@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 {559,
	title = {SCAFFOLDING MIDDLE SCHOOL AND HIGH SCHOOL STUDENTS{\textquoteright} MODELING PROCESSES},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {207-217},
	abstract = {This research explores how scaffolding students{\textquoteright} reflections on scientific modeling criteria influence the students{\textquoteright} views on scientific models, development of explanatory models, and understanding of scientific models. This research recruited treatment groups and comparison groups in middle schools and high schools. The treatment groups adopted a modeling curriculum that was intended to help students engage in scientific modeling by developing scientific models of magnetism while considering scientific modeling criteria. The comparison groups used the traditional curriculum, which offers students scientific models of magnetism. The results show that the modeling curriculum enhanced the students{\textquoteright} views on scientific models and the students{\textquoteright} ability to develop explanatory models of magnetism and modeling criteria. Thus, the findings indicate that the modeling curriculum might serve as a promising tool to facilitate teaching scientific modeling to middle school and high school students, and that the curriculum should be promoted as early as middle school.},
	keywords = {magnetism concepts, model development, model evaluation, modeling curriculum, nature of models and modeling, scientific modeling},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.207},
	url = {http://oaji.net/articles/2017/987-1497156343.pdf},
	author = {Meng-Fei Cheng and Jang-Long Lin and Shih-Yin Lin and Chi-Ho Cheng}
}
