@article {843, title = {EXPLICIT TEACHING OF SCIENTIFIC ARGUMENTATION AS AN APPROACH IN DEVELOPING ARGUMENTATION SKILLS, SCIENCE PROCESS SKILLS AND BIOLOGY UNDERSTANDING}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {April/2020}, pages = {Continuous}, type = {Original article}, chapter = {276-288}, abstract = {Science educational standards are increasingly emphasising on argumentation skills. However, students{\textquoteright} argumentation skills are often not developed well as their experience of science knowledge in schools is often in the form of uncontested facts. This research asserts that argumentation skills should be developed through explicit teaching of argumentation while engaged in practical work that draws on students{\textquoteright} science process skills. In turn, developing argumentation skills also improves their science process skills. Thus, this research sought to examine the effect of the Modified Argument-Driven Inquiry approach (MADI), Inquiry without Argument approach (IWA), and the conventional practical work approach (CON) on the development of argumentation and science process skills of Grade 10 students in practical biology. This research employed the quasi-experimental methodology involving Pre-test Post-test Non-equivalent Control Group design. The data were collected through tests on argumentation skills, science process skills and diffusion and osmosis concepts{\textquoteright} understanding. The MANOVA results showed that there was a significant improvement in the argumentation skills, science process skills and biology understanding among the students who experienced the MADI approach in practical biology. In contrast, students who experienced the IWA approach in practical biology showed significant improvement only in biology understanding.}, keywords = {argumentation skills, modified argument driven inquiry, Practical work, science process skills}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.276 }, url = {http://oaji.net/articles/2020/987-1586941698.pdf}, author = {Irene Lue Leh Ping and Lilia Halim and Kamisah Osman} } @article {767, title = {A MODEL OF INTEREST IN STEM CAREERS AMONG SECONDARY SCHOOL STUDENTS}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {June/2019}, pages = {Continuous}, type = {Original article}, chapter = {404-416}, abstract = {Studies have shown that various factors (the role of formal education, informal education, and community) contribute to the lack of participation in STEM and STEM careers. This research aimed to understand the multi pathways of factors contributing to the interest in STEM careers (STEM careers in physical sciences and STEM careers in life sciences). This research was a survey research which administered a questionnaire randomly to 1485 secondary school students (14 years of age). Data analysis was based on the Structural Equation Modeling (SEM) approach using Analysis of Moment Structures (AMOS) to test the hypothesized model. A model containing five constructs, namely environmental factors (learning experiences, media, social influences), self-efficacy in science, technology, engineering and mathematics respectively, perceptions of STEM careers and interest in physical sciences and life sciences STEM careers was proposed in this research. The results show that students{\textquoteright} interest in life sciences based careers is influence by their self-efficacy and perceptions of the career. Meanwhile, students{\textquoteright} interest in physical sciences based careers is influence only by their self-efficacy and not influence by their perceptions of the career. The need to improve students{\textquoteright} self-efficacy through STEM learning experiences is imperative to ensure continued interest in STEM careers.}, keywords = {environmental factors, life sciences STEM careers, perceptions of STEM careers, physical sciences STEM careers, self-efficacy, Social Cognitive Career Theory}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.404 }, url = {http://oaji.net/articles/2019/987-1559372400.pdf}, author = {Lilia Ellany Mohtar and Lilia Halim and Norshariani Abd Rahman and Siti Mistima Maat and Zanaton H. Iksan and Kamisah Osman} } @article {414, title = {BITARA-STEMTM TRAINING OF TRAINERS{\textquoteright} PROGRAMME: IMPACT ON TRAINERS{\textquoteright} KNOWLEDGE, BELIEFS, ATTITUDES AND EFFICACY TOWARDS INTEGRATED STEM TEACHING}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {February/2015}, pages = {Continuous}, type = {Original article}, chapter = {85-95}, abstract = {The Bitara-STEMTM Training of Trainer Programme is a short-term professional development programme aimed to increase STEM teachers or facilitators{\textquoteright} abilities to teach integrated STEM education and to increase their efficacy, beliefs and attitudes of integrated STEM teaching. The programme involves 35 facilitators, representing a broad spectrum of STEM fields. Pre- and post-test results of the participants{\textquoteright} beliefs, attitudes, perceived efficacy and content knowledge in the context of integrated STEM teaching revealed significant changes. The findings also revealed (i) knowledge of integrated STEM teaching to be related to facilitators{\textquoteright} efficacy for teaching integrated STEM and (ii) facilitators{\textquoteright} attitudes to be related to beliefs of integrated STEM teaching. The outcomes of this study provide evidence that a relatively short-term professional development can have a significant impact on facilitators{\textquoteright} beliefs, attitudes, efficacy and knowledge of integrated STEM teaching and STEM concepts.}, keywords = {integrated STEM teaching, STEM education, STEM facilitators, STEM graduates}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.85}, url = {http://oaji.net/articles/2016/987-1462908253.pdf}, author = {Edy Hafizan Mohd Shahali and Lilia Halim and Sattar Rasul and Kamisah Osman and Zanaton Ikhsan and Faszly Rahim} } @article {251, title = {MALAYSIAN SECONDARY SCHOOL STUDENTS{\textquoteright} KNOWLEDGE AND ATTITUDES TOWARDS BIOTECHNOLOGY}, journal = {Journal of Baltic Science Education}, volume = {11}, year = {2012}, month = {June/2012}, type = {Original article}, chapter = {153-163 }, abstract = {The purpose of this research is to investigate secondary students{\textquoteright} knowledge and attitude towards biotechnology and its application. A questionnaire was administered to 214 (16 years old) students who are either taking Biology or General Science. The questionnaire contained 15 items measuring students{\textquoteright} knowledge and also 28 items measuring students{\textquoteright} attitude towards biotechnology. The students{\textquoteright} level of knowledge is high but limited only to medical issues. Students showed positive attitude towards biotechnology applications that are related to medical and economic purposes. However, students are unaware of ethical issues related to biotechnology applications. The t-test showed that there was no significant difference of students{\textquoteright} knowledge of biotechnology in terms of gender. However, there was a significant difference in terms of students{\textquoteright} attitude towards biotechnology between Biology and General Science students. These findings serve as initial input of Malaysian secondary students{\textquoteright} knowledge and attitudes towards biotechnology and its application.}, keywords = {Attitude, biotechnology, knowledge, secondary school, survey}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/12.11.153}, url = {http://oaji.net/articles/2014/987-1419167606.pdf}, author = {Tamby Subahan Mohd Meerah and Mohd Fairuz Ahmad Harail and Lilia Halim} }