@article {1279,
	title = {THE THINKING OF STUDENTS AGED 15-18 IN EXPLAINING THE DISSOLUTION PHENOMENON},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {337-356},
	abstract = {Explaining natural phenomena by determining causal relationships is conducive to understanding scientific concepts. In science education, numerous studies examine students{\textquoteright} causal reasoning. Given the importance of core ideas for students{\textquoteright} understanding of how and why a phenomenon occurs, the study focused on the relationship between students{\textquoteright} understanding of atoms/molecules interactions and the nature of reasoning. This study drew on a framework that identifies essential components of students{\textquoteright} reasoning, which was used to analyze the dissolution phenomenon in the example of salt in water. Students in grades 9-12 (N=147) explained the dissolution of salt. The results showed that there were five types of reasoning: simple descriptive, fuzzy causal, linear causal, interactive causal, and mechanistic. More students in higher than lower grades exhibited non-causal reasoning. Based on the students{\textquoteright} drawings of atoms/molecules interactions, the study summarized performance in the association category. Students{\textquoteright} performance in drawing indicated that their understanding of particle interactions was limited. The results showed that there was a large correlation between understanding of the core ideas and reasoning types. },
	keywords = {causal reasoning, core ideas understanding, dissolution phenomenon, small-sample qualitative study},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.337},
	url = {https://oaji.net/articles/2023/987-1681287686.pdf},
	author = {Guanxue Shi and Shanshan Lu and Hualin Bi}
}
@article {1007,
	title = {CONSTRUCTING CORE TEACHING COMPETENCY INDICATORS FOR SECONDARY SCHOOL SCIENCE TEACHERS IN CHINA},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {389-406},
	abstract = {Science teachers play a key role in successfully implementing science education reforms and providing all students with meaningful science learning opportunities. Therefore, what core teaching competencies do science teachers need to have in their practice? This study uses fuzzy Delphi technique and Analytic Hierarchy Process to approach the above problems. Experts from Chinese universities, secondary schools and educational research institutions were invited to participate in two rounds of Delphi process. The research results show that the four domains of core teaching competencies of science teachers and their 21 competencies have high content validity. Additionally, it can be concluded that the weights of core competencies of making learning objectives, raising pedagogical questions, stimulating learning motivation and analyzing course content ranked high, while the weights of core competencies of using information technology and multimedia, evaluating practical work, and presenting research results have received less attention. It is believed that the results of this study can enlighten the education reform of science teachers and promote the professional development of pre-service/in-service science teachers.},
	keywords = {Analytic Hierarchy Process, fuzzy Delphi, science teacher, teaching competence},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.389},
	url = {http://oaji.net/articles/2021/987-1622790950.pdf},
	author = {Jianqiang Ye and Shuaishuai Mi and Hualin Bi}
}
@article {918,
	title = {MODELING TEACHING IN STUDY OF GALVANIC CELLS: UPPER-SECONDARY SCHOOL CONTEXT},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {972-988},
	abstract = {Besides improving students{\textquoteright} understanding of scientific concepts, chemistry teaching should also improve students{\textquoteright} ability of applying concepts to solve problems. The research aims to explore the effects of modeling teaching on students{\textquoteright} proficiency in solving galvanic cell problems. This research used a quasi-experimental design, and the independent variable of the research was the teaching method. Forty-five students in the experimental class received modeling teaching, and 48 students in the control class received lecture-style teaching. The dependent variable was the performance level of the student{\textquoteright}s ability to solve the problem of the galvanic cell, which was evaluated using the galvanic cell proficiency assessment tool. The research results show that the students in the experimental class were significantly more proficient in solving galvanic cell problems than those in the control class. The results of unstructured interviews assisted in illustrating the role of modeling teaching in improving the proficiency of students in solving galvanic cell problems, and students in the experimental class had positive views on modeling teaching. },
	keywords = {galvanic cells, modeling teaching, Problem Solving, proficiency level},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.972},
	url = {http://oaji.net/articles/2020/987-1606764553.pdf},
	author = {Huanhuan Lu and Yanxia Jiang and Hualin Bi}
}
@article {877,
	title = {TRENDS AND FOUNDATIONS IN RESEARCH ON STUDENTS{\textquoteright} CONCEPTUAL UNDERSTANDING IN SCIENCE EDUCATION:  A METHOD BASED ON THE STRUCTURAL TOPIC MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {551-568},
	abstract = {This study aims to reveal the trends and foundations in research on students{\textquoteright} conceptual understanding in science education. The literature was selected from three recognized journals in science education. The Structural Topic Model (STM) method was used to categorize articles into ten topics considering information about the semantic cohesion and exclusivity of words to topics. The topic, which has attracted increasing research interest, was selected using a method similar to standard regression analysis, and its changing focus was identified through an analysis of its research contents. Foundations of research about students{\textquoteright} conceptual understanding between 1980{\textendash}1999 and 2000{\textendash}2019 were obtained through a review of their top 10 most-cited papers. Three conclusions were drawn: a) there were ten sub-topics of research about students{\textquoteright} conceptual understanding; b) the research on the development (or pathways) of students{\textquoteright} scientific argumentation/reasoning is likely to attract further interest in the future; and c) compared to the studies in the first period, the studies in the second stage favor research on the description (nature, mental process, etc.) of the process of students{\textquoteright} conceptual understanding as the research foundation. },
	keywords = {Conceptual Understanding, journal publication, structural topic model, text mining},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.551},
	url = {http://oaji.net/articles/2020/987-1597214269.pdf},
	author = {Shuaishuai Mi and Shanshan Lu and Hualin Bi}
}
