@article {1185,
	title = {THE EFFECTS OF MODIFIED KNOW-WANT-LEARN STRATEGY IN MIXED-GENDER LOWER SECONDARY PHYSICS EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {366-380},
	abstract = {The differences related to gender are evident in physics education from the early age of the students. Thus, it is important that the teaching strategies that are implemented in mixed-gender physics classrooms are appropriate for both boys and girls. This research examined physics achievement and metacognitive awareness of students in lower secondary education in relation to gender when the modified Know-Want-Learn (mKWL) strategy is implemented. During the study, the students were divided into the control group (where direct teaching was implemented) and the experimental group (where the mKWL strategy was implemented in physics teaching). Students{\textquoteright} physics achievement (estimated with knowledge tests) and metacognitive awareness (estimated with a questionnaire) before and after the pedagogical experiment, and also the students{\textquoteright} comments on the mKWL strategy (provided through an informal conversation) were analyzed. It was shown that the students{\textquoteright} achievement did not differ in relation to gender while girls showed higher metacognitive awareness in comparison with boys, and the mKWL strategy increased physics achievement and metacognitive awareness of both boys and girls. Furthermore, the students{\textquoteright} comments on the strategy were discussed. The proposed strategy is shown to be appropriate for both genders, and its implementation in physics classrooms can be recommended.},
	keywords = {metacognitive awareness, physics education, quasi-experimental research, students{\textquoteright} achievement, students{\textquoteright} comments},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.366},
	url = {https://oaji.net/articles/2022/987-1656443394.pdf},
	author = {Ivana Z. Bogdanovi{\'c} and Du{\v s}ica D. Rodi{\'c} and Tamara N. Ron{\v c}evi{\'c} and Jelena D. Stanisavljevi{\'c} and Zekri A. M. Zouhor}
}
@article {1199,
	title = {THE JIGSAW TECHNIQUE IN LOWER SECONDARY PHYSICS EDUCATION: STUDENTS{\textquoteright} ACHIEVEMENT, METACOGNITION AND MOTIVATION},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {545-557},
	abstract = {Physics teaching should facilitate students to acquire knowledge, increase metacognitive awareness and motivation for learning physics. The implementation of cooperative learning could be useful for improving teaching. The aim of this research was to examine the effect of cooperative learning (specifically the jigsaw technique) on students{\textquoteright} achievement in physics, metacognitive awareness, and motivation. An experiment with parallel groups (experimental and control) was carried out with 92 seventh-grade students (in lower secondary education). Jigsaw technique was implemented in the experimental group, while the control group was taught using teacher-directed teaching method. Students{\textquoteright} physics achievement, metacognitive awareness and motivation were measured using knowledge tests and questionnaires (before and after the experiment). Statistical analysis included calculations of Cronbach{\textquoteright}s Alpha coefficient, performance of the Shapiro-Wilk test, Mann-Whitney U test and the Wilcoxon Signed Ranks Test.  The research results showed that the implementation of jigsaw technique in physics classes significantly improved students{\textquoteright} physics achievement, metacognitive awareness, and motivation. Therefore, it can be suggested that this technique is beneficial in lower secondary physics education, and it can be recommended to implement the jigsaw technique in everyday school practice. },
	keywords = {Cooperative learning, metacognitive awareness, parallel group design, physics education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.545},
	url = {https://oaji.net/articles/2022/987-1662186576.pdf},
	author = {Branislava K. Blajvaz and Ivana Z. Bogdanovi{\'c} and Tamara S. Jovanovi{\'c} and Jelena D. Stanisavljevi{\'c} and Milica V. Pavkov-Hrvojevi{\'c}}
}
@article {608,
	title = {THE APPLICATION OF CONCEPT MAPS IN THE TEACHING OF POLLINATION AND POLLINATORS IN ELEMENTARY SCHOOL},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {746-760},
	abstract = {Teaching biology is characterized by a great number of concepts and facts. It is very difficult to concisely represent all important concepts and facts. In order to effectively present important concepts such as pollination and pollinators, concept maps have been applied. In particular, the pedagogical experiment was applied to determine whether the concept maps are effective as teaching technology compared to the usual teaching approach without this technology. The research involved 110 elementary school students who were divided into one experimental (E) and one control (C) group. The E group covered programme content related to pollination and pollinators by applying concept maps. The C group was exposed to the same content, without these maps. It is evidenced a difference of the attained knowledge in favour of the experimental group after the introduction of the experimental factor (application of concept maps). The application of concept maps directly contributed to better learning and knowledge acquisition in teaching the biology content Pollination and Pollinators. Based upon the obtained results of this research, concept maps will be further implemented to improve teaching process and the teachers will be gradually trained for the application of this teaching technology.  },
	keywords = {concept maps, pollination, pollinators, programme content},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.746},
	url = {http://oaji.net/articles/2017/987-1509214135.pdf},
	author = {Jelena D. Stanisavljevi{\'c} and Mirka М. Bunijevac and Ljubi{\v s}a {\v Z}. Stanisavljevi{\'c}}
}
