@article {280,
	title = {THE EXPLORATION OF APPLYING LEGO NXT IN THE SITUATED SCIENCE AND TECHNOLOGY LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {73-91},
	abstract = {The current study explores the learning effects of applying LEGO NXT in the science and life technology course based on the situated learning theory. Two fifth-grade classes of experimental group use LEGO NXT in the teaching; and the other two are control group by integrating information technology into the teaching. 
The results reveal that the learning effects of students instructed with LEG NXT in the teaching are superior to students instructed with information technology integrated in the teaching. Meanwhile, using LEGO NXT is sufficient playfulness but not ease of use. Furthermore, Using LEGO NXT in the teaching has a positive impact on learning effects.},
	keywords = {expectation-confirmation theory, LEGO NXT, post-acceptance model of IS continuance, situated learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.73},
	url = {http://oaji.net/articles/2015/987-1425757780.pdf},
	author = {Bih-Yaw Shih and Tsung-Hao Chen and Sun-Ming Wang and Chen-Yuan Chen}
}
@article {291,
	title = {THE EXPLORATION OF TEACHERS{\textquoteright} INTENTION OF USING LEGO NXT IN PRIMARY SCHOOL},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {219-233 },
	abstract = {More and more LEGO NXTs are applied to combine with different courses for designing multimedia instructional materials. Therefore, understanding the factors affecting the teachers{\textquoteright} intention of using Lego NXT has been an eager research issue. The purpose of the current research is to explore the teachers{\textquoteright} intention of using Lego NXT in primary school. A model combining the Technology Acceptance Model (TAM) as well as system and participant characteristics is proposed. Data were collected from forty seven primary school teachers in Kaohsiung and Pingtung county. Structural Equation Modelling (SEM) is used to test the hypothesis.},
	keywords = {authentic, LEGO NXT, self-efficacy, teachers{\textquoteright} intention, Technology acceptance model},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.219 },
	url = {http://oaji.net/articles/2015/987-1425758742.pdf},
	author = {Bih-Yaw Shih and Tsung-Hao Chen and Yevvon Yi-Chi Chang and Wen-Yaw Chung and Chen-Yuan Chen}
}
@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}
}
