@article {1260,
	title = {THE EFFECTS OF SOCIOSCIENTIFIC ISSUES APPROACH WITH THINKING WHEEL MAPS ON ENTREPRENEURIAL SCIENCE THINKING AMONG FIFTH GRADERS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {100-112},
	abstract = {This research was conducted to examine the effects of the socioscientific issue approach (SSI) with thinking wheel map (TM) on entrepreneurial science thinking (EST) and the constructs of Observation, New Ideas, Innovation, Creativity, and Value. A teaching and learning (TL) module was developed to guide teachers in implementing the infusion of SSI with TM TL approach on EST among fifth graders.  Quasi-experimental quantitative research was conducted on 345 fifth graders in urban primary schools in Malaysia. A total of three TL groups were assigned randomly; namely, i) SSI-TM approach (n=115), ii) SSI (n=115) and iii) Conventional approach (CONV, n=115). The results of the MANCOVA analysis showed a significant effect across the three groups of TL approach for EST. Meanwhile, the ANCOVA analysis results showed a significant effect of the SSI-TM TL approach compared to SSI and CONV on EST and in all constructs of EST. The SSI-TM TL approach showed a higher post-test mean score than the SSI, and then the SSI post-test mean score was significantly higher than the CONV in all constructs studied except the Observation. The findings prove that the SSI-TM TL approach positively impacts the cultivation of EST among fifth graders.},
	keywords = {entrepreneurial science thinking, fifth graders, socioscientific issues approach, thinking wheel map},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.100},
	url = {https://oaji.net/articles/2023/987-1676961022.pdf},
	author = {Siew, N. M. and Jamilah Ahmad}
}
@article {1317,
	title = {INTEGRATION OF SOCIOSCIENTIFIC APPROACH AND DESIGN THINKING: AN ENTREPRENEURIAL CREATIVE THINKING MODULE FOR STEM EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {767-780},
	abstract = {This study was conducted to i) ascertain the validity, reliability, and feasibility of a module based on the socioscientific issue approach and design thinking model (SIA-DT), and ii) assess its effects on the entrepreneurial creative thinking (ECT) in STEM education. The first phase of ECT module validation was conducted with the assistance of three expert evaluators and 32 students. A 5-point Likert scale questionnaire and the ECT test were used to collect data. The second phase consists of evaluation using a quasi-experimental design with a Pre-Post Test of Non-Equivalent Control Groups. A total of 64 Form Four students were divided into two groups: SIA-DT (n = 32) and control (n = 32). The ECT module has a high validity value and an acceptable Cronbach{\textquoteright}s alpha reliability of .92. The ECT Module{\textquoteright}s feasibility was substantiated by a mean score of 4.71. The results of the independent-sample t-test prove that there is a significant difference in the post-test for students in the SIA-DT group compared to the control group in ECT and five constructs of ECT. In conclusion, these findings demonstrate that the ECT Module is valid, reliable, and feasible in STEM education and that it is effective in enhancing students{\textquoteright} ECT.},
	keywords = {design thinking model, entrepreneurial creative thinking, module development, socioscientific issue approach, STEM education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.767},
	url = {https://oaji.net/articles/2023/987-1697653334.pdf},
	author = {Sufirman Arifin and Siew, N. M.}
}
@article {1224,
	title = {EFFECTS OF SOCIO-SCIENTIFIC ISSUES BASED ON THINKING MAPS APPROACH ON FUTURE THINKING OF SECONDARY SCHOOL STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {888-901},
	abstract = {This study was conducted to examine the effects of the socio-scientific issue (SSI) approach assisted by the future thinking map (FTM) on five constructs of future thinking, namely i) understanding the current situation, ii) identifying the trends, iii) analyzing the relevant drivers, iv) synthesizing the possibilities or needs of the future and v) choosing with the justification of the desired future. The future-thinking test instrument was developed to measure the level of future thinking. A quasi-experimental pre-test and post-test control group design was employed. A total of 255 form four students (age 16) from three randomly selected rural secondary schools in Tawau District, Malaysia were assigned to i) SSI-FTM (n = 85), ii) SSI (n = 85), and iii) conventional (CV, n = 85) teaching and learning (TL) strategies. The results of the MANCOVA analysis showed that there was a statistically significant effect across all three groups of TL strategies. The ANCOVA analysis showed that there was a statistically significant effect of the SSI-FTM TL strategies compared to the SSI and CV TL strategies on the five future thinking constructs. The quasi-experimental study proves that the SSI-FTM TL strategy is effective in nurturing future thinking among form four students in science lessons.},
