@article {838, title = {THE IMPACT OF PROFESSIONAL DEVELOPMENT IN INQUIRY-BASED METHODS ON SCIENCE TEACHERS{\textquoteright} CLASSROOM PRACTICE}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {April/2020}, pages = {Continuous}, type = {Original article}, chapter = {201-219}, abstract = {Inquiry-based methods have become very popular in science education all over the world. In Europe, they were strongly advocated in years 2007-2013 within the 7th EU Framework Programme projects, and in that time, in many countries teacher educational programmes (TEP) in inquiry were developed and implemented. However, there has been limited information on how effective those trainings are, and how teachers bring theory into practice. Therefore, the aim of this research was to determine the impact of training in inquiry-based methods on the teachers{\textquoteright} professional practices. The training consisted of two stages: I {\textendash} one-week-long core training, and II {\textendash} one-year-long extended support. Ninety-two science teachers participated in the research. It had a quantitative character and was based on a self-evaluation sheet that was completed three times: before the training, a month after the training, and a year after the training. The research results revealed current Polish science teachers{\textquoteright} practices related to facilitating learning by inquiry and identified the inquiry{\textquoteright}s features that were immediately adopted by teachers, those that were adopted after a longer period, and finally, those that were not implemented at all. These results can be especially useful to educators who design and run TEPs in inquiry-based teaching and learning.}, keywords = {in-service teachers, inquiry-based learning, professional development, science education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.201}, url = {http://oaji.net/articles/2020/987-1586941315.pdf}, author = {Pawe{\l} Bernard and Karol Dudek-R{\'o}{\.z}ycki} } @article {824, title = {INFLUENCE OF FORMATIVE ASSESSMENT CLASSROOM TECHNIQUES (FACTs) ON STUDENT{\textquoteright}S OUTCOMES IN CHEMISTRY AT SECONDARY SCHOOL}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {February/2020}, pages = {Continuous}, type = {Original article}, chapter = {36-49}, abstract = {Assessment in many Central- and Eastern-European countries is dominated by summative assessment (SA). Simultaneously, researchers and educators from western Europe and the US proclaim the formative assessment (FA) as an important element of the educational process and advise including it into curricula and everyday teachers{\textquoteright} practice. The research presented herein reports an introduction of formative assessment classroom techniques (FACTs) during chemistry lessons at K7 level in Slovakia. In total 202 students participated in the research. They were divided randomly into a control (n=97) and an experimental (n=105) group, and the intervention covered 10 successive lessons. After the intervention, the student{\textquoteright}s outcomes were compared using the test checking student{\textquoteright}s knowledge and skills according to various domains of Bloom{\textquoteright}s revised taxonomy. The results suggested a statistically significant increase in the score of the experimental group, and a detailed analysis revealed that the increase was significant in both lower- and higher-order cognitive skills area. Finally, the students{\textquoteright} reaction on the introduction of formative assessment was studied and showed their positive attitude towards the introduced method.}, keywords = {chemical education, formative assessment classroom techniques, higher-order cognitive skills, secondary school}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.36}, url = {http://oaji.net/articles/2020/987-1581269504.pdf}, author = {M{\'a}ria Babin{\v c}{\'a}kov{\'a} and M{\'a}ria Ganajov{\'a} and Ivana Sot{\'a}kov{\'a} and Pawe{\l} Bernard} } @article {747, title = {INTEGRATION OF INQUIRY-BASED INSTRUCTION WITH FORMATIVE ASSESSMENT: THE CASE OF EXPERIENCED CHEMISTRY TEACHERS}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {April/2019}, pages = {Continuous}, type = {Original article}, chapter = {184-196}, abstract = {Inquiry-based teaching and learning methods are more and more widely used in the teaching natural sciences all over the world. The elements of inquiry are included in many national sciences{\textquoteright} core curricula and indicate that students should be actively involved in acquiring knowledge. This fact changes the teacher{\textquoteright}s role in the classroom and the structure of everyday lessons. Independent inquiry helps students to develop various elements of scientific education, gain specific skills and competencies. Consequently, the