@article {1293,
	title = {SIMULATION-BASED AND VIDEO-BASED APPROACHES TO DIVERSIFYING PHYSICS HOMEWORK },
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {506-519},
	abstract = {Physics homework often boils down to solving end-of-chapter quantitative problems. For targeting different learning goals of physics education, different types of homework are needed. The aim of this research was to compare the effectiveness of simulation-based, video-based, and paper-and-pencil homework in developing an understanding about Newton{\textquoteright}s laws and forming positive attitudes towards physics homework. 150 first-year students from the Faculty of Chemical Engineering and Technology at the University of Zagreb (Croatia) were randomly assigned to one of the three above-mentioned homework approaches. After, students had lectures and seminars on Newton{\textquoteright}s laws, they were administered a pre-test. In the next three weeks, the students completed three homework assignments on Newton{\textquoteright}s laws, after which they completed a post-test. For students from all three homework approaches a substantial improvement in conceptual understanding has been observed. Although the three approaches proved to be equally effective when it comes to developing understanding, the simulation-based approach was found to be superior when it comes to developing positive attitudes towards physics homework. If one controls for target knowledge, the modality of the homework assignment does not affect cognitive outcomes, but it does affect students{\textquoteright} attitudes towards homework.},
	keywords = {Conceptual Understanding, experimental study, simulation-based homework, video-based homework},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.506  },
	url = {https://oaji.net/articles/2023/987-1687108455.pdf},
	author = {Bojana Simi{\'c} and Vanes Me{\v s}i{\'c} and Nermin {\DJ}apo and Movre {\v S}api{\'c}, I. and Andrej Vidak and Amina Ali{\'c} and Nata{\v s}a Erceg}
}
@article {992,
	title = {TEACHING UPPER-SECONDARY STUDENTS ABOUT CONSERVATION OF MECHANICAL ENERGY: TWO VARIANTS OF THE SYSTEM APPROACH TO ENERGY ANALYSIS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {223-236},
	abstract = {Conventional teaching about the law of conservation of mechanical energy (LCME) often results with students trying to solve problems by remembering similar problems they already covered in classes. Consequently, many students fail to transfer their knowledge to simplest real-life problems. Therefore, a pre-test {\textendash} post-test quasi-experiment was conducted to evaluate the effects of an alternative, system-based approach to teaching about LCME. The study included 70 upper-secondary students from the First Bosniak Gymnasium Sarajevo, Bosnia and Herzegovina. Firstly, all students learned about energy in a conventional way. Then they wrote a test on LCME and had three additional hours of teaching about this topic, where one group of students learned in line with the forces-variant of the system approach (e.g., discussing conservative and non-conservative forces) and the other group with the process-variant of the same approach (e.g., discussing system{\textquoteright}s states and processes like in thermodynamics). For both variants, only three hours of system-based teaching proved to substantially improve the students{\textquoteright} level of LCME understanding compared to the level of understanding they had after conventional teaching. It follows that the system approach may work well at the upper-secondary level, if it is introduced through the scaffolding-and-fading technique.},
	keywords = {mechanical energy, quasi-experiment, teaching materials, teaching strategies},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.223},
	url = {http://oaji.net/articles/2021/987-1616865815.pdf},
	author = {Asila Halilovi{\'c} and Vanes Me{\v s}i{\'c} and Elvedin Hasovi{\'c} and Andrej Vidak}
}
@article {678,
	title = {TEACHING ABOUT ROLLING MOTION: EXPLORING THE EFFECTIVENESS OF AN EXTREME CASE REASONING APPROACH},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {511-524},
	abstract = {Earlier research has shown that students have tremendous difficulties with understanding certain aspects of rolling without slipping, such as the zero-velocity at the contact point and plausibility of application of the law of conservation of mechanical energy despite action of the friction force. The aim of this research was to explore whether using analogies and reasoning about extreme cases can facilitate conceptualization of the above-mentioned phenomena. A pre-test {\textendash} post-test quasi-experiment has been conducted, with 93 students in the control group (CG) and 91 students in the experimental group (EG). Whereas control group students received conventional teaching, in the experimental group rolling of a cylinder has been considered as a special case of a tumbling prism for which the number of prism surfaces tended to infinity. The results of analysis of covariance showed that students from the experimental group significantly outperformed their peers from the control group on the Rolling Motion Concept Test (RMCT). Between-group differences were greater on test items that required higher level of cognitive transfer. This research suggests that using analogies and extreme case reasoning can facilitate comprehension of certain seemingly counterintuitive aspects of rolling motion. },
	keywords = {analogy-based teaching, energy conservation, extreme case reasoning, misconceptions, rolling motion},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.511},
	url = {http://oaji.net/articles/2017/987-1529509326.pdf},
	author = {Andrej Vidak and Nata{\v s}a Erceg and Elvedin Hasovi{\'c} and Senad Od{\v z}ak and Vanes Me{\v s}i{\'c}}
}