	keywords = {future thinking, future thinking map, secondary schools, socio-scientific issue},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.888},
	url = {https://oaji.net/articles/2022/987-1667237383.pdf},
	author = {Siew, N. M. and Abdul Rahman, M. S.}
}
@article {997,
	title = {CURIOSITY TOWARDS STEM EDUCATION: A QUESTIONNAIRE FOR PRIMARY SCHOOL STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {289-304},
	abstract = {There are limited research studies about the development of questionnaire to assess the level of primary school students{\textquoteright} curiosity towards STEM education. In this research, curiosity towards STEM Education Questionnaire (CQ-STEM) instrument was developed based on Berlyne{\textquoteright}s Theory of Curiosity. CQ-STEM consisted of 10 items measuring the two constructs of curiosity towards STEM, namely exploration and acceptance. A total of 166 fifth graders aged 10 to 11 years enrolled in five urban schools in Sabah, Malaysia made up the research sample. Rasch Measurement Model was applied to determine the validity and reliability of CQ-STEM. The validity of the CQ-STEM instrument was well established among the constructs of exploration and acceptance through the person fit, item fit, item polarity, unidimensionality, and variable map. The CQ-STEM instrument was found to have a high reliability with a Cronbach{\textquoteright}s alpha value (KR-20) of .93.  CQ-STEM has an excellent item reliability and moderate high item separation value of .96 and 4.83 respectively. In conclusion, CQ-STEM has good validity and high reliability in measuring curiosity towards STEM Education among primary school students.},
	keywords = {curiosity towards STEM Education, primary school students, questionnaire development, Rasch Measurement Model, validity and reliability},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.289},
	url = {http://oaji.net/articles/2021/987-1616866175.pdf},
	author = {Jamilah Ahmad and Siew, N. M.}
}
@article {1040,
	title = {DEVELOPMENT OF A CHILDREN ENTREPRENEURIAL SCIENCE THINKING TEST FOR STEM EDUCATION },
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {528-545},
	abstract = {There are limited research studies about the development of test instrument to assess the level of entrepreneurial thinking among children in STEM education. The purpose of this research was to develop an Entrepreneurial Science Thinking Test (ESTT) for primary school children in STEM Education and evaluate its validity and reliability. The ESTT was developed using experiential learning theory which comprised of five constructs, namely Observation, New Ideas, Innovation, Creativity, and Value. The ESTT consisted of ten open-ended question items that require children to answer questions in statements and draw sketches of ideas. The evaluation was conducted to determine the reliability and validity of ESTT which involved five subject matter experts and 166 11-year-old fifth graders from five urban schools in Sabah, Malaysia. The data obtained from fifth graders were computed using WINSTEPS software version 3.73 and analysed using the Rasch measurement model. The results indicated a high acceptable content validity and construct validity, high internal consistency, and excellent item reliability and item separation. Through item fit analysis, all items were retained. The finding established the reliability and validity of the ESTT and would therefore represent a valid and highly reliable instrument for measuring entrepreneurial science thinking among fifth graders in STEM Education. },
	keywords = {experiential learning theory, science entrepreneurial thinking, STEM education, validity and reliability},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.528},
	url = {http://oaji.net/articles/2021/987-1629706893.pdf},
	author = {Jamilah Ahmad and Siew, N. M.}
}
@article {653,
	title = {DESIGN, DEVELOPMENT AND EVALUATION OF A PROBLEM-BASED WITH COOPERATIVE MODULE ON SCIENTIFIC CREATIVITY OF PRE-SCHOOLERS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {215-228},
