@article {1339,
	title = {PREDICTING SITUATIONAL INTEREST BY INDIVIDUAL INTEREST AND INSTRUCTIONAL ACTIVITIES IN PHYSICS LESSONS: AN EXPERIENCE SAMPLING APPROACH},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {1063-1073},
	abstract = {Enhancing interest in physics learning has been an important component of education policy and policy implementation for decades. However, in many countries, student interest in physics has not increased. The aim of this study was to predict situational interest using individual interest and the instructional activities students engaged in. Also, the suitability of the data collection approach to measure situational interest was assessed. A teaching module about real-world oscillations was implemented to 179 Estonian lower secondary school students. Data about situational interest were collected using the experience sampling method (ESM), which was measured three times during the module. The results indicated that gender, grade, and instructional activities did not predict situational interest. Individual interest was a significant predictor and correlation with situational interest increased with time, contrary to previous findings. The ESM approach used in this study was considered to be effective in disturbing students{\textquoteright} study flow minimally but may have affected the amount of missing data. This study contributes to the research done on student interest in a classroom setting by indicating a more complex relationship between situational and individual interest than previously suggested. },
	keywords = {experience sampling method, instructional activities, lower secondary school physics, physics education, situational interest},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.1063},
	url = {https://oaji.net/articles/2023/987-1702729135.pdf},
	author = {Rauno Neito and Elisa Vilhunen and Jari Lavonen and Kaido Reivelt}
}
@article {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 {1158,
	title = {PRE-SERVICE CHEMISTRY TEACHERS{\textquoteright} PROFESSIONAL VISION DEVELOPMENT: THE EFFECT OF LESSON-OBSERVATION PRACTICE },
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {52-68},
	abstract = {Ability to adequately analyze educational situations is essential not only for (pre-service) teachers{\textquoteright} occupational decisions, but also for their own professional development. This study represents an evaluation of the observation practice aimed at pre-service chemistry teachers{\textquoteright} (N = 12) professional vision development. They attended chemistry classes in schools, discussed them in a group and independently wrote their reflections. The effect on the professional vision was evaluated using a self-efficacy questionnaire, lesson reflections analyses and semi-structured interviews. The results showed that pre-service teachers significantly overestimated their ability to reflect on lessons, struggled with lesson analyses, failed to describe and analyze chemistry-specific content in contrast with their significant improvement in describing student-teacher interaction and teacher{\textquoteright}s activity {\textendash} all with medium to large effect. Although observation practice deepened their ability to notice, pre-service teachers did not change attention to individual lesson{\textquoteright}s aspects. Lesson observation therefore seems to be a suitable means of professional vision development from the richness of observed phenomena{\textquoteright}s point of view, as well as students{\textquoteright} self-efficacy improvement, however more research in several aspects is needed to further inform (pre-service) teacher training practice.},
	keywords = {ability to notice, learning situations reflection, pre-service chemistry teacher, professional vision, teacher self-efficacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.52},
	url = {https://oaji.net/articles/2022/987-1647117698.pdf},
	author = {Linda Honskusov{\'a} and Karel Voj{\'\i}{\v r} and Martin Rusek}
}
@article {999,
	title = {PREFERRED CHEMISTRY CURRICULUM PERSPECTIVE: TEACHERS{\textquoteright} PERCEPTION OF LOWER-SECONDARY SCHOOL TEXTBOOKS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {316-331},
	abstract = {The (written) state curriculum is one of the cornerstones influencing education. Its specifically mediated by textbooks. In an open textbook market, the influence of the state curriculum is limited, and the main responsibility passes to individual schools or teachers. In order to understand education from the potential attainment of curriculum goals{\textquoteright} point of view, it is necessary to pay attention to the teachers{\textquoteright} textbook preferences. This research was focused on the field of lower-secondary chemistry education in Czechia, with special attention paid to the textbooks in use, their choice, and teachers{\textquoteright} perception of them. The data were gathered using a questionnaire distributed to a representative sample of 387 lower-secondary school chemistry teachers. The results showed that teachers favor traditional chemistry teaching conceptions. Most teachers stated that textbooks play a vital role for them when preparing lessons and new textbooks are mostly chosen by the most experienced teachers. Most teachers also expressed their preference for textbooks which contain subject-matter ordered according to the structure of chemistry, i.e. not adjusted for learners, as well as textbooks dominantly orientated towards the transmissive approach to education. Regarding the teachers{\textquoteright} perception of textbooks, potential limits were identified in implementing innovations in (chemical) education.},
	keywords = {chemistry textbooks, lower-secondary school science education, teachers{\textquoteright} teaching conception},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.316},
	url = {http://oaji.net/articles/2021/987-1616866298.pdf},
	author = {Karel Voj{\'\i}{\v r} and Martin Rusek}
}
@article {996,
	title = {STEM EDUCATION IN ECO-FARMING SUPPORTED BY ICT AND MOBILE APPLICATIONS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {277-288},
	abstract = {The presented research focused on developing and testing an innovative interdisciplinary STEM didactic model. The developed didactic model was introduced in the field of eco-farming. To the participants, it offers the possibility for non-formal training, which can take place anywhere and anytime. Participants require some knowledge of STEM subjects (especially chemistry and biology) as well as knowledge of ecology, technology, and engineering, in order to provide answers and solutions to environmental challenges while using knowledge of mathematics (especially combinatorics and statistics) to search for optimal solutions (in our case, a lean business plan). The model was tested in non-formal education settings, based on an interdisciplinary approach and modern technologies, such as monitoring the effectiveness of training using electroencephalography (EEG) and mobile applications. In the presented didactic model, special emphasis was placed on an interdisciplinary STEM approach to environmental protection, ecology, connatural forms of production and sustainable development.
