study intensiveness. While didactic potential of eponyms is utilized anyway, utilization of their axiological potential depends on instructor{\textquoteright}s willingness and mastery and should not be exaggerated as vehicles for the principles of humanization and historicism.}, keywords = {chemical education, chemical eponym, historicism, history of science, humanization, named reaction}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.250}, url = {http://oaji.net/articles/2017/987-1497156596.pdf}, author = {Uladzimir Slabin and Vasili Krasitski} } @article {569, title = {IDENTIFICATION OF THE UNDERSTANDING OF THE STATES OF MATTER OF WATER AND AIR AMONG SLOVENIAN STUDENTS AGED 12, 14 AND 16 YEARS THROUGH SOLVING AUTHENTIC TASKS}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {June/2017}, pages = {Continuous}, type = {Original article}, chapter = {308-323}, abstract = {The aim of the research was to identify how Slovenian primary and secondary school students of various age groups explain the particulate nature of the states of matter of water and air. The qualitative research included five 12, 14, and 16 year old students. A semi-structured interview including four computer-displayed tasks was used for the data collection. The research results show that all of the students correctly identified the states of matter of water at the particulate level, but not of air. It was found that the students had difficulty justifying their selection. The study confirmed the existence of: (a) misunderstanding regarding the interpretation of the particulate nature of matter, (b) a failure to distinguish between particle and matter, and (c) the inadequate description of submicroscopic level of matter with macroscopic level concept. The survey results provide an insight into the mindset of students and serve as a starting point for teachers{\textquoteright} lesson planning.}, keywords = {authentic tasks, macroscopic level, misunderstanding of pressure, states of matter, submicroscopic level}, isbn = {E-ISSN 2538-7138}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.308}, url = {http://oaji.net/articles/2017/987-1497963826.pdf}, author = {Miha Slapni{\v c}ar and Iztok Devetak and Sa{\v s}a A. Gla{\v z}ar and Jerneja Pavlin} } @article {572, title = {IMPROVING OF STUDENTS{\textquoteright} CREATIVE THINKING THROUGH PURDUE MODEL IN SCIENCE EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {June/2017}, pages = {Continuous}, type = {Original article}, chapter = {350-365}, abstract = {The aim of this research is to develop a guide material prepared according to Purdue Model for the {\textquoteleft}The Let{\textquoteright}s Solve the Puzzle of Our Body{\textquoteright} unit in the 5th grade Science class at secondary school and to research the effects of this guide material on students{\textquoteright} creative thinking. For this purpose, the research was carried out by using the quasi experimental model, with pre-test and post-test control groups. Experimental application was carried out with 43 experimental group and 44 control group students, in total 87 students in Turkey. While in the experimental group applications were carried out based on the Purdue Model, in the control group the course was taught according to the activities stated in 2013 Ministry of National Education Science Curriculum in Turkey. The data of the research were collected using Torrance Test of Creative Thinking Verbal Form A-B and Figural Form A-B. As a result of the research, it was determined that verbal and formal creative thinking levels of the experimental group and the control group students were significantly different in favour of the experimental group students. On the basis of the results obtained from this research, some suggestions have been made to the educators and future researchers. }, keywords = {creative thinking, Problem Solving, Purdue model, science project}, isbn = {E-ISSN 2538-7138}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.350}, url = {http://oaji.net/articles/2017/987-1497964027.pdf}, author = {Nilay {\c S}ener and Erol Ta{\c s}} } @article {561, title = {A LEARNING PROCESS BASED ON CONCEPTUAL CHANGE APPROACH TO FOSTER CONCEPTUAL CHANGE IN NEWTONIAN MECHANICS}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {April/2017}, pages = {Continuous}, type = {Original article}, chapter = {228-240}, abstract = {The purpose of this research was to investigate the effectiveness of conceptual change learning approach based on conceptual change model over traditional instruction on the improvement of physics education undergraduate students{\textquoteright} conceptual understanding in Newtonian mechanics. A quasi experimental research method with pre-test and post-test control group design was employed. The sample chosen based on purposive technique sampling comprising of 73 students was in two groups selected randomly each as experimental and control group. Predict-Observe-Explain-Apply (POEA) and using Conceptual Change Texts (CCT) strategies were implemented in the experimental group. The Force Concept Inventory (FCI) in Indonesian was used to collect data before and after treatments. The results show that the conceptual understandings of students who were taught using strategies under conceptual change approach was significantly better than those of the traditional approach. The research confirmed that only learning based on conceptual change model could improve learners{\textquoteright} Newtonian mechanics conceptual understanding. }, keywords = {conceptual change approach, conceptual change texts, Newtonian mechanics, predict-observe-explain-apply}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.228}, url = {http://oaji.net/articles/2017/987-1497156471.pdf}, author = {Syuhendri Syuhendri} } @article {571, title = {PRE-SERVICE BIOLOGY TEACHERS{\textquoteright} REPORTED FEAR AND DISGUST OF ANIMALS AND THEIR WILLINGNESS TO INCORPORATE LIVE ANIMALS INTO THEIR TEACHING THROUGH STUDY YEARS}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {June/2017}, pages = {Continuous}, type = {Original article}, chapter = {337-349}, abstract = {In this research, the self-reported fear and disgust toward animals of pre-service biology teachers and their willingness to incorporate live animals into their teaching were assessed with a questionnaire. An entire generation of pre-service biology teachers (N = 128) participated in this research. The results show that students are mostly afraid of animals that are potentially dangerous to humans such as large predators and are disgusted mostly by animals that are small and wet looking, like a slug. The students were less willing to incorporate animals that they reported to be most fearful or disgusting into their teaching. Considering that throughout their study years, there was practically no change in students{\textquoteright} levels of fear, disgust and willingness to incorporate live animals into their teaching calls for an improvement of the biology teacher education study programme in order to train teachers that are skilled and willing to use live animals in their teaching. One of the solutions could be offering pre-service teachers as many first-hand experiences with live animals as possible either in a formal learning environment, such as the university or, in case of large animals (predators), in informal learning environments, like a zoo or a national park.}, keywords = {disgust of animals, fear of animals, pre-service teachers, students beliefs}, isbn = {E-ISSN 2538-7138}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.337}, url = {http://oaji.net/articles/2017/987-1497963955.pdf}, author = {Iztok Toma{\v z}i{\v c} and Nina Pihler and Jelka Strgar} } @article {553, title = {SCIENTIFIC EPONYM IN EDUCATIONAL UNIVERSE}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {April/2017}, pages = {Continuous}, type = {Editorial}, chapter = {144-147}, abstract = {Strictly speaking, knowledge for every object in educational Universe is limited by ignorance or, in other words, these two components co-exist. However, pedagogy primarily deals with knowledge, its acquisition and retention. It ignores the ignorance, leaving it as a subject for a more generic science of psychology. Similarly, atomic nuclei in real Universe are a subject for a more generic science of physics, being only slightly studied in chemistry. To research on knowledge is by far easier than on ignorance, same as chemical research involving mere electron shells is easier than physical research targeting atomic nuclei.}, keywords = {educational Universes, knowledge elements, science education, scientific eponyms}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.144}, url = {http://oaji.net/articles/2017/987-1497155947.pdf}, author = {Uladzimir Slabin} } @article {607, title = {TACTIC FULFILLMENTS OF THREE CORRELATIONS FOR PROBLEM-SOLVING MAPS AND ANIMATED PRESENTATIONS TO ASSESS STUDENTS{\textquoteright} STOICHIOMETRY PERFORMANCES}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {October/2017}, pages = {Continuous}, type = {Original article}, chapter = {733-745}, abstract = {This research focuses on students{\textquoteright} tactic assessments of 3 correlations with illustrated 2-step strategic map and animated presentations in stoichiometry. The participants were divided into 2 learning groups: the experimental and the control group by quasi-experimental approach. Most of all, experimental group participants have been contingent on critical performances of thinking capabilities in accordance with tactic fulfillments of 3 correlations helpfully. In contrast with statistic findings of post-tests, experimental group participants get more formulated goals of individual learning in answering 5 algorithmic and conceptual pairs of achievement test items than those of control group participants. Students{\textquoteright} shift of reasoning from model-based to case-based requires them to explore an effective mental cognition and responses for full-fledged performances of problem-solving skills. After tactic fulfillments for 3 study objectives of visualized developments, experimental group participants have upgraded a distinct learning accumulation and project-based feedback at their best learning performances.}, keywords = {problem-solving, stoichiometry, tactic fulfillments, three correlations}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.733}, url = {http://oaji.net/articles/2017/987-1509214073.pdf}, author = {King-Dow Su} } @article {599, title = {USER-FRIENDLY REPORTING OF RESEARCH FINDINGS FROM A QUESTIONNAIRE}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {October/2017}, pages = {Continuous}, type = {Editorial}, chapter = {632-633}, abstract = {Hooray! You have succeeded in publishing an article based on your own, yet unpublished questionnaire. This can certainly be regarded as a personal success. However, many articles based on questionnaires are not particularly reader-friendly. I am sure that these authors are not being deliberately evil; however, in their path to fame, they forget that their writing is not a secret diary but something that should communicate readily with the reader.}, keywords = {research articles, research findings, research instruments}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.632}, url = {http://oaji.net/articles/2017/987-1509213519.pdf}, author = {Andrej {\v S}orgo} } @article {619, title = {VALIDATION OF THEORETICAL CONSTRUCTS TOWARD SUITABILITY OF EDUCATIONAL SOFTWARE FOR CHEMISTRY EDUCATION: DIFFERENCES BETWEEN USERS AND NONUSERS}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {December/2017}, pages = {Continuous}, type = {Original article}, chapter = {873-897}, abstract = {The aim of this research was to empirically validate constructs for evaluation of teachers{\textquoteright} attitudes toward usage of educational software in chemistry teaching. Questionnaire with items transformed from UTAUT (Unified theory of acceptance and use of technology) and other technology acceptance theories were filled in by 556 Czech chemistry teachers. All constructs passed recommended .7 thresholds of Cronbach{\textquoteright}s alpha so they can be used in acceptability researches before and after introduction of educational software or building models. However, analyses of effect sizes show that there are not only differences between users and all nonusers generally, but also prove differences between various types of nonusers. Nonusers were established as a) those who had used educational software and abandoned it; b) those who do not use educational software, but are planning to use it in the future, and c) those who do not use educational software and have no intentions to use it. An unexpected finding reveals that differences among subgroups of nonusers can be even larger than between users and nonusers, especially the group c) is an outstanding group. Consequently, factors and their influence on the acceptance and use of educational software in chemistry teaching should be explored for each group separately.}, keywords = {chemistry education, education software, technology acceptance}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.873}, url = {http://oaji.net/articles/2017/987-1513970871.pdf}, author = {Kate{\v r}ina Chroustov{\'a} and Martin B{\'\i}lek and Andrej {\v S}orgo} } @article {601, title = {THE VALIDITY AND EFFECTIVENESS OF PHYSICS INDEPENDENT LEARNING MODEL TO IMPROVE PHYSICS PROBLEM SOLVING AND SELF-DIRECTED LEARNING SKILLS OF STUDENTS IN OPEN AND DISTANCE EDUCATION SYSTEMS}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {October/2017}, pages = {Continuous}, type = {Original article}, chapter = {651-665}, abstract = {The Physics Independent Learning (PIL) model is an authentic problem-based model designed teaching guide for improving self-directed learning and problem-solving skills in open and distance education. This research is aimed to analyze the validity and effectiveness of PIL model. This research was conducted using focus group discussions of experts that consisted of three science education experts and applies quasi-experiment of one group pre-test and post-test design to 144 students in East Java, Indonesia. Before applying the lesson using the PIL model, the students are given pre-test and after accomplishing the learning, the students are given post-test. The data collected from pre-test and post-test then is further analyzed by means of validity coefficient (rα), Cronbach{\textquoteright}s alpha (α), pair t-test, n-gain and ANOVA. The result of research shows that rα = .75 and α = .92 is for content validity; rα = .79 and α = .99 is for construct validity, so that PIL model is validity and reliability qualified. In addition, there are increasing scores of physics problem solving skills and self-directed learning skills of α = 5\% with moderate category of n-gain consistent in a limited trial test and of high category in a broader trial test for all groups.}, keywords = {Electricity, magnetism, model effectiveness, model validity, physics problem-solving skills, PIL model, self-directed learning skills}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.651}, url = {http://oaji.net/articles/2017/987-1509213674.pdf}, author = {Paken Pandiangan and I Gusti Made Sanjaya and Budi Jatmiko} } @article {577, title = {VALIDITY AND RELIABILITY ANALYSES FOR THE NATURE OF SCIENCE INSTRUMENT SECONDARY (NOSI-S)}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {June/2017}, pages = {Continuous}, type = {Original article}, chapter = {429-437}, abstract = {This research aims to adapt The Nature of Science Instrument Elementary Scale (NOSI-E) developed by Peoples (2012) into Turkish for secondary school students and to analyse the psychometric properties of the scale setting out from the fact that it is a necessity of science education aimed to achieve for students/prospective teachers to have adequate understanding of the nature of science. The validity analyses for the scale were performed with Confirmatory Factor Analysis (CFA) and Cronbach alpha (α) coefficients were calculated for reliability. Following CFA, it was taken for granted that the fit indices for the model met the goodness of fit criterion. On examining the fit indices, the scale was regarded to attain construct validity due to the fact that the χ2/df ratio (1.42) was below 3, that the RMSEA value was at the level of .04 and that the NNFI and CFI (>.90) values were at acceptable levels. On the other hand, α coefficients, which were the internal consistency coefficients calculated for the reliability analysis of the scale, were found to range between .631 and .775, and for the overall scale was calculated as .814. These reliability index values were considered to be at acceptable levels. }, keywords = {instrument reliability, instrument validity, nature of science, NOSI-S, secondary school students}, isbn = {E-ISSN 2538-7138}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.429}, url = {http://oaji.net/articles/2017/987-1497964369.pdf}, author = {Senar Temel and {\c S}enol {\c S}en and {\"O}zg{\"u}r {\"O}zcan} } @article {537, title = {DEVELOPING EDUCATIONAL VIDEO TO IMPROVE THE USE OF SCIENTIFIC APPROACH IN COOPERATIVE LEARNING}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {December/2016}, pages = {Continuous}, type = {Original article}, chapter = {725{\textendash}737 }, abstract = {This research developed educational video that showed a modeling of using scientific approach in cooperative learning. The purpose of this research was (1) to describe how pre-service teachers implement scientific approach in cooperative learning after carrying out a modeling session through this educational video, and (2) to describe the views of those pre-service teachers in response to the learning process. The study involved 11 pre-service teachers in Biology Education program, The State University of Surabaya, Indonesia. The pre-service teachers were then asked to conduct teaching simulations according to the video they had observed with different topics. The results showed that the educational video was effective in training pre-service teachers to implement scientific approach in cooperative learning. They also showed positive views towards the video. This research implies that modeling through educational video is able to promote scientific approach teaching to the pre-service teachers.