@article {1260,
	title = {THE EFFECTS OF SOCIOSCIENTIFIC ISSUES APPROACH WITH THINKING WHEEL MAPS ON ENTREPRENEURIAL SCIENCE THINKING AMONG FIFTH GRADERS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {100-112},
	abstract = {This research was conducted to examine the effects of the socioscientific issue approach (SSI) with thinking wheel map (TM) on entrepreneurial science thinking (EST) and the constructs of Observation, New Ideas, Innovation, Creativity, and Value. A teaching and learning (TL) module was developed to guide teachers in implementing the infusion of SSI with TM TL approach on EST among fifth graders.  Quasi-experimental quantitative research was conducted on 345 fifth graders in urban primary schools in Malaysia. A total of three TL groups were assigned randomly; namely, i) SSI-TM approach (n=115), ii) SSI (n=115) and iii) Conventional approach (CONV, n=115). The results of the MANCOVA analysis showed a significant effect across the three groups of TL approach for EST. Meanwhile, the ANCOVA analysis results showed a significant effect of the SSI-TM TL approach compared to SSI and CONV on EST and in all constructs of EST. The SSI-TM TL approach showed a higher post-test mean score than the SSI, and then the SSI post-test mean score was significantly higher than the CONV in all constructs studied except the Observation. The findings prove that the SSI-TM TL approach positively impacts the cultivation of EST among fifth graders.},
	keywords = {entrepreneurial science thinking, fifth graders, socioscientific issues approach, thinking wheel map},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.100},
	url = {https://oaji.net/articles/2023/987-1676961022.pdf},
	author = {Siew, N. M. and Jamilah Ahmad}
}
@article {723,
	title = {DEVELOPMENT AND EVALUATION OF AN INTEGRATED PROJECT-BASED AND STEM TEACHING AND LEARNING MODULE ON ENHANCING SCIENTIFIC CREATIVITY AMONG FIFTH GRADERS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {1017-1033},
	abstract = {This research aimed to i) determine the validity, reliability, and appropriateness of an integrated project-based learning and STEM teaching and learning module (PjBL-STEM), and ii) evaluate its effects on the scientific creativity of Fifth Graders. The first phase of evaluation involved seven subject matter experts and 30 Fifth Graders. Data were captured through students{\textquoteright} responses to two 5-point Likert scale questionnaires, open ended questions and scientific creativity test. The second phase of evaluation employed a pre- and post-test non-equivalent control group quasi experiment design. A total of 60 Fifth Graders from two primary schools were randomly assigned to a PjBL-STEM group (n=30) and a control group (n=30). The results of the PjBL-STEM evaluation indicated a good content validity and an acceptable reliability with alpha Cronbach{\textquoteright}s value of .65 to .87. Students showed a moderately high positive perception (m=4.37) towards the PjBL-STEM activities. The positive written responses of students indicated the appropriateness of the module. The result of independent samples t-test established the significant positive effects of the PjBL-STEM on all trait dimensions of scientific creativity. These findings showed that PjBL-STEM provides a reliable, valid, appropriate and effective teaching and learning module to foster the scientific creativity of Fifth Graders. },
	keywords = {fifth graders, Project-based learning, scientific creativity, STEM},
	issn = {1648-3898},
	doi = {10.33225/jbse/18.17.1017},
	url = {http://oaji.net/articles/2017/987-1544860506.pdf},
	author = {Siew, N. M. and Norjanah Ambo}
}
@article {574,
	title = {THE EFFECTS OF THINKING MAPS-AIDED PROBLEM-BASED LEARNING ON MOTIVATION TOWARDS SCIENCE LEARNING AMONG FIFTH GRADERS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {379-394},
	abstract = {This research was conducted to evaluate the effects of Thinking Maps (TM)-aided Problem-based Learning (PBL) teaching method (TM-PBL) on motivation towards science learning among Fifth Graders. A quasi-experimental pre-test/post-test non-equivalent control group design was employed to measure students{\textquoteright} motivation towards science learning (SMTSL) in motivational factors of self-efficacy, active learning strategies, science learning value, performance goal, achievement goal, and learning environment stimulation. The sample consisted of 270 Fifth Graders aged 11 years old. The students were randomly selected and assigned to TM-PBL (n=90), PBL (n=90), and Conventional Problem Solving (CPS) (n=90) teaching groups. The SMTSL questionnaire was administered prior to and after each intervention. A MANCOVA was conducted on the post-test measures of motivation using the students{\textquoteright} pre-test as the covariates. The result indicated that students taught via the TM-PBL teaching method gained significantly higher levels than their counterparts from the PBL group in Self-efficacy, Active learning strategies, Achievement Goal and Learning environment stimulation. Likewise, students taught via the TM-PBL teaching method gained significantly higher levels than their counterparts from the CPS group in all motivational factors. The findings suggest that the Thinking Maps-aided Problem-Based Learning method is effective in improving motivation towards science learning among Fifth Graders. },
