@article {732,
	title = {THE IMPACT OF A SCIENCE METHODS COURSE ON FEMALE PRE-SERVICE TEACHERS{\textquoteright} BELIEFS WITHIN A SAUDI-ARABIAN CONTEXT},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {19-38},
	abstract = {This research examines the impact of a science methods course on the beliefs of female pre-service teachers (PSTs) in Saudi Arabia. Forty-seven female PSTs enrolled in a diploma of education programme at Imam Abdulrahman Bin Faisal University (IAU) took a 16-week science methods course aimed at promoting their beliefs about their own self-efficacy, science teaching strategies, and science content knowledge (SCK). The PSTs completed a 30-item questionnaire on science teaching beliefs (five- point Likert Scale) both before and after taking the course. Data analysis revealed that the PSTs{\textquoteright} beliefs regarding their own self-efficacy changed after the course (statistically significant t=2.792, p 0.01) with scores indicating increased beliefs. Although increases were also observed for beliefs regarding science teaching methods and strategies and science content knowledge, they were very slight and not statistically significant. Overall, mean scores fell within the {\textquoteleft}neither agree nor disagree{\textquoteright} category for all three themes, ranging from 2.98 to 3.24. As one of the first studies in Saudi Arabia on PSTs{\textquoteright} science teaching beliefs, this research filled a gap in the existing literature. Grounded in the moderate scores for all three themes, recommendations for future science education course design are tendered as are suggestions for future research.},
	keywords = {pre-service teachers, science teachers{\textquoteright} beliefs, self-efficacy, teachers in Saudi Arabia, teaching strategy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.19},
	url = {http://oaji.net/articles/2019/987-1550082669.pdf},
	author = {Alghamdi, A. K. H. and Sun Young Kim}
}
@article {511,
	title = {EMPOWERING STUDENTS{\textquoteright} METACOGNITIVE SKILLS THROUGH NEW TEACHING STRATEGY (GROUP INVESTIGATION INTEGRATED WITH THINK TALK WRITE) IN BIOLOGY CLASSROOM},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {391-400},
	abstract = {Metacognitive skills play an important role in various students{\textquoteright} cognitive activities. Metacognitive skills can make the students become self-regulated learners. Metacognitive skills in biology teaching can be empowered through the implementation of the appropriate teaching strategies. This research was a quasi-experimental research designed to compare the effect of Group Investigation (GI) strategy, Think Talk Write (TTW), Group Investigation integrated with Think Talk Write (GITTW), and conventional teaching strategy on the students{\textquoteright} metacognitive skills empowerment in biology teaching. Sample of this research were 162 students of the first year natural science class of senior high schools in Surabaya, Indonesia, academic year 2014/2015. The students{\textquoteright} metacognitive skills were measured using essay questions test, given at the beginning and at the end of the research. The results of the research showed that the implementation of teaching strategies had an effect to empower students{\textquoteright} metacognitive skills. GITTW learning strategy had the biggest effect on the metacognitive skills empowerment. TTW learning strategy could improve students{\textquoteright} metacognitive skills higher than GI and conventional teaching strategy. This proves that GITTW is one of the teaching strategies that teachers should use to maximise the students{\textquoteright} metacognitive skills empowerment. },
	keywords = {biology teaching, group investigation, metacognitive skills, teaching strategy, think talk write},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.391},
	url = {http://oaji.net/articles/2016/987-1482422861.pdf},
	author = {Lina Listiana and Herawati Susilo and Hadi Suwono and Endang Suarsini}
}
@article {513,
	title = {KOREAN SCIENCE TEACHERS{\textquoteright} PERCEPTIONS AND ACTUAL USAGE OF EDUCATIONAL THEORIES/TEACHING STRATEGIES IN THEIR TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {August/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {411{\textendash}423},
	abstract = {Many researchers have reported that there is a significant gap between theory and practice in education. This research sought to contribute to this work by examining the theory/practice gap in secondary school science teaching in South Korea. To do this, a questionnaire was developed to investigate the gap between Korean science teachers{\textquoteright} knowledge about Educational Theories and Teaching Strategies (ETTS) and the usage of it in their science classroom. The questionnaire was administered to 87 science teachers and results showed that even though participants were knowledgeable about many ETTS, only 26\% of the teachers reported using it in their teaching. Major reasons reported for this gap in theory and practice were restrictive educational environments that did not support the use of ETTS, irrelevancy and difficulties of ETTS, and students{\textquoteright} low interest in learning science. However, teachers{\textquoteright} perception of the importance of ETTS positively affected their usage of ETTS. Implications of the results are discussed, and alternative in-service training program is suggested to activate science teachers{\textquoteright} ETTS what they already know and to guide them to use ETTS in their actual science teaching.},
	keywords = {science teacher education, secondary science teacher, teaching strategy, theory-practice gap},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.411},
	url = {http://oaji.net/articles/2016/987-1482423597.pdf},
	author = {Jongwon Park and Youngmin Kim and Jongseok Park and Jin-Su Jeong and Young-Shin Park}
}