}, keywords = {Cooperative learning, educational video, scientific approach, teaching skills}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.725}, url = {http://oaji.net/articles/2016/987-1482503022.pdf}, author = {Endang Susantini and Ulfi Faizah and Muji Sri Prastiwi and Suryanti} } @article {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 {527, title = {THE EFFECTS OF PROBLEM-BASED LEARNING WITH THINKING MAPS ON FIFTH GRADERS{\textquoteright} SCIENCE CRITICAL THINKING}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {October/2016}, pages = {Continuous}, type = {Original article}, chapter = {602{\textendash}616}, abstract = {This research was conducted to evaluate the effects of Problem-based Learning (PBL) with Thinking Maps (TM) teaching method (PBL-TM) on Fifth Graders{\textquoteright} science critical thinking. The critical thinking skills evaluated were Comparing and Contrasting, Sequencing, and Identifying Cause and Effect in physical science. A quasi-experimental pre-test and post-test control group design was employed in the research. The sample consisted of 270 Fifth Graders (age 11 years old) from three primary schools in Tawau, Sabah, Malaysia who were all randomly selected and assigned to PBL-TM (n=90), PBL (n=90), and Conventional Problem Solving (CPS) (n=90) teaching groups. The 30-item Test of Science Critical Thinking was used as the pre-test and post-test. The three thinking maps used were Double Bubble Maps, Flow Maps, and Multi-Flow Maps. A MANCOVA was conducted on the post-test scores with students{\textquoteright} pre-test scores as the covariates. The result indicated that students in the PBL-TM group significantly outperformed their counterparts in the PBL group who, in turn, significantly outperformed their counterparts in the CPS group in Comparing and Contrasting, Sequencing, and Identifying Cause and Effect. The findings suggest that thinking maps, which were explicitly infused into problem-based learning is effective in promoting critical thinking among Fifth Graders in physical science lessons. }, keywords = {Critical thinking, fifth graders, Problem-Based Learning, thinking maps}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.602}, url = {http://oaji.net/articles/2016/987-1482502250.pdf}, author = {Siew, N. M. and Ruslan Mapeala} } @article {524, title = {EFFICACY OF INQUIRY-BASED LEARNING IN MATHEMATICS, PHYSICS AND INFORMATICS IN RELATION TO THE DEVELOPMENT OF STUDENTS{\textasciiacute} INQUIRY SKILLS}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {October/2016}, pages = {Continuous}, type = {Original article}, chapter = {559{\textendash}574}, abstract = {The current initiatives at European level urge more emphasis on the implementation of inquiry-based science education (IBSE). Although there are existing studies on the effect of IBSE on understanding science, fewer attempts have been made regarding the development of various inquiry skills. In this research, a model of consistent implementation of inquiry activities across the three subjects of mathematics, physics and informatics was developed and its efficacy with regard to selected inquiry skills development was examined. In order to evaluate the efficacy, a test assessing the level of inquiry skills development was designed. This test was taken by 300 high school students both before and after experimental teaching. In between students were exposed to coherent and intentional multidisciplinary inquiry-based learning within a period of approx. four months. The results showed a statistically significant increase on test scores that is gender independent, however the class specialization played a significant role. The results indicate that the designed model of coactive IBSE implementation is efficacious for inquiry skills development and therefore applicable in school practice.}, keywords = {inquiry skills, inquiry skills assessment, inquiry-based science education, test of inquiry skills}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.559}, url = {http://oaji.net/articles/2016/987-1482502031.pdf}, author = {Zuzana Je{\v s}kov{\'a} and Stanislav Luk{\'a}{\v c} and Martina Han{\v c}ov{\'a} and {\v L}ubom{\'\i}r {\v S}najder and J{\'a}n Guni{\v s} and Brigita Balogov{\'a} and Mari{\'a}n Kire{\v s}} } @article {511, title = {EMPOWERING STUDENTS{\textquoteright} METACOGNITIVE SKILLS THROUGH NEW TEACHING STRATEGY (GROUP INVESTIGATION INTEGRATED WITH THINK TALK WRITE) IN BIOLOGY CLASSROOM}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {June/2016}, pages = {Continuous}, type = {Original article}, chapter = {391-400}, abstract = {Metacognitive skills play an important role in various students{\textquoteright} cognitive activities. Metacognitive skills can make the students become self-regulated learners. Metacognitive skills in biology teaching can be empowered through the implementation of the appropriate teaching strategies. This research was a quasi-experimental research designed to compare the effect of Group Investigation (GI) strategy, Think Talk Write (TTW), Group Investigation integrated with Think Talk Write (GITTW), and conventional teaching strategy on the students{\textquoteright} metacognitive skills empowerment in biology teaching. Sample of this research were 162 students of the first year natural science class of senior high schools in Surabaya, Indonesia, academic year 2014/2015. The students{\textquoteright} metacognitive skills were measured using essay questions test, given at the beginning and at the end of the research. The results of the research showed that the implementation of teaching strategies had an effect to empower students{\textquoteright} metacognitive skills. GITTW learning strategy had the biggest effect on the metacognitive skills empowerment. TTW learning strategy could improve students{\textquoteright} metacognitive skills higher than GI and conventional teaching strategy. This proves that GITTW is one of the teaching strategies that teachers should use to maximise the students{\textquoteright} metacognitive skills empowerment. }, keywords = {biology teaching, group investigation, metacognitive skills, teaching strategy, think talk write}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.391}, url = {http://oaji.net/articles/2016/987-1482422861.pdf}, author = {Lina Listiana and Herawati Susilo and Hadi Suwono and Endang Suarsini} } @article {485, title = {EVALUATING OF PRE-SERVICE SCIENCE TEACHERS{\textquoteright} UNDERSTANDING OF GENERAL CHEMISTRY CONCEPTS BY USING TWO TIER DIAGNOSTIC TEST}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {February/2016}, pages = {Continuous}, type = {Original article}, chapter = {79{\textendash}96 }, abstract = {This research aimed at evaluating pre-service science teachers{\textquoteright} understanding of the subject matters such as {\textquotedblleft}thermochemistry, chemical kinetics, chemical equilibrium, acids and bases and electrochemistry{\textquotedblright}. For this purpose, a two-tier diagnostic test consisting of 44 items (α = 0.84) related to the aforementioned concepts was developed by the researchers. This test was applied on to the first, second, and third year pre-service science teachers in Hasan Ali Yucel Education Faculty, Istanbul University. The results showed that the pre-service science teachers had alternative conceptions about endothermic-exothermic reactions, conservation of energy, reaction enthalpy, calorimeters; rate of reaction, reaction rate constant, effects of some factors on reaction rate and reaction rate constant; effects of some factors on equilibrium, equilibrium dynamics, Le Chatelier Principle; equivalence point, end point, indicators, buffers, titrations, neutralization, strength and properties of acids and bases, pH; effects of concentrations on cell potential, metal electrodes, localization of anode and cathode, plating, galvanization.}, keywords = {acids and bases, Alternative Conception, chemical equilibrium, chemical kinetic, electrochemistry, thermochemistry, two tier diagnostic test}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.79}, url = {http://oaji.net/articles/2016/987-1481286347.pdf}, author = {Ayfer Mutlu and Bur{\c c}in Acar {\c S}e{\c s}en} } @article {506, title = {EXPLORING THE RELATIONSHIP BETWEEN METACOGNITION AND ATTITUDES TOWARDS SCIENCE OF SENIOR SECONDARY STUDENTS THROUGH A STRUCTURAL EQUATION MODELING ANALYSIS}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {June/2016}, pages = {Continuous}, type = {Original article}, chapter = {340-349}, abstract = {Attitudes towards science is an important construct of science learning which has been affected by many factors. The main purpose of this research was to investigate whether the metacognition strategies predict students{\textquoteright} attitudes towards science. Accordingly, a total of 347 senior secondary students were asked to complete a questionnaire about their metacognition strategies and attitudes towards science. Structural equation modeling (SEM) was used to evaluate the validity of a structural/latent variable model. Findings revealed several direct and indirect effects among the factors under investigation. Of special importance, metacognition strategies positively predicted attractiveness of science (science is fun), class/teacher activities and family model as variables of students{\textquoteright} attitudes towards science. Attractiveness of science was also found to have effects on the science anxiety and family model was found to have effects on class/teacher activities. One important finding was that metacognition strategies could decrease students{\textquoteright} science anxiety. According to this information, it is recommended that science educators encourage students to employ metacognition strategies in science that may lead to more positive students{\textquoteright} attitudes towards science. }, keywords = {attitudes towards science, metacognition strategies, senior secondary students, Structural Equation Modeling}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.340}, url = {http://oaji.net/articles/2016/987-1482422523.pdf}, author = {Zeinab Jahangard and Asghar Soltani and Merhangiz Alinejad} } @article {487, title = {IMPROVING STUDENT UNDERSTANDING OF THE CONCEPTS OF WEIGHT AND MASS WITH A COMPUTER SIMULATION}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {February/2016}, pages = {Continuous}, type = {Original article}, chapter = {109{\textendash}126 }, abstract = {Although weight and mass are considered fundamental concepts in physics, they are still not well understood by students. A computer simulation was designed to improve students{\textquoteright} learning of these concepts and compared it with other teaching strategies. The research was carried out with 142 students (7th grade; 12-13 years old), from three schools. There is a significant change in conceptual understanding of the concepts weight and mass for all groups. Nevertheless, total gains were higher for students who used the computer simulation. The implication is that using a computer simulation, carefully designed to address specific conceptual difficulties, may help the students understand the concepts of weight and mass. We also interviewed teachers to understand their role in the classroom. It was found that the features most likely to contribute to improve students{\textquoteright} learning are related to the balance between support and autonomy given to students during the use of the computer simulation.}, keywords = {computer simulation, mass and weight, physics education, teaching and learning}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.109}, url = {http://oaji.net/articles/2016/987-1481286476.pdf}, author = {C{\^a}ndida Sarabando and Jos{\'e} P. Cravino and Armando A. Soares} } @article {518, title = {INTEGRATING STEM IN AN ENGINEERING DESIGN PROCESS: THE LEARNING EXPERIENCE OF RURAL SECONDARY SCHOOL STUDENTS IN AN OUTREACH CHALLENGE PROGRAM}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {August/2016}, pages = {Continuous}, type = {Original article}, chapter = {477{\textendash}493}, abstract = {This research was conducted to evaluate the learning experience of Grade Ten students from two Malaysian rural secondary schools that adopted the integration of STEM in an Engineering Design Process (STEM-EDP) approach vis-{\'a}-vis an outreach challenge program. A total of 89 students undertook a ten hour program which engaged them in designing and building three different prototypes as well as answering higher order thinking questions. Data on students{\textquoteright} learning experience were captured through participants{\textquoteright} responses to a six-point Likert scale questionnaire, teachers{\textquoteright} field notes, and open-ended questions. The questionnaire result reveals statistically significant gains in knowledge or skills about, attitudes toward, and practices on STEM. The STEM-EDP outreach challenge program brought awareness to rural school students of their potential as problem solvers, thinkers, creators, and collaborators. Students were able to simultaneously broaden their boundaries in knowledge and competency even though they experienced difficulties in tackling challenges associated with STEM activities. Findings suggested that the STEM-EDP approach can be applied as a means for fostering creativity, problem solving skills, and thinking skills among rural secondary school students.}, keywords = {engineering design process, higher order thinking, outreach challenge program, rural schools, STEM}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.477}, url = {http://oaji.net/articles/2016/987-1482423958.pdf}, author = {Siew, N. M. and Henry Goh and Fauziah Sulaiman} } @article {516, title = {A LEARNING EXERCISE USING SIMPLE AND REAL-TIME VISUALIZATION TOOL TO COUNTER MISCONCEPTIONS ABOUT ORBITALS AND QUANTUM NUMBERS}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {August/2016}, pages = {Continuous}, type = {Original article}, chapter = {452{\textendash}463}, abstract = {Misconception is one of the most widely researched topics in science education, including chemical education. This research aims to apply simple graphical visualization tool named Winplot for a learning exercise activity and explore its potency to counter misconceptions about orbitals and quantum numbers. Misconceptions that were countered in this research are the existence of orbitals in atoms and the relationship of magnetic quantum numbers to orbital orientation. This quasi experimental research using pre-test-post-test control group design was conducted to 43 first-year undergraduate students as control class and 45 as experimental class of chemical education at the University of Lampung. The students{\textquoteright} pre-existing concepts were analyzed using a pre-test instrument and explored further using in-depth interview. Then, after implementing a learning exercise activity, the conceptual changes were analyzed using a post-test instrument. The results showed that students in experimental class had significant conceptual changes compared to control class. Applying this computer-based strategy is highly recommended to guide students in understanding chemical concepts, especially the topics of orbitals and quantum numbers.}, keywords = {computer-based learning, first-year undergraduate, learning exercise, misconceptions, quantum chemistry}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.452}, url = {http://oaji.net/articles/2016/987-1482423795.pdf}, author = {Sunyono Sunyono and Lisa Tania and Andrian Saputra} } @article {526, title = {LEARNING STYLE AS A FACTOR INFLUENCING THE EFFECTIVENESS OF THE INQUIRY-BASED SCIENCE EDUCATION AT LOWER SECONDARY SCHOOLS}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {October/2016}, pages = {Continuous}, type = {Original article}, chapter = {588{\textendash}601}, abstract = {The IBSE has become a rather frequently applied strategy of directing learning activities in teaching science subjects. However, results of the IBSE effectiveness are not clear. A more detailed analysis is required which will reflect learners{\textasciiacute} individual characteristics. Therefore, the main aim of this research is to discover what the effectiveness of IBSE reflecting individual learning style is. The learning style categorization followed the Honey and Mumford{\textasciiacute}s variation on the Kolb{\textasciiacute}s system. The IBSE effectiveness was detected by the didactic test consisting of 15 PISA-style tasks. The research was conducted in the sample of 332 learners who were exposed to IBSE for five months. Their knowledge was tested before, immediately after and four months after the IBSE approach was applied in lessons. The collected data were processed by ANOVA and Tukey HSD test. The results show that the highest short-term results were reached with learners preferring concrete sensing; the highest long-term results were reached with those of active processing of information. This finding might be caused by better use of metacognition and acquiring such individual metacognitive strategies which learners apply at utilization of information. Further on, the IBSE should focus on mechanisms of fixing the acquired knowledge.}, keywords = {educational practice, identification of learning results, inquiry-based science education, learning styles, quantitative research}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.588}, url = {http://oaji.net/articles/2016/987-1482502186.pdf}, author = {Ji{\v r}{\'\i} {\v S}koda and Pavel Doul{\'\i}k and Martin B{\'\i}lek and Ivana {\v S}imonov{\'a}} } @article {504, title = {THE RELATIONSHIP BETWEEN SECONDARY SCHOOL STUDENTS{\textquoteright} SELF-REGULATED LEARNING SKILLS AND CHEMISTRY ACHIEVEMENT}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {June/2016}, pages = {Continuous}, type = {Original article}, chapter = {312-324}, abstract = {Self-regulated learning skills (such as goal setting, organizing environment and time, seeking help and self-evaluation) are critical for students to be able to successfully and meaningful learn abstract concepts such as reduction, oxidation and electrolysis. The purpose of this research was to examine the relationships between self-regulated learning skills and chemistry achievement in Turkish secondary school students. Therefore, a structural equation model was developed and tested to model the relationships among task value, control of learning beliefs, performance-approach goals, mastery-approach goals, self-efficacy for learning and performance, metacognitive learning strategies, time and study environment management, effort regulation, and achievement in electrochemistry. Data was collected from 481 secondary school students through administration of the Achievement Goal Questionnaire, the Motivated Strategies for Learning Questionnaire and the Electrochemistry Concept Test. The results showed that students{\textquoteright} task value, performance-approach goals, and time and study environment management significantly positively correlated with achievement. Path analysis demonstrated that metacognitive learning strategies, mastery-approach goals, and effort regulation were predictors of students{\textquoteright} time and study environment management. Moreover, effort regulation, metacognitive learning strategies, and mastery-approach goals were found to have indirect effects, which were mediated by time and study environment management. }, keywords = {chemistry achievement, direct and indirect effects, path model, secondary school students, self-regulated learning skills}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.312}, url = {http://oaji.net/articles/2016/987-1482422379.pdf}, author = {{\c S}enol {\c S}en} } @article {495, title = {RESEARCH ON THE COGNITIVE LEVEL OF STUDENTS{\textquoteright} PERCEPTIONS OF PHYSICS MODELS AND MODELING MECHANISM IN CHINESE HIGH SCHOOLS}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {April/2016}, pages = {Continuous}, type = {Original article}, chapter = {204{\textendash}215 }, abstract = {Scientific model has been advocated as a central role of teaching in science education reform all over the world, with the critical method to achieve one of the goals of science education to promote scientific models and modeling. To find the students{\textquoteright} perceptions of cognitive level of physics models and their modeling mechanism, firstly, research progress in scientific models and modeling are summarized. Then, 39 experts and 8 researchers are chosen to do the three-stage questionnaire and interview, and 1576 students are selected from junior high school and 1625 students from senior high school to do the empirical study. The classification and cognitive level of physics models perceived by high school students have been founded as well as the influence on schools and regions. Finally, regression analysis on the model construction process of students is conducted. The result shows the cognitive level of scientific models held by students, appeared in Chinese national curriculum standards and national examination requirements are equivalent, but there are also some differences among students{\textquoteright} learning, curriculum standards and examination requirements. A specific classification of the models based on the comprehensive understanding systems is conducted, and the impact on learning among different schools and regions and inherent relationship on the cognitive level of physics models are founded. }, keywords = {cognitive level, modeling mechanism, physics model, scientific model}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.204}, url = {http://oaji.net/articles/2016/987-1481917063.pdf}, author = {Jingying Wang and Yue Zhang and Weizhao Shi} } @article {532, title = {STRENGTHENING STRATEGIC APPLICATIONS OF PROBLEM-SOLVING SKILLS FOR TAIWAN STUDENTS{\textquoteright} CHEMISTRY UNDERSTANDING}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {December/2016}, pages = {Continuous}, type = {Original article}, chapter = {662{\textendash}679}, abstract = {This study better research aimed at strategic applications for exploring students{\textquoteright} learning performances with conceptual understanding and algorithmic proficiency by problem-solving maps and six major learning activities. A quasi-experimental method was employed to detect the outcomes of students{\textquoteright} compared intervention, together with two learning groups, the experimental group and control group. All results demonstrated that the experimental group students who used the strategic applications showed better learning performances than those of the control group students. The experimental group students with more cognitive competency presented significant achievements and larger effect sizes after their two module executions of gas chemistry program. Moreover, these demonstrations were predominated with students{\textquoteright} conceptual and algorithmic learning developments in chemistry. The experimental group students witnessed a new advancement of self-performed modules to promote their feedback and intelligent analyses.