The presented research confirms the hypotheses that non-formal education is becoming an increasingly important form of education and training, and that the use of the interdisciplinary didactic model, contemporary technologies, and mobile applications, increases the time and intensity of concentration in learning and thus improves learning effectiveness. 
},
	keywords = {eco-farming, electroencephalography, environment protection, mobile learning, non-formal education, sustainable development},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.277},
	url = {https://oaji.net/articles/2022/987-1667071946.pdf},
	author = {Tine Pajk and Van Isacker, K. and Boris Aber{\v s}ek and Andrej Flogie}
}
@article {992,
	title = {TEACHING UPPER-SECONDARY STUDENTS ABOUT CONSERVATION OF MECHANICAL ENERGY: TWO VARIANTS OF THE SYSTEM APPROACH TO ENERGY ANALYSIS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {223-236},
	abstract = {Conventional teaching about the law of conservation of mechanical energy (LCME) often results with students trying to solve problems by remembering similar problems they already covered in classes. Consequently, many students fail to transfer their knowledge to simplest real-life problems. Therefore, a pre-test {\textendash} post-test quasi-experiment was conducted to evaluate the effects of an alternative, system-based approach to teaching about LCME. The study included 70 upper-secondary students from the First Bosniak Gymnasium Sarajevo, Bosnia and Herzegovina. Firstly, all students learned about energy in a conventional way. Then they wrote a test on LCME and had three additional hours of teaching about this topic, where one group of students learned in line with the forces-variant of the system approach (e.g., discussing conservative and non-conservative forces) and the other group with the process-variant of the same approach (e.g., discussing system{\textquoteright}s states and processes like in thermodynamics). For both variants, only three hours of system-based teaching proved to substantially improve the students{\textquoteright} level of LCME understanding compared to the level of understanding they had after conventional teaching. It follows that the system approach may work well at the upper-secondary level, if it is introduced through the scaffolding-and-fading technique.},
	keywords = {mechanical energy, quasi-experiment, teaching materials, teaching strategies},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.223},
	url = {http://oaji.net/articles/2021/987-1616865815.pdf},
	author = {Asila Halilovi{\'c} and Vanes Me{\v s}i{\'c} and Elvedin Hasovi{\'c} and Andrej Vidak}
}
@article {884,
	title = {DEFINING TEACHER OWNERSHIP: A SCIENCE EDUCATION CASE STUDY TO DETERMINE CATEGORIES OF TEACHER OWNERSHIP},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {659-674},
	abstract = {This study seeks to put forward a justified definition for the concept of Teacher Ownership, and establishes levels of science teacher ownership, based on a hierarchy of categories, using phenomenographic analysis. Such ownership is based on a meaningful science teacher internalisation of a motivational context-based teacher approach, established via a prior CPD programme. In so doing, the study distinguishes between teachers{\textquoteright} self-efficacy levels attained at the end of the CPD and teacher ownership indicating the capability of propagating the desired teaching to students and other teachers. The phenomenographic analysis, based on semi-structured interviews, is carried out with 10 science teachers, 3 academic years after the administered CPD programme. From an analysis of perceptions, 3 distinct categories of sustainable science teacher ownership, based on 5 distinct teaching dimensions, reflect variations in orientation of teacher ownership. The main conclusions are that sustainable teacher ownership differs from terms such as a sense of ownership, towards ownership and self{\textendash}efficacy and that, in this study, teacher ownership can be described as being exhibited by the science teachers in paradigmatic, experiential and emotional ownership categories. },
	keywords = {phenomenographic analysis, self-efficacy, teacher ownership, teacher ownership categories},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.659  },
	url = {http://oaji.net/articles/2020/987-1597214707.pdf},
	author = {Ana Valdmann and Jack Holbrook and Miia Rannikm{\"a}e}
}
@article {814,
	title = {PRIMARY AND SECONDARY SCHOOL STUDENTS{\textquoteright} KNOWLEDGE RELATED TO RENEWABLE ENERGY AND SOME OF ITS INFLUENCING FACTORS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {924-942},
	abstract = {Shaping attitude related to renewable energy resources is the task of the entire society and in the case of students of different ages it is realized via education in and outside schools. This research concerns the analysis of the knowledge of students related to renewable energy resources, exploring the differences in the case of students in different grades and also the identification of correlations between the knowledge for renewable energy and some of its influencing factors. The research was carried out in spring 2018 with 4th (N=466) and 7th (N=529) graders in primary school and also with 11th graders (N=328) in secondary school in Hungary. Association and selection tasks applied in the research were related to knowledge of renewable energy resources and three questions concerned influencing factors. Assessment was performed based on the word association test. Results indicate poor and less stable knowledge in the case of every grade. The knowledge structure of the grades is similar, solar, water and wind are the most well-known renewable energy resources. Regarding knowledge, the type of the settlement of residence, education level of parents, school curriculum, textbook, theme weeks, project work, media and internet were important among influencing factors. },