assessment methods used so far are no longer sufficient and they should be expanded with new strategies, tools, and criteria. In recent years, there were many projects, in which teachers were trained in using both inquiry-based instructions and formative assessment. So far, unfortunately, there has been limited information on how teachers bring theory into practice and combine the new teaching and assessment methods, and how they adopt available teaching materials during everyday classes. This case study explored how experienced chemistry teachers, who have broad content, pedagogical content, and inquiry methodology knowledge, integrate inquiry-based teaching with formative assessment for the first time. The results of the study revealed the main limiting factors and teachers{\textquoteright} dilemmas.}, keywords = {formative assessment, in-service science teachers, inquiry-based learning, qualitative research, teacher professional development}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.184}, url = {http://oaji.net/articles/2019/987-1554359401.pdf}, author = {Pawe{\l} Bernard and Karol Dudek-R{\'o}{\.z}ycki and Kinga Orwat} } @article {547, title = {ALTERNATIVE CONCEPTIONS OF COMMON SALT HYDROLYSIS AMONG UPPER-SECONDARY-SCHOOL STUDENTS}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {February/2017}, pages = {Continuous}, type = {Original article}, chapter = {64-76}, abstract = {Reactions in aqueous solutions are an important part of chemistry education. As experience shows, they are particularly difficult for students to understand. Hydrolysis is one such reaction. It occurs in organic and inorganic compounds with either covalent and ionic structures, but salt hydrolysis is a special example. Salt hydrolysis is complex, and to understand it, students must consider the reaction equilibrium, dissociation process, and acid-base properties of reactants and products. Additionally, in the upper-secondary-school curriculum, hydrolysis is described only qualitatively, which can lead students to misinterpret hydrolysis and solution equilibrium. In this study, 235 upper-secondary-school students answered questions about the acidity of common salt solutions and tried to justify their responses by writing appropriate chemical equations. An analysis of the answers revealed the students{\textquoteright} alternative conceptions and misconceptions. The character of the misconceptions showed that they are school-based and largely caused by excessive simplification of the process as well as the usage of inappropriate analogies. }, keywords = {acids and bases, alternative and misconceptions, chemical education research, salt hydrolysis}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.64}, url = {http://oaji.net/articles/2017/987-1493049832.pdf}, author = {Kinga Orwat and Pawe{\l} Bernard and Anna Migda{\l}-Mikuli} } @article {589, title = {REVISITING STUDENTS{\textquoteright} PERCEPTIONS OF RESEARCH SCIENTISTS {\textendash} OUTCOMES OF AN INDIRECT DRAW-A-SCIENTIST TEST (InDAST)}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {August/2017}, pages = {Continuous}, type = {Original article}, chapter = {562-575}, abstract = {What is the image of research scientists in students{\textquoteright} minds? Studies in this area have been underway for more than fifty years and suggest that scientists are perceived as bespectacled men in lab coats, working alone in rooms full of basic lab glassware. This image has been derived mainly from the analysis of drawings, known as the Draw-A-Scientist Test (DAST). However, DAST instructions are based on the word, {\textquotedblleft}scientists{\textquotedblright}, the meaning of which seems too narrow for today{\textquoteright}s world and not reflecting the wide range of STEM-based research careers. Moreover, the instructions can predetermine the number and gender of people in the picture. For this reason, a new tool has been developed which provides an indirect analysis {\textendash} the Indirect Draw-A-Scientist Test (InDAST). The new instrument was used in an experiment with secondary-school students (n = 851), and the resulting image of the scientist was compared with an earlier experiment that employed the original DAST instructions. The results showed that the basic attributes, appearance, and workplace of scientists are similar in both studies, but the new procedure disproved the theory that scientists are perceived as men working alone and that female students do not see themselves as scientists.}, keywords = {drawings analysis, gender and science, image of scientists, scientist stereotype, STEM careers}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.562}, url = {http://oaji.net/articles/2017/987-1503905214.pdf}, author = {Pawe{\l} Bernard and Karol Dudek} }