@article {1355,
	title = {THE EFFECTS OF STUDENTS{\textquoteright} STANDPOINTS IN ARGUMENTATION REGARDING SOCIO-SCIENTIFIC ISSUES},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {104-118},
	abstract = {This study examined the effects of students{\textquoteright} argumentation standpoints on their argumentation learning in the context of socio-scientific issues (SSIs). To that end, four kinds of argumentation standpoints were defined: affirmative standpoints, oppositional standpoints, multiple standpoints, and non-standpoints. These four kinds of standpoints allow for six possible combinations of any two of the different kinds of standpoints, which enabled us to conduct six kinds of 2-team format debates. The resulting differences of students{\textquoteright} four types of arguments (i.e., claims, warrants, rebuttals, and qualifiers) generated in six types of debates were examined. This study invited 208 10th-grade students to participate in a quasi-experimental research design. The results showed the affirmative group students demonstrated superior performance in terms of claims and warrants, and the oppositional group students had the largest number of rebuttals. The students in the debate with combinations of affirmative and oppositional groups exhibited the best performance regarding the generation of claims, warrants, and rebuttals. Based on the results, the present study concluded the standpoint had significant effects on the students{\textquoteright} argumentation learning, which suggests that teachers can investigate students{\textquoteright} standpoint on the learning topic of SSI and their prior knowledge about the standpoint before teaching. },
	keywords = {argumentation learning, science education, socio-scientific issue, student standpoint},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.104  },
	url = {https://oaji.net/articles/2023/987-1709892541.pdf},
	author = {Yu-Ren Lin and Tzu-Ting Wei}
}
@article {1359,
	title = {STUDENTS{\textquoteright} CONCEPTUAL STRUCTURES REGARDING REDOX REACTION: COMBINING MULTIDIMENSIONAL SCALING AND HIERARCHICAL CLUSTER ANALYSIS APPROACHES},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {164-174},
	abstract = {Redox reaction is a core chemical concept. However, its abstract nature makes it very difficult for students. Students{\textquoteright} conceptual structure reflects their mastery of concepts, which helps teachers implement targeted educational strategies. This study aimed to explore the conceptual structures of redox reaction held by students (grades 10 to 12) by employing MDS and HCA. A total of 606 students participated, with 195 students in 10th grade, 202 in 11th grade, and 209 in 12th grade. The results indicated that three-dimensional solutions were appropriate for the conceptual structures of 10th and 12th graders, while 11th graders demonstrated two-dimensional solutions. All students grouped the 15 concepts related to redox reaction into two large clusters: metrology and the redox reaction process. Moreover, both 10th and 12th graders further subdivided the 15 concepts into four subclusters: metrology, oxidation process, reduction process, and chemical reaction. Students{\textquoteright} conceptual structures were rational across all three grades. The conceptual structures of 10th and 12th graders were more refined than those of 11th graders, and there was no significant difference between the conceptual structures of 10th and 12th graders. 11th graders learned about electrochemistry and tended to confuse concepts related to redox reaction with those related to electrochemistry. },
	keywords = {conceptual structure, hierarchical cluster analysis (HCA), multidimensional scaling (MDS), redox reaction},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.164  },
	url = {https://oaji.net/articles/2023/987-1709892821.pdf},
	author = {Wenxiu Tang and Yangyi Qian and Hong Wang and Jinju Wen and Jiayi Huang and Xintong Zhu and Yangqian Wang}
}
@article {1263,
	title = {COMPARING THE EFFECTS OF PHYSICAL, VIRTUAL, AND HYBRID LABS ON PRIMARY SCHOOL STUDENTS{\textquoteright} CONCEPTUAL LEARNING OF HEAT AND TEMPERATURE},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {153-166},
	abstract = {Physical and virtual labs have unique capabilities that can influence how students learn from them. The purpose of this study was to examine the effect of physical and virtual manipulatives on students{\textquoteright} learning of heat and temperature and to examine the influence of various combinations of physical and virtual manipulatives. A total of 205 participants were divided into four groups: only physical manipulatives, only virtual manipulatives, physical-virtual manipulatives, and virtual-physical manipulatives. Students{\textquoteright} knowledge acquisition was tested using Pre-test{\textendash}Post-test design. The results showed that physical and virtual manipulatives are as effective in facilitating students{\textquoteright} learning of state changes, but virtual manipulatives are more beneficial to students{\textquoteright} learning of thermal expansion and contraction than physical manipulatives are. Physical-virtual manipulatives are more effective than virtual-physical manipulatives or physical manipulatives alone are to promote students{\textquoteright} learning of heat and temperature, but this effect is similar to that of virtual manipulatives alone. The results suggest that virtual laboratories can effectively model abstract concepts. The better effect of the physical-virtual operation sequence on learning does not depend on whether the two types of experiments are combined or on the sequence of operations but on the type of experiment when its advantages actually contribute to learning.},
	keywords = {experimental design, heat and temperature, physical manipulative, virtual manipulative},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.153 },
	url = {https://oaji.net/articles/2023/987-1676961317.pdf},
	author = {Yi-Kuan Tseng and Fan-Sheng Lin and Wernhuar Tarng and Yu-Ling Lu and Tzu-Ling Wang}
}
@article {1294,
	title = {DEVELOPING AND VALIDATING AN INSTRUMENT TO ASSESS NINTH-GRADE STUDENTS{\textquoteright} ONLINE METACOGNITIVE SKILLS IN SOLVING CHEMISTRY PROBLEMS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {520-537},
	abstract = {Online metacognitive skills are the real-time awareness of cognition, which can effectively promote science learning and improve performance in solving scientific problems. Therefore, it is important to enhance and diagnose students{\textquoteright} online metacognitive skills in science education. This study aimed to evaluate ninth-grade students{\textquoteright} online metacognitive skills while processing chemistry problems. To achieve this goal, this study constructed a framework for guiding the development of an instrument comprising 12 two-tier items. A total of 258 ninth graders took part in the field testing in Jiangsu, China. A partial credit Rasch model analysis was employed to inform instrument development and evaluation. The results revealed that this instrument was valid and reliable for assessing students{\textquoteright} online metacognitive skills. Nearly 70\% of the ninth-grade students in this sample were able to monitor their own thought processes or evaluate their own cognitive performance in processing chemistry problems. About one-third of the students could regulate their thought processes. However, less than 4\% of the students could make attributions about their cognitive performance.},
	keywords = {assessment instrument, chemistry education, problem-solving skills, Rasch Measurement Model},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.520},
	url = {https://oaji.net/articles/2023/987-1687108540.pdf},
	author = {Yating Zeng and Shaohui Chi and Zuhao Wang and Xiaosong Zhuang}
}
@article {1280,
	title = {EFFECTS OF METACOGNITIVE SKILLS ON PHYSICS PROBLEM -SOLVING SKILLS AMONG FORM FOUR SECONDARY SCHOOL STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {357-369},
