@article {995,
	title = {COMPARISON OF SCHOOL BASED-COOPERATIVE PROBLEM BASED LEARNING (SB-CPBL) AND CONVENTIONAL TEACHING ON STUDENTS{\textquoteright} ATTITUDES TOWARDS SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {261-276},
	abstract = {This study examined the effect of the SB-CPBL on Jordanian 8th-grade students{\textquoteright} attitude towards science. A quantitative quasi-experimental design with a non-equivalent control group was employed in this study. 120 8th-graders, divided into two groups, were involved in this study. Two groups (60 students, 30 males, and 30 females) were designated as the experimental group; they used the SB-CPBL module for six weeks, while two groups (60 students, 30 males, and 30 females) were designated as the control group and taught conventionally. The validity and reliability of the measurements used, comprising four sub-scales with 40-items, were already robust. The statistical comparison between the groups showed a significant improvement in the SB-CPBL students{\textquoteright} attitudes towards learning science compared with their conventionally-taught counterparts. The findings also confirmed the insignificant effects of gender vis-{\`a}-vis attitudes towards science. The results concluded the effectiveness of SB-CPBL approach in improving students{\textquoteright} attitudes towards science in school settings.},
	keywords = {Cooperative learning, cooperative problem-based learning, Problem-Based Learning, students{\textquoteright} attitudes towards science},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.261 },
	url = {http://oaji.net/articles/2021/987-1616866031.pdf},
	author = {Wael Musalamani and Ruhizan Mohammad Yasin and Kamisah Osman}
}
@article {899,
	title = {EFFECT OF SCAFFOLDING STRATEGIES ON HIGHER-ORDER THINKING SKILLS IN SCIENCE CLASSROOM},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {718-729},
	abstract = {Encouraging students{\textquoteright} higher-order thinking skills (HOTs) has become an ultimate objective for several education programmes. Being a significant domain of scaffolding strategies, HOTs has been considered as a concern that should persistently be at the vanguard of reform agenda of science. The present research aims to examine the effect of scaffolding strategies on HOTs of middle school science students in the context of Saudi Arabia. To carry out the research aim, quasi-experimental design has been applied based on multiple-choice questions comprising 20 questions all distributed on four skills, namely, application, analysis, evaluation and creation. The total population of the research was 84 grade 9 students who all sat for both pre-test and post-test. Convenient sampling was chosen as a sampling method that typically suits both the experimental group (42 students) and the control group (42 students). After collection, data were analysed using both descriptive analysis, mean and standard deviation, and inferential statistics including t-test, one-way analysis of variance (ANOVA) and multivariate ANOVA. The effect of scaffolding strategies on the four skills was found to be significant (p <.01). The present research can contribute to the enhancement of students{\textquoteright} HOTs, provided that scaffolding strategies are applied in science classes and, from a research perspective, will be a reference for researchers who are interested in scaffolding strategies in the context of either Saudi Arabia or other countries.},
	keywords = {higher-order thinking skills, Saudi Arabia, scaffolding strategies, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.718},
	url = {http://oaji.net/articles/2020/987-1602524467.pdf},
	author = {Khaled Saleh Alrawili and Kamisah Osman and Saeed Almuntasheri}
}
@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 {706,
	title = {TAKE-HOME-EXPERIMENT: ENHANCING STUDENTS{\textquoteright} SCIENTIFIC ATTITUDE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {828-837},
	abstract = {One classic problem in science education that is still happening today is the lack of learners{\textquoteright} involvement in scientific activity. This may lead to not instilling positive scientific attitudes and the fostering of positive attitudes towards science is an important aspect that could promote greater interest towards science. The Take-Home-Experiment strategy is an attempt to implement an alternative strategy to ascertain whether its implementation promotes a positive attitude towards science among lower secondary school students. A quasi-experimental design was used to determine the effect of the T-H-E strategy on students{\textquoteright} scientific attitudes.  A total of 151 students in Form 2 from a lower secondary school at Pekanbaru Indonesia were divided into three groups: T-H-E group, Laboratory-Experimental group and Conventional group. The research used a questionnaire instrument on scientific attitude which consisted of 31 items with a Cronbach alpha reliability index of 0.68. The result of a one-way ANOVA shows that there was a significant difference in scientific attitude of students among these 3 groups. The mean score (mean = 3.21) for scientific attitude of the T-H-E group was higher compared to both the laboratory-experimental group (mean = 3.07) and the conventional group (mean = 2.91). This research found that the use of the Take-Home-Experiment strategy in teaching science has the potential to enhance lower secondary school students{\textquoteright} scientific attitude. },