	keywords = {fifth graders, motivation towards science learning, Problem-Based Learning, thinking maps},
	isbn = {E-ISSN 2538-7138},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.379},
	url = {http://oaji.net/articles/2017/987-1497964157.pdf},
	author = {Siew, N. M. and Ruslan Mapeala}
}
@article {527,
	title = {THE EFFECTS OF PROBLEM-BASED LEARNING WITH THINKING MAPS ON FIFTH GRADERS{\textquoteright} SCIENCE CRITICAL THINKING},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {October/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {602{\textendash}616},
	abstract = {This research was conducted to evaluate the effects of Problem-based Learning (PBL) with Thinking Maps (TM) teaching method (PBL-TM) on Fifth Graders{\textquoteright} science critical thinking. The critical thinking skills evaluated were Comparing and Contrasting, Sequencing, and Identifying Cause and Effect in physical science. A quasi-experimental pre-test and post-test control group design was employed in the research. The sample consisted of 270 Fifth Graders (age 11 years old) from three primary schools in Tawau, Sabah, Malaysia who were all randomly selected and assigned to PBL-TM (n=90), PBL (n=90), and Conventional Problem Solving (CPS) (n=90) teaching groups. The 30-item Test of Science Critical Thinking was used as the pre-test and post-test. The three thinking maps used were Double Bubble Maps, Flow Maps, and Multi-Flow Maps. A MANCOVA was conducted on the post-test scores with students{\textquoteright} pre-test scores as the covariates. The result indicated that students in the PBL-TM group significantly outperformed their counterparts in the PBL group who, in turn, significantly outperformed their counterparts in the CPS group in Comparing and Contrasting, Sequencing, and Identifying Cause and Effect. The findings suggest that thinking maps, which were explicitly infused into problem-based learning is effective in promoting critical thinking among Fifth Graders in physical science lessons. },
	keywords = {Critical thinking, fifth graders, Problem-Based Learning, thinking maps},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.602},
	url = {http://oaji.net/articles/2016/987-1482502250.pdf},
	author = {Siew, N. M. and Ruslan Mapeala}
}
@article {461,
	title = {FOSTERING FIFTH GRADERS{\textquoteright} SCIENTIFIC CREATIVITY THROUGH PROBLEM-BASED LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {October/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {655{\textendash}669},
	abstract = {This research aims to determine whether Problem-Based Learning (PBL) helps in fostering scientific creativity among fifth graders. Students{\textquoteright} scientific creativity (SC) was investigated in the product dimensions of (a) solving scientific problems, (b) understanding scientific phenomena, (c) advancement in scientific knowledge, and (d) improvisation skills with a technical product. A pre-test and post-test single group experimental design was employed. Pre-test measures on SC were administered to 232 fifth graders. Students participated in PBL hands-on activities that required solving open-ended problems. After these were completed, post-test measures on SC were assessed. Students{\textquoteright} reactions to the PBL experience were also recorded. The results of paired sample t-tests showed significant differences in all product dimensions of SC, except in the understanding of scientific phenomena. Further analysis found significant differences among the creativity traits of fluency, flexibility and originality in each product dimension of SC, except in the originality in the advances of scientific knowledge. Students felt that the PBL activities were easy, fun, and interesting as well as a practical way of gaining and advancing science knowledge. Students also found their participation in sharing ideas in cooperative learning groups inspired them to be more creative. This research suggests that the PBL activities have a positive impact in fostering student{\textquoteright}s SC in science lessons.},
	keywords = {creative traits, fifth graders, Problem-Based Learning, Product Dimension, scientific creativity},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.655},
	url = {http://oaji.net/articles/2016/987-1479543100.pdf},
	author = {Siew, N. M. and Chin Lu Chong and Bih Ni Lee}
}