	abstract = {The purpose of this research was to design and develop a teaching and learning module using Problem-Based Learning and Cooperative Learning (PBL-CL) and evaluate its effects on scientific creativity of pre-schoolers. The module was developed using the ADDIE instructional design model which included five phases: Analysis, Design, Development, Implementation, and Evaluation. Formative evaluation was conducted to determine the reliability, content validity, pedagogical usability and pre-schoolers{\textquoteright} acceptability of the module, which involved five subject matter experts, 10 pre-school teachers, and 30 six-year-old pre-schoolers. The results of formative evaluation indicated an acceptable reliability, good content validity, high acceptability among the pre-schoolers, and high level of pedagogical usability. Finally, a pre- and post-test non-equivalent control group quasi experiment design was employed to determine the effects of the PBL-CL module. A total of 144 six-year-old pre-schoolers from three pre-schools were randomly assigned to PBL-CL group (n=72) and control group (n=72). The finding of Paired Sample T-test and Independent T-test established the effects of the PBL-CL module and would therefore represent a reliable, credible, and effective teaching and learning module for fostering scientific creativity among pre-schoolers.},
	keywords = {ADDIE model, Cooperative learning, pre-schoolers, Problem-Based Learning, scientific creativity, teaching and learning module},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.215},
	url = {http://oaji.net/articles/2017/987-1523526704.pdf},
	author = {Siew, N. M. and Mui Ken Chin}
}
@article {723,
	title = {DEVELOPMENT AND EVALUATION OF AN INTEGRATED PROJECT-BASED AND STEM TEACHING AND LEARNING MODULE ON ENHANCING SCIENTIFIC CREATIVITY AMONG FIFTH GRADERS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {1017-1033},
	abstract = {This research aimed to i) determine the validity, reliability, and appropriateness of an integrated project-based learning and STEM teaching and learning module (PjBL-STEM), and ii) evaluate its effects on the scientific creativity of Fifth Graders. The first phase of evaluation involved seven subject matter experts and 30 Fifth Graders. Data were captured through students{\textquoteright} responses to two 5-point Likert scale questionnaires, open ended questions and scientific creativity test. The second phase of evaluation employed a pre- and post-test non-equivalent control group quasi experiment design. A total of 60 Fifth Graders from two primary schools were randomly assigned to a PjBL-STEM group (n=30) and a control group (n=30). The results of the PjBL-STEM evaluation indicated a good content validity and an acceptable reliability with alpha Cronbach{\textquoteright}s value of .65 to .87. Students showed a moderately high positive perception (m=4.37) towards the PjBL-STEM activities. The positive written responses of students indicated the appropriateness of the module. The result of independent samples t-test established the significant positive effects of the PjBL-STEM on all trait dimensions of scientific creativity. These findings showed that PjBL-STEM provides a reliable, valid, appropriate and effective teaching and learning module to foster the scientific creativity of Fifth Graders. },
	keywords = {fifth graders, Project-based learning, scientific creativity, STEM},
	issn = {1648-3898},
	doi = {10.33225/jbse/18.17.1017},
	url = {http://oaji.net/articles/2017/987-1544860506.pdf},
	author = {Siew, N. M. and Norjanah Ambo}
}
@article {550,
	title = {THE EFFECTS OF PROBLEM BASED LEARNING WITH COOPERATIVE LEARNING ON PRESCHOOLERS{\textquoteright} SCIENTIFIC CREATIVITY},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {100-112},
	abstract = {This research aimed to determine the effects of Problem based learning (PBL) with cooperative learning (CL) and {\textquoteleft}Numbered Heads Together{\textquoteright} (NHT) on preschoolers{\textquoteright} five trait dimensions of scientific creativity: Fluency, Originality, Elaboration, Abstractness of title, and Resistance to premature closure. A quasi-experimental pre-test and post-test control group design was employed in the research. The sample consisted of 216 six-year-old preschoolers from three randomly selected preschools and assigned to PBL-CL{\textquoteleft}NHT{\textquoteright} (n=72), PBL (n=72), and hands-on (TG) (n=72) instructional methods. The Figural Scientific Creativity Test was used as the pre-test (Form A) and post-test (Form B). Multivariate Analysis