@article {1209,
	title = {THE EFFECT OF STUDENTS{\textquoteright} ATTITUDE TOWARDS SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS ON 21ST CENTURY LEARNING SKILLS: A STRUCTURAL EQUATION MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {706-719},
	abstract = {It is crucial to educate students on the basis of science, technology, engineering, and mathematics (STEM) education to develop 21st century learning skills. However, there is little research on the contribution of the attitude towards STEM specific discipline to 21st century learning skills. This study aimed to examine the extent to which students{\textquoteright} attitude towards science, technology, engineering, and mathematics (STEM) contributes to 21st century learning skills. Data were collected from 779 students from three primary schools and two secondary schools with the S-STEM questionnaire. Quantitative data were analyzed with structural equation modelling. The results revealed that (a) students{\textquoteright} science attitude, and engineering and technology attitude had positive effects on 21st century learning skills, and (b) students{\textquoteright} science attitude and mathematics attitude positively affected 21st century learning skills indirectly through the mediating role of technology and engineering attitude, and (c) the school year partially played a moderating role. The finding highlights the importance of valuing STEM attitude across disciplines. In particular, students{\textquoteright} engineering and technology attitude is more conducive to improving students{\textquoteright} 21st century learning skills. It also suggests the need to pay attention to the changing effect of STEM attitude on 21st century learning skills driven by the school year.},
	keywords = {21st century learning skills, mediating role, STEM attitude, structural equation modelling},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.706},
	url = {https://oaji.net/articles/2022/987-1662187388.pdf},
	author = {Shao-Rui Xu and Shao-Na Zhou}
}
@article {1237,
	title = {EXPLORING EFFECT ON PRIMARY SCHOOL STUDENTS{\textquoteright} STEM ATTITUDE DETERMINED VIA STRUCTURAL EQUATION MODELING},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {1052-1068},
	abstract = {As STEM (Science, Technology, Engineering and Mathematics) education gets more and more attention from society, students{\textquoteright} attitudes towards STEM are increasingly concerned. However, there was scant research that has empirically documented the relations among STEM attitude, learning motivation and metacognition. This research used Structural Equation Modeling to examine the above relations. Data were collected from 845 primary school students from grade 4 to 6, regarding their STEM attitude, learning motivation, metacognition, and their sociodemographic characteristics (family socioeconomic status). The results showed that metacognition played a mediating role in the effect of learning motivation on STEM attitude. The family socioeconomic status played a moderating role in the effect of metacognition on STEM attitude, and students with higher family socioeconomic status had a stronger effect on STEM attitude. This research also suggested that it is worth considering the improvement of students{\textquoteright} learning motivation to facilitate STEM attitude through promoting their metacognitive skills, meanwhile balancing the gap between students under the difference of socioeconomic level in STEM education. },
	keywords = {learning motivation, metacognition, STEM attitude, Structural Equation Modeling},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.1052},
	url = {https://oaji.net/articles/2022/987-1671188129.pdf},
	author = {Si-Jia Liu and Shao-Na Zhou and Shao-Rui Xu and Hua Xiao}
}
@article {1107,
	title = {THE EFFECTS OF AUTONOMY-SUPPORTIVE AND CONTROLLING TEACHING BEHAVIORS ON PRIMARY STUDENTS{\textquoteright} STEM LEARNING PERFORMANCE AND FLOW EXPERIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {942-955},
	abstract = {Flow experience plays a major role in influencing students{\textquoteright} interest of STEM, which is the key to promote STEM talent development. Various teaching behaviors contribute differently to student learning performance and flow experience. Specifically, this research sought to concretely explore the different influences of Autonomy-supportive (AS) teaching behavior and Controlling (C) teaching behavior on students{\textquoteright} STEM learning performance and flow experience. The research conducted an experimental exploration of STEM project among primary school students in two groups with two different teaching behaviors (AS and C) respectively. T-test and ANCOVA analysis revealed that both teaching behaviors greatly contributed to improvement of students{\textquoteright} learning performance. MANCOVA analysis showed that students in Autonomy-supportive group got slightly significant higher flow experience than those in Control group. Regarding flow constructs, both groups had the similar level of engagement, but students in Autonomy-supportive group had higher enjoyment, and stronger control than those in the other group. In other words, Autonomy-supportive teaching behavior and Controlling teaching behavior both enhanced greatly students{\textquoteright} STEM learning performance. While Autonomy-supportive teaching behavior allowed students to be more enjoyable and have a higher level of control in STEM learning. },
	keywords = {autonomy-supportive teaching, controlling teaching, flow experience, intrinsic motivation, learning performance, STEM project},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.942},
	url = {http://oaji.net/articles/2021/987-1639222297.pdf},
	author = {Chu-yu Ou and Shao-Rui Xu and Chu-Ting Lu and Shao-Na Zhou and Hua Xiao}
}
@article {860,
	title = {EVALUATION OF INTERACTIVE GAME-BASED LEARNING IN PHYSICS DOMAIN},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {484-498},
	abstract = {In recent years, game-based learning has attracted much attention in education; however, the effectiveness of game-based learning is still not solidly confirmed. In the present research, a game-based learning in the physics domain with guides provided direct and immediate feedback. The research was conducted among three different groups: the traditional group, the educational video group, and the game-based learning group. The result showed that the game-based learning group performed the best among the three groups, followed by the educational video group, and the traditional group performed the worst. Students in the game-based learning group were enrolled into an interview to study which types of guides enhanced students{\textquoteright} game-based learning. From the interview, the prompts and the interactive characteristic of the game-based learning environment took the first two places. In addition, students benefited from the features of game-based learning including task requirements for execution, the tip prompt function, the feedback mechanism, and the story settings. Therefore, it is necessary to integrate applicable guides into the design of game-based learning according to students{\textquoteright} perspectives for providing engaging learning experience. },
	keywords = {game-based learning, knowledge acquisition, learning guidelines, physics education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.484},
	url = {http://oaji.net/articles/2020/987-1591088071.pdf},
	author = {Hui Zeng and Shao-Na Zhou and Gui-Rong Hong and Qiu-ye Li and Shao-Qiu Xu}
}
@article {771,
	title = {EXPLORING CHANGES IN PRIMARY STUDENTS{\textquoteright} ATTITUDES TOWARDS SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) ACROSS GENDERS AND GRADE LEVELS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {466-480},
	abstract = {Primary education is an essential stage and has an important impact on students{\textquoteright} learning attitudes throughout the coming school years. The research explored the attitudes towards science, technology, engineering and mathematics among students through all grade levels in primary school. The Project-based Integrated STEM Program was proposed to study the changes of  primary students{\textquoteright} attitudes towards STEM. An assessment of S-STEM which consists of the STEM subscale and the 21st century skills subscale was utilized for both  pre-test and post-test. The results showed that primary students exhibited little different attitudes on the S-STEM in the pre-test, regardless of gender and grade level. As evident from the comparison between the pre-test and post-test, the Project-based Integrated STEM Program had a positive effect on student attitudes towards STEM. It is encouraging if there are more STEM-related programs implemented at all educational stages covering the primary level.},
	keywords = {gender differences, grade levels, project-based integrated STEM program, school students, STEM education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.466},
	url = {http://oaji.net/articles/2019/987-1559372673.pdf},
	author = {Shao-Na Zhou and Hui Zeng and Shao-Rui Xu and Lu-Chang Chen and Hua Xiao}
}
