@article {704,
	title = {IMPROVING THE QUALITY OF STUDENT QUESTIONS IN PRIMARY SCIENCE CLASSROOMS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {800-811},
	abstract = {Even though student questioning is the key aspect of inquiry learning, students ask very few questions in Science classrooms. This research aimed to increase the number of high-level questions posed by primary students during science lessons. An experiment was designed in which the experimental group was taught about the taxonomy of questions that can be asked by students during a science lesson. The quality of selected student questions was discussed as a whole class throughout the implementation. In addition, the experimental group completed the textbook activities at the end of each section in groups, whereas, the control group finished these activities individually. The experiment lasted for 4 weeks (12 lessons), during the {\textquoteleft}Microscopic Organisms and Environment{\textquoteright} unit in two 4th-grade classrooms. After completing each section of the unit, student questions were collected. The questions were classified as either low-level or high-level questions. The findings showed that in the experimental group, there were significantly more high-level questions compared to the control group. The questions were longer and more comprehensive in the experimental group. In both groups, as students{\textquoteright} achievement increased, so did the number of questions they asked.},
	keywords = {high-level questions, primary science, question taxonomy, student questions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.800 },
	url = {http://oaji.net/articles/2017/987-1539418279.pdf},
	author = {Sibel   Kaya and Mustafa Temiz}
}
@article {315,
	title = {ASSESSING THE RELATIONSHIP BETWEEN LEARNING STRATEGIES AND SCIENCE ACHIEVEMENT AT THE PRIMARY SCHOOL LEVEL},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	type = {Original article},
	chapter = {525-534 },
	abstract = { 
The use of self-regulated learning strategies tend to have an impact on student learning and achievement; however, the nature of this relationship for primary science achievement needs further investigation. The purpose of this study was to examine the relationship between learning strategies used by primary students and their science achievement. The use of learning strategies was measured by the 50-item modified version of the Motivated Strategies for Learning Questionnaire (MSLQ) and the science achievement was measured by a test compiled from the released TIMSS items. Bivariate correlation analysis results showed that among the nine learning strategies that were investigated, seven of them were significantly associated with the science achievement. There were no correlations between peer learning and help seeking and achievement. Multiple regression analysis results showed that among the seven strategies, effort regulation, metacognitive self-regulation and critical thinking significantly contributed to the science achievement. Results and implications for instruction were discussed.},
	keywords = {Motivated Strategies for Learning Questionnaire, primary science, self-regulated learning, TIMSS},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.525},
	url = {http://oaji.net/articles/2015/987-1425809609.pdf},
	author = {Sibel   Kaya and Zeynel   Kablan}
}