	abstract = {A number of studies have demonstrated a connection between metacognition and the ability to solve problems. Therefore, this study aimed to examine the effect of metacognitive skills on Physics problem-solving skills among Form Four secondary school students in Sabah, Malaysia. This study included 248 students from 13 secondary schools in the Kota Kinabalu district. Physics Problem Solving Skills Test and the Metacognitive Skills Questionnaire were used as research instruments. The research found that Form Four students have high monitoring, regulation, and evaluation as measured aspects of metacognitive skills. Meanwhile, students{\textquoteright} Physics problem-solving skills for "understanding the problem" and "devising a plan" are moderate, while "carrying out the plan" is good and "looking back at the solution" is low. The independent sample t-test reported that, in general, male students have better Physics problem-solving skills than females but found no gender differences in metacognitive skills. Furthermore, the linear multiple regression results revealed that monitoring and regulation skills are significant predictors of Physics problem-solving skills. This research helps school teachers better design teaching strategies in Physics, considering the student{\textquoteright}s gender and metacognitive skills. Furthermore, this study provides secondary school students with learning insights for developing better techniques to improve their performance in Physics. },
	keywords = {gender differences, Malaysia, metacognitive skills, physics problem-solving skills, secondary school students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.257},
	url = {https://oaji.net/articles/2023/987-1681287769.pdf},
	author = {Clarice Wider and Walton Wider}
}
@article {1292,
	title = {ONE HUNDRED CORE CONCEPTS IN CHEMISTRY AND UPPER-SECONDARY SCHOOL TEACHERS{\textquoteright} AND STUDENTS{\textquoteright} CHEMISTRY CONCEPTUAL STRUCTURES},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {493-505},
	abstract = {A solid grasp of basic concepts and their relationships can stimulate learning motivation, improve teaching quality, and help students to build a body of knowledge in a discipline. Most of the previous studies have considered one chemistry topic amongst many others. To date, no studies have been conducted to explore the conceptual structures of teachers and students based on chemical concepts. Experts, teachers, and students (N=2348) from three public universities and ten upper-secondary schools in China participated in the studies. In Study 1, personal interviews, material evaluation, and importance rating questionnaires were conducted to determine the core concepts. In Study 2, the multidimensional scaling (MDS) and cluster analysis (CA) were conducted to explore the conceptual structures of upper-secondary school teachers and students. Then the structural differences between high- and low-achieving students were compared. The results showed that the three-dimensional solutions were appropriate for the conceptual structures of teachers and students, respectively. The high-achieving students have a more scientific and organized conceptual structure than those of low-achieving students. This study is the first to explore core concepts and their structure with a large sample size, and the reliable results help students understand abstract chemical concepts and improve their interest in scientific disciplines in the future.},
	keywords = {cluster analysis, conceptual structure, core concepts in chemistry, multidimensional scaling, upper-secondary school students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.493},
	url = {https://oaji.net/articles/2023/987-1687108348.pdf},
	author = {Yangyi Qian and Yangqian Wang and Jinju Wen and Simin Wu}
}
@article {1342,
	title = {THE RESEARCH STATUS OF FORMATIVE ASSESSMENT IN SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {1103-1119},
	abstract = {Although the number of publications on formative assessment in science education has long been high, there is no bibliometric analysis or scientific mapping in the literature to understand research trends in formative assessment research. This research aimed to examine the bibliometric results of articles on formative assessment in science education. Based on the criteria for inclusion and exclusion, 94 articles were selected for analysis. The results show that between 2015-2016 and 2020-2022, the number of publications on formative assessment increased substantially. Among the top ten institutions that contributed to the research are three institutions from the United States. The results also show that the United States had the most publications. Analysis of the co-citations showed that the Journal of Research in Science Teaching, Science Education, and the International Journal of Science Education were cited more than 100 times. The three most cited studies were published in Assessment in Education: Principles, Policy, and Practice. The results show that the researcher used formative assessment, students, science education, teaching, education, engineering education, curricula, STEM, and e-learning in research on formative assessment. In light of the obtained results, practical suggestions for further studies are made in the conclusion. },
	keywords = {bibliometric analysis, formative assessment, science education, SCOPUS},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.1103 },
	url = {https://oaji.net/articles/2023/987-1702729392.pdf},
	author = {Yulian Zhang and Weijun Wang and Yi Xian and Xianfeng Wang and Jiabin Huang}
}
@article {1231,
	title = {ENHANCING THE LEARNING OF NEWTON{\textquoteright}S SECOND LAW OF MOTION USING COMPUTER SIMULATIONS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {946-966},
	abstract = {This quasi-experimental study was conducted in two secondary schools in a major city in the United Arab Emirates (UAE) to examine the impact of Computer Simulations (CSs) on students{\textquoteright} learning of Newton{\textquoteright}s Second Law of Motion (NSLOM) in grade 11 compared to traditional face-to-face education. The study used Newton{\textquoteright}s Second Law of Motion Achievement test (NSLMAT) as a pre and post-test to collect the data. Altogether 90 students aged 16-17 (grade 11) participated in this study. Two grade 11 girls{\textquoteright} classes (40 students) and two grade 11 boys{\textquoteright} classes (50 students) were chosen randomly to participate in this study. Descriptive and Inferential statistics were used to analyze data. Results showed that CSs, through visualization, aided in establishing connections and brought attention to the concepts and details of NSLOM. In addition, CSs yielded better results than those taught in face-to-face education. The Results also suggest that CSs greatly impacted both female and male students. CSs helped female and male students gain a better understanding of NSLOM topics. The study recommended that physics teachers integrate CSs into their teaching and use them as valuable tools to improve student learning outcomes.},
	keywords = {computer simulations, Newton{\textquoteright}s Second Law of Motion, students{\textquoteright} performance, United Arab Emirates},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.946},
	url = {https://oaji.net/articles/2022/987-1671187660.pdf},
	author = {Khaleel AlArabi and Hassan   Tairab and Yousef Wardat and Shashidhar Belbase and Suzan Alabidi}
}
@article {1178,
	title = {THE MEASURING INSTRUMENT OF PRIMITIVE PHYSICS PROBLEM FOR UPPER-SECONDARY SCHOOL STUDENTS: COMPILATION AND EXPLORATION},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {305-324},
	abstract = {Problem solving is considered one of the most critical competencies for life. However, many students may perform well in school yet cannot transfer the skills they learned in school to solve real-world problems, especially in science education. This study discusses the characteristics of the problem from the physics education perspective, based on Problem Representation Theory, and proposes a new type of problem: The Primitive Physics Problem. Moreover, the significance and contribution in promoting students{\textquoteright} physics problem-solving ability, both theoretical and empirical, are described. Then the study develops a set of instruments that was tested on 811 students in 12th grade from 10 upper-secondary schools in China. The results showed that the new instrument had good reliability and validity. The promising application in the instruction of the Primitive Physics Problem and in measuring upper-secondary school students{\textquoteright} problem-solving ability of the instrument is discussed.},
	keywords = {primitive physics problem; problem solving; problem representation theory; assessment instrument},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.305},
	url = {https://oaji.net/articles/2022/987-1652122936.pdf},
	author = {Hongjun Xing and Yanfang Zhai and Sisi Han and Yuping Zhao and Wenhui Gong and Yuting Wang and Jing Han and Qiaoyi Liu}
