@article {911, title = {BRAIN-BASED LEARNING AS PERCEIVED BY SAUDI TEACHERS AND ITS EFFECT ON CHEMISTRY ACHIEVEMENT OF 7TH GRADERS}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {December/2020}, pages = {Continuous}, type = {Original article}, chapter = {864-874}, abstract = {This research explored science teachers{\textquoteright} perceptions of BBL. Data was collected from 105 Saudi Arabian science teachers via a questionnaire survey, establishing how BBL is viewed and applied, and whether this interrelates with teachers{\textquoteright} years of professional experience or qualification level. Furthermore, in a quasi-experiment comprising a single experimental group, a chemistry learning unit was designed using BBL methods and approaches and was delivered to 26 Saudi Arabian Grade 7 students. Pre- and post-lesson measurements of knowledge and achievement were conducted. The findings confirm the arguments in the BBL literature and show that BBL awareness is relatively high and BBL is viewed very positively. The results of the quasi-experimental component show that BBL methods are likely to improve student learning and outcomes. Teacher qualifications and years of experience were unrelated with BBL perceptions.}, keywords = {brain-based learning, chemistry learning, chemistry teaching, grade 7, SCIENCE teachers}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.864}, url = {http://oaji.net/articles/2020/987-1606572205.pdf}, author = {Fayadh Hamed Alanazi} } @article {776, title = {EFFECT OF IPAD USE ON SAUDI CHILDREN{\textquoteright}S CLASSIFICATION OF AND JUSTIFICATIONS REGARDING LIVING THINGS: A SOCIO-CULTURAL LEARNING PERSPECTIVE}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {August/2019}, pages = {Continuous}, type = {Original article}, chapter = {490-506}, abstract = {This semi-empirical research utilises a structured interview interview approach to explore Saudi children{\textquoteright}s ideas about living things and to examine the effects of iPad use based on a socio-cultural perspective involving group work and discussion. The sample comprised 40 grade 1 children; 20 were empirically taught using iPads according to a socio-cultural perspective, and 20 were taught in the traditional teaching style. The structured interview approach in which children classified 21 cards (7 animals, 7 plants, and 7 artefacts) as living or nonliving things. The results indicated that children had varied misconceptions regarding the classification of and justifications about living things, especially regarding plants. The use of iPads according to a socio-cultural perspective had a positive effect on children{\textquoteright}s knowledge development. Children in the iPad group performed better in categorising different types of animals and plants and in justifying their views. }, keywords = {biological justifications, iPad, living things, primary school students, socio-cultural perspective}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.490}, url = {http://oaji.net/articles/2019/987-1564685709.pdf}, author = {Fayadh Hamed Alanazi} } @article {670, title = {SAUDI CHILDREN{\textquoteright}S TAXONOMIC KNOWLEDGE OF ANIMAL SPECIES}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {June/2018}, pages = {Continuous}, type = {Original article}, chapter = {395-413}, abstract = {The purpose of this research was to explore and compare the ideas of Saudi boys and girls on animal species. Eighty-four children (comprising 42 boys and 42 girls), aged nine years, from four primary schools, participated in structured interviews to determine their ideas pertaining to taxonomic labels, namely {\textquoteleft}animal{\textquoteright}, {\textquoteleft}fish{\textquoteright}, {\textquoteleft}amphibian{\textquoteright}, {\textquoteleft}reptile{\textquoteright}, {\textquoteleft}bird{\textquoteright}, {\textquoteleft}mammal{\textquoteright}, and {\textquoteleft}insect{\textquoteright}. The results demonstrated that Saudi children of both genders display a wide range of alternative conceptions; more specifically, the effect of gender was significant for all taxonomic vertebrate labels, suggesting that Saudi boys have better knowledge relating to animals than girls. However, generally, children did not have adequate forms of reasoning for biological classification. It was also found that none of the fourth graders thought of humans as animals due to the Islamic science worldview. Based on these findings, it is argued that science education, notably in an international context, should strive to incorporate an understanding of local values and beliefs.}, keywords = {animal taxonomy, early year{\textquoteright}s science, Islamic science worldview, socio-cultural perspective}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.395 }, url = {http://oaji.net/articles/2017/987-1529508794.pdf}, author = {Fayadh Hamed Alanazi} } @article {694, title = {THE VIEWPOINTS OF PRE-SERVICE SCIENCE TEACHERS ON THE ESSENTIAL NATURE OF SCIENCE CONCEPTS IN THE SAUDI CONTEXT: A TRIANGULATION APPROACH}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {August/2018}, pages = {Continuous}, type = {Original article}, chapter = {688-710}, abstract = {This research examines viewpoints held by pre-service science teachers on key concepts of the Nature of Science (NoS) in the Saudi context. Much research in this context emphasises quantitative methods, so this research utilises methodological triangulation to validate the data. Quantitative data was first obtained from 35 pre-service teachers using a method based on the Myths of Science Questionnaire (MOSQ). A qualitative approach was then applied using an open-ended questionnaire and semi-structured interviews of ten pre-service teachers, adopted from the Views of Nature of Science questionnaire form C (VNOS-C). The pre-service teachers{\textquoteright} perspectives on the NoS were found to be lacking, especially regarding scientific knowledge, scientific methods, and the work of scientists. Furthermore, several respondents failed to consider science as a social enterprise. Suggestions and recommendations are provided to address such misinterpretations and poor scientific understandings, which are likely due to a lack of science philosophy content in educational programmes for teachers.}, keywords = {epistemology of science, Myths of Science Questionnaire (MOSQ), nature of science (NoS), Pre-Service Science Teacher, science philosophy, Views of Nature of Science form C (VNOS-C)}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.688}, url = {http://oaji.net/articles/2017/987-1533709207.pdf}, author = {Fayadh Hamed Alanazi} }