}, keywords = {algorithmic proficiency, Conceptual Understanding, gas chemistry, problem-solving}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.662}, url = {http://oaji.net/articles/2016/987-1482502639.pdf}, author = {King-Dow Su} } @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 {466, title = {THE CORRELATION BETWEEN ATTITUDE TOWARD SCIENCE AND COGNITIVE LEARNING RESULT OF STUDENTS IN DIFFERENT BIOLOGY LEARNINGS}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {December/2015}, pages = {Continuous}, type = {Original article}, chapter = {723{\textendash}732}, abstract = {This research was conducted during one year in three different classes that were taught biology by using three different learnings, Inquiry-based learning, Thinking Empowerment by Questioning integrated with Inquiry learning (TEQI), and Scientific learning. This study investigated the correlation between attitude toward science and cognitive learning results in the three different learnings, and compared the three regression lines whether or not they are parallel. The results of this study show that the correlations between attitude toward science and cognitive learning results in the three biology learnings are significant, with the value of contribution as much as 0.634, 0.448, and 0.708 respectively. The results of the analysis of variance related to the regression equation in the three different learnings are parallel and do not coincide; the regression line of TEQI strategy is at the highest position. It indicated that TEQI strategy has the advantage of training attitude toward science and simultaneously increases students{\textquoteright} cognitive learning results.}, keywords = {attitude toward science, cognitive learning result, inquiry based learning, regression line}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.723}, url = {http://oaji.net/articles/2016/987-1479543832.pdf}, author = {Ninik Kristiani and Herawati Susilo and Duran Corebima Aloysius} } @article {469, title = {THE EFFECTIVENESS OF CONCEPTUAL CHANGE TEXTS AND CONTEXT-BASED LEARNING ON STUDENTS{\textquoteright} CONCEPTUAL ACHIEVEMENT}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {December/2015}, pages = {Continuous}, type = {Original article}, chapter = {753{\textendash}763}, abstract = {The topic of pressure and buoyancy is one that encompasses both invisible and abstract conceptions and about which students have misconceptions. The purpose of this research was to research the effectiveness of three different methods of teaching physics (conceptual change-based, real life context-based and traditional learning on upper-secondary physics students in the 11th grade in terms of conceptual achievement about the pressure and buoyancy topics. In this research, pre-test/post-test quasi-experimental design with non-equivalent control group, involving a 3 (group) {\texttimes} 2 (time) factorial design was used. Experimental 1 Group was given the conceptual change texts on the mentioned subjects, the Experimental 2 Group was offered a learning approach based on real life context-based learning, whereas the control group was given the traditional learning. Data for the research were collected with the "Pressure Conceptual Test". When the results of the research were examined, it was found that the conceptual change text group{\textquoteright}s conceptual understanding scores were significantly higher than those of the context-based learning group and the traditional learning group. The context-based learning group{\textquoteright}s conceptual understanding scores were significantly higher than those of the traditional learning group. }, keywords = {conceptual achievement, conceptual change texts, real life context-based learning}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.753}, url = {http://oaji.net/articles/2016/987-1479544081.pdf}, author = {Gulbin Ozkan and Gamze Sezgin Selcuk} } @article {472, title = {THE EFFECTIVENESS OF INQUIRY BASED SCIENCE EDUCATION IN RELATION TO THE LEARNERS{\textasciiacute} MOTIVATION TYPES}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {December/2015}, pages = {Continuous}, type = {Original article}, chapter = {791{\textendash}803}, abstract = {The study presents the results of the quantitative research focusing on the effectiveness of the inquiry based science education (IBSE) in correlation to motivation types of learners. Reflecting the fact that the learning results are impacted by the inner motivation, the main aim of the research was to find out whether there are differences in IBSE effectiveness in four motivation types - explorers, directors, coordinators, and accurators. The IBSE approach was applied for the period of five months to 395 fifteen-year-old learners of Czech lower secondary schools. The IBSE effectiveness was tested before the instruction (pre-test), immediately after it (post-test1) and four months later (post-test2). The results of four motivation types were compared. Directors reached the best results in post-test1; explorers in post-test2; accurators{\textasciiacute} results were the worst of all. These findings show that the IBSE cannot be applied as a universal method; teachers should adjust its exploitation to learners{\textquoteright} individual particularities.}, keywords = {educational practice, inquiry-based science education, learners{\textquoteright} motivation types, quantitative research, testing}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.791}, url = {http://oaji.net/articles/2016/987-1479544335.pdf}, author = {Ji{\v r}{\'\i} {\v S}koda and Pavel Doul{\'\i}k and Martin B{\'\i}lek and Ivana {\v S}imonov{\'a}} } @article {429, title = {ENHANCING SCIENCE TEACHERS{\textquoteright} CONTINUOUS PROFESSIONAL DEVELOPMENT IN THE FIELD OF INQUIRY BASED SCIENCE EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {April/2015}, pages = {Continuous}, type = {Original article}, chapter = {254{\textendash}266}, abstract = {Decreasing motivation in science classes is often reported in many countries. Georgia, one of the post Soviet countries, has overcome the highly centralised educational system and nowadays implements a new national educational reform. National reforms demand more student-active and inquiry-based learning. Many Georgian teachers aren{\textquoteright}t ready for these changes and need professional development training to enhance their professional skills in Inquiry-Based Science Education (IBSE). Therefore Ilia State University offers special continuous professional development (CPD) programs for science teachers in the frame of PROFILES project. The aim of the research was to determine what profession oriented attitudes and concerns Georgian in-service science teachers have regarding IBSE and what changes are visible after the implementation of PROFILES-based CPD programme. In order to conduct the research, the Stages of Concern model was used. 40 teachers took part in the two terms of the CPD programme. Research shows that the implemented CPD programme fosters the professional attitudes and concerns of Georgian science teachers in a positive manner. Therefore, it can be highly recommended to use the framework of the PROFILES-based CPD programme(s).}, keywords = {IBSE, in-service teachers in Georgia, professional development, stages of concern}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.254}, url = {http://oaji.net/articles/2016/987-1473431219.pdf}, author = {Marika Kapanadze and Claus Bolte and Vincent Schneider and Ekaterine Slovinsky} } @article {461, title = {FOSTERING FIFTH GRADERS{\textquoteright} SCIENTIFIC CREATIVITY THROUGH PROBLEM-BASED LEARNING}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {October/2015}, pages = {Continuous}, type = {Original article}, chapter = {655{\textendash}669}, abstract = {This research aims to determine whether Problem-Based Learning (PBL) helps in fostering scientific creativity among fifth graders. Students{\textquoteright} scientific creativity (SC) was investigated in the product dimensions of (a) solving scientific problems, (b) understanding scientific phenomena, (c) advancement in scientific knowledge, and (d) improvisation skills with a technical product. A pre-test and post-test single group experimental design was employed. Pre-test measures on SC were administered to 232 fifth graders. Students participated in PBL hands-on activities that required solving open-ended problems. After these were completed, post-test measures on SC were assessed. Students{\textquoteright} reactions to the PBL experience were also recorded. The results of paired sample t-tests showed significant differences in all product dimensions of SC, except in the understanding of scientific phenomena. Further analysis found significant differences among the creativity traits of fluency, flexibility and originality in each product dimension of SC, except in the originality in the advances of scientific knowledge. Students felt that the PBL activities were easy, fun, and interesting as well as a practical way of gaining and advancing science knowledge. Students also found their participation in sharing ideas in cooperative learning groups inspired them to be more creative. This research suggests that the PBL activities have a positive impact in fostering student{\textquoteright}s SC in science lessons.}, keywords = {creative traits, fifth graders, Problem-Based Learning, Product Dimension, scientific creativity}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.655}, url = {http://oaji.net/articles/2016/987-1479543100.pdf}, author = {Siew, N. M. and Chin Lu Chong and Bih Ni Lee} } @article {462, title = {LEARNING CYCLE MODEL TO FOSTER CONCEPTUAL UNDERSTANDING IN CELL DIVISION AND REPRODUCTION CONCEPTS}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {October/2015}, pages = {Continuous}, type = {Original article}, chapter = {670{\textendash}684 }, abstract = {What should teachers do to ensure a student construct meaningful understanding in cell division and reproduction concepts? This research examined the effect of 5E learning cycle on 10th grade students{\textquoteright} understanding of cell division and reproduction concepts and their alternative conceptions on these concepts. Mixed methods research design was utilized for this aim. Eight classes with 228 students from two public high schools were selected conventionally. Experimental groups received learning cycle (LC) and control groups received conventional teaching (CT) throughout the 10 weeks. A three-tier diagnostic test was administered to both groups as pre and post-tests. After the treatment, 12 students were interviewed semi-structurally. The results revealed that learning cycle is superior to conventional teaching on promoting conceptual change along with increasing understanding. The present research recommends teachers utilize learning cycle to improve students{\textquoteright} understanding and remediate their alternative conceptions. }, keywords = {alternative conceptions, biology education, cell division, learning cycle}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.670}, url = {http://oaji.net/articles/2016/987-1479543262.pdf}, author = {Harika {\"O}zge Arslan and {\"O}mer Geban and Necdet Sa{\u g}lam} } @article {418, title = {SOCIAL CAPITAL ON FACEBOOK AS PERCEIVED BY LITHUANIAN UNIVERSITY STUDENTS: A MULTIDIMENSIONAL PERSPECTIVE}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {February/2015}, pages = {Continuous}, type = {Original article}, chapter = {132-141}, abstract = {The rapid expansion of social networking websites (SNW) is raising several issues regarding the influence it has on the modern school. As many authors mentioned, the proliferation of social networks among university people is changing the educational processes. In order to find out how Facebook could support education, a social learning perspective is needed. In turn, this requires to measure the social capital and to analyze its educational potential. The aim of this research is to elaborate a theoretically grounded and empirically validated multi-dimensional model, measuring the social capital that is embedded in the Facebook networks of Lithuanian university students. This is a pilot research carried out between September and December, 2014. In this respect, the research limitation reveals itself; therefore, a wider theoretical and empirical research is necessary, analyzing the usage of Facebook in the university student population. The research is significant, because it is prepared and validated a multidimensional model of the bridging social capital as perceived by university students that are using Facebook. }, keywords = {Facebook, multidimensional model, science education, Social capital, university students}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.132}, url = {http://oaji.net/articles/2016/987-1462908448.pdf}, author = {Costin Pribeanu and Alexandru Balog and Vincentas Lamanauskas and Violeta {\v S}lekiene} } @article {456, title = {VALIDITY AND RELIABILITY ANALYSES FOR CHEMISTRY SELF-CONCEPT INVENTORY}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {October/2015}, pages = {Continuous}, type = {Original article}, chapter = {599{\textendash}606 }, abstract = {Self-concept, one of affective introductory behaviours, is one of the most frequently studied issues especially in social sciences. Since it is a strong mental structure which psychologists and social psychologists say to be related with learning, this research aims to adapt Chemistry Self-Concept Inventory developed by Bauer (2005) so as to evaluate students{\textquoteright} self-concept into Turkish, and analyse its psychometric properties. The data were collected by applying the inventory to 530 prospective teachers attending the chemistry education, primary school education and science education departments of three different Universities. Following the translation work, Turkish form of the inventory was given the final shape. The construct validity of the inventory was tested by confirmatory factor analysis. McDonald{\textquoteright}s Omega (ω) and Cronbach Alpha (α) coefficients were calculated for the reliability study of the inventory. Fit indices were found to be lower in the first confirmatory factor analysis conducted than the ones expected, and 11 items with the fewest factor loads and with the highest modification indices were removed from the inventory. The sub-dimensions apart from creativity were found to have ω and α coefficients above 0.70. }, keywords = {academic enjoyment self-concept, Academic self-concept, chemistry self-concept, mathematics self-concept}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.599}, url = {http://oaji.net/articles/2016/987-1479542432.pdf}, author = {Senar Temel and {\c S}enol {\c S}en and Ayhan Y{\i}lmaz} } @article {349, title = {COGNITIVE STYLES COULD BE IMPLICITLY ASSESSED IN THE INTERNET ENVIRONMENT: REFLECTION-IMPULSIVITY IS MANIFESTED IN INDIVIDUAL MANNER OF SEARCHING FOR INFORMATION}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {February/2014}, pages = {Continuous}, type = {Original article}, chapter = {133-145}, abstract = {The present research aimed to determine whether the cognitive style of reflection {\textendash} impulsivity (R-I) diagnosed in a standard way also manifests itself in the Internet environment. A special task was designed that involved searching for particular information on the Internet. Science students took part in two studies (pilot study, n=11, and replication, n=37). Data analyses revealed that indicators of performance in the simple computer task allow the differentiation of respondents in terms of the R-I dimension. The time spent on reading the command and thinking of a strategy for obtaining the information revealed a high correlation with R-I. The amount of explained R-I variance reached 82\%, indicating that the online searching task is a valid indicator of this cognitive style. The practical conclusion is that the Internet environment may be used in cognitive styles{\textquoteright} assessment which, in turn, may lead to creating interactive, cognitive style-friendly hypermedia learning facilities. }, keywords = {cognitive styles, learning facilities, reflection-impulsivity}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.133}, url = {http://oaji.net/articles/2015/987-1437062608.pdf}, author = {Maciej Stolarski and Jordi Mongay Batalla and Maria Ledzi{\'n}ska} } @article {346, title = {CONTINUING PROFESSIONAL DEVELOPMENT (CPD) PROVISION FOR SCIENCE AND MATHEMATICS TEACHERS IN SAUDI ARABIA: PERCEPTIONS AND EXPERIENCES OF CPD PROVIDERS}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {February/2014}, pages = {Continuous}, type = {Original article}, chapter = {91-104}, abstract = {This study examines the perspectives of science and mathematics Continuing Professional Development (CPD) providers regarding the nature and status of CPD provision in Saudi Arabia. It was carried out during a time when current government reforms in Saudi Arabia have placed the teaching and learning of math and science in the schools at the core of its agenda. To achieve the study results, an open-ended questionnaire was developed and used in the data collection process. Twenty science and mathematics CPD providers completed the questionnaire. Data were analyzed inductively using thematic analysis. Three themes were elicited from the study analysis: CPD planning and delivery, assessing the impact of CPD, and views of effective CPD. The article concludes that the dominant model of CPD in Saudi Arabia is based on traditional notions that are focused on a single shot design (such as training courses and workshops). The study suggests increasing the scope of CPD efforts in Saudi Arabia to allow for other forms of CPD opportunities and that science and mathematics Saudi CPD providers require support and fine tune training in order to assure the success of the CPD efforts.