}
@article {1193,
	title = {A TOOL OF TECHNOLOGY-BASED LABORATORY ENABLED STUDENTS TO PRECISELY DESCRIBE SCIENTIFIC PHENOMENA },
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {495-512},
	abstract = {Proposing scientific descriptions is critical for individuals to cope with daily problems and acquire essential information. Nonetheless, few classes have enhanced students{\textquoteright} ability to describe facts of scientific phenomena. Thus, using a tool of technology-based laboratory, this research examined whether students{\textquoteright} scientific descriptions and mathematical modelling behaviours could be improved. The participants included 52 undergraduate students randomly assigned to the experimental and control group. Two prompts were developed to remind the experimental group that it is common to place {\textquoteleft}time{\textquoteright} along the x-axis and that mathematical modelling is important in physics. Results showed that as expected, all participants generated more propositions in scientific descriptions, especially the experimental group. However, contrary to the hypothesis, the participants did not propose more correct propositions and the effect of group was limited. Moreover, the hypotheses were partially supported that the participants used more image-based and mathematics-based representations to describe phenomena, and the proportion of participants whose propositional type was quantitatively increased, though no main effects of group were observed. Most participants adjusted their mathematical models by keeping slightly changing the coefficients/constants to fit the data, rather than applying relevant physics knowledge to revise models, illustrating their difficulties in connecting mathematical representations with actual phenomena.},
	keywords = {mathematical modelling, model-building behaviours, modelling activities, physics teaching/learning strategies, technology-based laboratory},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.495},
	url = {https://oaji.net/articles/2022/987-1656444199.pdf},
	author = {Chia-Yu Liu and Chao-Jung Wu and Guo-Li Chiou and Wing-Kwong Wong}
}
@article {1192,
	title = {UTILIZING MULTIDIMENSIONAL SCALING TO REPRESENT THE CONCEPTUAL STRUCTURES OF ATOMIC STRUCTURE IN UPPER-SECONDARY SCHOOL TEACHERS AND STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {481-494},
	abstract = {This research aimed to explore the upper-secondary school chemistry teachers{\textquoteright} and students{\textquoteright} conceptual structures of atomic structure by using multidimensional scaling. Atomic structure is considered to be one of the most difficult concepts in upper-secondary school chemistry course so that the conceptual structure regarding atomic structure held by the learner is necessary to examine. Based on a questionnaire survey for upper-secondary school chemistry teachers and university chemistry professors, 40 concepts were selected as a useful concept pool of atomic structure. Then, the conceptual structures and the specific classifications of concepts from 168 upper-secondary school chemistry teachers and 336 tenth-grade students were investigated by multidimensional scaling and hierarchical cluster analysis. The results showed that the 3-D solutions were appropriate for the conceptual structures of teachers and students respectively. Next, the conceptual structure of teachers utilized as an evaluation criterion was more scientific than that of students. The conceptual structure of students with high academic achievement was more scientific than that of the low achievers. Multidimensional scaling utilized to explore students{\textquoteright} conceptual structure of scientific concepts can provide a new and benefic form of evidence to understand the concept learning outcome of students.},
	keywords = {atomic structure, conceptual structure, hierarchical cluster analysis, multidimensional scaling},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.481   },
	url = {https://oaji.net/articles/2022/987-1656444105.pdf},
	author = {Huimei Lin and Yangyi Qian and Jinju Wen and Yuhua Mai}
}
@article {1095,
	title = {ASSESSING UPPER-SECONDARY SCHOOL STUDENTS{\textquoteright} INTERDISCIPLINARY UNDERSTANDING OF ENVIRONMENTAL ISSUES},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {811-826},
	abstract = {Science educators have highlighted the need to develop students to integrate knowledge across science disciplines to address real-world issues. However, there has been little research about the development of interdisciplinary assessment instruments. In this research, the instrument that measures the level of upper-secondary school students{\textquoteright} interdisciplinary understanding of environmental issues was developed and validated based upon Wilson{\textquoteright}s Construct Modeling framework. After a pilot testing, the revised assessment instrument of interdisciplinary understanding covering five typical environmental problems comprised 14 multiple-choice questions and four constructed-response questions. Five hundred twenty-three eleventh graders, including 279 boys and 244 girls from mainland China, made up the research sample. The partial credit Rasch analysis has verified the reliability and validity of the interdisciplinary understanding instrument. In addition, the results of cluster analysis revealed that over half of the students could use some partially accurate scientific concepts and principles from two or more disciplinary perspectives to deal with a specific environmental issue. The validated instrument can provide insights for assessing and developing upper-secondary school students{\textquoteright} interdisciplinary understanding in science education.},
	keywords = {Environmental Issues, Interdisciplinary Assessment, Interdisciplinary Understanding, Rasch Measurement Model, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.811 },
	url = {http://oaji.net/articles/2021/987-1633680664.pdf},
	author = {Yu Lan and Shaohui Chi and Zuhao Wang}
}
@article {1048,
	title = {THE EFFECT OF LEARNING EXPERIENCES ON INTEREST IN STEM CAREERS: A STRUCTURAL EQUATION MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {651-663},
	abstract = {Learning experiences can affect students{\textquoteright} interest in STEM (science, technology, engineering, and mathematics) careers. Applying the social cognitive career theory, this study tested and compared the effect size and effect mechanism of formal learning experiences (FLE) and informal learning experiences (ILE) on 1133 tenth-grade students{\textquoteright} interest in STEM careers (ISC) through a paper questionnaire survey. The results of structural equation model analysis showed that: 1) The total effect of ILE on students{\textquoteright} ISC is much greater than that of FLE; 2) ILE, STEM self-efficacy (SSE) and STEM careers perceptions (SCP) can directly affect students{\textquoteright} ISC; FLE and ILE can also indirectly affect students{\textquoteright} ISC through the mediating role of SSE and SCP. The analyses suggest that in order to improve students{\textquoteright} ISC, STEM education (especially informal STEM education) should be strengthened, both formal and informal education should pay attention to the cultivation of students{\textquoteright} SSE and SCP.},
	keywords = {interest in STEM careers, learning experiences, Social Cognitive Career Theory, STEM careers perceptions, STEM self-efficacy, structural equation model},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.651},
	url = {http://oaji.net/articles/2021/987-1629707739.pdf},
	author = {Ning Wang and Aik-Ling Tan and Wu-Rong Xiao and Feng Zeng and Jiong Xiang and Wei Duan}
}
@article {966,
	title = {IMPACT OF INSTRUCTION ON SCIENCE PERFORMANCE: LEARNING INITIATIVE AS A MEDIATOR AND GENDER AS A LIMITED MODERATOR},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {50-66},