	keywords = {project work, renewable energy knowledge, school curriculum, theme work, word association},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.924 },
	url = {http://oaji.net/articles/2019/987-1576226295.pdf},
	author = {Mark{\'o}czi Rev{\'a}k, I. and Erzs{\'e}bet J{\'a}sz and Enik{\H o} Kov{\'a}cs and K{\'a}roly Teperics and Judit {\"U}t{\H o} Visi and J{\'a}nos M{\'a}th}
}
@article {678,
	title = {TEACHING ABOUT ROLLING MOTION: EXPLORING THE EFFECTIVENESS OF AN EXTREME CASE REASONING APPROACH},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {511-524},
	abstract = {Earlier research has shown that students have tremendous difficulties with understanding certain aspects of rolling without slipping, such as the zero-velocity at the contact point and plausibility of application of the law of conservation of mechanical energy despite action of the friction force. The aim of this research was to explore whether using analogies and reasoning about extreme cases can facilitate conceptualization of the above-mentioned phenomena. A pre-test {\textendash} post-test quasi-experiment has been conducted, with 93 students in the control group (CG) and 91 students in the experimental group (EG). Whereas control group students received conventional teaching, in the experimental group rolling of a cylinder has been considered as a special case of a tumbling prism for which the number of prism surfaces tended to infinity. The results of analysis of covariance showed that students from the experimental group significantly outperformed their peers from the control group on the Rolling Motion Concept Test (RMCT). Between-group differences were greater on test items that required higher level of cognitive transfer. This research suggests that using analogies and extreme case reasoning can facilitate comprehension of certain seemingly counterintuitive aspects of rolling motion. },
	keywords = {analogy-based teaching, energy conservation, extreme case reasoning, misconceptions, rolling motion},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.511},
	url = {http://oaji.net/articles/2017/987-1529509326.pdf},
	author = {Andrej Vidak and Nata{\v s}a Erceg and Elvedin Hasovi{\'c} and Senad Od{\v z}ak and Vanes Me{\v s}i{\'c}}
}
@article {590,
	title = {DETERMINING THE EFFECTIVENESS OF A DESIGN{\textendash}BASED, CONTINUOUS PROFESSIONAL DEVELOPMENT PROGRAMME FOR SCIENCE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {576-591},
	abstract = {This research examined the effectiveness of a design-based, continuous professional development (CPD) programme intended to promote teachers{\textquoteright} self-confidence and teaching reflection skills. The CPD was associated with teacher implementation of theoretically devised, motivational, context-based, inquiry teaching modules, based on a justified 3-stage teaching model. The CPD programme was devised from prior identification of teacher needs, using a validated teacher questionnaire (TNQ) covering subject and pedagogical content knowledge, as well as other literature-identified, desirable teaching attributes. The effectiveness of the CPD provision was determined through two approaches - by re-administering the TNQ at the end of the programme and identifying significant self-confidence gains through application of the K-means clustering technique, and was also by the range of teacher reflections in, on and for action, provided by teachers after using modules in their teaching. Each teacher{\textquoteright}s reflections were qualitatively grouped, based on comments made during a semi-structured interview about the teaching, opinions on students{\textquoteright} learning and attitudinal outcomes. Findings suggested a strong correlation between teaching confidence gained from the CPD programme and the range of identified types of reflective skills mentioned during the interview, which provided the depth of feedback related to classroom teaching in implementing the modules. },
	keywords = {competence-based, continuous professional development, teacher reflection skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.576    },
	url = {http://oaji.net/articles/2017/987-1503905275.pdf},
	author = {Ana Valdmann and Jack Holbrook and Miia Rannikmae}
}
@article {593,
	title = {MUCH MORE THAN OLD WINE IN NEW SKINS: STUDENTS{\textquoteright} AND ADULTS{\textquoteright} KNOWLEDGE ON GRAPEVINE AND VINEYARDS AS A STARTING POINT FOR NEW TOPICS IN SCHOOL},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {612-624},
