@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 {624,
	title = {THE EFFECT OF THE MODIFIED KNOW-WANT-LEARN STRATEGY ON SIXTH-GRADE STUDENTS{\textquoteright} ACHIEVEMENT IN PHYSICS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {946-957},
	abstract = {Physics is generally regarded as difficult and uninteresting. The teaching of physics with the use of an appropriate teaching strategy can improve students{\textquoteright} achievement. The aim of this research is to examine the effect of the modified Know-Want-Learn (mKWL) strategy on primary school students{\textquoteright} achievement in physics. The Know-Want-Learn (KWL) strategy was modified to be used for students{\textquoteright} inquiry. Quasi experimental research was carried out with 110 sixth-grade students divided into an experimental and a control group. The students in the control group were taught using direct teaching and the students in the experimental group were taught using TQHL charts. These charts consist of columns: T-What I Think and what I know, Q-What Questions I have, H-How can I find out, L-What I Learned. Pre-test and post-test were administered to both groups; two physics knowledge tests were constructed for that purpose. The data were analyzed using descriptive statistics, paired samples t-tests and independent samples t-tests. The implication of the research results is that using the mKWL strategy in a sixth-grade physics class has a positive effect on students{\textquoteright} achievement. It can be suggested to implement the described strategy in teaching physics in order to improve students{\textquoteright} achievement in this subject.},
	keywords = {KWL strategy, learning strategy, modified KWL strategy, students{\textquoteright} performance},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.946},
	url = {http://oaji.net/articles/2017/987-1513971179.pdf},
	author = {Zekri A. M. Zouhor and Ivana Z. Bogdanovi{\'c} and Sonja J. Skuban and Milica V. Pavkov-Hrvojevi{\'c}}
}