}, keywords = {continuing professional development, Saudi Arabia, science and mathematics education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.91}, url = {http://oaji.net/articles/2015/987-1437062396.pdf}, author = {Saed A. Sabah and Merfat Fayez and Saeed M. Alshamrani and Nasser Mansour} } @article {340, title = {A CROSS-CULTURAL STUDY ON FRESHMEN{\textquoteright}S KNOWLEDGE OF GENETICS, EVOLUTION, AND THE NATURE OF SCIENCE}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {February/2014}, pages = {Continuous}, type = {Original article}, chapter = {6-18}, abstract = {The purpose of this study was to measure the freshmen{\textquoteright}s level of knowledge about genetics, evolution, human evolution, the nature of science, and opinions on evolution and the presence of non-scientific explanations among Czech, Slovakian, Slovenian and Turkish students. Determination of prior knowledge and pre-conceptions about these issues is important because they are filters to learning other related concepts. The results are going to be a starting point for developing teaching strategies concerning Darwinian evolution and preparing prospective science teachers for working with students in national and international contexts. A total of 994 first-year university students from the Czech Republic (276; 27.8\%), Slovakia (212, 21.3\%), Slovenia (217, 27.3\%) and Turkey (235, 23.6\%) participated in this study. The findings can be summarized as follows: knowledge especially that of the nature of science at the freshmen level was seriously flawed. Non-scientific explanations were present in high percentages. Both were regarded as barriers towards scientific reasoning and acceptance of general human evolution especially for students expressing orthodox religious beliefs. }, keywords = {human evolution, nature of science, non-scientific explanations}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.06}, url = {http://oaji.net/articles/2015/987-1437062033.pdf}, author = {Andrej {\v S}orgo and Muhammet Usak and Milan Kubiatko and Jana Fan{\v c}ovi{\v c}ova and Pavol Prokop and Miro Puhek and Jiri Skoda and Mehmet Bahar} } @article {389, title = {FOSTERING STUDENT{\textquoteright}S CREATIVE AND PROBLEM-SOLVING SKILLS THROUGH A HANDS-ON ACTIVITY}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {October/2014}, pages = {Continuous}, type = {Original article}, chapter = {650{\textendash}661 }, abstract = {The purpose of this study is to investigate how a group of junior-high school pupils created a functional boat from scratch and resolved the problems encountered in a scientific project. The study was conducted using a qualitatively exploratory method. Data sources consist of artefacts, interviews, observations, and self-reflection reports. The study results reveal that the hands-on, trial-and-error experiential learning not only helped the pupils enhance their creative skills and problem-solving abilities, but also helped them realize the value of collaboration. Nevertheless, although they were able to make various shapes of boats using different materials, only half of the boats created were able to successfully complete the established course. It discloses that turning a model work into a functional piece demands a certain extent of scientific knowledge and skills associated with the tasks, in addition to creative skills. The students{\textquoteright} anticipation of the teacher{\textquoteright}s scaffolding to achieve the project goal was found to vary greatly among teams, indicating a dilemma of the teachers{\textquoteright} role in an open-form scientific project. How the created products were ranked in the project also raises concerns regarding setting up criteria to assess scientific artefacts. Suggestions for enhancing future implementations are provided. }, keywords = {boat creation, collaborative learning, problem solving skills}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.650 }, url = {http://oaji.net/articles/2015/987-1450981387.pdf}, author = {Ruey-Shyy Shieh and Wheijen Chang} } @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 {407, title = {OBSTACLES MODELLING REALITY: TWO EXPLORATORY STUDIES ON PHYSICS DEFINED AND UNDEFINED PROBLEMS}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {December/2014}, pages = {Continuous}, type = {Original article}, chapter = {883{\textendash}895 }, abstract = {One important skill to be developed in future physicists is modelling reality using physics. Problem-solving is the activity most used to teach, learn and assess physics skills at the university level. However, most of the problems habitually used in physics subjects seem not to encourage developing this skill. Two empirical exploratory studies were conducted. Educational materials were analysed to contrast the hypothesis asserting that most of the academic problems would not help students to develop the modelling skills. Secondly, with the proposed {\textquoteleft}Physics Problem Understanding Model{\textquoteright}, two kinds of experimental problems were elaborated. A small group of experts solved the experimental problems in an interview. The hypothesis stated that there would be evident differences between skills associated with the solving procedures of each type of experimental problem. Results served to contrast the cognitive model proposed for sufficiency and supported the hypotheses even though further studies are needed to obtain external validity.}, keywords = {cognitive model, modelling skills, problem statements, university level}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.883}, url = {http://oaji.net/articles/2015/987-1450982799.pdf}, author = {Mar{\'\i}a Elena Truyol and Vicente Sanjos{\'e} and Zulma Gangoso} } @article {344, title = {PROSPECTIVE PHYSICS TEACHERS{\textquoteright} USE OF MULTIPLE REPRESENTATIONS FOR SOLVING THE IMAGE FORMATION PROBLEMS}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {February/2014}, pages = {Continuous}, type = {Original article}, chapter = {59-74}, abstract = {The aim of this research is to determine the role of multiple representations such as problem picture, ray diagram, and equation used by the students in solution of the image projection problems. The study is performed by the survey method. The participants of this study were prospective physics teachers of a faculty of education from a state university in Turkey. Fifty-three teacher candidates solved open-ended questions and 20 of them were also interviewed. The results have shown that the students used two different types of solution method; in solution 1, they used the solution method where {\textquotedblleft}problem pictures, mirror/lens equations and ray diagrams{\textquotedblright} are used, and in solution 2, they used the solution method where {\textquotedblleft}problem pictures and mirror/lens equations{\textquotedblright} are used. The results show that students mostly prefer the second solution method, however, the students who prefer the first solution method are more successful than them. Also, it is found that the students have various alternative ideas about the usage of these multiple representations. The reasons of these alternative ideas are discussed at the end of the study. }, keywords = {alternative ideas, image formation, multiple representations}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.59}, url = {http://oaji.net/articles/2015/987-1437062236.pdf}, author = {Serap Kaya {\c S}eng{\"o}ren} } @article {347, title = {PROSPECTIVE TEACHERS{\textquoteright} MISCONCEPTIONS ABOUT CLASSIFICATION OF PLANTS AND CHANGES IN THEIR MISCONCEPTIONS DURING PRE-SERVICE EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {February/2014}, pages = {Continuous}, type = {Original article}, chapter = {105-117}, abstract = {This study reported herein aimed to reveal prospective teachers{\textquoteright} misconceptions about classification of plants and the effect of pre-service education program on their correct conceptions of this biological issue. Prospective teachers majoring in Elementary School Classroom Teacher Education constituted the target population of this study during the fall semester of the 2012-2013 academic years from Turkey. In order to reveal the difference between the misconceptions of prospective teachers who are at the beginning and at the end of their university education, the research was conducted as a cross-sectional study (78 first and 84 fourth class). The results showed that the prospective teachers in both groups have misconceptions and considerable confusion over the concepts of without-seed plants, seedy plants, vascular plants, non-vascular plants, gymnosperm plants, angiosperm plants, fruit and vegetable. In addition, the pre-service education did not seem to have an important effect on correction of prospective teachers{\textquoteright} misconceptions about classification of plants. In this context, prospective teachers are graduated with misconceptions about classification of plants. }, keywords = {classification of plants, misconceptions}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.105}, url = {http://oaji.net/articles/2015/987-1437062464.pdf}, author = {Selami Yangin and Sabri Sidekli and Yasin Gokbulut} } @article {348, title = {PUPILS{\textquoteright} EARLY EXPLORATIONS OF THERMOIMAGING TO INTERPRET HEAT AND TEMPERATURE}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {February/2014}, pages = {Continuous}, type = {Original article}, chapter = {118-132}, abstract = {In thermodynamics teaching, pupils have been found to confuse temperature and heat, and to conceive touch as an infallible thermometer. This study explored the potential of combining the sense of touch with infrared (IR) thermal imaging on pupils{\textquoteright} understanding of heat and temperature. Eight 7th-grade pupils (12-13 years old) worked in pairs across three laboratory exercises (real-time IR imaging, static IR images, or thermometers) to predict, observe and explain (POE) the temperatures of different objects. An anomaly between perceived {\textquoteleft}coldness{\textquoteright} and measured temperature was induced among the pupils, but they did not manage to resolve this cognitive conflict. The pupils observed the objects getting warmer and increasing in temperature, but did not explain the experiments as involving a heat flow from their bodies to the objects. Successful explanation might require a combination of thermal imaging and the explicit introduction of a simple heat-flow model.}, keywords = {multisensory experience, predict-observe-explain (POE), thermal imaging}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.118}, url = {http://oaji.net/articles/2015/987-1437062546.pdf}, author = {Konrad Sch{\"o}nborn and Jesper Haglund and Charles Xie} } @article {355, title = {THE RELATIONSHIP BETWEEN PRE-SERVICE TEACHERS{\textquoteright} PHYSICS ANXIETY AND DEMOGRAPHIC VARIABLES}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {April/2014}, pages = {Continuous}, type = {Original article}, chapter = {201-215}, abstract = {The purpose of this study was to investigate the relationship between pre-service teachers{\textquoteright} physics anxiety and gender, grade point average (GPA), major of study, and high school type they graduated. The sample consisted of 849 pre-service teachers of different majors. Data were collected, using the Physics Anxiety Rating Scale (PARS) at the beginning of the semester. Post-semester data were obtained from 175 pre-service teachers who were included in the pre-semester data. Results revealed gender difference in physics anxiety. Females scored higher on the PARS and its factors than males. It was found that students with medium GPA scored lower on the whole anxiety scale than students with low and high GPA. Pre-service primary teachers scored higher on the PARS than all other majors. High school type had an effect on physics anxiety, vocational high school graduates being the highest physics anxious of all. One semester of traditional physics instruction did not seem to have a significant influence on students{\textquoteright} physics anxiety. Implications of the results were discussed for instructional purposes and future studies.}, keywords = {physics anxiety rating scale, science anxiety}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.201}, url = {http://oaji.net/articles/2015/987-1437063120.pdf}, author = {Mehmet {\c S}ahin} } @article {391, title = {TEACHER EDUCATORS{\textquoteright} VIEWS OF {\textquotedblleft}MODEL{\textquotedblright} CONCEPT AND THEIR MENTAL MODELS}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {October/2014}, pages = {Continuous}, type = {Original article}, chapter = {674{\textendash}694 }, abstract = {The aim of this study is to reveal teacher educators{\textquoteright} views of model and also to determine their mental models about it. Phenomenographic research design has been carried out in this study. The sample of study consists of 14 teacher educators from education faculties of different universities in Turkey. Semi-structured interviews that consisted of 7 questions were used to collect data. Besides, sample was asked draw a concept map on {\textquotedblleft}model{\textquotedblright} in the last interview question. Results have shown that teacher educators give similar responses including unqualified explanations to the interview questions related to the definition of model, characteristics of them, and the objectives of using models. It can also be asserted, that teacher educators do not have scientific understanding on the modeling process. The analyses of their responses to the interview questions and their concept maps have shown that most of the teacher educators in the sample have proximate or goal oriented mental models of the {\textquotedblleft}model{\textquotedblright}. Considering the results, it is suggested that teacher educators should not only follow the new theories, methods, or the applications in related literature theoretically, but also employ different theories, methods, or applications such as models and modeling in their courses.}, keywords = {mental model, models and modeling, teacher educators}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.674 }, url = {http://oaji.net/articles/2015/987-1450981530.pdf}, author = {Suat Unal and Gunay Pal{\i}c Sadoglu and Ummu Gulsum Durukan} } @article {343, title = {UNDERSTANDINGS OF ADVANCED STUDENTS ON NATURE OF SCIENCE AND THEIR MOTIVATIONAL STATUS TO LEARN NATURE OF SCIENCE: A TURKISH CASE}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {February/2014}, pages = {Continuous}, type = {Original article}, chapter = {46-58}, abstract = {In this study, the purpose is to describe advanced students{\textquoteright} motivational status to learn Nature of Science (NOS) and their understandings on NOS by using Ranking Questionnaire for {\textquotedblleft}interest{\textquotedblright} and {\textquotedblleft}importance{\textquotedblright} and modified version of Views on Nature of Science Questionnaire. The results indicated that the participants did not see NOS as an important subject compared to mathematics, science and social science subjects. Moreover, the participants were more interested in mathematics and science subjects than in NOS subject. The results on NOS understandings also showed that the participants were transitional in terms of {\textquotedblleft}evidence and observation based science{\textquotedblright} and {\textquotedblleft}subjectivity{\textquotedblright} while they had informed understandings on {\textquotedblleft}place of imagination and creativity in science{\textquotedblright}. They were also na{\"\i}ve in terms of {\textquotedblleft}existence of one method in science{\textquotedblright}, {\textquotedblleft}no hierarchy between theory and law{\textquotedblright}, {\textquotedblleft}tentativeness{\textquotedblright} and {\textquotedblleft}difference between observation and inference{\textquotedblright}. The results explained an important motivational problem to implement any NOS teaching methods to change misunderstandings.}, keywords = {advanced high school students, nature of science, school subjects}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.46}, url = {http://oaji.net/articles/2015/987-1437062195.pdf}, author = {Mustafa Serdar K{\"o}ksal and Canan Tun{\c c} {\c S}ahin} } @article {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 {277, title = {DEVELOPING A SCALE OF ANXIETY TOWARDS USING GRAPHS IN CHEMISTRY CLASSES}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {March/2013}, type = {Original article}, chapter = {34-46 }, abstract = {Graphs are indispensable elements of education in terms of expressing qualitative and quantitative data and laws of science. Individuals need to have the skill to use graphs. The ability to use graphs is listed under three groups as interpretation skill, modeling skill, transformation skill. The lack of performing these skills, failing to overcome these challenges may cause students to develop anxieties towards using graphs. Students{\textquoteright} existing anxieties towards using graphs may prevent the emerging of these skills, reinforce the emerging of the challenges. Therefore, this study focused on developing a scale for anxiety towards using graphs in chemistry using a draft scale along with its validity and reliability studies. The reliability and validity analysis of the scale concluded with a one dimensional assessment tool of 15 items with a reliability level of 0,903.}, keywords = {affective, Anxiety, chemistry education, graphic}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.34}, url = {http://oaji.net/articles/2015/987-1425757620.pdf}, author = {Nilg{\"u}n Se{\c c}ken and Nuray Zan} } @article {334, title = {DEVELOPMENT AND APPLICATION OF 7E LEARNING MODEL BASED COMPUTER-ASSISTED TEACHING MATERIALS ON PRECIPITATION TITRATIONS}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {December/2013}, pages = {Continuous}, type = {Original article}, chapter = {784-792}, abstract = {The purposes of this study are to develop a computer-assisted instructional material, which involves animations, virtual lab and educational computer applications, based on 7E learning model towards the methods of Mohr and Volhard in the unit {\textquotedblleft}precipitation titrations{\textquotedblright} delivered in some quantification chemistry courses and to identify the effects of this material on student achievement. The study employs the design of quasi-experimental with control and experiment groups to which pre- and post-test were administered. The participants of the study includes 89 vocational high school students. The data were collected through the administration of the test which was used as both pre- and post-test. The Cronbach alpha coefficient of the achievement test was found to be 0.756. The findings obtained were analysed through t-tests. The findings indicate that post-test scores of experiment group and control group on the achievement test were statistically significant different. This difference indicates that the software has positive effects on student achievement.}, keywords = {7E learning model, animation, chemistry education, educational computer games, precipitation titrations, virtual lab}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.784}, url = {http://oaji.net/articles/2015/987-1425811451.pdf}, author = {Nazan Kunduz and Nilg{\"u}n Se{\c c}ken} } @article {286, title = {THE EFFECT OF PEER INTERACTIONS ON QUANTUM PHYSICS: A STUDY FROM CHINA}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {June/2013}, type = {Original article}, chapter = {152-158 }, abstract = {Many studies in the field of physics have demonstrated that courses which include a component of interaction among peers achieve significantly higher gains in conceptual understanding. However, few of those studies have closely examined the role play in quantum physics. Unlike classical physics, the area of quantum physics has little relation to experiences of students in everyday life. This makes quantum physics very difficult to teach. In this study, Ireson{\textquoteright}s 29 questions regarding the quantum physics conceptual understandings were developed and validated, then used in the pre- and post-test. It was found that a significant difference in the mean number of correct responses between the experiment class and the control class, through their participation in peer conversations, experiment class students achieved a stronger overall understanding of quantum physics concepts. The result is the same as the previous research in classical physics.}, keywords = {peer interaction, physics education, Quantum physics, science education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.152}, url = {http://oaji.net/articles/2015/987-1425758468.pdf}, author = {Wei-Zhao Shi} } @article {380, title = {ENVIRONMENTAL IMPACT ON LEARNING OUTCOMES IN SCIENCE EDUCATION IN SLOVENIAN PRIMARY SCHOOLS THROUGH THE ANALYSIS OF MATERIAL WORK CONDITIONS}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2013}, month = {August/2013}, pages = {Continuous}, type = {Original article}, chapter = {535{\textendash}543 }, abstract = {The study deals with material support for practical work in science classes in Slovenian primary schools (grades 1-5). It answers the question of why there are differences in national tests in terms of socioeconomic development of the environment, despite the fact that schools are equally well equipped. There are two groups of teachers: in less-developed regions (N=337) and in more-developed regions (N=160) {\textendash} the criterion is the {\textquotedblleft}the development risk index.