	abstract = {Young people continually lose contact to their natural surroundings and agriculture. As school is one of young people{\textquoteright}s main source of knowledge it should bring students and nature back together, by using agricultural examples. This research examines German students{\textquoteright} and adults{\textquoteright} knowledge on plant biological basics and viticulture choosing grapevine as an agricultural example of plants. It was undertaken as a paper-and-pencil test with participants of different ages and from different educational backgrounds. The results reveal the weaknesses of participants{\textquoteright} knowledge concerning botanical as well as viticultural aspects. Additionally, the results show a positive correlation between their age and their knowledge on viticulture. Thus, it shows the chance given by developing new teaching material meeting curriculum requirements, modern didactical approaches and the attempt of reconnecting young people with their agricultural surroundings. By using the example of grapevine a local and culturally important agricultural plant is chosen as a representative of different phenomena of botany as well as steps of food processing.},
	keywords = {biology curriculum, botany and viticulture, knowledge on grapevine, science education, sustainability education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.612},
	url = {http://oaji.net/articles/2017/987-1503905462.pdf},
	author = {Astrid von Albedyll and Lisa Vogt and Daniel Dreesmann}
}
@article {538,
	title = {CZECH HIGH SCHOOL STUDENTS{\textquoteright} MISCONCEPTIONS ABOUT BASIC GENETIC CONCEPTS: PRELIMINARY RESULTS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {December/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {738{\textendash}745 },
	abstract = {The revelation of misconceptions contributes to better education, especially when that information is described in a specific field of science. Additionally, genetics is one of very problematic topics, and misconceptions appear there frequently as there are difficult interconnections among them. The main aim of the study was to explore high school students{\textasciiacute} misconceptions about basic genetics concepts. Moreover the influence of gender was also examined. Respondents were 102 Czech high school students of two high schools. Research tool was test containing 15 two tier questions concerning about basic genetics concepts like chromosome, DNA, allele and gene. Reliability was determined with the use of Cronbach{\textquoteright}s alpha coefficient. The result of Kolmogor-Smirnov test allowed to use parametric statistical methods. The data were analysed by the using of descriptive statistical methods (mean score) and inferential statistical methods (ANOVA). Concept {\textquoteleft}DNA{\textquoteright} was determined as the most problematic one for students, contrarily concept {\textquoteleft}allele{\textquoteright} was the simplest one. It was found that high school students do not understand selected basic genetic concepts. In addition, students do not interconnect genetic concepts within one complex system of knowledge, they also do not realise structure and hierarchy of these concepts. },
	keywords = {basic genetics concepts, genetics learning, high school students, misconceptions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.738},
	url = {http://oaji.net/articles/2016/987-1482503099.pdf},
	author = {Jana Vlckova and Milan Kubiatko and Muhammet Usak}
}
@article {502,
	title = {DETERMINING THE EFFECTIVENESS OF A CPD PROGRAMME FOR ENHANCING SCIENCE TEACHERS{\textquoteright} SELF-EFFICACY TOWARDS MOTIVATIONAL CONTEXT-BASED TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {284-297},
	abstract = {The aim of this research is to determine the effectiveness of an enacted professional development (CPD) programme to promote teacher{\textquoteright}s self-efficacy with respect to implementing motivational, context-based science teaching, following an education through science (EtS), three-stage model approach. The CPD is designed, based on a constructivist, socio-cultural professional development model (CSPM) to meet professional needs of each teacher within a predetermined teaching-learning approach and enacted through suitable instructional methods linked to teacher as learner, teacher as teacher and teacher as reflective practitioner. The effectiveness of the CPD is identified by means of a carefully constructed and validated Teacher Needs Questionnaire (TNQ), plus follow-up teacher interviews. Findings suggest the outcomes of the CPD, both from pre-post use of the TNQ and the undertaking of interventions, using teaching-learning modules based on the CPD, are effective in raising teacher{\textquoteright}s self-efficacy with respect to new interdisciplinary content knowledge, teaching approaches and classroom implementation, seen as being in line with curriculum expectations. },
	keywords = {3-stage education through science (EtS) model, constructivist socio-cultural professional development model (CSPM), self-efficacy, Teacher Needs Questionnaire (TNQ)},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.281},
	url = {http://oaji.net/articles/2016/987-1482422247.pdf},
	author = {Ana Valdmann and Miia Rannikmae and Jack Holbrook}
}
@article {493,
	title = {THE EXPANSION THERMOMETER IN PRESCHOOLERS{\textquoteright} THINKING},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {April/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {185{\textendash}193 },
