@article {1307,
	title = {THE RELEVANCE OF LEARNING OUTCOMES INCLUDED IN ESTONIAN GRADE 7-9 SCIENCE SUBJECT CURRICULA ASSOCIATED WITH THE CONCEPT OF ENERGY},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {653-667},
	abstract = {This study on the Estonian lower secondary (7-9th grade) science curricula, is seen as an important framework for educators preparing students as tomorrow{\textquoteright}s citizens able to reflect on sustainable energy development. As the curriculum is taken to be the major document allowing insights into Estonian educational standards, this study identifies components within the intended lower secondary science curricula for subjects of biology, chemistry, earth science, physics, and interdisciplinary science. Using document analysis, verbs associated with career-related learning outcomes are detected, allowing the relatedness of the energy conceptualizations and determination of their cognitive level utilizing SOLO (Structure of Observed Learning Outcomes) taxonomy. A team of coders identify a total of 782 learning outcomes across three learning domains: psychomotor (176), affective (32), cognitive (574) at unistructural (33), multistructural (225), relational (276), and extended abstract (40) levels. The majority of energy concept learning outcomes (274) are identified in the source (form) and transfer (transform) categories. Very few career-related learning outcomes are detected with the science education relevance dimensions (individual, societal, career). The suitability of the findings is discussed. The current analyzing method can be applied to other educational disciplines for raising awareness of disciplinary crosscutting concepts. },
	keywords = {energy concept, learning outcomes, lower secondary science curriculum, relevance in science education, SOLO taxonomy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.653},
	url = {https://oaji.net/articles/2023/987-1693507974.pdf},
	author = {Lauri K{\~o}lamets and Heili Kasuk and Jack Holbrook and Rachel Mamlok-Naaman}
}
@article {884,
	title = {DEFINING TEACHER OWNERSHIP: A SCIENCE EDUCATION CASE STUDY TO DETERMINE CATEGORIES OF TEACHER OWNERSHIP},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {659-674},
	abstract = {This study seeks to put forward a justified definition for the concept of Teacher Ownership, and establishes levels of science teacher ownership, based on a hierarchy of categories, using phenomenographic analysis. Such ownership is based on a meaningful science teacher internalisation of a motivational context-based teacher approach, established via a prior CPD programme. In so doing, the study distinguishes between teachers{\textquoteright} self-efficacy levels attained at the end of the CPD and teacher ownership indicating the capability of propagating the desired teaching to students and other teachers. The phenomenographic analysis, based on semi-structured interviews, is carried out with 10 science teachers, 3 academic years after the administered CPD programme. From an analysis of perceptions, 3 distinct categories of sustainable science teacher ownership, based on 5 distinct teaching dimensions, reflect variations in orientation of teacher ownership. The main conclusions are that sustainable teacher ownership differs from terms such as a sense of ownership, towards ownership and self{\textendash}efficacy and that, in this study, teacher ownership can be described as being exhibited by the science teachers in paradigmatic, experiential and emotional ownership categories. },
	keywords = {phenomenographic analysis, self-efficacy, teacher ownership, teacher ownership categories},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.659  },
	url = {http://oaji.net/articles/2020/987-1597214707.pdf},
	author = {Ana Valdmann and Jack Holbrook and Miia Rannikm{\"a}e}
}
@article {707,
	title = {GRADE 12 STUDENTS{\textquoteright} PERCEIVED SELF-EFFICACY TOWARDS WORKING LIFE SKILLS AND CURRICULUM CONTENT PROMOTED THROUGH SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {838-850},
	abstract = {This research was based on the concern that students didn{\textquoteright}t see the need for the acquisition of science skills and knowledge perceived as important in relation to different society issues and the world of work. The aim was to determine gymnasium students perceived self-efficacy towards working life skills as well as science curriculum, content-related topics. The sample was composed of grade 12 (N=1375) 18-19-year-old students. Data were obtained using a 4-point Likert scale questionnaire seeking to determine students{\textquoteright} perceived self-efficacy towards working life skills and topics in the science curriculum linked to disciplinary core ideas. In general, students perceived their self-efficacy to be above average towards most needed working life skills. However, it was much lower in areas related to problem-solving skills and understanding the nature of science. Results also indicated that the self-efficacy associated with purely Physics curriculum-related topics stood out as being much lower than for the other school science subject areas. Findings suggested there was a need to re-thinking the way science content was presented to students and to consider whether and how this could be restructured around core ideas in science in order to promote the development of problem-solving skills as an important aspect in enhancing working life skills. },
