@article {1327,
	title = {UTILIZATION OF PROCESS DATA IN CHINA: EXPLORING STUDENTS{\textquoteright} PROBLEM-SOLVING STRATEGIES IN COMPUTER-BASED SCIENCE ASSESSMENT FEATURING INTERACTIVE TASKS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {929-944},
	abstract = {Students{\textquoteright} problem-solving strategies and the differences among strategy groups were explored by analyzing the process data collected during student interactions with computer-based science items. Data were gathered from 1516 eleventh-grade students from 4 schools in China. Analyses of the sequences of students{\textquoteright} response actions revealed that the students were divided into four strategy groups when designing experiments to solve scientific problems: the scientific and rigorous strategy (18.5\%), scientific and less rigorous strategy (25.4\%), incomplete strategy (31.5\%), and chaotic strategy (24.6\%). The heatmaps of response actions for each strategy and the frequencies of the most representative response sequences were further explored to understand the students{\textquoteright} detailed trajectories. The results showed that successful problem solvers were generally inclined to explore all possibilities of experimental combinations and design experiments scientifically and rigorously based on the relevant scientific principles. Moreover, the timestamps of response actions were explored to show that the students who adopted the scientific and rigorous strategy spent more time seeking solutions, suggesting that students may need sufficient time to solve complex and authentic scientific problems. The findings enrich the literature on using process data to address theoretical issues in educational assessment and provide students with individualized instructional needs for teachers to improve students{\textquoteright} scientific problem-solving competency.},
	keywords = {China, computer-based assessment, process data, scientific problem-solving},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.929 },
	url = {https://oaji.net/articles/2023/987-1697654133.pdf},
	author = {Pingping Zhao and Chun-Yen Chang and Yueyang Shao and Zhi Liu and Hao Zhou and Jian Liu}
}
@article {735,
	title = {DEVELOPMENT AND VALIDATION OF A SURVEY INSTRUMENT (AKA) TOWARDS ATTITUDE, KNOWLEDGE AND APPLICATION OF STEM},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {63-76},
	abstract = {The development and deployment of STEM education in every continent and country are different. An instrument to access the current situation of the application, knowledge, as well as attitude towards STEM education, is necessary. This research aimed to design and develop a valid instrument that can be used to assure the quantitative degree of attitude, knowledge, and application of STEM (AKA) by science teachers. Research data were collected from 137 Indonesian secondary school science teachers. In order to determine the validity of the scale, reliability test, exploratory factor analysis (EFA), as well as the content and face validity from experts were used. Results showed that the designed and developed AKA instrument was adequate to reliabilities and validities as well as can be used to collect data. The development of AKA instrument enables users worldwide to obtain information about the development of STEM as well as the problems and challenges faced by science teachers in the field. Further work is also suggested.},
	keywords = {SCIENCE teachers, STEM education, survey instrument},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.63},
	url = {http://oaji.net/articles/2019/987-1550082883.pdf},
	author = {Bevo Wahono and Chun-Yen Chang}
}
@article {802,
	title = {SCIENCE-EDU-COMMUNICATION: TRENDS REVEAL IN 20 YEARS OF SCIENCE COMMUNICATION RESEARCH},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {793-805},
	abstract = {By investigating scholarly output in science communication from 1997 to 2018, this research sought evidence that science education has been increasingly focusing on communication methods to reach the public. Through an automatic scientometric method, this study analyzed 1300 articles published in two leading journals in the field of science communication. As a result, seven trends were revealed and categorized into three themes: Public engagement with science (PES); Media and science (MS); and Issues in science (IS). Furthermore, PES and MS scholarly output were found increased significantly.  The findings confirmed the goal of this research. However, it then suggested a research area of bridging science education and science communication that is currently less explored. Given increased focus towards PES and MS, these fields are primed for further collaboration to more engage the public in science learning.},
	keywords = {CATAR, science communication, science education, science-edu-communication, scientometric analysis},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.793},
	url = {http://oaji.net/articles/2019/987-1571128365.pdf},
	author = {Leon Yufeng Wu and Nathan M. Truong and Hsin-Yen Lu and Yuen-Hsian Tseng and Chun-Yen Chang}
}
@article {787,
	title = {USING BOARD GAMES TO TEACH SOCIOSCIENTIFIC ISSUES ON BIOLOGICAL CONSERVATION AND ECONOMIC DEVELOPMENT IN TAIWAN},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {634-645},