{\textquotedblright} Material research equipment in Slovenian schools is poor. Socioeconomic development does not affect the perception of problems such as: the lack of materials and equipment, oversized groups, poor spatial conditions, and the absence of an assistant. Equipment is provided by schools, while material is brought by the pupils themselves. Comparison has shown that students in more developed environments bring their own material more frequently, which enables more research activities. It was concluded that despite the fact that the material conditions in all Slovenian schools are similar, there are differences in the development level of inquiry skills. In more-developed regions, students compensate the lack of material by providing aids from their home environment.}, keywords = {environmental impact, material conditions, primary school}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.535}, url = {http://oaji.net/articles/2015/987-1447523813.pdf}, author = {Irena Del{\v c}njak Smre{\v c}nik and Samo Fo{\v s}nari{\v c} and Branka {\v C}agran} } @article {280, title = {THE EXPLORATION OF APPLYING LEGO NXT IN THE SITUATED SCIENCE AND TECHNOLOGY LEARNING}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {March/2013}, type = {Original article}, chapter = {73-91}, abstract = {The current study explores the learning effects of applying LEGO NXT in the science and life technology course based on the situated learning theory. Two fifth-grade classes of experimental group use LEGO NXT in the teaching; and the other two are control group by integrating information technology into the teaching. The results reveal that the learning effects of students instructed with LEG NXT in the teaching are superior to students instructed with information technology integrated in the teaching. Meanwhile, using LEGO NXT is sufficient playfulness but not ease of use. Furthermore, Using LEGO NXT in the teaching has a positive impact on learning effects.}, keywords = {expectation-confirmation theory, LEGO NXT, post-acceptance model of IS continuance, situated learning}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.73}, url = {http://oaji.net/articles/2015/987-1425757780.pdf}, author = {Bih-Yaw Shih and Tsung-Hao Chen and Sun-Ming Wang and Chen-Yuan Chen} } @article {291, title = {THE EXPLORATION OF TEACHERS{\textquoteright} INTENTION OF USING LEGO NXT IN PRIMARY SCHOOL}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {June/2013}, type = {Original article}, chapter = {219-233 }, abstract = {More and more LEGO NXTs are applied to combine with different courses for designing multimedia instructional materials. Therefore, understanding the factors affecting the teachers{\textquoteright} intention of using Lego NXT has been an eager research issue. The purpose of the current research is to explore the teachers{\textquoteright} intention of using Lego NXT in primary school. A model combining the Technology Acceptance Model (TAM) as well as system and participant characteristics is proposed. Data were collected from forty seven primary school teachers in Kaohsiung and Pingtung county. Structural Equation Modelling (SEM) is used to test the hypothesis.}, keywords = {authentic, LEGO NXT, self-efficacy, teachers{\textquoteright} intention, Technology acceptance model}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.219 }, url = {http://oaji.net/articles/2015/987-1425758742.pdf}, author = {Bih-Yaw Shih and Tsung-Hao Chen and Yevvon Yi-Chi Chang and Wen-Yaw Chung and Chen-Yuan Chen} } @article {312, title = {EXPLORATORY TALK IN SCIENCE EDUCATION: INQUIRY-BASED LEARNING AND COMMUNICATIVE APPROACH IN PRIMARY SCHOOL}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {December/2013}, type = {Original article}, chapter = {482-496 }, abstract = {Recent research on science education has increasingly focused on the role of exploratory talk for learning science in school. This study was conducted in third grade in the Swedish compulsory school and shows how difficult exploratory talk in science is to achieve. The recordings of each lesson focused mainly on the teacher but included the pupils as the teacher interacted with them. The empirical material was analysed from two different perspectives: ways of communicating the science content and communicative approach. The analysis of the classroom practice showed that scien{\textlnot}tific descriptions were dominating ways of communication. Only in a few cases explanations of scien{\textlnot}tific phenomena were in focus. Those situations caused turning points into more interac-tive/dialogic communications or exploratory talk. One main conclusion is that exploratory talk and scientific explanations are not easily achieved when working in primary school. These skills are not automatically attained by the use of inquiry-based material {\textendash} it needs to be trained!}, keywords = {exploratory talk, primary school, science}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.482}, url = {http://oaji.net/articles/2015/987-1425809431.pdf}, author = {Ragnhild L{\"o}fgren and Jan Schoultz and Glenn Hultman and Lars Bj{\"o}rklund} } @article {324, title = {LINKING TEACHERS{\textquoteright} QUALITY AND STUDENT ACHIEVEMENT IN THE KINGDOM OF SAUDI ARABIA AND SINGAPORE: THE IMPACT OF TEACHERS{\textquoteright} BACKGROUND VARIABLES ON STUDENT ACHIEVEMENT}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {October/2013}, pages = {Continuous}, type = {Original article}, chapter = {652-665}, abstract = {This study focused on comparing science teachers{\textquoteright} qualifications and� practices between Saudi Arabia and Singapore. Data analysed in this study were the responses of science teachers� to the Teacher Background Questionnaire-8th Grade from the Trend in International Mathematics and Science Study (TIMSS) in 2007. The Saudi sample consisted of 175 science teachers while the Singapore sample consisted of 377 teachers.� This research is designed as causal comparative research in which attempts will be made to determine the cause or reason for the existing differences in the achievement of the students of the two participating countries.� The comparison between two countries reveals that there were significant differences in teachers{\textquoteright} preparation for teaching science topics (Biology, Chemistry, Physics, and Earth science), teachers{\textquoteright} license, teaching experience, professional development programs, and teaching practices. Results were discussed and recommendations for science educators and policy makers were proffered.}, keywords = {8th grade, achievement, science, teachers{\textquoteright} practices, teachers{\textquoteright} qualifications, TIMSS}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.652}, url = {http://oaji.net/articles/2015/987-1425810596.pdf}, author = {Qasim Al Shannag and Hassan Tairab and Hamza Dodeen and Faisal Abdel-Fattah} } @article {303, title = {A MULTIDIMENSIONAL MODEL FOR THE EXPLORATION OF NEGATIVE EFFECTS OF SOCIAL NETWORKING WEBSITES AS PERCEIVED BY STUDENTS}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {September/2013}, type = {Original article}, chapter = {378-388 }, abstract = {The rapid expansion of social networking websites is raising several issues regarding the influence on the individual and social behavior of users. It is without doubt, that social networking websites are a phenomenon of a contemporary society, which has to be explored in various aspects. It is only because SNW are becoming more and more important for the whole society, especially for the youth, after all, they undoubtedly change the world. Their penetration is observed in various society life spheres. Education is not an exception. It can be stated, that SNW change educational processes. However, the main question is: how change? Can they harm, or maybe on the contrary {\textendash} help in terms of education. Having carried out empiric research, a hierarchical and multidimensional measurement model was developed to explore the negative effects of these websites. The model has been tested on one sample and cross validated on another sample. It has been stated, that SNW negative effects is a multidimensional construct, having several facets that describe distinct aspects.}, keywords = {measurement models, science education, social networking websites, university students}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.378}, url = {http://oaji.net/articles/2015/987-1425808627.pdf}, author = {Alexandru Balog and Costin Pribeanu and Vincentas Lamanauskas and Violeta {\v S}lekiene} } @article {336, title = {PERCEIVED USABILITY OF INFORMATION AND COMMUNICATION TECHNOLOGY AND ACCEPTANCE OF VIRTUAL FIELD TRIPS BY LOWER SECONDARY STUDENTS, UNDERGRADUATE STUDENTS AND IN-SERVICE TEACHERS}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {December/2013}, pages = {Continuous}, type = {Original article}, chapter = {803-812}, abstract = {In the present research the results of 288 lower secondary schools in-service teachers, 192 undergraduate students and 211 lower secondary school students from Slovenia were analysed in terms of importance of fieldwork and the information and communication technology (ICT) as a solution for supporting or replacing fieldwork itself. The main aim of the analysis was to compare the points of view in all stages: from students to teachers. Also, comparisons with international data obtained as part of TIMSS and TALIS studies were made. The analysis showed that participants tend to acknowledge a very positive effect to this kind of learning, despite the obstacles connected therewith. A comparison of the usage of ICT at home and in the school environment, as predicted, showed that students tend to be more digitally competent than their teachers. Also, the statistically significant difference pointed out that older teachers are less favourable towards ICT in education than their younger colleagues. }, keywords = {biology education, information communication technology, lower secondary education, teaching/learning strategies, virtual field trip}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.803}, url = {http://oaji.net/articles/2015/987-1425811644.pdf}, author = {Miro Puhek and Matej Per{\v s}e and Tina Vr{\v s}nik Per{\v s}e and Andrej {\v S}orgo} } @article {276, title = {THE RELATIONSHIP BETWEEN SELF-EFFICACY, SELF-REGULATED LEARNING STRATEGIES AND ACHIEVEMENT: A PATH MODEL}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {March/2013}, type = {Original article}, chapter = {21-33}, abstract = {This structural equation modeling study aimed to investigate both direct and indirect relationships among self-efficacy for learning and performance, cognitive self-regulated learning strategies (CSR), metacognitive self-regulated learning strategies (MSR), time and study environmental management strategies (TSEM), effort regulation strategies and biology achievement of Turkish high schools students. Results of a path analysis showed that students who have high self-efficacy, MSR, TSEM and organizational strategies to complete a task in the face of difficulties can become successful in biology. Also, the findings were found that higher levels of self-efficacy directly associated with CSR, MSR, TSEM and effort regulation strategies. Moreover, mediator analyses explained several mediator effects between these variables that are discussed with the importance of motivational and learning strategies in achievement.}, keywords = {biology achievement, resource management strategies, self-efficacy, self-regulated learning strategies}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.21}, url = {http://oaji.net/articles/2015/987-1425757563.pdf}, author = {Ozlem Sadi and Miray Uyar} } @article {378, title = {STUDYING THE PUBLIC OPINION OF GEOGRAPHY AS A SUBJECT AND ITS KNOWLEDGE ELEMENTS: A CASE OF HUNGARY}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2013}, month = {August/2013}, pages = {Continuous}, type = {Original article}, chapter = {508{\textendash}522 }, abstract = {Despite the long history of the science of geography, its current educational position is uncertain. Meanwhile, it offers knowledge elements useful in everyday life, required for literacy in natural sciences. The subject is unique in giving information necessary for orientation in the social-economic field and reveals the relationship between the society and the environment. In Hungary the public educational requirements for a subject include the incorporation of social scientific results or the transfer of integrated knowledge founding such results. This requirement is met fully in the curriculum of geography, however, continuously decreasing the number of lessons reduces its efficiency. The questionnaire survey covering 1218 respondents focuses on the position of geography as a subject in public education and on the opinion regarding the knowledge it provides and assesses the depth of geography people have from what they learnt in school.}, keywords = {education of geography, knowledge of geography, science education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.508}, url = {http://oaji.net/articles/2015/987-1447523549.pdf}, author = {Erika Homoki and L{\'a}szl{\'o} S{\"u}t{\H o}} } @article {332, title = {TEACHING GENERAL CHEMISTRY WITH INSTRUCTOR{\textquoteright}S SCREEN SHARING: STUDENTS{\textquoteright} OPINIONS ABOUT THE IDEA AND ITS IMPLEMENTATION}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {December/2013}, pages = {Continuous}, type = {Original article}, chapter = {759-773}, abstract = {Knowing students{\textquoteright} opinions about instructor{\textquoteright}s screen sharing via various media is important for developing online science courses including chemistry. This study examined university students{\textquoteright} opinions about the idea and the practice of instructor{\textquoteright}s screen sharing via websites on example of join.me, VoIP-applications on example of Skype, and multi-user 3D virtual environments on example of Second Life. It was conducted during summer course of General Chemistry at University of Oregon College of Arts and Sciences in Eugene, USA, for two consecutive years, 2001 and 2012. The data were collected through an online 14-item 4-point Likert-type questionnaire and students{\textquoteright} reviews. It was found that students have primarily positive opinions about screen sharing regardless of their gender, major, residence, and employment status. Join.me was found to be the most and Second Life to be the least favored media for screen sharing. Students with higher final grades provided more positive opinions.}, keywords = {chemistry education, online teaching, screen sharing, Second Life, Skype}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.759}, url = {http://oaji.net/articles/2015/987-1425811358.pdf}, author = {Uladzimir Slabin} } @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 {327, title = {VALIDATION OF A SCALE OF ATTITUDES TOWARD SCIENCE ACROSS COUNTRIES USING RASCH MODEL: FINDINGS FROM TIMSS}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {October/2013}, pages = {Continuous}, type = {Original article}, chapter = {692-702}, abstract = {The purpose of the present study was to validate a scale of attitudes toward science based on items and data of TIMSS 2007. The present research introduces several implications and recommendations for science education researchers who are interested in validating and using instruments to measure attitudes toward science. This research examined, from Rasch measurement perspectives, to what extent the scale was valid across diverse participating countries from Rasch measurement perspectives. The data of the highest three achieving countries (Singapore, Taiwan, and Japan), the lowest three achieving countries (Qatar, Botswana, and Ghana), and three average achieving countries (Australia, Scotland, and Italy) were analyzed using WINSTEPS software. Several Rasch analyses (e.g, fit statistics, PCA, and person/item map reliability analysis) were performed to validate the scale. Although most of the item fit the Rasch model, a few items were found to be misfitting. Then, the misfitting items were eliminated and a second analysis for the fitting eight items was performed to check on the validity of the scale. The results provided evidences that support the validity of the scale based on Rasch measurement.}, keywords = {attitudes toward science, Rasch measurement, science education, validity}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.692}, url = {http://oaji.net/articles/2015/987-1425810820.pdf}, author = {Saed Sabah and Hind Hammouri and Mutasem Akour} } @article {253, title = {ADAPTATION INTO TURKISH OF THE PLANT ATTITUDE QUESTIONNAIRE}, journal = {Journal of Baltic Science Education}, volume = {11}, year = {2012}, month = {June/2012}, type = {Original article}, chapter = {175-183 }, abstract = {Plants are indispensable living elements of the world due to their role in sustaining of life. However, many studies have shown that in general children and adults{\textquoteright} knowledge and perceptions about plants are limited and they both find animals more interesting than plants. The purpose of this study was to adapt Plant Attitude Scale (PAS) developed by Fancovicova and Prokop (2010) into Turkish and to investigate the validity and reliability of the scale. Five hundred seventeen primary school students participated in the study. To determine the structural validity of PAS, exploratory and confirmatory factor analyses were conducted. The Cronbach alpha coefficient was calculated for the dimensions of scale. Results of the study indicate that Turkish version of the PAS is valid and reliable for measuring attitudes toward plants.}, keywords = {plant attitude scale, Reliability, scale adaptation, validity}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/12.11.175}, url = {http://oaji.net/articles/2014/987-1419167776.pdf}, author = {Meryem Selvi} } @article {252, title = {COMPARISON BETWEEN A REAL FIELD TRIP AND A VIRTUAL FIELD TRIP IN A NATURE PRESERVE: KNOWLEDGE GAINED IN BIOLOGY AND ECOLOGY}, journal = {Journal of Baltic Science Education}, volume = {11}, year = {2012}, month = {June/2012}, type = {Original article}, chapter = {164-174 }, abstract = {The research presents a case study in the scope of which real and virtual field trips have been compared. The emphasis was on determining the levels of knowledge gain effectiveness in the fields of biology and ecology. A pre-existing natural trail in the protected area of Maribor Island was chosen and digitized for the purposes of the study. During the development of the virtual trail, real fieldwork was simulated in order to ensure a valid comparison. In the spring of 2011, field exercise tests were conducted by means of a study sample consisting of 211 (8th grade) lower secondary school students. The results have generally shown minute differences between the levels of knowledge acquisition effectiveness between both field trips. The results have also led to the conclusion that the students participating in the real field trip were more successful in their performance regarding the exercises they had been assigned, which included real objects serving as tools supporting the students in their observation and investigation endeavours. On the other hand, the students participating in the virtual field trip were more successful with regard to computer-assisted exercises, where they were able to access additional information on more complex processes.