@article {1295,
	title = {CHINESE PRE-SERVICE SCIENCE TEACHERS{\textquoteright} VIEWS OF THE SOCIAL RESPONSIBILITY OF SCIENTISTS AND ENGINEERS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {538-548},
	abstract = {Scientific and technological research is important to everyone because their results affect humanity worldwide. Although science and technology bring many benefits to humanity, individuals and societies can face the negative consequences of science and technology. To prevent and solve the negative consequences of research in these fields, it is important to educate scientists and engineers to have social responsibility. However, no research has addressed pre-service science teachers{\textquoteright} views of social responsibility in literature. Therefore, this study aimed to explore Chinese pre-service science teachers{\textquoteright} views on the social responsibility of scientists and engineers. The research participants were 194 pre-service science teachers. A social responsibility instrument was administered for data collection. The results showed that participants had high mean scores in five areas of social responsibility and a good awareness of the role of scientists and engineers in addressing problems and risks related to human, environmental, and societal impacts. However, they had lower mean scores in three areas requiring action or involvement. In addition, the results did not show statistical differences by gender or grade level. In light of our findings, we conclude pedagogical and practical implications for teachers and researchers in teaching social responsibility.},
	keywords = {pre-service science teachers, quantitative research, science education, social responsibility, social responsibility of scientists and engineers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.538},
	url = {https://oaji.net/articles/2023/987-1687108620.pdf},
	author = {Shen Zhang}
}
@article {1157,
	title = {DETERMINING LOWER-SECONDARY STUDENTS{\textquoteright} STEM MOTIVATION: A PROFILE FROM TURKEY},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {38-51},
	abstract = {The ongoing motivation of students toward the fields of science, technology, engineering, and mathematics (STEM) is a process related to their orientation toward those fields and their active participation in related activities. This study aimed to examine the ongoing STEM motivations of lower-secondary school students in a sample from Turkey according to demographic variables. In this study, in which 1926 students from 12 provinces participated, the students{\textquoteright} STEM motivations were compared according to the variables of gender, place of residence, grade level, school type, {\textquotedblleft}mothers{\textquoteright} and fathers{\textquoteright} education level, and family income level. T-tests and ANOVA testing were used in the analysis process via SPSS package program. As a result, male students{\textquoteright} STEM motivations were found to be at higher levels than those of female students. The STEM motivations of gifted students were found to be higher than those of students studying in religiously oriented education institutions. The results also revealed that STEM motivation is directly proportional to the education level of the parents. The results obtained in this study, reflecting the general profile of STEM motivation among students in Turkey, may guide education policy makers, program developers, teachers, prospective teachers, and researchers on STEM education. },
	keywords = {lower-secondary school students, quantitative research, STEM, STEM motivation},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.38},
	url = {https://oaji.net/articles/2022/987-1647117625.pdf},
	author = {Ismail D{\"o}nmez and Sahin Idin and Seraceddin G{\"u}rb{\"u}z}
}
@article {1249,
	title = {EXPLORING FACTORS THAT AFFECT UNDERGRADUATE STUDENTS{\textquoteright} MOTIVATION TO LEARN CHEMISTRY AND PHYSICS },
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {1191-1204},
	abstract = {The pivotal role of motivation in fostering science learning has long been recognized and it is a field of active research worldwide. This research aimed at examining the effect of three different factors (used as independent variables) on shaping the motivation of undergraduate students for chemistry and physics learning via multiple regression analysis. Motivation (dependent variable) was measured via the use of the chemistry and physics-specific versions of Science Motivation Questionnaire II (SMQ II). The participants were 281 full-time undergraduate students in three different academic departments of a Greek tertiary education institution. Students{\textquoteright} gender was shown to exert an effect of small size on their motivation for chemistry and physics learning, while a larger, however mostly small effect, was observed with regard to the students{\textquoteright} academic major. Students{\textquoteright} academic experience from the attendance of physics and chemistry courses was measured via an instrument which was developed specifically for this research, and it was shown to be the most influential factor affecting their respective learning motivations. In addition, strong evidence was provided that the academic experiences acquired during tertiary education have a significantly more intense effect in configuring students{\textquoteright} motivation to learn either chemistry or physics relative to the ones obtained in the immediate past referring to the previous educational grade (secondary education).},
	keywords = {academic major, gender effect, quantitative research, science learning, students{\textquoteright} experiences},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.1191},
	url = {https://oaji.net/articles/2022/987-1672585587.pdf},
	author = {Katerina Salta and Dionysios Koulougliotis}
}
@article {526,
	title = {LEARNING STYLE AS A FACTOR INFLUENCING THE EFFECTIVENESS OF THE INQUIRY-BASED SCIENCE EDUCATION AT LOWER SECONDARY SCHOOLS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {October/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {588{\textendash}601},
	abstract = {The IBSE has become a rather frequently applied strategy of directing learning activities in teaching science subjects. However, results of the IBSE effectiveness are not clear. A more detailed analysis is required which will reflect learners{\textasciiacute} individual characteristics. Therefore, the main aim of this research is to discover what the effectiveness of IBSE reflecting individual learning style is. The learning style categorization followed the Honey and Mumford{\textasciiacute}s variation on the Kolb{\textasciiacute}s system. The IBSE effectiveness was detected by the didactic test consisting of 15 PISA-style tasks. The research was conducted in the sample of 332 learners who were exposed to IBSE for five months. Their knowledge was tested before, immediately after and four months after the IBSE approach was applied in lessons. The collected data were processed by ANOVA and Tukey HSD test. The results show that the highest short-term results were reached with learners preferring concrete sensing; the highest long-term results were reached with those of active processing of information. This finding might be caused by better use of metacognition and acquiring such individual metacognitive strategies which learners apply at utilization of information. Further on, the IBSE should focus on mechanisms of fixing the acquired knowledge.},
	keywords = {educational practice, identification of learning results, inquiry-based science education, learning styles, quantitative research},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.588},
	url = {http://oaji.net/articles/2016/987-1482502186.pdf},
	author = {Ji{\v r}{\'\i} {\v S}koda and Pavel Doul{\'\i}k and Martin B{\'\i}lek and Ivana {\v S}imonov{\'a}}
}
@article {472,
	title = {THE EFFECTIVENESS OF INQUIRY BASED SCIENCE EDUCATION IN RELATION TO THE LEARNERS{\textasciiacute} MOTIVATION TYPES},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {December/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {791{\textendash}803},
	abstract = {The study presents the results of the quantitative research focusing on the effectiveness of the inquiry based science education (IBSE) in correlation to motivation types of learners. Reflecting the fact that the learning results are impacted by the inner motivation, the main aim of the research was to find out whether there are differences in IBSE effectiveness in four motivation types - explorers, directors, coordinators, and accurators. 
The IBSE approach was applied for the period of five months to 395 fifteen-year-old learners of Czech lower secondary schools. The IBSE effectiveness was tested before the instruction (pre-test), immediately after it (post-test1) and four months later (post-test2). The results of four motivation types were compared. Directors reached the best results in post-test1; explorers in post-test2; accurators{\textasciiacute} results were the worst of all. These findings show that the IBSE cannot be applied as a universal method; teachers should adjust its exploitation to learners{\textquoteright} individual particularities.},
	keywords = {educational practice, inquiry-based science education, learners{\textquoteright} motivation types, quantitative research, testing},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.791},
	url = {http://oaji.net/articles/2016/987-1479544335.pdf},
	author = {Ji{\v r}{\'\i} {\v S}koda and Pavel Doul{\'\i}k and Martin B{\'\i}lek and Ivana {\v S}imonov{\'a}}
}