	keywords = {scientific approach, scientific attitude, Take-Home-Experiment, Teaching Science},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.828},
	url = {http://oaji.net/articles/2017/987-1539418416.pdf},
	author = {Zulirfan and Zanaton H. Iksan and Kamisah Osman and Sayyidah Nusaibah Mohd Salehudin}
}
@article {508,
	title = {THE EFFECT OF KAYEU LEARNING OUTSIDE THE CLASSRROM PRIMARY SCIENCE MODULE ON INTRINSIC MOTIVATION OF INDIGENOUS LEARNERS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {360-370},
	abstract = {In order to motivate indigenous learners to learn science and instil their positive attitude towards the subject, conducive and simulative learning environment need to be specifically designed for them. This research is aimed to determine the effect of Kayeu Learning Outside the Classroom (LOC) primary science module on intrinsic motivation of indigenous learners. The treatment group (n=38) used the Kayeu LOC primary science module while the control group (n=35) used the conventional module, which are materials mandated by Ministry of Education (MOE). Three-point Likert scale intrinsic motivation questionnaire consisting of general and science constructs was administered before and after T\&L to both groups. Analysis of MANOVA repeated measures showed there were no significant effects of the groups and time on the intrinsic motivation, and there was no significant interaction effect between time and the groups on intrinsic motivation. However, follow-up simple interaction analysis found that there is a significant main effect of the time and significant effect of interactions between time and the groups on the general construct.},
	keywords = {indigenous learners, intrinsic motivation, Learning Outside the Classroom (LOC), primary science, teaching module},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.360},
	url = {http://oaji.net/articles/2016/987-1482422639.pdf},
	author = {Cindy Wong Chyee Chen 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 {325,
	title = {CONCEPT MAPPING IN CHEMISTRY LESSONS: TOOLS FOR INCULCATING THINKING SKILLS IN CHEMISTRY LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {October/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {666-681},
	abstract = {The aim of this study is to investigate the combination effect of concept mapping and vee diagrams as thinking tools in Chemistry among some 360 secondary students in Indonesia. This study employed a quasi-experimental approach whereby students were segregated into three intervention groups: concept mapping, vee diagram and thinking skills embedded throughout the lesson (E1), concept mapping (E2) and a conventional approach (E3). Students were also characterized in terms of their ability: High (H), Moderate (M) and Low (L). Students{\textquoteright} thinking skills were measured using a modified version of the Test of Integrated Process Skills (TIPS), which has beed systematically justified in terms of reliability and validity. Analysis of findings reveal that the EI approach is the most effective technique in inculcating students{\textquoteright} thinking skills. A series of follow-up analyses also demonstrate that the E1 approach is best suited for the high ability (H) students as compared to their moderate (M) and low (L) ability counterparts. },
	keywords = {chemistry learning, concept mapping, scientific thinking skills, vee diagram},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.666},
	url = {http://oaji.net/articles/2015/987-1425810723.pdf},
	author = {Kamisah Osman and Wahidin and Subahan Mohd   Meerah}
}
@article {289,
	title = {FOSTERING SCIENCE PROCESS SKILLS AND IMPROVING ACHIEVEMENT THROUGH THE USE OF MULTIPLE MEDIA},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {191-204 },
	abstract = {The study focuses on how best to foster the science process skills and improving achievement of secondary schools students in Riau Indonesia. This research used a quasi-experiment method which involved two experimental groups and one control group. The first experimental group used an environment learning module based on Information Communication Technology (ICT), whilst the second experimental group used the environmental module without ICT. The third group went through the teaching and learning process using conventional methods. The instruments used were the Science Process Skills test and students{\textquoteright} achievement test. Analysis of the findings was done descriptively followed by subsequent inferential analysis using ANOVA and MANOVA tests. It was found that there exist significant differences in science process skills and achievement between the two experimental groups and the conventional group. Based on the findings, it is suggested that science teachers need to be adroit in varying their teaching approaches as well as orientating themselves in using ICT in their teaching.},
	keywords = {information communication technology, science process skills, science teaching and learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.191},
	url = {http://oaji.net/articles/2015/987-1425758625.pdf},
	author = {Kamisah Osman and Rian Vebrianto}
}