	abstract = {This research explores whether classroom life (CL), textbooks (TE), and learning initiative (LI) are mediators between instruction (P) and science performance, as well as whether these mechanisms are moderated by gender. 484 eighth grade students completed the questionnaire with four subscales of P, LI, TE, and CL. For the needs of triangulation and complementarity, three focus group interviews were conducted later. Based on mediation analysis and multi-group structural equation modeling, it was found that 1) the direct effects of P on LI, P on CL, P on TE, and LI on science performance are significant, while the other direct effects are insignificant; 2) comparing to the male group, the direct effect of P on LI in the female group is larger; 3) characteristics hindering students{\textquoteright} science learning include: the pace of a lesson is too fast, pictures and experiments are less in the textbook, and top students and low proficiency students are uncooperative. Findings expose that instruction significantly influence students{\textquoteright} science performance, and this impact is completely mediated by students{\textquoteright} learning initiatives. The relation between instruction and learning initiative is stronger in the female group. Textbooks can be useless in the context that instruction does not match students{\textquoteright} learning ability.},
	keywords = {eighth-grade students, gender difference, mediation analysis, science performance},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.50},
	url = {http://oaji.net/articles/2021/987-1611648627.pdf},
	author = {Tao Jiang and Chen, J.-G. and Yin-yin Wu}
}
@article {1005,
	title = {A SYSTEMATIC REVIEW OF THE RESEARCH PAPERS ON CHEMISTRY-FOCUSED SOCIO-SCIENTIFIC ISSUES},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {360-372},
	abstract = {Although chemistry-focused socio-scientific issues support the {\textquoteleft}relevance{\textquoteright} model of chemistry education, the related literature has lacked any systematic review handling them together. For this reason, this research aimed to thematically synthesize the research papers on chemistry-focused socio scientific issues (SSI) from 2008 to 2020 and inferentially evaluate them in terms of the relevance model of chemistry education. After searching international and national well-known databases through relevant keyword patterns (e.g., Pattern 1: socio-scientific issues and chemistry education), 65 research papers were apparent for the systematic review. Then, the authors generated primary and secondary codes for the research papers and then inferentially marked their {\textquoteleft}relevance{\textquoteright} components. The systematic review indicated variation of research areas (e.g., relevance model of chemistry education) and dominant research foci for different themes (e.g., competencies and related variables for the theme {\textquoteleft}aims{\textquoteright}; pollution, energy, industry and fabrication-based problems for the theme {\textquoteleft}SSI{\textquoteright}; organic compounds for the theme {\textquoteleft}chemistry concepts{\textquoteright}). Further, it revealed that the research papers on chemistry-focused SSI had some shortcomings at handling all components of the relevance model in a balanced way. The current research suggests professionally training teachers about how to integrate chemistry-focused SSI and the relevance model into school chemistry.},
	keywords = {chemistry education, relevance model, socio-scientific issues, systematic review},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.360},
	url = {http://oaji.net/articles/2021/987-1622790775.pdf},
	author = {Muammer {\c C}al{\i}k and Antuni Wiyarsi}
}
@article {832,
	title = {A COMPARISON OF A VIRTUAL LAB AND A MICROCOMPUTER-BASED LAB FOR SCIENTIFIC MODELLING BY COLLEGE STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {157-173},
	abstract = {This research aimed to explore the effects of a virtual lab (VL) and a Microcomputer-based Lab (MBL) on students{\textquoteright} performance in scientific modeling. A web-based virtual lab and a low-cost MBL were proposed to help first-year engineering students build scientific models. Empirical research was done in a slope motion experiment. The participants were 118 first-year engineering students in Taiwan, and they were divided into a VL group and an MBL group. From the results of the questionnaire, these groups of students thought that the systems were usable and easy to use, and they expressed positive attitudes towards the labs. The post-test{\textquoteright}s average score was higher than that of the pre-test for both groups, and the average posttest score of the VL group was better than that of the MBL group. From the students{\textquoteright} learning sheets, many students successfully manipulated the experimental variables and built correct models after gradual revision of earlier models. According to the results of the empirical research, these systems helped the students understand the meaning of the experiment and increased students{\textquoteright} interests with hands-on labs. A comparison of the results of these two groups\suggests the integration of VL and MBL to facilitate students{\textquoteright} learning.},
	keywords = {experimental design, MBL, scientific modelling, slope motion, virtual lab},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.157},
	url = {http://oaji.net/articles/2020/987-1581270043.pdf},
	author = {Wing-Kwong Wong and Kai-Ping Chen and Hong-Ming Chang}
}
@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 {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 {913,
	title = {EXAMINING THE FACTORS THAT INFLUENCE HIGH SCHOOL CHEMISTRY TEACHERS{\textquoteright} USE OF CURRICULUM MATERIALS: FROM THE TEACHERS{\textquoteright} PERSPECTIVE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {893-907},
	abstract = {This research aimed to examine the impact of different factors on high school chemistry teachers{\textquoteright} use of curriculum materials in China. The examination was conducted on a theoretical framework in which three aspects of curriculum materials and three ways of curriculum use are involved and nine factors are suggested. Through a questionnaire survey of 212 chemistry teachers, the findings included the following aspects. Firstly, the nine factors more induced teachers to supplement the teaching elements, but less affected teachers to delete the original contents in the curriculum materials. Secondly, among the nine factors, {\textquoteleft}knowledge about students{\textquoteright} was recognized as the core factor in the three dimensions of teaching objectives, teaching strategies, and teaching activities, whereas {\textquoteleft}class size{\textquoteright} was regarded as the peripheral factor in all three dimensions. {\textquoteleft}Teaching resources{\textquoteright} was another peripheral factor for the dimensions of teaching strategies and teaching activities. Thirdly, two factors were found to be significantly different among teachers who are in different areas of economic development: {\textquoteleft}knowledge about students{\textquoteright} and {\textquoteleft}class size{\textquoteright}. Fourthly, {\textquoteleft}knowledge about curriculum{\textquoteright} and {\textquoteleft}knowledge about instructional strategies{\textquoteright} were two factors that made significant differences in the comparison among teachers who have different years of teaching experience. },
	keywords = {chemistry teachers, curriculum materials, curriculum use, influencing factors},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.893},
	url = {http://oaji.net/articles/2020/987-1606572365.pdf},
	author = {Bo Chen and Bing Wei and Xiaoling Wang}
}
@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 {902,
	title = {STEM EMBEDDED IN THE DUJIANGYAN IRRIGATION SYSTEM: A DESCRIPTIVE - INTERPRETIVE ANALYSIS TO DESIGN STEM COURSE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {764-779},
	abstract = {STEM (science, technology, engineering, and mathematics) education is recognized as the world{\textquoteright}s top education program. However, few STEM programs have been designed based on cultural-historical events. To explore this issue, the present study drew on the cultural-historical activity theory and the content analysis method by adopting the descriptive-interpretative approach to explore the STEM content of the Dujiangyan Irrigation System (DIS) in present-day Sichuan, China. As early as 2,275 years ago during the Warring States period, Li Bing, the governor of Shu Shire in the Qin state, implicitly implemented the STEM concept when building the irrigation system. The results of this study indicate that the DIS incorporates Science (e.g., the hydraulic principle), Technology (e.g., making a large cobblestone Bamboo-Cage for building Fish Mouth), Engineering (e.g., water-level measurement) and Mathematics (e.g., Calculation of sand discharge). Adopting an educational pedagogy proposed by UNESCO which emphasized learning concepts from daily life, the present study draws on a cultural-historical event to inform STEM learning. The method and results of this study can be applied in the design of STEM programs based on other cultural-historical events from around the world.},