of Covariance (MANCOVA) was conducted on the post-test scores with pre-test scores as the covariates to determine whether a significant difference existed across the three methods. The results indicated that preschoolers taught in the PBL-CL{\textquoteleft}NHT{\textquoteright} method significantly outperformed their peers in the PBL method who, in turn, significantly outperformed their peers in the TG method in Fluency, Originality, Elaboration, Abstractness of title, and Resistance to premature closure. Large effect sizes were obtained for comparing PBL-CL {\textquoteleft}NHT{\textquoteright} with PBL and TG method. The findings suggest that the PBL-CL {\textquoteleft}NHT{\textquoteright} method has a significant positive impact on fostering preschoolers{\textquoteright} five trait dimensions of scientific creativity.},
	keywords = {Cooperative learning, preschoolers, problem based learning, scientific creativity, trait dimensions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.100},
	url = {http://oaji.net/articles/2017/987-1493050047.pdf},
	author = {Siew, N. M. and Mui Ken Chin and Agnis Sombuling}
}
@article {574,
	title = {THE EFFECTS OF THINKING MAPS-AIDED PROBLEM-BASED LEARNING ON MOTIVATION TOWARDS SCIENCE LEARNING AMONG FIFTH GRADERS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {379-394},
	abstract = {This research was conducted to evaluate the effects of Thinking Maps (TM)-aided Problem-based Learning (PBL) teaching method (TM-PBL) on motivation towards science learning among Fifth Graders. A quasi-experimental pre-test/post-test non-equivalent control group design was employed to measure students{\textquoteright} motivation towards science learning (SMTSL) in motivational factors of self-efficacy, active learning strategies, science learning value, performance goal, achievement goal, and learning environment stimulation. The sample consisted of 270 Fifth Graders aged 11 years old. The students were randomly selected and assigned to TM-PBL (n=90), PBL (n=90), and Conventional Problem Solving (CPS) (n=90) teaching groups. The SMTSL questionnaire was administered prior to and after each intervention. A MANCOVA was conducted on the post-test measures of motivation using the students{\textquoteright} pre-test as the covariates. The result indicated that students taught via the TM-PBL teaching method gained significantly higher levels than their counterparts from the PBL group in Self-efficacy, Active learning strategies, Achievement Goal and Learning environment stimulation. Likewise, students taught via the TM-PBL teaching method gained significantly higher levels than their counterparts from the CPS group in all motivational factors. The findings suggest that the Thinking Maps-aided Problem-Based Learning method is effective in improving motivation towards science learning among Fifth Graders. },
	keywords = {fifth graders, motivation towards science learning, Problem-Based Learning, thinking maps},
	isbn = {E-ISSN 2538-7138},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.379},
	url = {http://oaji.net/articles/2017/987-1497964157.pdf},
	author = {Siew, N. M. and Ruslan Mapeala}
}
@article {527,
	title = {THE EFFECTS OF PROBLEM-BASED LEARNING WITH THINKING MAPS ON FIFTH GRADERS{\textquoteright} SCIENCE CRITICAL THINKING},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {October/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {602{\textendash}616},
	abstract = {This research was conducted to evaluate the effects of Problem-based Learning (PBL) with Thinking Maps (TM) teaching method (PBL-TM) on Fifth Graders{\textquoteright} science critical thinking. The critical thinking skills evaluated were Comparing and Contrasting, Sequencing, and Identifying Cause and Effect in physical science. A quasi-experimental pre-test and post-test control group design was employed in the research. The sample consisted of 270 Fifth Graders (age 11 years old) from three primary schools in Tawau, Sabah, Malaysia who were all randomly selected and assigned to PBL-TM (n=90), PBL (n=90), and Conventional Problem Solving (CPS) (n=90) teaching groups. The 30-item Test of Science Critical Thinking was used as the pre-test and post-test. The three thinking maps used were Double Bubble Maps, Flow Maps, and Multi-Flow Maps. A MANCOVA was conducted on the post-test scores with students{\textquoteright} pre-test scores as the covariates. The result indicated that students in the PBL-TM group significantly outperformed their counterparts in the PBL group who, in turn, significantly outperformed their counterparts in the CPS group in Comparing and Contrasting, Sequencing, and Identifying Cause and Effect. The findings suggest that thinking maps, which were explicitly infused into problem-based learning is effective in promoting critical thinking among Fifth Graders in physical science lessons. },
