@article {1278, title = {IMPROVING SCIENCE PROCESS SKILLS OF STUDENTS WITH MILD INTELLECTUAL DISABILITIES}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {April/2023}, pages = {Continuous}, type = {Original article}, chapter = {323-336}, abstract = {Relevant literature has an unexplored question on how prediction-observation-explanation (POE) worksheets affect science process skills of students with mild intellectual disabilities (SMID). Therefore, this research aimed to examine the effect of POE worksheets developed for the {\textquotedblleft}matter and its nature{\textquotedblright} subject on SMID{\textquoteright}s science process skills. Through pre-experimental research design, 12 fifth grade SMID participated in the research. To collect data, the researchers used science process skills development forms and rubrics to score their observations. During the teaching intervention, SMID implemented three POE worksheets, which included buzz 22 technique in the {\textquoteleft}prediction{\textquoteright} stage, hands-on experiments and QR codes in the {\textquoteleft}observation{\textquoteright} stage and snowball, learning gallery or card showing techniques in the {\textquoteleft}evaluation{\textquoteright} stage. The results indicated that the POE worksheets are effective at developing SMID{\textquoteright}s science process skills of the "matter and its nature" subject. This research recommends that future comparative research should unveil how the POE worksheets with/without active learning techniques impact the SMID{\textquoteright}s SPS. }, keywords = {mild intellectual disabilities, science education, science process skills}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.323}, url = {https://oaji.net/articles/2023/987-1681287618.pdf}, author = {{\c S}enel {\c C}oruhlu, T. and Muammer {\c C}al{\i}k and Er Nas, S. and B{\"u}{\c s}ra Bilgin} } @article {1005, title = {A SYSTEMATIC REVIEW OF THE RESEARCH PAPERS ON CHEMISTRY-FOCUSED SOCIO-SCIENTIFIC ISSUES}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {June/2021}, pages = {Continuous}, type = {Original article}, chapter = {360-372}, abstract = {Although chemistry-focused socio-scientific issues support the {\textquoteleft}relevance{\textquoteright} model of chemistry education, the related literature has lacked any systematic review handling them together. For this reason, this research aimed to thematically synthesize the research papers on chemistry-focused socio scientific issues (SSI) from 2008 to 2020 and inferentially evaluate them in terms of the relevance model of chemistry education. After searching international and national well-known databases through relevant keyword patterns (e.g., Pattern 1: socio-scientific issues and chemistry education), 65 research papers were apparent for the systematic review. Then, the authors generated primary and secondary codes for the research papers and then inferentially marked their {\textquoteleft}relevance{\textquoteright} components. The systematic review indicated variation of research areas (e.g., relevance model of chemistry education) and dominant research foci for different themes (e.g., competencies and related variables for the theme {\textquoteleft}aims{\textquoteright}; pollution, energy, industry and fabrication-based problems for the theme {\textquoteleft}SSI{\textquoteright}; organic compounds for the theme {\textquoteleft}chemistry concepts{\textquoteright}). Further, it revealed that the research papers on chemistry-focused SSI had some shortcomings at handling all components of the relevance model in a balanced way. The current research suggests professionally training teachers about how to integrate chemistry-focused SSI and the relevance model into school chemistry.}, keywords = {chemistry education, relevance model, socio-scientific issues, systematic review}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.360}, url = {http://oaji.net/articles/2021/987-1622790775.pdf}, author = {Muammer {\c C}al{\i}k and Antuni Wiyarsi} } @article {823, title = {IDENTIFYING PRE-SERVICE TEACHERS{\textquoteright} INITIAL IMPRESSIONS OF THE CONCEPT CARTOONS IN THE SCHOOL CORRIDORS AND INFORMAL PHYSICS LEARNING}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {February/2020}, pages = {Continuous}, type = {Original article}, chapter = {25-35}, abstract = {Since concept cartoons give an important opportunity for students to achieve informal physics learning, the current research focused on pre-service teachers{\textquoteright} initial impressions of the concept cartoons in the school corridors and informal physics learning. The aim of the research was to determine pre-service teachers{\textquoteright} initial impressions of the concept