@article {390,
	title = {USING CONCEPT MAPPING FOR ASSESSMENT IN SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {October/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {662{\textendash}673 },
	abstract = {Conceptual acquisition is an important aspect of science education, especially with regard to committing things to long term memory. Three case studies were carried out to examine approaches to conceptual acquisition in science education. The aim of these studies was to determine whether concept mapping method is a valid research method. To answer the question, studies were developed. Two of them used animation to describe abstract topics in chemistry. The aim of the third study was to compare the differences in higher taxonomy concept maps, created in an allocated timeframe. The findings of the studies indicate that the use of voiced interactive animation without teacher explanation does not lend itself to superior concept acquisition. As a result of the study it was concluded that concept mapping as an assessment method provides a unique possibility to visualize the structure of students{\textquoteright} conceptual achievements. Based on the outcomes it is recommended concept mapping should be used more as an assessment or research method. },
	keywords = {concept acquisition, concept mapping, paper-based instruction},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.662},
	url = {http://oaji.net/articles/2015/987-1450981453.pdf},
	author = {Katrin Soika and Priit   Reiska}
}
@article {311,
	title = {IMPACT OF THE SOCIO-CULTURAL CONTEXT ON STUDENT SCIENCE PERFORMANCE AND ATTITUDES: THE CASE OF ESTONIA},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	type = {Original article},
	chapter = {465-481 },
	abstract = {This study analysed how to explain the statistically significant differences between the science mean scores and attitudes of students in different language instruction schools. Estonian schools were grouped according to their socioeconomic intake relative to the national average into three categories: advantaged, disadvantaged and mixed schools. The analysis of the socioeconomic composition of different language instruction schools showed that the Estonian and Russian language instruction schools are mostly mixed schools. The results did not support the assertion that weaker performance is connected with disadvantaged background of students or schools either. Although students in Russian language instruction schools reported higher levels of motivation, more innovative classroom activities and they were more informed about science-related careers, the students in Estonian language instruction schools outperformed the Russian-speaking students in science. The results support an opinion that the students{\textquoteright} performance and engagement differences are rather connected with classroom level instructional approaches and learning culture.},
	keywords = {PISA, socioeconomic background of students and schools, students{\textquoteright} science performance and attitudes, Teaching practices},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.465},
	url = {http://oaji.net/articles/2015/987-1425809384.pdf},
	author = {Imbi   Henno and Priit   Reiska}
}
