@article {639,
	title = {EFFECTS OF TECHNOLOGY-ENHANCED METACOGNITIVE LEARNING PLATFORM ON STUDENTS{\textquoteright} MONITORING ACCURACY AND UNDERSTANDING OF ELECTRICITY},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {43-64},
	abstract = {The aim of this research was to explore the effect of a Technology-enhanced Metacognitive Learning Platform (TeMLP) on student{\textquoteright}s monitoring accuracy and understanding of electricity. An interactive TeMLP was prepared on the electricity unit covering the topics of static and current electricity for 7th graders; the platform contained computer animations, science experiments, e-diaries, and metacognitive prompts. In this research, pre-test/post-test control group semi-experimental model was used. The Metacognition Scale and Essay Questions on Static and Current Electricity were used as data collection tools in this research. In addition, Essay Questions on the Learning Platform and the self-explanations of students in the learning platform database were also used in the experimental group. The pre-test and post-test comparisons regarding the Metacognition Scale for the group showed that the students in the experimental group had significantly higher post-test scores compared to control group students in terms of the control and monitoring subscales. The results of the essay questions on static and current electricity revealed an important difference between the groups favoring learning platform. The views of the students about the software support these results. The conclusions drawn by the research led to recommendations for researchers about the metacognitive prompts to be employed in technology-enhanced learning platforms.},
	keywords = {metacognition prompt, science teaching, technology-enhanced learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.43},
	url = {http://oaji.net/articles/2017/987-1519059947.pdf},
	author = {Eylem Y{\i}ld{\i}z Feyzio{\u g}lu and Ercan Akpinar and Nilg{\"u}n Tatar}
}
@article {114,
	title = {TO WHAT EXTENT SCIENCE TEACHERS ARE CONSTRUCTIVIST IN THEIR CLASSROOMS?},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {October/2006},
	type = {Original article},
	chapter = {40-50},
	abstract = {The primary science curricula have strong constructivist elements since 2000 in Turkey. As the creator of the learning environments it is the teacher who determines its quality. The purpose of this research is to determine if science teachers{\textquoteright} behaviour and thoughts are consistent with what the primary science curriculum in essence offers. The research was conducted with two researchers based on a qualitative design consisting of observation and interview with primary science teachers of Turkey. At the end, it was found that, although science teachers have constructivist ideas they do not behave in constructivist manner in the classroom. },
	keywords = {constructivism, primary science teacher, science teaching},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404234765.pdf},
	author = {Gul Unal and Ercan Akpinar}
}