}, keywords = {Education, knowledge gain, lower secondary school, virtual field trip}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/12.11.164}, url = {http://oaji.net/articles/2014/987-1419167662.pdf}, author = {Miro Puhek and Matej Per{\v s}e and Andrej {\v S}orgo} } @article {263, title = {A CROSS-NATIONAL STUDY OF PROSPECTIVE ELEMENTARY AND SCIENCE TEACHERS{\textquoteright} CREATIVITY STYLES}, journal = {Journal of Baltic Science Education}, volume = {11}, year = {2012}, month = {September/2012}, type = {Original article}, chapter = {285-292 }, abstract = {1799 prospective teachers (596 males, 1203 females), enrolled in various departments (elementary school teaching and science teaching) in selected universities in Croatia, Czech Republic, Lithuania, Slovakia, Slovenia and Turkey, answered questionnaire on creativity styles. From the results of present study we can recognize that creativity potential of prospective elementary and science teachers is more on the adaptors{\textquoteright} side than on the side of innovators. The differences between prospective teachers, originating from different countries, study tracks and of different genders, even if statistically significant, are small (Cohen{\textquoteright}s d below 0.2). From the perspective of the teacher educators it can mean that similar methods to enhance creativity can be used.}, keywords = {creativity styles, prospective elementary teachers, Prospective Science Teachers}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/12.11.285}, url = {http://oaji.net/articles/2014/987-1419168605.pdf}, author = {Andrej {\v S}orgo and Vincentas Lamanauskas and Slavica {\v S}imi{\'c} {\v S}a{\v s}i{\'c} and Milan Kubiatko and Pavol Prokop and Jana Fan{\v c}ovi{\v c}ova and Martin Bilek and Iztok Toma{\v z}i{\v c} and Mehmet Erdogan} } @article {261, title = {GENDER, PERCEPTION OF LEARNING PHYSICS AND PERFORMANCE IN UNIVERSITY PHYSICS: A CASE STUDY FROM CHINA}, journal = {Journal of Baltic Science Education}, volume = {11}, year = {2012}, month = {September/2012}, type = {Original article}, chapter = {267-274 }, abstract = {In this study, the researcher has developed and validated an instrument focus on perception of learning physics, which builds on Maryland Physics Expectations survey (MPEX). It was administered to first-year university students in a Chinese university during the autumn semester of 2011. It was found that female students preferred physics learning by relating and by analysis, which were positively correlated to better performance in physics. Male students preferred physics learning by rote which was negatively correlated to performance in university physics. So physics learning perception differences based on the gender also exist in China. At the same time, no significant gender difference found on the performance in university physics. The results were similar to the studies in the Western countries and have pedagogical implications for instructors of university physics and potentially for other science courses.}, keywords = {gender, perception of learning, physics education, science education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/12.11.267}, url = {http://oaji.net/articles/2014/987-1419168380.pdf}, author = {Wei-Zhao Shi} } @article {249, title = {THE PRIMARY SCHOOL STUDENTS{\textquoteright} ATTITUDE AND ANXIETY TOWARDS SCIENCE}, journal = {Journal of Baltic Science Education}, volume = {11}, year = {2012}, month = {June/2012}, type = {Original article}, chapter = {127-140 }, abstract = {In this study, the relationships between the attitudes and anxieties of 6th, 7th and 8th grade students about science have been examined. The data have been gathered from a personal data form, anxiety towards science and attitude towards science questionnaires. The effects of such factors, as obtaining assistance with science and technology from outside the classroom, age, gender, class level, school-type variables have been investigated according to their impact on the attitudes and perceptions of the students towards science, and on their anxiety towards science. It has been found that when the students received science-related assistance, it caused significant differences in their attitudes toward science and related anxieties, yet there was no significant difference in terms of gender. Moreover, school-type and class level affect students{\textquoteright} attitudes and anxieties towards science. It is believed that increasing the positive science attitudes of the students and decreasing their anxiety will improve success.}, keywords = {anxiety towards science, attitude towards science, primary school, science education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/12.11.127}, url = {http://oaji.net/articles/2014/987-1419167461.pdf}, author = {{\c S}afak Ulu{\c c}{\i}nar Sa{\u g}{\i}r} } @article {237, title = {PSYCHOMETRIC EVALUATION ON THE TURKISH ADAPTATION OF THE SCIENTIFIC ATTITUDE INVENTORY}, journal = {Journal of Baltic Science Education}, volume = {11}, year = {2012}, month = {March/2012}, type = {Original article}, chapter = {7-15 }, abstract = {The purpose of this study is to adapt Scientific Attitude Inventory-II into Turkish and to examine its factor structure. The English and Turkish versions of the scale were tested out on the students in the Department of English Language Teaching (N=40) at Dokuz Eylul University a week apart and a high degree of correlation was found between the scores of the two applications. Then Confirmatory Factor Analysis (CFA) was conducted with the data collected from 292 students in order to examine the factor structure of the scale. Following the CFA, 12, 6, 3 and 1 factor structures did not fit the data. When Exploratory Factor Analysis was conducted with the same data set, it was determined that the items in the scale could be grouped under four factors. The scale was tested out on different 255 students and CFA was conducted again. After the CFA, the four-factor structure was found to be adequate fit with the data.}, keywords = {confirmatory analyses, exploratory analyses, psychometric evaluation, scientific attitude inventory}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/12.11.07}, url = {http://oaji.net/articles/2014/987-1419166561.pdf}, author = {Fatih {\"O}nder and Pinar {\c C}elik and {\.I}lhan Silay} } @article {241, title = {PSYCHOMETRIC RECONSTRUCTION OF THE INQUIRY SCIENCE TEACHING STRATEGIES (ISTS) INSTRUMENT}, journal = {Journal of Baltic Science Education}, volume = {11}, year = {2012}, month = {March/2012}, type = {Original article}, chapter = {55-66 }, abstract = {This study re-evaluated the psychometric properties of the 40-item Inquiry Science Teaching Strategies instrument [ISTS] (Lazarowitz \& Lee, 1976). The ISTS was administered to 201 elementary pre-service teachers at a university in the Midwest of United States during the 2009-2010 school terms. Initial CFA results failed to confirm the 3-factor structure of the original ISTS. A statistically significant goodness-of-fit statistic (χ{\texttwosuperior} [737, N = 201] = 1394.61, p = 0.00) supported by two fit indices (GFI = 0.69, CFI = 0.45) indicated non-tenability of the measurement model. Subsequent PCA retained half of the components under an obliquely rotated 3-factor solution. Following the removal of 22 items, final CFA indicated non-tenability under slightly improved fitting (χ{\texttwosuperior} [132, N = 201] = 236.93, p = 0.00, GFI = 0.88, CFI = 0.83). It is recommended that existing items be revised and new ones appended using Exploratory Factor Analysis with a different sample.}, keywords = {attitudes towards inquiry-based science, evaluation of psychometric properties, instrument development}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/12.11.55 }, url = {http://oaji.net/articles/2014/987-1419166892.pdf}, author = {Sebastian Szyjka and Frackson Mumba} } @article {233, title = {CONFIRMATORY FACTOR ANALYSIS OF THE QUESTIONNAIRE OF ATTITUDE TOWARD STATISTICAL GRAPHS FOR USE IN SCIENCE EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {10}, year = {2011}, month = {December/2011}, type = {Original article}, chapter = {261-276}, abstract = {This study describes the modification of an instrument originally developed for measuring attitudes towards statistical graphs to instead measure elementary pre-service teachers{\textquoteright} attitudes towards line graphs in science. As a result of context-modification and in utilizing Confirmatory Factor Analysis (CFA), the finalized instrument comprises 32-items that incorporate constructs of enjoyment, confidence, usefulness and learning preferences. The revised instrument was found to exhibit adequate ranges of internal consistency and reliability. Based on a variety of completed analyses, the revised instrument appears to have maintained original psychometric fidelity and is recommended for use as an assessment of pre-service teachers{\textquoteright} attitudes towards line graphs in science.}, keywords = {confirmatory factor analysis, line graphing, pre-service teacher attitudes}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1410547797.pdf}, author = {Sebastian P. Szyjka and Frackson Mumba and Kevin C. Wise} } @article {219, title = {EFFECTS OF HANDS-ON ACTIVITY ENRICHED INSTRUCTION ON STUDENTS{\textquoteright} ACHIEVEMENT AND ATTITUDES TOWARDS SCIENCE}, journal = {Journal of Baltic Science Education}, volume = {10}, year = {2011}, month = {June/2011}, type = {Original article}, chapter = {87-97 }, abstract = {This study aimed to investigate the effectiveness of hands-on activity enriched instruction on sixth grade students{\textquoteright} achievement and attitudes toward science. In this study, Science Achievement Test and Science Attitude Scale were used to assess students{\textquoteright} achievement on sense organs and students{\textquoteright} attitudes toward science respectively. Two teachers with four classes and total of 140 sixth grade students were participated in this study. One class of each teacher was assigned as experimental group and treated with hands-on activity enriched instruction and other class was assigned as control group and treated with traditional instruction. The Science Achievement Test and the Science Attitude Scale were administered twice as pre-test and after three week treatment period as a post-test to both experimental and control groups to measure students{\textquoteright} achievement and attitudes. Multivariate Analyses of Covariance (MANCOVA) results revealed that hands-on activity enriched instruction were more effective than traditional instruction. However, the statistical results failed to show a significant difference between the experimental and control groups{\textquoteright} attitudes toward science.}, keywords = {attitudes toward science, hands-on activities, Science Achievement}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1410008481.pdf}, author = {{\"O}zlem Sadi and Jale Cakiroglu} } @article {216, title = {EMOTIONS EXPRESSED TOWARD GENETICALLY MODIFIED ORGANISMS AMONG SECONDARY SCHOOL STUDENTS AND PRE-SERVICE TEACHERS}, journal = {Journal of Baltic Science Education}, volume = {10}, year = {2011}, month = {March/2011}, type = {Original article}, chapter = {53-64 }, abstract = {Active student-centered instructional methods bring more emotion into science teaching, especially in the case of socioscientific issues, like research on and usage of genetically modified organisms (GMOs). We tested the strength of ten basic emotions (fear, anger, joy, disgust, sadness, shame, contempt, guilt, surprise and interest) toward different GMOs. Students expressed high levels of interest, surprise and joy towards GMOs, emotions that could be used as possible motivators to raise the level of interest in Science. Students do not express an equal level of negative emotions toward GMOs as a general category, but take a standpoint towards each item or practice separately. Knowing this, the teacher can choose list of GMOs ranked from more acceptable to the least acceptable GMOs, to avoid any obstruction of reasoning toward GMOs based on strong negative emotions.}, keywords = {genetically modified organisms, pre-service teachers, secondary school students}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1405173429.pdf}, author = {Andrej {\v S}orgo and Jana Ambro{\v z}i{\v c} Dolin{\v s}ek and Iztok Toma{\v z}i{\v c} and Franc Jan{\v z}ekovi{\v c}} } @article {214, title = {EXPLOITING LANGUAGE IN TEACHING OF ENTROPY}, journal = {Journal of Baltic Science Education}, volume = {10}, year = {2011}, month = {March/2011}, type = {Original article}, chapter = {27-35}, abstract = {The words disorder, information, freedom and spreading are used as metaphors and analogies in science teaching to capture the scientific qualitative sense of entropy. In addition, the identification of entropy with the everyday conception of heat has been proposed. While physical sciences are regarded as exact disciplines, in which terms have precise definitions, the words being used in the qualitative interpretation of entropy have many senses. This may provide an obstacle to achieving a scientific understanding of entropy. In this study, the metaphors for entropy and seeing entropy as heat were analysed by use of the different entries for the words in a dictionary. The present paper is a contribution to highlighting the importance of making any metaphors and analogies and their benefits and limitations explicit.}, keywords = {entropy, Metaphor, science education, Thermodynamics}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1405173307.pdf}, author = {Fredrik Jeppsson and Jesper Haglund and Helge Str{\"o}mdahl} } @article {232, title = {THE IMPACT OF THE DEVELOPMENT OF PROSPECTIVE TEACHERS{\textquoteright} CRITICAL THINKING SKILLS ON SCIENTIFIC ARGUMENTATION TRAINING AND ON THEIR ABILITY TO CONSTRUCT AN ARGUMENT}, journal = {Journal of Baltic Science Education}, volume = {10}, year = {2011}, month = {December/2011}, type = {Original article}, chapter = {243-260 }, abstract = {The purpose of this study is to examine the impact of a learning environment created to teach scientific argumentation on the development of critical thinking and argument skills among prospective teacher. The study included 88 2nd grade university students attending Aydin Province Adnan Menderes University, Department of Elementary School Education. An experimental and control group design was used and activity sheets were prepared to develop argument skills in accordance with the topic of {\textquotedblleft}Mechanics{\textquotedblright}. The results of the present study showed that the critical thinking skills among prospective teachers included in the learning environment were higher in comparison to those in the control group, and that critical thinking post-test scores did not show a significant difference by gender in either group. It was also concluded that the learning environment used in the study had a positive effect on the quality of written scientific arguments of prospective teachers.}, keywords = {argumentation, Critical thinking, written argument}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1410547733.pdf}, author = {Asuman Seda Saracaloglu and Hilal Aktamis and Yesim Delioglu} } @article {220, title = {PRESENTATION OF LABORATORY SESSIONS FOR SCIENCE SUBJECTS IN SLOVENIAN UPPER SECONDARY SCHOOLS}, journal = {Journal of Baltic Science Education}, volume = {10}, year = {2011}, month = {June/2011}, type = {Original article}, chapter = {98-113 }, abstract = {Among Slovenian upper secondary school science teachers a study was conducted about the implementation of laboratory work in Science teaching. One of the specific goals was to acquire preliminary data about the status of laboratory exercises in teaching Biology, Chemistry and Physics. Answers were received from 64 Biology teachers, 64 Chemistry teachers and 63 Physics teachers (about 40\% of Slovene secondary school Science teachers). The differences in attitudes towards and performance of laboratory work among teachers of different Science subjects are small. It can be concluded that teachers of all three subjects have generally positive attitudes towards laboratory work. The differences occur in the way laboratory work is performed. Not so positive are the findings that many of the exercises are presented to the students as demonstrations, and an expository style is preferred. In the future, efforts should be made to transform expository labs into inquiry- and problem-based laboratory work.}, keywords = {laboratory work, science education, teachers{\textquoteright} attitudes, upper secondary schools}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1410008530.pdf}, author = {Andrej {\v S}orgo and Slavko Kocijan{\v c}i{\v c}} } @article {202, title = {COMPREHENSION OF TEMPERATURE WHEN SOLVING A THERMODYNAMIC TASK}, journal = {Journal of Baltic Science Education}, volume = {9}, year = {2010}, month = {September/2010}, type = {Original article}, chapter = {224-236 }, abstract = {The present study focus the presence and role of deep qualitative conceptual knowledge of temperature among a group of ten individuals (n=10), academic well-educated and experienced in science, when solving a task about changes in temperature of a given thermo{\textlnot}dynamic system. The aim is to find out the variation of comprehension of tempera{\textlnot}ture in the task solving process. Data is gathered by interviews based on the thinking aloud method. The inter{\textlnot}views were video-recorded and verbatim transcribed. Transcriptions were analysed by using a two dimensional semiotic/semantic analysing schema (acronym 2-D SAS). The results revealed a broad variation in the comprehension of the term temperature in the given context. The three informants who produced correct answers structured the task by identifying the scientifically appropriate referent and sense of the term temperature according to the given context.}, keywords = {qualitative analysis, semantics}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1405172088.pdf}, author = {Fredrik Jeppsson and Helge Str{\"o}mdahl} } @article {210, title = {GREEN MANAGEMENT, CLIMATE CHANGE AND SMALL BUSINESS IN BRAZIL: IMPLICATIONS FOR TRAINING AND EDUCATION FOR SUSTAINABLE DEVELOPMENT}, journal = {Journal of Baltic Science Education}, volume = {9}, year = {2010}, month = {December/2010}, type = {Original article}, chapter = {324-333 }, abstract = {This paper presents the results of a study on the analysis of training needs regarding environmental (green) management and climate change topics in micro and small enterprises (MSEs) in Brazil and its implications on education for sustainable development. It reports on an e-mail survey of Brazilian small enterprises, whose results indicate that they are indeed interested in environmental management and climate change topics in an education for sustainable development context. The study indicates that proposals for courses on environmental management and climate change should follow a systemic perspective and take sustainable development into account. By applying factor analysis, it was found that the topics of interest can be grouped into thematic modules, which can be useful in the design of training courses for the top management leaders of those companies. The study indicates that proposals for courses on environmental management and climate change should follow a systemic perspective and take sustainable development into account. By applying factor analysis, it was found that the topics of interest can be grouped into thematic modules, which can be useful in the design of training courses for the top management leaders of those companies. There is a special interest in topics about {\textquotedblleft}development of green products{\textquotedblright} and {\textquotedblleft}Influence of environmental management and climate change on businesses. Thus, education for sustainable development must consider small enterprises.