cartoons in the school corridors and informal physics learning via the concept cartoons. After a 14-week intervention, a questionnaire with seven open-ended questions was administered to 542 pre-service teachers from primary, mathematics and science teacher education programmes. Their responses to the questionnaire were exposed to qualitative content analysis via two categories (advanced and poor impression). The results showed that pre-service teachers generally refered to advanced impressions of the concept cartoons. In light of the results, it can be deduced that the concept cartoons have enhanced their initial impressions of informal physics/science learning via the concept cartoons. The current research recommends that pre-service teachers should be encouraged to produce their own concept cartoons on the topic(s) they found difficult. }, keywords = {concept cartoon, informal learning, initial impression, science education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.25}, url = {http://oaji.net/articles/2020/987-1581269416.pdf}, author = {{\c S}eng{\"u}l Atasoy and Seyhan Ery{\i}lmaz Toksoy and Muammer {\c C}al{\i}k} } @article {545, title = {THE EFFECT OF THE COMMON KNOWLEDGE CONSTRUCTION MODEL-ORIENTED EDUCATION ON SIXTH GRADE STUDENTS{\textquoteright} VIEWS ON THE NATURE OF SCIENCE}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {February/2017}, pages = {Continuous}, type = {Original article}, chapter = {43-55}, abstract = {The aim of the present research was to explore the effect of the Common Knowledge Construction Model (CKCM)-oriented education on sixth grade students{\textquoteright} views on the Nature of Science (NOS) and to compare it with the existing learning model (5Es learning model). The research was conducted with a total of 76 students (38 by 38--for experimental and control groups) in 2013-2014 school year. Within a quasi-experimental research design, the Views of Nature of Science Questionnaire (VNOS) and the Student Interview on the Nature of Science Aspects (SINOSA) were used for data collection. Quantitative data from the VNOS were exposed to independent t-test while qualitative data from the interview protocol were analyzed using content analysis. Results of pre-test and pre-interview denoted that both groups properly constructed {\textquoteleft}empirical{\textquoteright} aspect of the NOS while the other aspects of the NOS were na{\"\i}ve and transitional levels. After the intervention, it was found that the control group{\textquoteright}s views of the NOS, except for the empirical aspect, were transitional level whilst those of the experimental group were informed level. Further, it was elicited that the experimental group performed the highest change in {\textquoteleft}imaginary and creative{\textquoteright} aspect of the NOS. }, keywords = {5Es learning model, CKCM, light and sound topic, nature of science, science education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.43}, url = {http://oaji.net/articles/2017/987-1493049602.pdf}, author = {Hasan Bak{\i}rc{\i} and Muammer {\c C}al{\i}k and Salih {\c C}epni} } @article {267, title = {A COMPARISON OF CHEMISTRY TEACHERS{\textquoteright} AND GRADE 11 STUDENTS{\textquoteright} ALTERNATIVE CONCEPTIONS OF {\textquoteleft}RATE OF REACTION{\textquoteright}}, journal = {Journal of Baltic Science Education}, volume = {11}, year = {2012}, month = {December/2012}, type = {Original article}, chapter = {333-346 }, abstract = {The purpose of this study is to compare alternative conceptions of chemistry teachers and Grade 11 students on the subject of {\textquoteleft}rate of reaction{\textquoteright}. This study was conducted with a total of seventy chemistry teachers and seventy two grade 11 students. To collect data, a {\textquoteleft}rate of reaction{\textquoteright} concept test comprising 9 lead and 10 sub-questions (in total 19 items) were employed. Also, a structured interview session was conducted with 10 chemistry teachers and 13 grade 11 students. Since the chemistry teachers and grade 11 students possessed similar alternative conceptions, it can be deduced that the chemistry teachers seem to have been principal source at transmitting their alternative conceptions to the grade 11 students. It is recommended that, a common database or website should be created to afford the current chemistry teachers to easily access to improved teaching materials and/or instruments in chemistry education.}, keywords = {Alternative Conception, chemistry teacher, grade 11 students, rate of reaction}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/12.11.333}, url = {http://oaji.net/articles/2014/987-1419168982.pdf}, author = {Ali Kolomu{\c c} and Muammer {\c C}al{\i}k} }