	keywords = {core ideas, science curriculum topics, science education, self-efficacy, working life skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.838 },
	url = {http://oaji.net/articles/2017/987-1539418472.pdf},
	author = {Regina Soobard and Helen Semilarski and Jack Holbrook and Miia Rannikm{\"a}e}
}
@article {590,
	title = {DETERMINING THE EFFECTIVENESS OF A DESIGN{\textendash}BASED, CONTINUOUS PROFESSIONAL DEVELOPMENT PROGRAMME FOR SCIENCE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {576-591},
	abstract = {This research examined the effectiveness of a design-based, continuous professional development (CPD) programme intended to promote teachers{\textquoteright} self-confidence and teaching reflection skills. The CPD was associated with teacher implementation of theoretically devised, motivational, context-based, inquiry teaching modules, based on a justified 3-stage teaching model. The CPD programme was devised from prior identification of teacher needs, using a validated teacher questionnaire (TNQ) covering subject and pedagogical content knowledge, as well as other literature-identified, desirable teaching attributes. The effectiveness of the CPD provision was determined through two approaches - by re-administering the TNQ at the end of the programme and identifying significant self-confidence gains through application of the K-means clustering technique, and was also by the range of teacher reflections in, on and for action, provided by teachers after using modules in their teaching. Each teacher{\textquoteright}s reflections were qualitatively grouped, based on comments made during a semi-structured interview about the teaching, opinions on students{\textquoteright} learning and attitudinal outcomes. Findings suggested a strong correlation between teaching confidence gained from the CPD programme and the range of identified types of reflective skills mentioned during the interview, which provided the depth of feedback related to classroom teaching in implementing the modules. },
	keywords = {competence-based, continuous professional development, teacher reflection skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.576    },
	url = {http://oaji.net/articles/2017/987-1503905275.pdf},
	author = {Ana Valdmann and Jack Holbrook and Miia Rannikmae}
}
@article {617,
	title = {A THEORY-BASED INSTRUMENT TO EVALUATE MOTIVATIONAL TRIGGERS PERCEIVED BY STUDENTS IN STEM CAREER-RELATED SCENARIOS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {836-854},
	abstract = {Students{\textquoteright} lack of motivation in learning school science has been recognized as a problem, due to its negative impact on students{\textasciiacute} STEM-related career choices. For supporting students{\textasciiacute} motivation to study science, the use of an introduction which sets the scene, sometimes called a scenario, has been recommended. Although scenarios, which introduce STEM-related careers in an everyday life problem solving context, are seen as useful tools for the teachers, they are not automatically guaranteed to be motivating to students. The current research aims to develop an empirically tested and validated instrument to measure the impact of context-based scenarios, through evaluating perceived motivational triggers such as relevance, interest and enjoyment by 7th grade students. An analysis of students{\textasciiacute} responses showed that the test scenario was able to trigger mostly situational interest toward the topic of energetics. Only a small number of students indicated motivation to take the learning of this topic further.},
	keywords = {instrument evaluation, motivational triggers, science teaching materials, STEM career-related scenarios, STEM-related careers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.836},
	url = {http://oaji.net/articles/2017/987-1513970725.pdf},
	author = {Tormi Kotkas and Jack Holbrook and Miia Rannikm{\"a}e}
}
@article {502,
	title = {DETERMINING THE EFFECTIVENESS OF A CPD PROGRAMME FOR ENHANCING SCIENCE TEACHERS{\textquoteright} SELF-EFFICACY TOWARDS MOTIVATIONAL CONTEXT-BASED TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {284-297},
	abstract = {The aim of this research is to determine the effectiveness of an enacted professional development (CPD) programme to promote teacher{\textquoteright}s self-efficacy with respect to implementing motivational, context-based science teaching, following an education through science (EtS), three-stage model approach. The CPD is designed, based on a constructivist, socio-cultural professional development model (CSPM) to meet professional needs of each teacher within a predetermined teaching-learning approach and enacted through suitable instructional methods linked to teacher as learner, teacher as teacher and teacher as reflective practitioner. The effectiveness of the CPD is identified by means of a carefully constructed and validated Teacher Needs Questionnaire (TNQ), plus follow-up teacher interviews. Findings suggest the outcomes of the CPD, both from pre-post use of the TNQ and the undertaking of interventions, using teaching-learning modules based on the CPD, are effective in raising teacher{\textquoteright}s self-efficacy with respect to new interdisciplinary content knowledge, teaching approaches and classroom implementation, seen as being in line with curriculum expectations. },