	abstract = {Children form representations of concepts, physical phenomena and technical objects which are critical to teaching and learning. In addition, they are familiar with the everyday usefulness of many particular objects, although it is not certain that they associate them with the scientific aspects of their function. In this research, preschoolers{\textquoteright} representations of the expansion thermometer were explored, as well as their ability to distinguish it as a specialized technical tool. The sample consisted of 111 children (53 boys and 58 girls) aged 5-6 years from 9 public kindergartens in Patras, Greece and data were collected through semi-structured individual interviews. The results demonstrated that although some children replied in a satisfactory way to all interview questions, the majority of the children were not able to distinguish the thermometer as a particular object and struggled with its function, so the suggestion for it to be used in curricula and/or educational activity books should be made cautiously.},
	keywords = {expansion thermometer, preschool education, preschoolers{\textquoteright} representations, science and technology education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.185},
	url = {http://oaji.net/articles/2016/987-1481916899.pdf},
	author = {Maria Kampeza and Angeliki Vellopoulou and Glykeria Fragkiadaki and Konstantinos  Ravanis}
}
@article {480,
	title = {THE USE OF REALIA VERSUS POWERPOINT PRESENTATIONS ON BOTANY LESSONS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {February/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {18{\textendash}27 },
	abstract = {Botany is traditionally viewed as less attractive than zoology for students, despite the fact that plants play a key role in natural ecosystems. It is hypothesized that survival-relevant information may enhance learner{\textquoteright}s attention and that this information might be better remembered than others. Additionally, the use of the PowerPoint (PPT) presentation software in teaching biology is questionable, particularly in comparison with the use of realia. A theory of adaptive memory was employed in an experiment, in which the presence of fruits, their colour and their toxicity on samples of plants was handled. The memory scores and interest in plants of the participants were measured. The effectiveness of the PPT compared with the use of realia (live plants) was also analysed. The memory scores were highest in treatments with living samples of plants containing fruits. Survival-relevant information (plant toxicity) was better retained than survival-irrelevant information. Participants retained information about plants with dark fruits better than about plants with red fruits. The activities with live plants, but not the PPT, increased participant{\textquoteright}s interest in plants. In summary, using living plants and fruits over the PPT is recommended when teaching botany.},
	keywords = {adaptive memory, biology education, PowerPoint programme, realia},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.18},
	url = {http://oaji.net/articles/2016/987-1481285896.pdf},
	author = {Pavol Prokop and Dominika Majer{\v c}{\'\i}kov{\'a} and Zuzana Vyoralov{\'a}}
}
@article {465,
	title = {FACTORS EXPLAINING GYMNASIUM STUDENTS{\textquoteright} TECHNOLOGY RELATED CAREER ORIENTATIONS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {December/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {706{\textendash}722},
	abstract = {In the current study, gymnasium students{\textquoteright} technology-related career orientations were studied from a Social Cognitive Career Theory perspective. In order to address students{\textquoteright} lack of interest in technology related careers as recognised worldwide, the design-based science learning (DBSL) approach was used. For the purposes of the current study, five learning modules were adapted by the research team from those developed within a European project and taught by science teachers (N=18).  At the beginning of the study, 10th-11th grade students (N=314) completed a questionnaire consisting of measures of career goals, interests, self-efficacy, outcome expectations and contextual supports in relation to technology. After teaching 2-3 modules, students{\textquoteright} technology-related career goals were again determined using a reduced version of the same questionnaire. Based on the outcomes, it was found that at the beginning of the study, boys{\textquoteright} future career goals were significantly more connected with technology than those for girls. In addition, boys had a stronger background related to technology. As a result of the intervention, students{\textquoteright} technology-related career goals became significantly stronger for both boys, as well as for girls, but the change was more pronounced for girls.},
	keywords = {design-based science learning, gymnasium students, Social Cognitive Career Theory, technology-related career interests},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.706},
	url = {http://oaji.net/articles/2016/987-1479543769.pdf},
	author = {Toomas Vaino and Katrin Vaino and Miia Rannikm{\"a}e and Jack Holbrook}
}
@article {289,
	title = {FOSTERING SCIENCE PROCESS SKILLS AND IMPROVING ACHIEVEMENT THROUGH THE USE OF MULTIPLE MEDIA},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {191-204 },
