@article {973,
	title = {ANALYSIS OF TWO-TIER QUESTION SCORING METHODS: A CASE STUDY ON THE LAWSON{\textquoteright}S CLASSROOM TEST OF SCIENTIFIC REASONING},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {146-159},
	abstract = {The Lawson{\textquoteright}s Classroom Test of Scientific Reasoning (LCTSR) is a popular instrument that measures the development of students{\textquoteright} scientific reasoning skills. The instrument has a two-tier question design, which has led to multiple ways of scoring and interpretation. In this research, a method of pattern analysis was proposed and applied to analyze two-tier item pairs on the subskill of Control-of-Variable (COV) of LCTSR.  The data were collected from students in grade 4 through college in both the United States and China. Students{\textquoteright} response patterns to two combined item pairs were analyzed and compared against students at different grade levels and reasoning development levels. Six performance levels were established based on students{\textquoteright} response patterns, serving as indicators of COV reasoning development levels. With the new method, a relation was obtained between students{\textquoteright} level of COV skills and grade level, as well as their level of overall reasoning development. It can provide useful information on the possible developmental levels of students{\textquoteright} reasoning skills.},
	keywords = {control-of-variable, grade level, pattern analysis, scientific reasoning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.146},
	url = {http://oaji.net/articles/2021/987-1611649216.pdf},
	author = {Shao-Na Zhou and Qiao-Yi Liu and Kathleen Koenig and Qiu-ye Li and Yang Xiao and Lei Bao}
}
@article {1050,
	title = {PRIMARY STUDENTS{\textquoteright} PERFORMANCE OF STEM DOMAIN-SPECIFIC SELF-EFFICACY BELIEF AND EXPECTANCY-VALUE BELIEF},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {677-690},
	abstract = {Most studies have concentrated in assessing students{\textquoteright} overall attitudes towards science, mathematics, and engineering/technology or the attitude towards individual STEM domain. The present research aims to explore primary students{\textquoteright} gender and grade differences of their STEM domain-specific attitudes including self-efficacy and expectancy-value beliefs, as well as their correlations. The results showed no detected significant effects among these different STEM domains in the overall attitudes, the overall self-efficacy beliefs, and the overall expectancy-value beliefs for primary students. The correlations between self-efficacy and expectancy-value were much stronger for the science domain and engineering/technology domain than the mathematics domain. No gender difference of the self-efficacy beliefs was detected except in the mathematics domain, and the result that lower primary students performed significantly better than upper primary students in the self-efficacy was also mainly contributed by the grade difference in the mathematics domain. Whereas no different expectancy-value beliefs existed across genders and grade levels in various STEM domains. The present results reported some unique performances by the primary school students compared to the elder group.},
	keywords = {expectancy-value, gender differences, grade levels, self-efficacy, STEM attitudes},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.677},
	url = {http://oaji.net/articles/2021/987-1629707968.pdf},
	author = {Shao-Na Zhou and Lu-Chang Chen and Shao-Rui Xu and Chu-Ting Lu and Qiu-ye Li and De-An Li}
}
@article {860,
	title = {EVALUATION OF INTERACTIVE GAME-BASED LEARNING IN PHYSICS DOMAIN},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {484-498},
	abstract = {In recent years, game-based learning has attracted much attention in education; however, the effectiveness of game-based learning is still not solidly confirmed. In the present research, a game-based learning in the physics domain with guides provided direct and immediate feedback. The research was conducted among three different groups: the traditional group, the educational video group, and the game-based learning group. The result showed that the game-based learning group performed the best among the three groups, followed by the educational video group, and the traditional group performed the worst. Students in the game-based learning group were enrolled into an interview to study which types of guides enhanced students{\textquoteright} game-based learning. From the interview, the prompts and the interactive characteristic of the game-based learning environment took the first two places. In addition, students benefited from the features of game-based learning including task requirements for execution, the tip prompt function, the feedback mechanism, and the story settings. Therefore, it is necessary to integrate applicable guides into the design of game-based learning according to students{\textquoteright} perspectives for providing engaging learning experience. },
	keywords = {game-based learning, knowledge acquisition, learning guidelines, physics education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.484},
	url = {http://oaji.net/articles/2020/987-1591088071.pdf},
	author = {Hui Zeng and Shao-Na Zhou and Gui-Rong Hong and Qiu-ye Li and Shao-Qiu Xu}
}