	keywords = {cultural-historical activity theory, Dujiangyan, hydraulic engineering, interdisciplinary knowledge, STEM},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.764},
	url = {http://oaji.net/articles/2020/987-1602524734.pdf},
	author = {Jon-Chao Hong and Jian-Hong Ye and Ya-Jiuan Ho and Ya-Jun Wang}
}
@article {735,
	title = {DEVELOPMENT AND VALIDATION OF A SURVEY INSTRUMENT (AKA) TOWARDS ATTITUDE, KNOWLEDGE AND APPLICATION OF STEM},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {63-76},
	abstract = {The development and deployment of STEM education in every continent and country are different. An instrument to access the current situation of the application, knowledge, as well as attitude towards STEM education, is necessary. This research aimed to design and develop a valid instrument that can be used to assure the quantitative degree of attitude, knowledge, and application of STEM (AKA) by science teachers. Research data were collected from 137 Indonesian secondary school science teachers. In order to determine the validity of the scale, reliability test, exploratory factor analysis (EFA), as well as the content and face validity from experts were used. Results showed that the designed and developed AKA instrument was adequate to reliabilities and validities as well as can be used to collect data. The development of AKA instrument enables users worldwide to obtain information about the development of STEM as well as the problems and challenges faced by science teachers in the field. Further work is also suggested.},
	keywords = {SCIENCE teachers, STEM education, survey instrument},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.63},
	url = {http://oaji.net/articles/2019/987-1550082883.pdf},
	author = {Bevo Wahono and Chun-Yen Chang}
}
@article {781,
	title = {DEVELOPMENT OF AN INSTRUMENT TO MEASURE PRESCHOOL TEACHERS{\textasciiacute} BELIEFS IN INQUIRY-BASED ACTIVITIES},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {558-568},
	abstract = {Professional beliefs is an important factor that influences activities that preschool teachers organize and manage in the classroom. In order to determine how strong these beliefs are, valid and reliable instruments must be at disposal. This research aimed to develop and validate DPBA, an instrument designed to measure teachers{\textasciiacute} beliefs toward the use of inquiry-based activities in preschool classes. A sample of 1,004 Czech preschool teachers was used to obtain the validation data. From the initial set of 40 items, a final version of DPBA with 22 items was created in a series of analyses. Principal component and maximum likelihood methods with Varimax rotation were used to extract an appropriate scale structure. DPBA is composed of three subscales, Benefits (12 items), Teacher competence (6 items) and Concerns (4 items), which have reliabilities of .906; .847 and .729, respectively. The overall reliability of the instrument is .883. Consistently high reliability coefficients were obtained in subsamples of respondents of varied years of practice and education, thus verifying a solid internal consistency of the instrument. Confirmatory factor analysis proved a theoretical model with the three subscales with adequate model fit indices. Overall, DPBA possesses sound psychometric properties when used with Czech preschool teachers. },
	keywords = {inquiry-based activities, instrument development, preschool teacher, Teacher beliefs},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.558},
	url = {http://oaji.net/articles/2019/987-1564686270.pdf},
	author = {Peter Gavora and Adriana Wiegerov{\'a}}
}
@article {748,
	title = {EXAMINING CHEMISTRY TEACHERS{\textquoteright} PERCEPTIONS OF THEIR INTERACTION WITH CURRICULUM MATERIALS: A QUANTITATIVE APPROACH},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {197-208},
	abstract = {On the basis of the model of the interactive relationship between teachers and curriculum materials, this research proposed the four dimensions of the interaction of chemistry teachers with curriculum materials: {\textquoteleft}routine use{\textquoteright}, {\textquoteleft}scientific inquiry{\textquoteright}, {\textquoteleft}STSE{\textquoteright} and {\textquoteleft}teacher learning{\textquoteright}. An instrument with good validity and reliability was developed. Through a questionnaire survey of 208 junior high school chemistry teachers in three areas in Guangzhou, China, it was found that teachers thought they had a good interaction with curriculum materials, but the level of interaction is not very high. Teachers from different administrative areas were significantly different in the dimensions of {\textquoteleft}STSE{\textquoteright} and {\textquoteleft}teacher learning{\textquoteright}; teachers with different years of teaching experience showed significant differences in the dimensions of {\textquoteleft}routine use{\textquoteright}, {\textquoteleft}scientific inquiry{\textquoteright} and {\textquoteleft}STSE{\textquoteright}. There was no interaction effect between the two variables of the areas and years of teaching. Designing educative curriculum materials and developing teacher training activities in terms of curriculum use are recommended to further improve teachers{\textquoteright} ability to use curriculum materials.},
	keywords = {chemistry teaching, curriculum materials, curriculum use, survey research},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.197},
	url = {http://oaji.net/articles/2019/987-1554359479.pdf},
	author = {Bo Chen and Bing Wei and Yuhua Mai}
}
@article {802,
	title = {SCIENCE-EDU-COMMUNICATION: TRENDS REVEAL IN 20 YEARS OF SCIENCE COMMUNICATION RESEARCH},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {793-805},
	abstract = {By investigating scholarly output in science communication from 1997 to 2018, this research sought evidence that science education has been increasingly focusing on communication methods to reach the public. Through an automatic scientometric method, this study analyzed 1300 articles published in two leading journals in the field of science communication. As a result, seven trends were revealed and categorized into three themes: Public engagement with science (PES); Media and science (MS); and Issues in science (IS). Furthermore, PES and MS scholarly output were found increased significantly.  The findings confirmed the goal of this research. However, it then suggested a research area of bridging science education and science communication that is currently less explored. Given increased focus towards PES and MS, these fields are primed for further collaboration to more engage the public in science learning.},
	keywords = {CATAR, science communication, science education, science-edu-communication, scientometric analysis},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.793},
	url = {http://oaji.net/articles/2019/987-1571128365.pdf},
	author = {Leon Yufeng Wu and Nathan M. Truong and Hsin-Yen Lu and Yuen-Hsian Tseng and Chun-Yen Chang}
}
@article {733,
	title = {A STUDY OF FACTORS AFFECTING SCIENCE ACHIEVEMENTS OF JUNIOR HIGH SCHOOL FEMALE STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {39-50},
	abstract = {This research was the first research integrating decision making trial and evaluation laboratory (DEMATEL) and structural equation modeling (SEM) to analysis factors, including interest in science, value in science and confidence in science, affecting female students{\textquoteright} science achievements from the Trends in International Mathematics and Science Study (TIMSS) 2011. The research constructed two causal models base on mutual effect of value in science and confidence in science by DEMATEL analysis. The causality of two factors in model 1 was value in science affected confidence in science and model 2 vice versa. According to the results of SEM analysis, fit indices of CFI, GFI and AGFI in model 1 were 0.851, 0.796 and 0.745; in model 2 were 0.818, 0.772, and 0.873. And results showed that female students had better fitness in model 1; in other words, the causality of value in science to confidence in science might have an important effect on the science achievement of female students. Lastly, these findings could provide not only a different perspective for future researches but also a useful insight as a reference for policy making and improvement by relevant decision makers.},