	abstract = {The study focuses on how best to foster the science process skills and improving achievement of secondary schools students in Riau Indonesia. This research used a quasi-experiment method which involved two experimental groups and one control group. The first experimental group used an environment learning module based on Information Communication Technology (ICT), whilst the second experimental group used the environmental module without ICT. The third group went through the teaching and learning process using conventional methods. The instruments used were the Science Process Skills test and students{\textquoteright} achievement test. Analysis of the findings was done descriptively followed by subsequent inferential analysis using ANOVA and MANOVA tests. It was found that there exist significant differences in science process skills and achievement between the two experimental groups and the conventional group. Based on the findings, it is suggested that science teachers need to be adroit in varying their teaching approaches as well as orientating themselves in using ICT in their teaching.},
	keywords = {information communication technology, science process skills, science teaching and learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.191},
	url = {http://oaji.net/articles/2015/987-1425758625.pdf},
	author = {Kamisah Osman and Rian Vebrianto}
}
@article {221,
	title = {DESIGNING LEARNING OBJECTS: A GENRE-BASED APPROACH},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {June/2011},
	type = {Original article},
	chapter = {114-126 },
	abstract = {In the present paper, a genre-based conceptual framework for interpreting and designing content for learning objects is proposed. Learning objects are considered here as multimodal macrogenres. These macrogenres are constituted of content objects which are in fact types of digital microgenres. The successful and coherent information linking of these content objects inside a LO can be achieved through particular rhetorical relations. The knowledge of the several types of digital microgenres as well as the rhetorical relations between them, can equip an author/teacher with a repertoire of semiotic concepts, which make him capable of interpreting already made material, as well as creating new and coherent material, in order to affect and motivate students in particular ways, through his intended communicative and educational purposes.},
	keywords = {content objects, learning objects, multimodal macrogenres, rhetorical structure theory},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410008579.pdf},
	author = {George Vorvilas and Thanassis Karalis and Konstantinos  Ravanis}
}
@article {186,
	title = {MENTAL REPRESENTATIONS OF NINTH GRADE STUDENTS: THE CASE OF THE PROPERTIES OF THE MAGNETIC FIELD},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {50-60 },
	abstract = {The study of students{\textquoteright} mental representations of Natural Sciences concepts and phenomena constitutes a central part of Science Education research, as they play a decisive role in teaching. In the study presented here, we investigate 157 ninth grade students{\textquoteright} mental representations of the magnetic field, after they were taught about it in school. The empirical data was gathered through an interview using 4 tasks which involved the evaluation of actual or hypothetical situations. The research data included mental representations that cause difficulty in the comprehension of the properties of the magnetic field.
The results of all four tasks show that the students face considerable difficulty in evaluating actual or hypothetical experimental situations involving the application of the properties of the magnetic field. It is indicative that, with the exception of the task concerning the exertion of magnetic forces in air to which approximately 4 out of 10 students responded adequately, in the remainder of the tasks only about 1 out of 10 students are able to fully process the situations presented, to express reasoning and formulate hypotheses based on declarative school knowledge. Of course, this is not solely due to the inadequate comprehension of magnetic properties (as in Task 4, concerning the permanent magnetisation of certain substances), as well as the inability to correlate characteristics caused by the magnetic field and the rest of the characteristics of the experimental situation. For example, as we saw in Task 3, the exertion of interactive forces on the magnetic field is closely linked to the question of interactive forces within a field, which is a problem we generally come across (Solomonidou \& Kolokotronis, 2001). We could, therefore, address the question of organising the appropriate teaching activities in order to make the properties of the magnetic field better understood, as well as the question of reorganising sections of the curriculum in order for the study of magnetic properties to become systematically linked to questions of the general properties and the nature of fields. Especially, the discussion about tasks 2 and 3 indicates that any teaching intervention about magnetic field is fruitful to be designed in connection students{\textquoteright} mental representations about Newtonian model. 
