@article {560,
	title = {THE EFFECTS OF COMBINING INQUIRY-BASED TEACHING WITH SCIENCE MAGIC ON THE LEARNING OUTCOMES OF A FRICTION UNIT},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {218-227},
	abstract = {This research used a quasi-experimental method to explore whether integrating Science Magic (SM) into 5E Learning Cycle (5ELC) in the development of teaching materials for a friction unit would impact students{\textquoteright} learning outcomes and attitudes toward science. A total of 68 eighth-grade students were divided into experimental and control groups. The experimental group was taught using teaching materials and methods developed using the SM-based 5ELC, while the control group adhered solely to textbook-based materials, which were also based on the 5ELC but did not involve SM activities. Two major findings were obtained in this research. First, learning effects for the experimental group were significantly higher than the control group, especially in relation to characteristics of static friction, factors that affect friction, and relationships between frictional and normal force. Second, the experimental group showed significant improvements in their attitudes toward science when juxtaposed with the control group.},
	keywords = {attitudes toward science, friction concepts, inquiry-based teaching strategy, science magic},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.218},
	url = {http://oaji.net/articles/2017/987-1497156412.pdf},
	author = {Jang-Long Lin and Meng-Fei Cheng and Shih-Yin Lin and Jih-Yuan Chang and Ying-Chi Chang and Hsiao-Wen Li and Deng-Min Lin}
}
@article {366,
	title = {DEVELOPING EXPLANATORY MODELS OF MAGNETIC PHENOMENA THROUGH MODEL-BASED INQUIRY},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {June/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {351{\textendash}360 },
	abstract = {The main purpose of this study was to bridge the gap between how scientists practice and how students learn science. To achieve this, an innovative student-centered curriculum was designed to teach 42 undergraduate students. The program involved scaffolding activities, an interactive computer simulation, and reflection on scientific modeling criteria to address the students{\textquoteright} difficulties in reasoning at the microscopic level and the scientific evaluation of their models during their development of an explanatory model of magnetism. To address the students{\textquoteright} difficulties in reasoning at the microscopic level and the scientific evaluation of their models during their development of an explanatory model of magnetism, the program involved scaffolding activities, an interactive computer simulation, and reflection on scientific modeling criteria. The results of the study indicated that more than half the students developed scientific and coherent microscopic N-S dipole models to explain observed magnetic phenomena, and students{\textquoteright} understanding of the nature of models was significantly enhanced after the instruction. This study contributes to modeling theory and the methods that can help students self-develop scientific models of magnetism as opposed to rote learning.},
	keywords = {explanatory models, magnetism, undergraduate students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.351},
	url = {http://oaji.net/articles/2015/987-1437679161.pdf},
	author = {Meng-Fei Cheng and Jang-Long Lin and Ying-Chi Chang and Hsiao-Wen Li and Tsung-Yu Wu and Deng-Min Lin}
}