	keywords = {decision making trial and evaluation laboratory, Science Achievement, Structural Equation Modeling, TIMSS},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.39},
	url = {http://oaji.net/articles/2019/987-1550082738.pdf},
	author = {Chun-Chu Liu and Tse-Yu Wang}
}
@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 {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 {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 {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 {643,
	title = {TEACHERS{\textquoteright} DIFFICULTIES AND STRATEGIES IN PHYSICS TEACHING AND LEARNING THAT APPLYING MATHEMATICS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {120-135},
	abstract = {In a teaching and learning process, the mastery of mathematics would support students in learning physics. The aim of the research is to analyse the difficulties of physics teachers{\textquoteright} in conducting teaching and learning process that demands the requirements of mathematical concepts in senior high schools. The research was a qualitative research using phenomenological approach. The data were collected through focus group discussion (FGD) that involved 15 teachers from public and private senior high schools in the Kudus Regency, the Province of Central Java, Indonesia. The analysis was conducted by applying the Bogdan \& Biklen model. The results of the research showed several findings if there had been problems of un-synchronism in the material orders of mathematics and physics that hindered the teaching and learning process. The strategies that physics teachers had applied individually are teaching mathematics materials as prerequisite first and making module collaboratively. The new arrangement of teaching and learning materials in mathematics and physics are needed to cover the problems.},
	keywords = {difficulties and strategies, learning process, mathematics mastery, physics teaching},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.120},
	url = {http://oaji.net/articles/2017/987-1519060221.pdf},
	author = {Heri Retnawati and Janu Arlinwibowo and Nidya F. Wulandari and Rian G. Pradani}
}
@article {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 {588,
	title = {THE EFFECTIVENESS OF VIRTUAL SCIENCE TEACHING MODEL (VS-TM) TO IMPROVE STUDENT{\textquoteright}S SCIENTIFIC CREATIVITY AND CONCEPT MASTERY ON SENIOR HIGH SCHOOL PHYSICS SUBJECT},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {549-561},
	abstract = {VS-TM refers to a teaching model that applies virtual media aided scientific approach. VS-TM is required to prepare students who are trained problem-solving process through scientific creative thinking opportunities and complete physics concept mastery. The aim of this research is to analyze the effectiveness of VS-TM to improve student{\textquoteright}s scientific creativity and concept mastery on Senior High School physics subject. This research involves 318 students from 3 State Senior High Schools in Jember Regency, Indonesia. Pre-test and post-test scores obtained using Sign Test and Paired Sample T-test are used to analyze VS-TM impact on student{\textquoteright}s scientific and concept mastery improvement. Such impact consistency then is observed through the calculation of n-gain achieved by each testing class using ANOVA. The research of VS-TM application on Senior High School physics subject indicates that there is a high categorized significant improvement student{\textquoteright}s scientific creativity (n-gain > 0.7) and concept mastery (n-gain > 0.8) on physics subject, before and after VS-TM application with p-value is < 0.05 and there is not any difference between 9 testing classes with p-value is > .05.},
	keywords = {concept mastery, scientific creativity, virtual science teaching model},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.549},
	url = {http://oaji.net/articles/2017/987-1503905158.pdf},
	author = {Iwan Wicaksono and Wasis and Madlazim}
}
@article {486,
	title = {COMPARATIVE RESEARCH ON THE UNDERSTANDINGS OF NATURE OF SCIENCE AND SCIENTIFIC INQUIRY BETWEEN SCIENCE TEACHERS FROM SHANGHAI AND CHICAGO},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {February/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {97{\textendash}108 },
	abstract = {Nature of science is considered to be an important component of scientific literacy, and understanding the nature of science is advocated as an important goal of science education. Scientific inquiry is regarded as the core of curriculum reform, which has become the consensus of the international K-12 science education, as well as a scientific direction for which educators have been striving over the last century. To compare the views of nature of science and scientific inquiry of teachers between China and United States, 90 high school science teachers from Shanghai and Chicago are chosen to do open-ended questionnaires and interviews. By conducting the sequential mixed method and using the empirical investigations of VNOS-D and VOSI-S, their different understandings mainly perform in the specific aspects of nature of science and scientific inquiry, cognitive stages, types and relationships etc. Overall, the level of American teachers{\textquoteright} views of nature of science and science inquiry are better than Chinese. Finally, some suggestions on Chinese science teachers{\textquoteright} education are proposed.},
	keywords = {epistemological belief in science, nature of science, scientific inquiry},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.97},
	url = {http://oaji.net/articles/2016/987-1481286413.pdf},
	author = {Jingying Wang and Ying Zhao}
}
@article {515,
	title = {EFFECTIVENESS OF THE INQF-BASED LEARNING ON A GENERAL PHYSICS FOR IMPROVING STUDENT{\textquoteright}S LEARNING OUTCOMES},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {August/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {441{\textendash}451},
	abstract = {This research aims to analyse effectiveness of the Indonesian National Qualification Framework (INQF)-based learning on General Physics to increase the sixth level student{\textquoteright}s Learning Outcomes (LOs) according to the INQF indicators and student{\textquoteright}s skills in using physics laboratory equipment. This research was conducted using two groups of students that consisted of 29 and 30 students. A preliminary test (pre-test) and a post-test were applied to the groups that assumed to have the same level of knowledge and skills. The data were analysed using the paired t-test, the n-gain, and the ANOVA. The results show that the INQF-based learning applied to the General Physics effective in increasing the student{\textquoteright}s LOs according to the INQF indicators. Moreover, the n-gain scores between the pre-test and the post-test can be categorized as moderate for the sixth level student{\textquoteright}s LOs and categorized as high for the student{\textquoteright}s skills in using the physics laboratory equipment. },
	keywords = {general physics, INQF-based learning, student{\textquoteright}s learning outcomes},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.441},
	url = {http://oaji.net/articles/2016/987-1482423739.pdf},
	author = {Budi Jatmiko and Wahono Widodo and Martini and Mohammad Budiyanto and Iwan Wicaksono and Paken Pandiangan}
}
@article {497,
	title = {THE EFFECTS OF PERCEIVED SUPPORT FOR CREATIVITY ON INDIVIDUAL CREATIVITY OF DESIGN-MAJORED STUDENTS: A MULTIPLE-MEDIATION MODEL OF SAVORING},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {April/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {232{\textendash}245 },
	abstract = {STEAM (Science, Technology, Engineer and Mathematics + Art/Design) education is presented to broaden interest in STEM fields, enhance the creativity of STEM students, and spur innovation. Although studies have explored the environment factors that influence individual creativity, few researches have investigated the role of students{\textquoteright} savoring which might drive the demand-pull innovation in creativity cultivation. Therefore, this study aims to explore the effects of perceived support for creativity and the multiple mediation of savoring capacity on individual creativity in the context of undergraduate Design education. The instruments were administered to 851 Design-majored students in Taiwan. The collected data were tested against the research model using a path analysis-based procedure of multiple-mediators analysis. Research findings include: (1) Both students{\textquoteright} perceived support for creativity and their ability to savor (through anticipation, enjoying the moment, and reminiscence) have significant positive effects on their individual creativity; (2) Among the three methods of savoring, savoring the moment alone has significant positive effects on individual creativity; (3) Students{\textquoteright} perceived support for creativity mediated by their ability to savor the moment has significant positive effects on their individual creativity. The findings provide several important theoretical and practical implications regarding fostering students{\textquoteright} creativity in the context of STEAM education.},
