@article {640,
	title = {EFFECTS OF LEARNING CYCLE MODELS ON SCIENCE SUCCESS: A META-ANALYSIS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {65-83},
	abstract = {This meta-analysis has two objectives: (a) to address the main effects of learning cycle models on students{\textquoteright} success in science; and (b) to address potential moderators of the effect of LC models. This meta-analysis was conducted by calculating the effect size of 75 studies, including theses and journal papers associated with the implementation of LC models published in Turkey. The studies were selected according to the following criteria: experimental studies on LC models in science courses at different educational levels. The studies, which were included within this scope, were carried out between the years of 2004-2016. As possible moderators of LC models; effects, type of publication, educational level, period, sample size and the year of construction were investigated. This moderator analysis indicates that there are significant differences among the effect sizes of the research. Nevertheless, the values of the general effect size of the researches provide a positive outlook to increase the students{\textquoteright} science success of the LC models. Considering the effects of LC model on the students{\textquoteright} science success, this research could be helpful to both researchers and practitioners in the field of science education.},
	keywords = {effect size, learning cycle models, meta-analysis, science success},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.65},
	url = {http://oaji.net/articles/2017/987-1519060007.pdf},
	author = {S{\"u}leyman Yaman and {\c S}adiye Kara{\c s}ah}
}
@article {668,
	title = {STUDENTS{\textquoteright} VIEWS OF SCIENTIFIC INQUIRY IN A CREATIVE DRAMA ACTIVITY},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {367-380},
	abstract = {One of the most important objectives of the science education includes helping students to think about the nature of scientific inquiries like a scientist and keep this point of view in order to understand the events occurring around them. This research aims to (1) compare secondary school students{\textquoteright} views -who have creative drama \& conventional education- about scientific inquiry, (2) and whether the experimental and control group students{\textquoteright} views about scientific research differ depending on gender after process. Pre-experimental design with control group was used in this research. The sample of this research consisted of 130 students of 6th grade secondary school in Samsun, Turkey. The data were collected by using VOSI-E questionnaire. Data collected with VOSI-E were analyzed using grouping standards, and students were classified as novice, transition and expert. The data were analyzed by descriptive statistics and nonparametric chi-square test. Research results show that when compared to conventional activities in terms of developing positive views about scientific inquiry, creative drama activities lead higher number of students to expert level. Also, it was found out that the number of students in expert category in experimental group was higher than those in control group at the end of education process.},
	keywords = {creative drama, Science Curriculum, views of scientific inquiry (VOSI)},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.367},
	url = {http://oaji.net/articles/2017/987-1529508634.pdf},
	author = {Asl{\i} Sar{\i}{\c s}an-Tunga{\c c} and S{\"u}leyman Yaman and Belgin Bal-Incebacak}
}