	keywords = {3-stage education through science (EtS) model, constructivist socio-cultural professional development model (CSPM), self-efficacy, Teacher Needs Questionnaire (TNQ)},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.281},
	url = {http://oaji.net/articles/2016/987-1482422247.pdf},
	author = {Ana Valdmann and Miia Rannikmae and Jack Holbrook}
}
@article {465,
	title = {FACTORS EXPLAINING GYMNASIUM STUDENTS{\textquoteright} TECHNOLOGY RELATED CAREER ORIENTATIONS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {December/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {706{\textendash}722},
	abstract = {In the current study, gymnasium students{\textquoteright} technology-related career orientations were studied from a Social Cognitive Career Theory perspective. In order to address students{\textquoteright} lack of interest in technology related careers as recognised worldwide, the design-based science learning (DBSL) approach was used. For the purposes of the current study, five learning modules were adapted by the research team from those developed within a European project and taught by science teachers (N=18).  At the beginning of the study, 10th-11th grade students (N=314) completed a questionnaire consisting of measures of career goals, interests, self-efficacy, outcome expectations and contextual supports in relation to technology. After teaching 2-3 modules, students{\textquoteright} technology-related career goals were again determined using a reduced version of the same questionnaire. Based on the outcomes, it was found that at the beginning of the study, boys{\textquoteright} future career goals were significantly more connected with technology than those for girls. In addition, boys had a stronger background related to technology. As a result of the intervention, students{\textquoteright} technology-related career goals became significantly stronger for both boys, as well as for girls, but the change was more pronounced for girls.},
	keywords = {design-based science learning, gymnasium students, Social Cognitive Career Theory, technology-related career interests},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.706},
	url = {http://oaji.net/articles/2016/987-1479543769.pdf},
	author = {Toomas Vaino and Katrin Vaino and Miia Rannikm{\"a}e and Jack Holbrook}
}
@article {350,
	title = {A CONTEXT-BASED APPROACH TO SCIENCE TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {April/2014},
	pages = {Continuous},
	type = {Editorial},
	chapter = {152-154},
	abstract = {It has been traditional to educate students in school, especially secondary schools, through subject domains and within lessons named according to the domain. Today in most countries, science lessons are offered in the curriculum, specified as science, or one of its sub-components e.g. biology, chemistry, physics, or perhaps a combination of these e.g. physical science. It does not have to be this way, of course, as can be amplified by the concept of an integrated day, implemented at the primary level in a number of countries. For students to develop a sustained attraction to science and to appreciate the many ways in which it is pertinent to their daily lives, NRC (2012) suggest that class{\textlnot}room learning experiences in science need to connect with their own interests and experiences. Goodbye to the content-only approach. It is time for science education to embrace learning suitable for the modern world.},
	keywords = {science in schools, science lessons, science teaching},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.152},
	url = {http://oaji.net/articles/2015/987-1437062820.pdf},
	author = {Jack Holbrook}
}
@article {118,
	title = {THE NATURE OF SCIENCE AS VIEWED BY NON-SCIENCE UNDERGRADUATE STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {October/2006},
	type = {Original article},
	chapter = {77-85},
	abstract = {The purpose of this exploratory study was to determine views held on the nature of science by tertiary level students who are not studying science subjects as an academic area of study, who are not seen as outstanding students in an academic sense, but who may cover a range of age groups from 18 upwards. The research sets out to determine their views on the nature of science based on their learning at secondary school and influences that may come from society. Essays written by 58 students were analysed. Using a phenomenographical approach, categories describing undergraduate students views were found. },
	keywords = {nature of science (NoS), phenomenographical approach, the course on philosophy of science},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404235079.pdf},
	author = {Arne Rannikm{\"a}e and Miia Rannikm{\"a}e and Jack Holbrook}
}