	keywords = {individual creativity, multiple mediation, perceived support for creativity, savoring, STEAM education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.232},
	url = {http://oaji.net/articles/2016/987-1481917222.pdf},
	author = {Jing-Chuan Lee and Chih-Lien Wang and Li-Chih Yu and Shu-Hsuan Chang}
}
@article {535,
	title = {A PERCEPTIONS ASSESSMENT OF PATIENT-ORIENTED PROBLEM-SOLVING TEACHING STRATEGY FOR MEDICAL IMMUNOLOGY COURSE IN CHINESE STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {December/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {706{\textendash}711 },
	abstract = {This research assessed the perceptions of students to patient-oriented problem-solving (POPS) teaching strategy in a medical immunology course in China. Data were collected from second-year students (N=71; 58\% males, 42\% females) who were offered lecture-based instruction and POPS teaching strategy during October - November 2015 at Lanzhou University. Afterward, students{\textquoteright} response and capability perception scores to POPS teaching strategy were evaluated using questionnaires. The majority of students (89.02\%) favored POPS teaching strategy over traditional lectures. Students responded that POPS improves their intrinsic motivation (91.55\%), learning interest (94.37\%), self-directed learning skills (92.96\%) and feasible for medical education (87.32\%). Compared to the traditional lectures, the POPS can improve markedly their learning motivation (p=0.03), clinical reasoning ability (p=0.01), and clinical problem-solving ability (p=0.02). The implementation of POPS in medical courses will help students improving their learning motivation, problem solving abilities, which is feasible for current medical immunology education in China.  },
	keywords = {Active learning, China, medical education, patient-oriented problem-solving, Undergraduate},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.706},
	url = {http://oaji.net/articles/2016/987-1482502886.pdf},
	author = {Xingming Ma and Lifeng Zhang and Jingqiu Wang and Yanping Luo and Yaling Liang and Yufeng Wu}
}
@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 {460,
	title = {A SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS COURSE WITH COMPUTER-ASSISTED REMEDIAL LEARNING SYSTEM SUPPORT FOR VOCATIONAL HIGH SCHOOL STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {October/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {641{\textendash}654},
	abstract = {One of the significant and distinguishing curriculum characteristics of STEM compared to other subjects domains is hands-on skill development. Hands-on training enables the enhancement of learning because it parallels with the concrete-to-abstract nature of cognitive development, providing additional sources of brain activation via kinaesthetic involvement and elevating students{\textquoteright} motivation and engagement. To bridge the gap between theory and practice, and advance unprepared students{\textquoteright} hands-on skills, this research proposed and implemented an innovative STEM course with the computer-assisted remedial learning system (CARLS) in the vocational high school experience in Taiwan. The effects of STEM course were examined through an experiment with learning performances hypotheses. A total of 32 students in a vocational high school in Taiwan voluntarily participated in this research and a one-group pre-test and post-test pre-experimental design was adopted. The results of this experimental course demonstrated that CARLS is effective and contributed in enhancing students{\textquoteright} knowledge, achievement and hands-on skill performance in this STEM course. Suggestions and implications for STEM education is also made for practitioners and educators.},
	keywords = {Computer-Assisted Remedial Learning System, hands-on activities, Vocational High School},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.641},
	url = {http://oaji.net/articles/2016/987-1479543039.pdf},
	author = {Shu-Hsuan Chang and Ai-Chiao Ku and Li-Chih Yu and Tsung-Chih Wu and Bor-Chen Kuo}
}
@article {366,
	title = {DEVELOPING EXPLANATORY MODELS OF MAGNETIC PHENOMENA THROUGH MODEL-BASED INQUIRY},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {June/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {351{\textendash}360 },
	abstract = {The main purpose of this study was to bridge the gap between how scientists practice and how students learn science. To achieve this, an innovative student-centered curriculum was designed to teach 42 undergraduate students. The program involved scaffolding activities, an interactive computer simulation, and reflection on scientific modeling criteria to address the students{\textquoteright} difficulties in reasoning at the microscopic level and the scientific evaluation of their models during their development of an explanatory model of magnetism. To address the students{\textquoteright} difficulties in reasoning at the microscopic level and the scientific evaluation of their models during their development of an explanatory model of magnetism, the program involved scaffolding activities, an interactive computer simulation, and reflection on scientific modeling criteria. The results of the study indicated that more than half the students developed scientific and coherent microscopic N-S dipole models to explain observed magnetic phenomena, and students{\textquoteright} understanding of the nature of models was significantly enhanced after the instruction. This study contributes to modeling theory and the methods that can help students self-develop scientific models of magnetism as opposed to rote learning.},
	keywords = {explanatory models, magnetism, undergraduate students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.351},
	url = {http://oaji.net/articles/2015/987-1437679161.pdf},
	author = {Meng-Fei Cheng and Jang-Long Lin and Ying-Chi Chang and Hsiao-Wen Li and Tsung-Yu Wu and Deng-Min Lin}
}
@article {353,
	title = {EXAMINING THE EXPERIENCES OF CAREER GUIDANCE, VOCATIONAL SELF-CONCEPT, AND SELF-PERCEIVED EMPLOYABILITY AMONG SCIENCE EDUCATION MAJORS IN TAIWAN},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {April/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {182-190},
	abstract = {This study aims to investigate the science education majors{\textquoteright} experiences of career guidance, vocational self-concept, and self-perceived employability, as well as the relationships among these variables in the Taiwanese context based on the developmental-contextual model of career development. Data were collected from a questionnaire survey of 614 science education majors in the selected Taiwanese universities. It was found that the science education majors{\textquoteright} experiences of career guidance directly and indirectly influenced their self-perceived employability vis-{\`a}-vis the effect on their vocational self-concept. The findings suggest that the science education departments of universities in Taiwan may provide sufficient and appropriate career guidance and vocational information for science education majors to promote their vocational self-concept and employability.},
	keywords = {career guidance, science education majors, self-perceived employability},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.182},
	url = {http://oaji.net/articles/2015/987-1437062994.pdf},
	author = {Ya-Ling Wu and Yu-Lin Tsai and Cheng-Wu Chen}
}
@article {325,
	title = {CONCEPT MAPPING IN CHEMISTRY LESSONS: TOOLS FOR INCULCATING THINKING SKILLS IN CHEMISTRY LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {October/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {666-681},
