@article {1274, title = {SECONDARY SCHOOL STUDENTS{\textquoteright} PERCEPTIONS OF SCIENCE LEARNING ENVIRONMENT AND SELF-EFFICACY IN SOUTH KOREA: GENDER DIFFERENCES}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {April/2023}, pages = {Continuous}, type = {Original article}, chapter = {269-281}, abstract = {This study examined students{\textquoteright} perceptions of their science learning environment and how it relates to their metacognition and self-efficacy. An exploratory study (N=186 South Korean secondary science students from a large-city urban school) used two instruments: Outcomes-Based Education Learning Environment Questionnaire [OBLEQ]; Self-Efficacy and Metacognition Learning Inventory-Science [SEMLI-S]). Descriptive and inferential statistics revealed that that Korean students{\textquoteright} mean score of science learning environment was 2.98, representing male students scored highest on Involvement (M=3.24), while female students scored highest on Cooperation (M=3.00). In addition, regarding students{\textquoteright} perceptions on their self-efficacy and metacognition learning in science, the mean score of SEMLI-S was 3.16, with both male and female students{\textquoteright} highest score on Learning Risks Awareness (3.34 and 3.25 respectively). Further, the students{\textquoteright} perceptions on science learning environment predicted students{\textquoteright} metacognition and self-efficacy. The Investigation subscale, which emphasizes processes of inquiry, was the dominant predictive factor for both male and female students{\textquoteright} self-efficacy and metacognition. The subscale Involvement was the next best significant predictor of male students{\textquoteright} metacognitive orientation. Personal Relevance, Responsibility for Own Learning, and Differentiation filled that role for female students. }, keywords = {constructivist pedagogy, science learning environment, secondary students, self-efficacy, students{\textquoteright} metacognition}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.269}, url = {https://oaji.net/articles/2023/987-1681286935.pdf}, author = {Sun Young Kim and Alghamdi, A. K. H.} } @article {732, title = {THE IMPACT OF A SCIENCE METHODS COURSE ON FEMALE PRE-SERVICE TEACHERS{\textquoteright} BELIEFS WITHIN A SAUDI-ARABIAN CONTEXT}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {February/2019}, pages = {Continuous}, type = {Original article}, chapter = {19-38}, abstract = {This research examines the impact of a science methods course on the beliefs of female pre-service teachers (PSTs) in Saudi Arabia. Forty-seven female PSTs enrolled in a diploma of education programme at Imam Abdulrahman Bin Faisal University (IAU) took a 16-week science methods course aimed at promoting their beliefs about their own self-efficacy, science teaching strategies, and science content knowledge (SCK). The PSTs completed a 30-item questionnaire on science teaching beliefs (five- point Likert Scale) both before and after taking the course. Data analysis revealed that the PSTs{\textquoteright} beliefs regarding their own self-efficacy changed after the course (statistically significant t=2.792, p 0.01) with scores indicating increased beliefs. Although increases were also observed for beliefs regarding science teaching methods and strategies and science content knowledge, they were very slight and not statistically significant. Overall, mean scores fell within the {\textquoteleft}neither agree nor disagree{\textquoteright} category for all three themes, ranging from 2.98 to 3.24. As one of the first studies in Saudi Arabia on PSTs{\textquoteright} science teaching beliefs, this research filled a gap in the existing literature. Grounded in the moderate scores for all three themes, recommendations for future science education course design are tendered as are suggestions for future research.}, keywords = {pre-service teachers, science teachers{\textquoteright} beliefs, self-efficacy, teachers in Saudi Arabia, teaching strategy}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.19}, url = {http://oaji.net/articles/2019/987-1550082669.pdf}, author = {Alghamdi, A. K. H. and Sun Young Kim} } @article {672, title = {DIFFERENTIATION IN SAUDI PRE-SERVICE SCIENCE TEACHER PROGRAM}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {June/2018}, pages = {Continuous}, type = {Original article}, chapter = {428-445}, abstract = {Saudi students{\textquoteright} science academic performance has declined as evidenced by (TIMSS). Saudi science teachers are characterized as using the lecture format without considering individual student differences and failing to provide differentiated Method (DM). This paper reports on an effort to help female Saudi pre-service science teachers (PSST) develop DI knowledge and skills, striving to discern how they understood and practiced differentiation during their field experience after completing a specially-designed DM-focused university course. A mixed method research design followed a sequential, connected approach wherein quantitative data were collected through classroom observations (N=47) using a Likert scale observation instrument followed by qualitative interviews (n=11). The pre and post averages of differentiated teaching skills in the DM planning stage were statistically significant (p=.0001). The PSSTs moved from very small to moderate mastery on virtually all 10 planning items, from 1.75 to 2.99 on a five-point Likert scale. The DM implementation stage (20 items) also reflected a statistically significant difference with scores moving from 1.68 to 3.01 (moderate mastery). Interview qualitative data confirmed and elucidated the quantitative results. The course was deemed effective in developing PSSTs{\textquoteright} differentiated teaching skills (statistically significant, p=.01). Teaching PSSTs about DM should improve Saudi students{\textquoteright} science academic achievement.}, keywords = {differentiation, pre-service science teachers, Saudi Arabia, teacher education, TIMSS}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.428}, url = {http://oaji.net/articles/2017/987-1529508952.pdf}, author = {Alghamdi, A. K. H. and Saiqa Azam} }