	abstract = {This research uses board games as teaching material to develop students{\textquoteright} decision-making ability and basic scientific literacy and to foster students{\textquoteright} value for nature and social caring by working with socioscientific issues. The board game structure contains four perspective systems: ecological, economic, cultural, and political. In the game processing, students must handle, consider, and understand the different role players{\textquoteright} positions and face different missions that involve socioeconomic and environmental conflicts. When making any decisions, students affect the follow-up game behaviors and develop tendencies. The board game instruction was field-tested with 38 high-school students from two different high schools. Students played the board game for a total of 200 minutes. Students{\textquoteright} scientific conceptions concerning biodiversity (closed-ended) and perspectives on socioscientific issues (open-ended) were assessed before and after the board game lesson. The results showed that students in both high schools significantly increased their understanding of biodiversity concepts, with a high level of effect size (Cohen{\textquoteright}s d equal to 1.40 and 1.06, respectively, for the two schools). In the semistructured interviews, the interviewed students were able to reflect on the value of animals and provide various opinions about animal conservation and economic development.},
	keywords = {board game, decision making, descriptive research, game base learning, socioscientific issue},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.634},
	url = {http://oaji.net/articles/2019/987-1564686975.pdf},
	author = {Jen-Che Tsai and Ping-Han Cheng and Shiang-Yao Liu and Chun-Yen Chang}
}
@article {269,
	title = {THE IMPACT OF A SCIENCE MUSEUM INVOKED LEARNING ENVIRONMENT (SMILE) ON STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {357-366 },
	abstract = {This study aims to develop an ESSMIM (Earth System-Science Museum Instructional Module) and evaluate its impacts on 11th grade high-school students{\textquoteright} expected and actual perceptions of a Science Museum invoked Learning Environment (SMiLE). The ESSMIM was designed following the principles of the {\textquotedblleft}Earth System Education (ESE) learning cycle mode{\textquotedblright} (Chang, 2005): Engage, Explore, Analysis/Explain, as well as Apply and Evaluate. In terms of research design, a one group pretest posttest research design was adopted. The research subjects were a group of 11th grade students from a national senior high-school in Taiwan. Students{\textquoteright} expected and actual perceptions of SMiLE were investigated through the {\textquotedblleft}SMiLE Inventory{\textquotedblright}. The results of this study showed that: (1) students{\textquoteright} scores, of expected SMiLE Inventory, both before and after the experimental teaching were higher than their actual SMiLE scores, (2) compared with previous actual experiences, ESSMIM created a SMiLE which was closer to students{\textquoteright} expectation, and (3) after experiencing the ESSMIM, the difference between students{\textquoteright} expectations and their actual experience of SMiLE was reduced.},
	keywords = {earth science curriculum, Learning Environment, Perception, science museum teaching},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.357},
	url = {http://oaji.net/articles/2014/987-1419169083.pdf},
	author = {Chun-Yen Chang and Yu-Ching Huang and Chen-Yuan Chen}
}
@article {262,
	title = {LEVERAGING EDUCATIONAL PATHWAY TO BRIDGE IN-SCHOOL AND OUT-OF-SCHOOL SCIENCE LEARNING: A COMPARISON OF DIFFERENT INSTRUCTIONAL DESIGNS},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {September/2012},
	type = {Original article},
	chapter = {275-284 },
	abstract = {A short look on any science center or science museum website reveals that significant amounts of online educational resources have been developed in recent years. However, how can the non-formal online learning resources of science centers/museums support learning activities inside schools? This study leverages the educational pathway of energy resources, designed by the European Open Science Resources project and the Deutsches Museum, to develop in-school learning activities. This research explores the impact of different instructional approaches incorporating the educational pathway, including the Self-Guided Educational Pathway (SGEP) and Teacher-Guided Educational Pathway (TGEP), on Taiwanese high-school students{\textquoteright} science learning outcomes. The results indicate that the TGEP approach provides students significantly higher knowledge gains than the SGEP approach. Moreover, the TGEP approach significantly maintained students{\textquoteright} positive attitudes toward science learning, museum learning, and online museum learning than did the SGEP approach. The results are discussed in terms of both pedagogical designs and the social culture of Eastern Asia.},
	keywords = {educational pathways, learning environments, non-formal learning, online learning resources},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.275},
	url = {http://oaji.net/articles/2014/987-1419168481.pdf},
	author = {Chun-Yen Chang and Johannes-Geert Hagmann and Yu-Ta Chien and Chung-Wen Cho}
}