	abstract = {The aim of this study is to investigate the combination effect of concept mapping and vee diagrams as thinking tools in Chemistry among some 360 secondary students in Indonesia. This study employed a quasi-experimental approach whereby students were segregated into three intervention groups: concept mapping, vee diagram and thinking skills embedded throughout the lesson (E1), concept mapping (E2) and a conventional approach (E3). Students were also characterized in terms of their ability: High (H), Moderate (M) and Low (L). Students{\textquoteright} thinking skills were measured using a modified version of the Test of Integrated Process Skills (TIPS), which has beed systematically justified in terms of reliability and validity. Analysis of findings reveal that the EI approach is the most effective technique in inculcating students{\textquoteright} thinking skills. A series of follow-up analyses also demonstrate that the E1 approach is best suited for the high ability (H) students as compared to their moderate (M) and low (L) ability counterparts. },
	keywords = {chemistry learning, concept mapping, scientific thinking skills, vee diagram},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.666},
	url = {http://oaji.net/articles/2015/987-1425810723.pdf},
	author = {Kamisah Osman and Wahidin and Subahan Mohd   Meerah}
}
@article {298,
	title = {EXAMINING THE LEARNING EXPERIENCES OF SCIENCE TRAINING AMONG TAIWANESE ABORIGINAL ADOLESCENTS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {September/2013},
	type = {Original article},
	chapter = {312-321 },
	abstract = {In Taiwan, substantial resources have been invested in training programs for Aboriginal adolescents in response to their poor occupational achievement. This study examined the relationships between the learning experiences of science training, vocational self-concept, and occupational aspirations among Taiwanese Aboriginal adolescents. Data were collected from a questionnaire survey of 760 Taiwanese Aboriginal adolescents who had successfully completed the science training. The results of this study demonstrated that the Taiwanese Aboriginal adolescents{\textquoteright} learning experiences of science training directly and indirectly influenced their occupational aspirations vis-{\`a}-vis the effect on their vocational self-concept at the individual level, which in turn directly influenced their occupational aspirations. The findings suggest that the science training programs for Taiwanese indigenous youth may provide sufficient supports in culturally responsive ways to facilitate these trainees{\textquoteright} vocational self-concept and occupational aspirations as well as further to achieve the original goals of the science training programs.},
	keywords = {occupational aspiration, science training, Taiwanese Aboriginal adolescents, vocational self-concept},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.312},
	url = {http://oaji.net/articles/2015/987-1425808254.pdf},
	author = {Ya-Ling Wu and Cheng-Wu Chen}
}
@article {309,
	title = {EXAMINING THE MICROPOLITICAL LITERACY OF SCIENCE INTERN TEACHERS IN TAIWAN},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	type = {Original article},
	chapter = {440-451 },
	abstract = {Micropolitical learning constitutes an essential part of the professional development of prospective science teachers. Drawing on interviews, this study applied categories of professional interests as a framework for investigating Taiwanese secondary science intern teachers{\textquoteright} experiences of the micropolitical realities in schools and the meanings that the science interns construct for micropolitical experiences. The professional interests consist of material, organizational, social-professional, cultural-ideological, and self-interests (Kelchtermans \& Ballet, 2002a). This study identified the career development interests of science interns beyond the five pre-defined subcategories. To cope with their vulnerability due to the lack of positional authority and role ambiguity in the practicum sites, the pursuit of social-professional interests was the most important. Proactively fitting into the prearranged school environments was the most prevalent micropolitical strategy for the interns because of their lack of professional autonomy and their supervisors{\textquoteright} expectations. However, the efforts of a small number of science interns in challenging the school practices were noteworthy.},
	keywords = {micropolitical literacy, professional interests, science intern teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.440},
	url = {http://oaji.net/articles/2015/987-1425809091.pdf},
	author = {Ya-Ling Wu and Cheng-Wu Chen}
}
@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 {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 {194,
	title = {KNOWLEDGE ABOUT COMMON VERTEBRATE SPECIES IN GERMAN KINDERGARTEN PUPILS},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {135-141 },
	abstract = {Biodiversity has become a challenging educational topic and knowledge about animal species and their identification is one aspect of learning about biodiversity. There are few studies addressed at assessing vertebrate species knowledge and species identification skills in children prior to schooling ({\textquoteleft}kindergarten{\textquoteright}). Here, we tried to quantify the knowledge about fifteen animal species in a period before the onset of schooling as an assessment of prior knowledge. Children in the kindergarten were found to be able to identify common vertebrate species. Boys and girls scored equal in knowledge, but pupils with German as foreign language scored lower. There were significant differences between the eight kindergartens in our study. High scores have been found in a kindergarten within a large city.},
	keywords = {biodiversity, kindergarten, pre-schooling, vertebrate animal species knowledge},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405171515.pdf},
	author = {Christoph Randler and Lisa Wieland}
}
@article {178,
	title = {ELEMENTARY EDUCATION PRE-SERVICE TEACHERS{\textquoteright} ATTITUDE TOWARDS GRAPHS},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {172-181 },
	abstract = {This study examined pre-service elementary education teachers{\textquoteright} attitude towards graphs. Attitude was defined in terms of six aspects: Effort, Value, Cognitive competency, Affect, Difficulty and Interest. Data was collected through a questionnaire. Pre-service teachers felt they had cognitive competence for graphing, valued graphs and expressed affection for graphs regardless of their perceived difficulties and low interest in graphs. Value was the only aspect that correlated with all other five aspects, in particular with Affect. Surprisingly, the number of mathematics courses taken by pre-service teachers did not make any difference in their attitude towards graphs. However, the number of science courses they took in high school made a difference in their attitude towards graphs. These findings have implications for teacher education and mathematics and science teaching and learning.},
	keywords = {affect and value, Attitude, cognitive competence, graph},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404740242.pdf},
	author = {Frackson Mumba and Erin  Wilson and Vivien M.  Chabalengula and William  Mejia and Simeon  Mbewe}
}
@article {110,
	title = {SCIENCE SUBJECTS CHOICE AS A CRITERION OF STUDENTS{\textquoteright} ATTITUDES TO SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {March/2006},
	type = {Original article},
	chapter = {74-85},
	abstract = {The attitudes of lower and upper secondary school students (the 9-11th forms, aged 15-17, boys and girls separately) toward natural sciences were investigated by using an inquiry method in Sweden, Finland and Latvia during 1998-2005. Results of this study show, that positive attitudes have decreased from 1998 to 2005 at the 9th form both in Latvia and in Sweden. In Finland, an increase among boys, who recognize subjects of the natural circle (except for General Science) as necessary, was observed. The number of positive answers of the Finnish girls was, however, in 2005 much smaller than in 1998. 
In a special investigation in Latvia was shown, that generally the least interest in the Natural subjects is observed among the 11th formers. 
The findings of this study indicate increased quantity of the respondents denying the importance of natural sciences as a whole, as well as overt difference between boys and girls in estimations of the importance of natural sciences.},
	keywords = {attitude to science, differences, gender, natural subjects, survey},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404214474.pdf},
	author = {Janis Gedrovics and Ingvar W{\"a}reborn and Eila Jeronen}
}