Moreover, it appears that a discussion concerning a satisfactory comprehension of the magnetic field has to encompass not only the specific properties of the magnetic field, but also the special applications of these properties in various experimental situations. This will make it possible for students to elaborate magnetic properties in a functional way and to alternate back and forth between the model and reality, finally arriving at the construction of the model of the magnetic field. This sequence of steps is very important since, as the results of our study have shown, students who merely followed conventional lessons on the magnetic field and had already completed the first round of a qualitative approach to magnetic and electromagnetic phenomena have considerable difficulty in using the fundamental properties of the magnetic field.},
	keywords = {properties of the magnetic field, students{\textquoteright} mental representations},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404741157.pdf},
	author = {Konstantinos  Ravanis and Panagiotis Pantidos and Evangelos Vitoratos}
}
@article {146,
	title = {FOLLOWING THE LOGIC OF STUDENT THINKING PATTERNS ABOUT ATOMIC ORBITAL STRUCTURES},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {March/2008},
	type = {Original article},
	chapter = {27-36},
	abstract = {The aim of the present study was to follow the logic of student thinking patterns about atomic orbital structures on both the atomic model visualization and the corresponding symbolic representation levels. The students{\textasciiacute} factual knowledge was measured by the percent correct answers with and without explanations, the misconceptions were documented, and the cognitive organization was analyzed using knowledge space theory. The study was carried out with 255 students studying chemistry at the 8th and 9th lower secondary school and 10th to 12th secondary school levels.
       The major findings included (1) the high proportion of correct answers on multiple-choice questions, without correct explanations, leading to false positive results which do not necessarily reflect understanding of the material; (2) the lack of a logic structure in students{\textquoteright} thinking due mostly to the misunderstanding of symbols; and (3) misconceptions about what charges represent and the placement of electrons in ionic vs. covalent bonding. },
	keywords = {knowledge space theory, misconception, science education, symbolic representation, visual representation},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404288983.pdf},
	author = {Andero Vaarik and Mare Taagepera and Lembi Tamm}
}
@article {134,
	title = {INFORMATION COMMUNICATION TECHNOLOGIES IN NATURAL SCIENCE EDUCATION: SITUATIONAL ANALYSIS AND PROSPECTS IN BALTIC COUNTRIES},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {35-49},
	abstract = {Information technologies play a crucial role in building a knowledge-based society. However, even the most advanced technologies will not produce a required effect if their use (application) in the educational system is not adequate to the current development of technologies and increased educational needs. The initial information literacy abilities are formed in comprehensive school as presently, these educational establishments have the possibility of employing different information technologies. It is probably often related to appropriate computer technologies and the Internet.
        During the last five years, a number of investigations into the field of natural science education have been carried out. On the other hand, to more accurately identify the situation in different regions of Europe, lack of in-depth expert research can be noticed. Therefore, the latter survey (expert inquiry) is aimed at examining the situation on using ICT in natural science education in Baltic countries. A precondition that the obtained findings will be useful for improving the process of natural science education in terms of ICT applicability and efficient use can be made. },
	keywords = {expert inquiry, modern ICT, natural science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404288087.pdf},
	author = {Vincentas Lamanauskas and Rytis Vilkonis}
}
@article {112,
	title = {THE SECONDARY SCHOOL LEARNERS{\textquoteleft} INTERACTION (FORMS 5 - 12) WITH NATURE: THE SEMANTIC STRUCTURE OF ATTITUDES IN TERMS OF LIFE PROTECTION},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {October/2006},
	type = {Original article},
	chapter = {5-19},
	abstract = {The theoretical and practical facts prove that humankind increasingly devalue life primarily implementing personal needs and goals. Thus, the major objective of the learners{\textquoteright} science (self) education is fostering respect for nature and life. Although the issue is rather vital, the schoolchildren{\textquoteright}s interaction with nature is poorly investigated in Lithuanian as well as in other European countries. The object of the latter research is disclosing attitudes towards life protection in the process of the interaction with nature. The article deals with the semantic structure and the main peculiarities of the learners{\textquoteright} attitudes towards life protection on the basis of which the factors determining the attitudes could be predicted and an effective system of educational support could be developed. 1787 teenagers participated in the survey. A quantitative and qualitative assessment indicates that more than a half of the respondents (64\% of the answers) have positive attitudes towards the protection of single plants and animals{\textquoteright} species. Less than a half of the surveyed participants expressed neutral and negative attitudes (19\% and 17\% of the answers respectively). Despite the fact that quite a few learners support an idea about life protection, a semantic assessment of the attitude structure shows that the utilitarian, pragmatic and egocentric components of emotions are mainly prevailing. However, an expression of the ethic and value-based components remains weak and more diffusive. The learners{\textquoteright} attitudes towards life protection are full of semantic conversions. Hence, the obtained results presuppose the necessity of educational intervention. },