	keywords = {Critical thinking, fifth graders, Problem-Based Learning, thinking maps},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.602},
	url = {http://oaji.net/articles/2016/987-1482502250.pdf},
	author = {Siew, N. M. and Ruslan Mapeala}
}
@article {518,
	title = {INTEGRATING STEM IN AN ENGINEERING DESIGN PROCESS: THE LEARNING EXPERIENCE OF RURAL SECONDARY SCHOOL STUDENTS IN AN OUTREACH CHALLENGE PROGRAM},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {August/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {477{\textendash}493},
	abstract = {This research was conducted to evaluate the learning experience of Grade Ten students from two Malaysian rural secondary schools that adopted the integration of STEM in an Engineering Design Process (STEM-EDP) approach vis-{\'a}-vis an outreach challenge program. A total of 89 students undertook a ten hour program which engaged them in designing and building three different prototypes as well as answering higher order thinking questions. Data on students{\textquoteright} learning experience were captured through participants{\textquoteright} responses to a six-point Likert scale questionnaire, teachers{\textquoteright} field notes, and open-ended questions. The questionnaire result reveals statistically significant gains in knowledge or skills about, attitudes toward, and practices on STEM. The STEM-EDP outreach challenge program brought awareness to rural school students of their potential as problem solvers, thinkers, creators, and collaborators. Students were able to simultaneously broaden their boundaries in knowledge and competency even though they experienced difficulties in tackling challenges associated with STEM activities. Findings suggested that the STEM-EDP approach can be applied as a means for fostering creativity, problem solving skills, and thinking skills among rural secondary school students.},
	keywords = {engineering design process, higher order thinking, outreach challenge program, rural schools, STEM},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.477},
	url = {http://oaji.net/articles/2016/987-1482423958.pdf},
	author = {Siew, N. M. and Henry Goh and Fauziah Sulaiman}
}
@article {461,
	title = {FOSTERING FIFTH GRADERS{\textquoteright} SCIENTIFIC CREATIVITY THROUGH PROBLEM-BASED LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {October/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {655{\textendash}669},
	abstract = {This research aims to determine whether Problem-Based Learning (PBL) helps in fostering scientific creativity among fifth graders. Students{\textquoteright} scientific creativity (SC) was investigated in the product dimensions of (a) solving scientific problems, (b) understanding scientific phenomena, (c) advancement in scientific knowledge, and (d) improvisation skills with a technical product. A pre-test and post-test single group experimental design was employed. Pre-test measures on SC were administered to 232 fifth graders. Students participated in PBL hands-on activities that required solving open-ended problems. After these were completed, post-test measures on SC were assessed. Students{\textquoteright} reactions to the PBL experience were also recorded. The results of paired sample t-tests showed significant differences in all product dimensions of SC, except in the understanding of scientific phenomena. Further analysis found significant differences among the creativity traits of fluency, flexibility and originality in each product dimension of SC, except in the originality in the advances of scientific knowledge. Students felt that the PBL activities were easy, fun, and interesting as well as a practical way of gaining and advancing science knowledge. Students also found their participation in sharing ideas in cooperative learning groups inspired them to be more creative. This research suggests that the PBL activities have a positive impact in fostering student{\textquoteright}s SC in science lessons.},
	keywords = {creative traits, fifth graders, Problem-Based Learning, Product Dimension, scientific creativity},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.655},
	url = {http://oaji.net/articles/2016/987-1479543100.pdf},
	author = {Siew, N. M. and Chin Lu Chong and Bih Ni Lee}
}