}, keywords = {climate change, education for sustainable development, environmental training}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1405172911.pdf}, author = {Davi Fouad Soubihia and Charbel Jose Chiappetta Jabbour and Walter Leal Filho} } @article {184, title = {INSTRUCTION OF PROBLEM SOLVING STRATEGIES: EFFECTS ON PHYSICS ACHIEVEMENT AND SELF-EFFICACY BELIEFS}, journal = {Journal of Baltic Science Education}, volume = {9}, year = {2010}, month = {March/2010}, type = {Original article}, chapter = {20-34 }, abstract = {This study has investigated the effects of problem solving instruction on physics achievement, and physics self-efficacy beliefs in an introductory physics course at university level. In this study, pretest-posttest and quasi-experimental design with a non-equivalent control group was used. Two groups of student teachers (n=77) participated in this study. During the study, one group received problem solving strategy instruction while the control group received traditional problem solving strategies. Data was collected using the Physics Achievement Test and Physics Self-Efficacy Scale. Results indicate that strategy instruction has positive effects on physics achievement, and physics self-efficacy beliefs. On the basis of the findings, it is strongly recommended that physics instructors use explicit problem solving strategy instruction in their lessons to develop students{\textquoteright} problem solving skills and related outcomes such as course achievement. This study provides some evidence of the positive effects of using problem solving instruction (UQAPAC+SE) on student teachers{\textquoteright} physics achievement. Explicit problem solving strategy instruction was more effective than traditional instruction in improving physics achievement and self efficacy of the participating students. In addition to assuring students{\textquoteright} active (curiosity and interest) participation in the problem solving activities, explicit problem-solving instruction has helped students by leading them to apply good problem solvers{\textquoteright} strategies on the step model while solving physics problems, and thereby helping them to improve their cognitive and metacognitive awareness, features displayed by strategic learners. Moreover, the instruction program provided students with learning activities by which students could feel successful and help their self-efficacy develop. In this context, it can be said that strategy teaching in physics may play a significant role in training strategic, successful, and high self-efficious problem solvers. In light of the results of the present study, teachers and/or educators who do not include strategy applications in their programs because of time constraints but want to improve the effectiveness of their instructions, may review the potential benefits of strategy instruction. The fact that the study was carried out within a regular teaching program has limitations on this study. Firstly, prompt feedback related to the problem solving sheets and self evaluation forms collected from the students after the application could not be given. In this context, the feedback related to what the students did could only be given in the following weeks lecture. The provision of prompter feedback would have meant that the students could have understood their mistakes and deficiencies immediately. Secondly, the study has been conducted within a six weeks period. It is thought that long term future studies on the same theme may prove to be useful in producing more positive effects on the results. On the basis of the findings, it is recommended that physics instructors should use explicit problem solving strategy instruction in their lessons to develop students{\textquoteright} problem solving skills and the related outcomes such as course achievement. Research where the effects of instruction of different problem solving strategies in different grade levels on a physics course and different effective characteristics (e.g. learning satisfaction and motivation to learning) are investigated should be done. Problem solving strategies and courses intended to instruct these strategies should be added to the curriculums of the institutions which are educating teachers. In addition to this, many different kinds of research comparing a group where problem solving strategies instruction was implicit with the groups where it was explicit; or comparing the effects of instruction of problem solving strategies and learning strategies; or investigating the effects of instruction of problem solving strategies in computer-aided or cooperative learning groups can be done. Moreover, in further research, by supporting a strategy instruction program combined with a self-efficacy development program which can be applied in addition to a normal instruction program, more effective results could be obtained. }, keywords = {achievement, Problem Solving, Self-Efficacy Beliefs, strategy instruction}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404741010.pdf}, author = {Serap {\c C}al{\i}{\c s}kan and Gamze Sel{\c c}uk and Mustafa Erol} } @article {188, title = {A NEW MONOGRAPH FOR RELEVANT SCIENCE AND TECHNOLOGY EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {9}, year = {2010}, month = {March/2010}, type = {Original article}, chapter = {72-74 }, abstract = {The monograph {\textquotedblleft}Interaction of Real and Virtual Environment in Early Science Education: Tradition and Challenges{\textquotedblright} is first outcome of the research project Challenges and limits of interacting real and virtual environments in early science education, which is supported by the Czech Science Foundation (GA{\v C}R), and it is Volume 5 of the Didactics of Science and Technical Subjects edition published by the Faculty of Education, University of Hradec Kr{\'a}lov{\'e} since 1999. The monograph, published in English, consists thirteen contributions of authors from four countries (Lithuania, Poland, Slovakia and Czech Republic) and six universities (University of Hradec Kr{\'a}lov{\'e}, Jan Evangelista Purkyn{\v e} University, Adam Mickiewicz University in Pozna{\v n}, Jagellonian University in Krakow and {\v S}iaulai University). The content is structured into six main chapters devoted to the methodology of science cognition, and focusing mainly on general chemical education, real and virtual experiments in early education in this field, their types, possibilities and experience in their practical use in the process of instruction, in research activities of experiment-supported instruction, and it also deals with possible risks which applications of new technologies may cause. In the Introductory Chapter M. B{\'\i}lek discusses the importance of the Natural Science methodology and its projection into the Science subjects in general education in the times of information and knowledge society. In Chapter Two J. {\v S}koda, P. Doul{\'\i}k, K. My{\v s}ka and others provide a detailed insight and analysis of the role of school experiments as an important method in the process of cognition; they also emphasize the contribution of modelling and creating modern material didactic means to support the process of Chemistry instruction. Chapter Three includes four contributions on virtual experiments and their types. The above mentioned computer models and modelling are worked out in the study by K. My{\v s}ka, K. Kol{\'a}{\v r} and M. B{\'\i}lek. The last mentioned together with M. Tur{\v c}{\'a}ni and P. Skalick{\'a} deal with remote and virtual laboratories and remote measuring. They emphasize the contribution of F. Lustig, a Czech pioneer in the field of school applications of remote laboratories in Physics, they present examples of putting such activities into effect, and running and managing Web supported real chemical experiments. Foreign authors R. Wolski and P. Jagodzi{\'n}ski describe the situation in Poland and provide examples of using the Internet for chemical experiments. They introduce a course tailored to Chemistry students and teachers which aims at developing new skills in this field. They also deal with new electronic teaching aids, e.g. minicomputer, and services which it offers to Chemistry instructions. The article contains photographs showing the use of the presented material didactic means in the real environment. An article by M. B{\'\i}lek on the role of virtual museums in science and technical instruction as an example of electronic support of so called "museum didactics" closes this part. Chapter Four focuses on ways in which different types of experiments can be applied in Science education. Authors of five contributions look for ideal rate of using real and virtual environment for running experiments, and the present their own experience. Again R. Wolski and P. Jagodzi{\'n}ski summarize the positive influence which experiments have on the process of cognition in Sciences, mainly in the affective field and motivation. J. Rychtera demonstrates the possibility of intentionally directed process of perceiving through experiments supported by video-technology. I. Maciejowska and M. B{\'\i}lek set main e-learning objectives in Science education, among which experimental activities cannot be omitted. A specialist in the field of "augmented reality" and "augmented virtuality", V. Lamanauskas, presented possibilities how this modern tool can be used in early Science and Chemistry instruction, analyzes the advantages and disadvantages, and introduces the ARISE Project as an innovative approach to natural science education. The topic is widened by M. Vilkoniene who presents results of the research supported by this technology. Research activities focusing on the use of real and virtual experiments in early Science instruction are discussed in Chapter Five. It includes two articles by P. Doul{\'\i}k, J. {\v S}koda and M. B{\'\i}lek. In the former one authors provide a meta-analysis of research studies on didactic application of various types of experiments which were published in renowned foreign journals in the last decade. In the latter contribution selected methods of pedagogical experiments applied in researching efficiency of school experiments in Natural Science instruction are presented and evaluated. In the final chapter the same three authors propose a possible future way based on the curricular reform. This requirement results from social and economic changes running in the current society, and the technical and technological development in all spheres. The curriculum reflecting this situation and perspectives must define adequate educational objectives, content and extent, methods and forms how information is provided to students, deal with relationship between science and technology on one side, and society on the other one, include global and ecological problems, devote to inter-subject relations and ways of thinking in the new situation, propose supportive methods of instruction which are offered by new information and communication technologies. Research projects which provide feedback information about this process form the basis for defining didactic recommendations. The publication does not aim at covering the whole field which is currently very hot. Author/s of each contribution are trying to provide their experience towards the process of ICT implementation in the science and technical subject instruction, particularly in early Chemistry instruction. Being implemented correctly, the supporting-instruction ICT provide not only educational contribution in the form of visual multimedia presentations of school experiments, but they also eliminate the danger during real experiments, and they save money because new chemical matters and other laboratory aids are not required. The long-term savings appear despite the starting financial expenses in HW and SW equipment. One of the most important contributions of the monograph is by my opinion the above mentioned meta-analysis which resulted from demanding work of experienced researchers. The cited references will serve the interested as a deep source of literature in this field. The monograph is well-arranged because of unified structure and formatting of single contributions, and adequate technical quality of the text and figures. The monograph can be recommended to researcher and teachers of all types and school levels. It enables future and graduate teachers to insight in the work of experienced university teachers, didacticians and researches in the field of science and technical subject instruction. It offers an outline of modern technologies which could by applied in experimenting, motivates to follow or be modified according to the level of their own institution. The work is available at University of Hradec Kralove, Gaudeamus Publishing House, or in the electronic form on the project web page (http://pdf.uhk.cz/kch/projekty.html). }, keywords = {general chemical education, methodology of science cognition, real and virtual experiments, research project, science education}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404741265.pdf}, author = {Ivana {\v S}imonov{\'a}} } @article {198, title = {TEACHING ELECTROLYSIS OF WATER THROUGH DRAMA}, journal = {Journal of Baltic Science Education}, volume = {9}, year = {2010}, month = {September/2010}, type = {Original article}, chapter = {179-186 }, abstract = {The purpose of this study was to evaluate the effects of drama on the teach{\textlnot}ing of electrolysis of water to middle school students. The randomized pre-test and post-test control group design was used. Data collection methods included pre-test, post-test 1 and 2, and the data were ana{\textlnot}lyzed by using the SPSS/PC program. This study was carried out at a private school with 40 seventh grade students. Based on the pre-test results, the students were randomly assigned to drama and control groups. Findings suggest that the drama group performed better than the control group both on post-test 1 and post-test 2. Similar studies in different contexts with different student samples may be con{\textlnot}ducted to investigate the effects of drama in chemistry education.}, keywords = {chemistry education, drama in science education, electrolysis of water}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1405171882.pdf}, author = {Hakan Saricayir} } @article {187, title = {TURKISH STUDENTS{\textquoteright} MENTAL MODELS OF LIGHT TO EXPLAIN THE SINGLE SLIT DIFFRACTION AND DOUBLE SLIT INTERFERENCE OF LIGHT: A CROSS {\textendash} SECTIONAL STUDY}, journal = {Journal of Baltic Science Education}, volume = {9}, year = {2010}, month = {March/2010}, type = {Original article}, chapter = {61-71 }, abstract = {In this study, it was tried to explore mental models of light utilized by the Turkish students for the explanations of single-slit diffraction and double-slit interference of light. This research has been carried on the group of 294 students made up of 175 introductory and 119 advanced level students studying in the departments of engineering, physics and physics teachers at a Turkish University. Open - ended questions pertaining drawings and explanations were used as data collection tool. As a result of quantitative and qualitative analysis, three mental models which were named as wave, ray and particle being used by the students while explaining these subjects, were described. Serious difficulties were observed towards the usage of these models for the both levels of the student groups and some differences were indicated between the introductory and advanced level university students in terms of usage of these models. In general, the results of this research indicate that the students in both level while trying to explain the phenomena of interference and diffraction of light have developed very different mental models of light and in order to explain the phenomena they haven{\textquoteright}t got a functional wave model. This situation would prevent them to sense the nature of wave of the matter (Steinberg et al., 1996; Vokos et al., 2000). Students{\textquoteright} mental model changes serve as the most important source covering learning processes and conceptual changes of them (Park 2006). For this reason, it is required to revise the fundamental optics teaching in order to realize the students to learn the light models effectively. Although interference and diffraction phenomena have continuously been explained in terms of the wave model of light both at university and high school as well as in the source books, because during the explanations of these topics, rays have been used continuously without realizing that these would be just geometrical representations, these results are naturally not unexpected situation. This shortage appearing very simple pushes students to very mistakes with respect the conception of light and wave model. Several studies (Galili 1996; Galili \& Hazan 2000) have shown that many difficulties may occur when using the ray model of light in teaching. Spherical wave surfaces should be used instead of light beams or sinusoidal waves to describe light propagation from source. Also, the wave fronts between slit(s) and pattern should be drawn and the interference should be shown while teaching the interference and diffraction subjects. This usage would prevent students from thinking geometrical optic laws in the physical optics subjects. Also, the water waves in ripple tank would be useful to describe the wave surface as a model for the light wave. However, the educators should investigate students{\textquoteright} understanding level about the light models in their optics instruction. In addition, they should use the proper instructional materials to overcome the alternative ideas of the students. It is hoped that the results of this study will help the educatiors to recognize the students{\textquoteright} difficulties in both introductory and advanced levels. Besides, the studies about how students use the light models for explaining the other subjects in optics should be conducted.}, keywords = {double slit interference, light models, Mental Models, single slit diffraction, students{\textquoteright} alternative ideas}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404741216.pdf}, author = {Serap Kaya {\c S}eng{\"o}ren} } @article {177, title = {ATTITUDES SCALE TOWARDS {\textquotedblleft}NANO TECHNOLOGY{\textquotedblright} FOR CHEMISTRY TEACHERS}, journal = {Journal of Baltic Science Education}, volume = {8}, year = {2009}, month = {October/2009}, type = {Original article}, chapter = {157-171 }, abstract = {The aim of the study is to develop a valid and reliable attitude scale in order to measure the chemistry student-Teachers{\textquoteright} attitudes towards nano technology. During the development phase, a total of twenty-one items that included eleven negative and ten positive statements about nano technology were produced based on experts{\textquoteright} views. These items were statistically analysed in terms of different aspects. The data obtained through these analyses were analyzed by using SPSS software. In the study, the scale was administered to 550 undergarduate students. The data obtained was analysed through factor analysis and reliability analysis. At the final stage, the scale was found to include four factors with sixteen items. After the factor analysis, according to Varimax Rotated (rotated Component Matrix) results, has been found to be four factors and Cronbach-Alpha internal integrity of the final version of the scale was found to be 0,859.The article also includes suggestions about how this scale can be employed.}, keywords = {Nanotechnology, scientific attitude, statistical process scale}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404740194.pdf}, author = {Nilg{\"u}n Se{\c c}ken} } @article {151, title = {INVESTIGATION OF EFFECTIVENESS OF DEMONSTRATION-SIMULATION BASED INSTRUCTION IN TEACHING ENERGY CONSERVATION AT 7 TH GRADE}, journal = {Journal of Baltic Science Education}, volume = {7}, year = {2008}, month = {August/2008}, type = {Original article}, chapter = {64-77}, abstract = {This study aimed to explore the effect of teaching through demonstration-simulation on students{\textquoteright} achievement of energy conservation in comparison with traditional teaching. The sample consisted of fifty nine 7th grade students from a state primary school in Turkey. In the study, non-equivalent groups pretest-posttest design was used and the data was collected through an achievement test developed by the researchers, Energy Conservation Test. The conservation of energy concept was taught using a demonstration and a simulation in the experimental group and traditional instruction method in the control group. Data collected by the test was statistically assessed applying the analysis of covariance. To explore obviously the class atmosphere in experimental group, it was utilized from the teacher{\textquoteright}s observation notes and student interviews. The statistical comparison showed that there was a significant difference between groups with respect to students{\textquoteright} scores of the test. Moreover, the analysis of the qualitative data indicated that such a class atmosphere supported the constructive and meaningful learning.