@article {1203,
	title = {PREDICTION OF THE CORRELATION BETWEEN PROBLEM-SOLVING SKILLS AND CONCEPTUAL REASONING IN STOICHIOMETRY},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {615-637},
	abstract = {Learners underperform in stoichiometry as they lack conceptual reasoning of the underlying concepts and the ability to solve stoichiometric problems. Therefore, it was necessary to determine if there is a statistical correlation between problem-solving skills and conceptual reasoning in stoichiometry and if so, whether one can significantly predict the other. The theoretical framework is the cognitive load theory (CLT). This theory expects teachers to know where to focus their teaching and how to assess their learners{\textquoteright} work to avoid unnecessary overloading of the working memory, which might affect their performance. The explanatory sequential mixed-method research design was employed with 410 grade 11 Physical Science learners in their intact classes. The participants wrote the learner achievement test (LAT) and responded to a semi-structured interview. The learners{\textquoteright} test scores were then used to run a statistical test. The Pearson correlation and regression showed that the justifications given by learners for choosing correct or incorrect multiple-choice options were not due to chance, and the results of the learner interviews supported the learners{\textquoteright} performance in the test. Moreover, the findings indicated that there was a positive correlation between problem-solving skills and conceptual reasoning where statistically, conceptual reasoning predicted learners{\textquoteright} problem-solving skills using regression analysis. },
	keywords = {cognitive load theory, conceptual reasoning, explanatory sequential research design, problem-solving skills, stoichiometry},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.615},
	url = {https://oaji.net/articles/2022/987-1662186893.pdf},
	author = {Love Kotoka and Jeanne Kriek}
}
@article {607,
	title = {TACTIC FULFILLMENTS OF THREE CORRELATIONS FOR PROBLEM-SOLVING MAPS AND ANIMATED PRESENTATIONS TO ASSESS STUDENTS{\textquoteright} STOICHIOMETRY PERFORMANCES},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {733-745},
	abstract = {This research focuses on students{\textquoteright} tactic assessments of 3 correlations with illustrated 2-step strategic map and animated presentations in stoichiometry. The participants were divided into 2 learning groups: the experimental and the control group by quasi-experimental approach. Most of all, experimental group participants have been contingent on critical performances of thinking capabilities in accordance with tactic fulfillments of 3 correlations helpfully. In contrast with statistic findings of post-tests, experimental group participants get more formulated goals of individual learning in answering 5 algorithmic and conceptual pairs of achievement test items than those of control group participants. Students{\textquoteright} shift of reasoning from model-based to case-based requires them to explore an effective mental cognition and responses for full-fledged performances of problem-solving skills. After tactic fulfillments for 3 study objectives of visualized developments, experimental group participants have upgraded a distinct learning accumulation and project-based feedback at their best learning performances.},
	keywords = {problem-solving, stoichiometry, tactic fulfillments, three correlations},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.733},
	url = {http://oaji.net/articles/2017/987-1509214073.pdf},
	author = {King-Dow Su}
}
@article {494,
	title = {THE EFFECT OF A BLENDED COLLABORATIVE LEARNING ENVIRONMENT IN A SMALL PRIVATE ONLINE COURSE (SPOC): A COMPARISON WITH A LECTURE COURSE},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {April/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {194{\textendash}203 },
	abstract = {This study explored the effect of blended learning in terms of model-based collaborative learning in a small private online course (SPOC) environment on 10th graders{\textquoteright} achievements in stoichiometry through a quasi-experimental design. The participants included 140 tenth graders assigned to two groups: (a) the experimental group, which studied in a blended environment (N = 69) and (b) the control group, which studied in a conventional lecture-based environment (N = 71). The results revealed that the experimental group exhibited significantly superior performance than the control group after the intervention and that the key factor in enhancing students learning is the teacher{\textquoteright}s facilitation. These findings implied that the blended model-based collaborative learning in a SPOC environment with proper design, facilitation, and face-to-face interaction groups provided students with opportunities to engage in learning to improve their achievements.},
	keywords = {collaborative learning, interactive learning environments, model-based Instruction, small private online course, stoichiometry},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.194},
	url = {http://oaji.net/articles/2016/987-1481916971.pdf},
	author = {Jing Ping Jong}
}