	keywords = {attitudes, interaction with nature, respect for life, science education, semantic categories},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404234637.pdf},
	author = {Vincentas Lamanauskas and Irena Gailiene and Rytis Vilkonis}
}
@article {99,
	title = {THE CHARACTERISTICS OF THE LEARNERS{\textquoteright} (FORMS 5 TO 12) INTERACTION WITH NATURE: THE EVALUATION ASPECTS OF BEHAVIOURAL SITUATIONS},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {October/2005},
	type = {Original article},
	chapter = {55-68},
	abstract = { It seems logical to stimulate the young generation{\textquoteright}s wish to protect and love nature. The negative outcomes for today{\textquoteright}s natural environment such as soil pollution, animate and inanimate nature devastation etc. can be clearly noticed. Due to computers, robots and various kinds of technologies, humans have virtually lost their interrelation with nature. Our inability to kindly interact with nature can be treated as an obvious result of unacceptable behaviour. Consequently, ecology-based education is a crucial aspect of socialisation and has an enormous influence on the young generation, because a modern society is deeply influenced by the approach to nature, the natural environment and behaviour towards it. However, we must understand modern human manners of interaction with nature and the ways affecting behaviour. The authors agree that only in-depth assessment of the mechanisms of interaction with nature can provide opportunities to apply the means of educational correction when training the young generation. The article deals with the characteristics of the learners{\textquoteright} (forms 5 to 12) interaction with nature in terms of behavioural situations.},
	keywords = {comprehensive school, human{\textquoteright}s interaction with nature, natural science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481285146.pdf},
	author = {Vincentas Lamanauskas and Rytis Vilkonis}
}
@article {45,
	title = {ASPECTS OF CONSTRUCTIVISM},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {October/2002},
	type = {Original article},
	chapter = {50 - 58},
	abstract = {An experimental setting was used in a class of 23 sixth-grade students to prompt discussions about shadows.  A rectangular wooden block with an incandescent electric lamp, mounted in the middle of each side, consisted the experimental setting.  Additionally, there was a fifth lamp that was positioned exactly above the house and could be removed at any time.  Each lamp could be replaced by other lamps of different colours and could be turned on and off independently.  A two-dimensional model of a house, made of opaque cardboard, was also mounted upright at the center of the wooden block.  The model showed a house with an inclined roof, a chimney, and one door and two windows that were represented using three movable pieces of cardboard.  Students were asked to predict the position and other characteristics of the shadow when (a) each one of the five lamps was turned on individually, and (b) two lamps mounted on opposing sides of the wooden block were turned on simultaneously.  Discussions were facilitated in order to create cognitive dissonance in students{\textquoteright} thinking and support the consequent psychological process of equilibration through a collaborative negotiation of students{\textquoteright} diverse understandings.  The transcribed discussions were analyzed in an attempt to exemplify the importance of the social interaction between students{\textquoteright} knowledge schemes and their experience with the environment (physical and human), as well as aspects of the scientific epistemology and their relevance to conceptual change. },
	keywords = {alternative conceptions, conceptual change, constructivism, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1504180830.pdf},
	author = {Nicos Valanides}
}
@article {47,
	title = {QUESTIONS OF CHEMICAL CONTENT IN THE INTEGRATED COURSES OF NATURAL SCIENCES},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {October/2002},
	type = {Original article},
	abstract = {In formation of complete knowledge of nature and the person a big role belongs to studying of chemistry as the discussing subject according to its nature is primary integrated and its (her) maintenance (contents) is interconnected with that of physics and biology. Chemistry teaching in average educational institutions now is accomplished by studying obligatory independent rates as well as and by including of questions of chemical maintenance (contents) into the obligatory integrated rates of natural sciences (alongside with independent rates of chemistry by choice of pupils). The maintenance (contents) of a chemical component in the integrated rates of natural sciences taught in Japan, Canada, USA, the Great Britain, Ireland, Italy, France, Spain and Byelorussia is considered in the work. It is indicated that doubtless advantage of the integrated rates of natural sciences in general is the establishment of full interrelation between investigated natural-science subjects, and with reference to chemistry - formation of belief in necessity of chemical knowledge for the decision of many vital problems. Introduction of national standards and aspiration to equivalence of documents on the general education urgently demand definition in the different countries of uniform approaches to natural-science rates in high school, preparation of the scientific and pedagogical staff, to perfection of continuity school and high school natural-science education.},
	keywords = {chemical education, integrated courses, natural science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1504180965.pdf},
	author = {Alexandra Bratennikova and Elena Vasilevskaya}
}