}, keywords = {educational simulation, lecture demonstration, teaching conservation of energy}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404719549.pdf}, author = {Fatma Aggul and Mehmet Yalcin and Metin Acikyildiz and Erdal Sonmez} } @article {159, title = {SOCIOCOGNITIVE CONFLICT PROCESSES IN SCIENCE LEARNING: BENEFITS AND LIMITS}, journal = {Journal of Baltic Science Education}, volume = {7}, year = {2008}, month = {October/2008}, type = {Original article}, chapter = {165-174}, abstract = {The present paper focuses on instructional treatment of students{\textquoteright} conceptions about floating and sinking through sociocognitive conflict processes. In this direction a study was prepared including the detection of students{\textquoteright} conceptions of floating and sinking as well as the design, implementation and evaluation of teaching sequences implemented in 14 year-old students in Greece. Data collection was carried out through interviews and qualitative analysis of the students{\textquoteright} writings and talk during the teaching sequences. The analysis of the students{\textquoteright} writings and talk brought out their different reactions to sociocognitive conflict processes as well as the different learning outcomes of those processes as regards the change and construction of new conceptions.}, keywords = {floating, science learning, sinking, sociocognitive conflict}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404720105.pdf}, author = {Michael Skoumios} } @article {160, title = {WILL THE CONTRUCTIVIST APPROACH EMPLOYED IN SCIENCE TEACHING CHANGE THE {\textquotedblleft}GRAMMAR{\textquotedblright} OF SCHOOLING?}, journal = {Journal of Baltic Science Education}, volume = {7}, year = {2008}, month = {October/2008}, type = {Original article}, chapter = {175-184}, abstract = {This study aimed to describe the extent to which constructive approach in Primary School Science and Technology subject programme is reflected in the classroom atmosphere. For this purpose, the study investigates how students perceive cooperativeness in the classroom, order and student involvement, teacher involvement and support and which factor(s) in the new programme are thought to be better than the ones in the old programme. The present study where descriptive method was applied was carried out with 371 fifth grade students. In the study, Classroom Environment Scale was used. The students positively perceive the new classroom environment where the new Science and Technology subject programme is applied. The findings obtained from the study indicate the reflections of constructivist approach in the classroom environment and considerable presence of behaviourism as well. }, keywords = {classroom environment, constructivism, science and technology education, teaching and learning}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404720152.pdf}, author = {Hasan Seker} } @article {136, title = {SCIENCE EDUCATION AS PROBLEMATIC AREA IN MODERN EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {6}, year = {2007}, month = {October/2007}, type = {Editorial}, chapter = {4}, abstract = {Dear Readers and Writers! The international scope of everything we do has exponentially increased over the last two decades. From the products we consume to the jobs we hold, and the stores in which we shop {\textendash} almost all aspects of our lives have an international connection. And this is the case within science education. Situation with science education grows problematic worldwide, and it urges in both developing and leading industrialized countries. E.g., recent (2006) scores from the Program for International Student Assessment (PISA) illustrate it well: the test administered to students in 30 industrialized countries revealed that U.S. students continue to fall behind their peers in math and science. Students from Hong Kong followed Finland{\textquoteright}s 15-year-old and Canada performed the best on the science portion of the test. Students in Finland, Taiwan, South Korea, Canada, and Hong Kong were the best performers in Math. What is the key reason for it? Sciences being hard to master or not "in fashion" today, widely spread humanities-over-sciences references, boring content of science textbooks or out-of-date underpinning pedagogical theory? Whatever it maybe, U.S. science teachers will have to learn much from colleagues in other countries about both their culture and their successful teaching practices. In turn, science educators from other countries can learn much from American science teachers. This will allow us all to better serve the diverse students we teach: students today are more likely to be from other countries and speak other languages. Science teachers should increase their participation in diverse types of international activities because they are critical to the future of science education. A critical component of international efforts will be partnerships of teacher organizations. International collaboration today is marked with Internet networking, online teaching, Web 2.0, and open source movement. Science education will benefit from powerful means of visualization (see Periodic Table of Visualization Methods on the Internet) and immersive multi-user 3D environments. Go to Second Life, and you will find {\textquotedblright}Chemical Philosophers{\textquotedblright}, {\textquotedblleft}Geographic Society in Cyberspace{\textquotedblright}, {\textquotedblleft}Teen educators in SL{\textquotedblright}, {\textquotedblleft}American Chemical Society{\textquotedblright}, {\textquotedblleft}Science School{\textquotedblright}, {\textquotedblleft}Chemistry and Computers{\textquotedblright}, {\textquotedblleft}Science Park{\textquotedblright}, {\textquotedblleft}Physics Education{\textquotedblright} and many others whose concern is science education. That is why University of Oregon Center for Advanced Technology in Education / Center for Global Teaching is interested in implementation of international projects focused on science education like Salamander and Chemistry Hall of Fame in Second Life. Real and virtual worlds seem to be big and hardly ever compatible. But actually they are pretty close and do not have precise borders. In a magic way, UO CATE in EduIsland is a neighbor of ARiSEnet Teachers Group, which comprises mostly secondary school teachers interested or experienced in teaching students of diversity. Presented in JBSE issue No.1 (2007), ARiSE is a joint European project (another project from ARiSEnet), and their SL group collaborates as a team as well as with the other educator communities in defining pedagogy pertaining to 3D instruction particularly in the math and sciences /http://www.arise-project.org/. In this way, Journal of Baltic Science Education, whose topics in this issue include Physics, Chemistry, Biology, Cognitive Science, truly serves as a bridge between European and U.S. educators as well as between real and virtual worlds. Long live this reliable connection and fruitful cooperation for sustainable science education!}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404288398.pdf}, author = {Uladzimir Slabin} } @article {141, title = {STUDENT TEACHERS{\textquoteright} REASONING PATTERNS WHILE SOLVING A CONTEXTUALIZED TASK ON THERMAL PHENOMENA}, journal = {Journal of Baltic Science Education}, volume = {6}, year = {2007}, month = {October/2007}, type = {Original article}, chapter = {44-54}, abstract = { In this study three different patterns of reasoning have been identified: linear, star and combined reasoning. As six student teachers were working on a contextualized task on heat and temperature they showed these different patterns of reasoning during an interview situation. The data was analysed using reasoning maps. The patterns are also discussed in relation to the students{\textquoteright} subject matter knowledge in this specific area. There are indications that the reasoning pattern is dependent on what kind of scientific subject matter knowledge the student reveals. Star and combined reasoning make it possible to look at the task from different angles and thereby develop fragmented knowledge into more comprehensive knowledge.}, keywords = {interview, science education, thermal phenomena}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404288657.pdf}, author = {Karin Stolpe and Helge Str{\"o}mdahl} } @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 {113, title = {MOVING BEYOND TEACHING METHODS IN SCHOOL SCIENCE - EPISTEMOLOGICAL AND SOCIOCULTURAL VIEWPOINTS}, journal = {Journal of Baltic Science Education}, volume = {5}, year = {2006}, month = {October/2006}, type = {Original article}, chapter = {20-39}, abstract = {The question of how to implement teaching methods in school science finally emerges, when new science curricula are introduced and taken in use. Fundamentally new orientations in curricula might however, be in conflict with the situation which is predominant at schools with more traditional views of school science. We start our article by exemplifying the Finnish situation in relation to the science curriculum renovation, taking into consideration tensions at a more general level. Our aim is to bring into discussion both epistemological questions and communicational aspects of science teaching and learning. We conclude that moving beyond the traditional focus on facts and the laws of science; we could teach students to use the knowledge and expertise of others, raising questions, living with uncertainty, articulating ideas in public forums, using evidence, reaching consensus, and making group decisions.}, keywords = {lower and upper secondary school, science education, teaching methods}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404234702.pdf}, author = {Kari Sormunen and Heikki Saari} } @article {108, title = {TURKISH UNDERGRADUATE STUDENTS{\textquoteright} PERCEPTIONS ON THE FACTORS AFFECTING THE PROCESS OF THEIR LEARNING}, journal = {Journal of Baltic Science Education}, volume = {5}, year = {2006}, month = {March/2006}, type = {Original article}, chapter = {50-60}, abstract = {In this study, science (physics, chemistry and biology) undergraduate students{\textquoteright} perceptions about the roles of student and lecturer, nature of knowledge, and student{\textquoteright}s task in examination was investigated. Besides, comparison of students{\textquoteright} perceptions was made in these four points with four class levels. A version of Perry Model developed by Finster was used in this study. This model shows how students develop from a simplistic stance on the nature of knowledge to one which is more pluralistic and contextual. The results showed that university learning environment positively effected the science undergraduate students{\textquoteright} perceptions about role of lecturer, taking responsibility for their own learning, autonomous learning, and self expression. In addition, obtained findings can be a guide for redesign of learning environments in undergraduate science education.}, keywords = {intellectual development, Perry model, students{\textquoteright} perceptions, the process of learning}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404214335.pdf}, author = {Erdal Senocak and Cezmi Unal} } @article {94, title = {AN EVALUATION OF BOTSWANA SENIOR SECONDARY SCHOOL CHEMISTRY SYLLABUS}, journal = {Journal of Baltic Science Education}, volume = {4}, year = {2005}, month = {October/2005}, type = {Original article}, chapter = {5-14}, abstract = {The study aimed at evaluating the worth of the recently introduced chemistry syllabus in Botswana. Using a multi-faceted approach, data were collected from Botswana senior secondary school chemistry students, their teachers and pre-service chemistry teachers in the country. It was found that there exists a good link between the new syllabus and Junior Certificate (JC) science syllabus. In addition, it was found that the students viewed the modules on stoichiometry and carbon chemistry among others problematic. The students{\textquoteright} views were corroborated, to a large extent, by their teachers{\textquoteright}. Deriving from the findings of the study, it was recommended, among other things, that an extra lesson slot per week be allocated to chemistry and that the teaching load of chemistry teachers be reduced.}, keywords = {chemistry syllabus, chemistry teachers, natural science education}, issn = {1648-3898}, url = {http://oaji.net/articles/2016/987-1481284752.pdf}, author = {Isaac Seetso and Adediran Taiwo} } @article {73, title = {APPLICATION OF A QUESTIONNAIRE TO DESCRIBE TEACHER COMMUNICATION BEHAVIOUR AND ITS ASSOCIATION WITH STUDENTS IN SCIENCE IN TURKEY}, journal = {Journal of Baltic Science Education}, volume = {3}, year = {2004}, month = {March/2003}, type = {Original article}, chapter = {15-21}, abstract = {Teachers contribute enormously to a positive social climate at science classes, particularly through their communication with students. In the study described in this article, a questionnaire (The Teacher Communication Behaviour Questionnaire (TCBQ)) developed by She and Fisher (2000) was applied. TCBQ can be used to assess students{\textquoteright} perceptions of science teachers{\textquoteright} interpersonal communication behaviours in their classroom learning environments. TCBQ has five scales: Challenging, Encouragement and Praise, Non-Verbal Support, Understanding and Friendly, and Controlling. The TCBQ was applied with a large sample of secondary science students in Turkey. Girls perceived their teachers as more understanding and friendly, encouragement and praise than did boys, and teachers in biological and chemistry science classrooms exhibited more favourable behaviour toward their students than did those in physical science classrooms. This study can suggest some implications for practice, personnel development, and research. TCBQ can be applied for observing teachers and classifying them. Also, this questionnaire provides training in sensitivity to average and controlling teachers and less redirective and more elaborative to increase the overall quality of the classroom environment and to increase the percentage of student engaged. Teachers can use this supplement to promote an atmosphere of positive interaction in their science classrooms and improve student learning.}, keywords = {sex differences, students{\textquoteright} perceptions, subject differences, teacher communication}, issn = {1648-3898}, url = {http://oaji.net/articles/2016/987-1482420157.pdf}, author = {Esra {\"O}zay and Ercan Kaya and Fatih Sezek} } @article {71, title = {DEAR READERS AND WRITERS!}, journal = {Journal of Baltic Science Education}, volume = {3}, year = {2004}, month = {March/2003}, type = {Editorial}, chapter = {4}, abstract = {This the sixth number of Journal Baltic Science Education presenting eight articles (Geography and biology and teacher education in Finland /Eila Jeronen/, Application of a questionnaire to describe teacher communication behaviour and its association with students in science in Turkey /Esra {\"O}zay, Ercan Kaya, Fatih Sezek/, Science teaching and the school - when concepts meet context /Jan Schoultz, Glenn Hultman/, The role of researchers in the implementation of educational policies: the finnish luma programme (1996-2002) as a case study /Jari Lavonen, Veijo Meisalo, Kalle Juuti/, Assesment of the environmental aspect in a contemporary teaching/learning model of chemistry in basic schools of Latvia /Aira Bartusevi{\v c}a, Dagnija Cedere, Rudite Andersone/, The students{\textquoteright} perceptions: essay versus multiple-choice type exams /Dogan Tozoglu, Musavver D. Tozoglu, Ahmet Gurses, Cetin Dogar/, Ecocentric worldwiew paradigm: the reconstruction of consciousness /Rasa Hage, Alona Rauckiene/, The influence of STL teaching and science teachers{\textquoteright} teamwork on change of students{\textquoteright} creativity /Anne Laius, Miia Rannikm{\"a}e/). All articles are very interesting and are useful those for all interesting in questions of natural science education.}, issn = {1648-3898}, url = {http://oaji.net/articles/2016/987-1482419937.pdf}, author = {Valery Solomin} } @article {74, title = {SCIENCE TEACHING AND THE SCHOOL - WHEN CONCEPTS MEET CONTEXT}, journal = {Journal of Baltic Science Education}, volume = {3}, year = {2004}, month = {March/2003}, type = {Original article}, chapter = {22-33}, abstract = {With this paper we want to discuss possibilities and problems for pupils to learn science. Ex-ploratory studies have been carried in science classrooms. The science lesson exists in a context of its own but classroom interaction re-veals parallel discourses and many research studies show that pupils have great difficulties to move from an eve-ryday discourse into a science discourse and to acquire the spe-cial language of science and the special ways of seeing the world. Learning and progress in science mean that you acquire concepts and knowledge, which have been developed during a long period of time in cultures with specific terms and rules. In this perspective learning can be regarded as the individual increasing his/her familiarity with the area of knowledge. This is a slow and de-manding process for the learner. But in a science classroom with 30 pupils and one teacher this is rather problematic. The teacher has not time to help every student to go further into the science {\textquotedblleft}arena{\textquotedblright}. For many pupils the experimental work ends up with the fact that the pupils learn the method and how to handle the material but get no opportunity learn more science. In conclusion we must say that the result of the work in the science classroom depends on the combina-tion of pupils, teachers and materials. The pupil, the teacher and the material are not components, which can be described separately. They are variables, which affect each other and at the same time form a whole, which is affected by the surrounding milieu.}, keywords = {concepts, culture of school science, experimental work, school science project, science education}, issn = {1648-3898}, url = {http://oaji.net/articles/2016/987-1482420270.pdf}, author = {Jan Schoultz and Glenn Hultman} } @article {51, title = {WHAT STUDENTS{\textquoteright} UNDERSTAND FROM ENTROPY?: A REVIEW OF SELECTED LITERATURE}, journal = {Journal of Baltic Science Education}, volume = {2}, year = {2003}, month = {March/2003}, type = {Original article}, chapter = {21 - 27}, abstract = {This study is intended to review some of the selected researches carried out on students{\textquoteright} understandings of entropy. The review puts together the important findings of the researches, summarises the misunderstanings identified together with the possible sources of these misunderstandings and new approaches in defining entropy. Therefore, this study would be beneficial for the researchers and lecturers in science and chemistry education area. The review shows that Entropy is found to be difficult idea to be grasped by high school students and undergraduates. In many cases students{\textquoteright} understanding of the basic aspects of the idea are limited, distorted or wrong. The difficulties arise from misinterpretation of mathematical equations in thermodynamics and not adequately integrating the new knowledge with students{\textquoteright} existing knowledge. Students{\textquoteright} explanations are mostly based on the macrophysical world, their thinking on the microphysical world is limited. The everyday meanings of the scientific terms dominate their interpretations. Lecturers should check that students have acquired the correct scientific meanings of the concepts and apply them in both everyday and theoretical situations.}, keywords = {entropy, misunderstandings, tertiary education}, issn = {1648-3898}, url = {http://oaji.net/articles/2017/987-1503927942.pdf}, author = {Mustafa Sozbilir} }