@article {1333,
	title = {BREAKING GENDER STEREOTYPES: HOW INTERACTING WITH STEM PROFESSIONALS CHANGED FEMALE STUDENTS{\textquoteright} PERCEPTIONS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {974-990},
	abstract = {Various studies have reported that students have limited, stereotypical perceptions of STEM fields. However, few studies have attempted to evaluate interventions undertaken with the aim of changing female student{\textquoteright}s perceptions of STEM professions. This research aimed to examine the changes in mental images among female students as a result of interacting with STEM professionals in a STEM camp. The Draw-a-Scientist Test was revised, and female students were asked to draw and describe STEM professionals at work before and after attending STEM camp. The participating students attended workshops and career talks given by STEM professionals. The findings showed that the perceptions of the participating female students regarding gender images of STEM professionals changed. After the STEM camp, it was also observed that knowledge about STEM professionals and the content of their work had increased. The studied intervention program for female students positively contributed to changes in the students{\textquoteright} mental images of STEM professionals. Therefore, it is recommended that female students interact with professionals working in STEM fields to change their perceptions of those fields.},
	keywords = {female students, gender stereotypes, human images in STEM, role models, STEM},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.974},
	url = {https://oaji.net/articles/2023/987-1702728638.pdf},
	author = {{\.I}smail D{\"o}nmez}
}
@article {1276,
	title = {UNIVERSITY STUDENTS{\textquoteright} ATTITUDES TOWARDS STEAM VIA A THEMATIC 3D DESIGN PROJECT},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {294-308},
	abstract = {The development of STEAM education has captured researchers{\textquoteright} attention due to its advantages for students{\textquoteright} learning and interest in related subjects, specifically in kindergarten to grade 12 (K-12) educational settings. However, there is limited research on the inclusion of STEAM in higher education, and what university students think as they are on the professional training track. This study aimed to examine university students{\textquoteright} attitudes towards STEAM via a 3D design project. Twenty-seven college students participated in this study. A questionnaire and focus group interviews were administered at the end of the course to uncover the students{\textquoteright} learning enjoyment, conceptions of STEAM learning, and intentions of STEAM future design/work involvement. The results show that the students enjoyed the 3D STEAM project regardless of their performance. High-performance students had higher conceptions of STEAM learning after the project. All of the students highly agreed that they could integrate interdisciplinary knowledge into their 3D designs. With regard to future intentions, they generally did not show an active attitude towards STEAM involvement. The students{\textquoteright} learning enjoyment in the STEAM project did not have a strong positive correlation with their future intentions. Findings from this study could offer inspiration for art-oriented courses that look for potential interdisciplinary integration and expression in STEAM.},
	keywords = {3D design, attitudes towards STEAM, STEM, university students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.294},
	url = {https://oaji.net/articles/2023/987-1681287468.pdf},
	author = {Tsai-Yun Mou}
}
@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 {972,
	title = {EFFECT OF A STEM-ORIENTED COURSE ON STUDENTS{\textquoteright} MARINE SCIENCE MOTIVATION, INTEREST, AND ACHIEVEMENTS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {134-145},
	abstract = {In recent years, marine science education has received increasing attention around the world, but the integration of STEM education into the marine curriculum is rarely applied to lower-secondary schools. The purpose of this research was to determine the effect of a teaching module on the topic of marine science, developed using a STEM approach, on the motivation, interest, and marine science achievements. The 9th-grade students from two classes in a Taiwanese public school were recruited in this study. Students in the experimental group were taught using the STEM course. Students in the control group were taught in a traditional didactic teaching course. Pre- and post-tests were used to determine marine science achievement, interest, and learning motivation. The experimental group gained significantly superior scores in three out of four dimensions towards motivation and two out of three dimensions interest. A significant difference was found between the experimental group and the control group, with the former showing increased marine science achievement over the latter in higher-order thinking; however, no significant differences were with respect to cognition. It is concluded that involving STEM-based implementations in teaching, the subject {\textquotedblleft}Marine Science{\textquotedblright} increases the success rate and attitude towards the subject of students.},
	keywords = {learning interest, learning motivation, marine science achievement, STEM},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.134},
	url = {http://oaji.net/articles/2021/987-1611649111.pdf},
	author = {Liang-Ting Tsai and Cheng-Chieh Chang and Hao-Ti Cheng}
}
@article {964,
	title = {THE EFFECTS OF STEM ACTIVITIES ON 6TH GRADE STUDENTS{\textquoteright} CONCEPTUAL DEVELOPMENT OF SOUND},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {21-37},
	abstract = {Engineering design process-oriented STEM activities are activities that involve solving a real-world problem with teamwork by using integrative engineering design and engineering applications using scientific and mathematical concepts and 21st century skills. The research aimed to examine the effects of engineering design process-oriented STEM activities, which were developed for sound concept, on the conceptual development of 6th grade students. In the research, comparative case study design was used. The study group consisted of 40 students attending a middle school in Kayseri, Turkey. The teaching was carried out by the activities in science curriculum in the control group, while it was carried out by engineering design process-oriented STEM activities in the experimental group. Each student was individually interviewed using 11 open-ended questions in a verbal format. The mean of Kappa coefficients of the questions was 0.93. As a result of content analysis, 11 categories, including 21 themes and 81 codes, were obtained. When the differences between pre- and post-interviews were examined, it was seen that conceptual understanding levels of the students in experimental group were more positive than the students in control group. This shows that engineering design process-oriented integrated STEM activities have positive effects on students{\textquoteright} conceptual understanding of sound. },
	keywords = {case study, conceptual development, engineering design, STEM},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.21},
	url = {http://oaji.net/articles/2021/987-1611648462.pdf},
	author = {Ay{\c s}eg{\"u}l Dedet{\"u}rk and Asl{\i} Saylan K{\i}rm{\i}z{\i}g{\"u}l and Hasan Kaya}
}
@article {979,
	title = {BROADENING EDUCATIONAL PATHWAYS TO STEM EDUCATION THROUGH ONLINE TEACHING AND LEARNING DURING COVID-19: TEACHERS{\textquoteright} PERSPECTIVES},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1055-1067},
	abstract = {COVID-19 posed formidable challenges to the teaching and learning of subjects with abstract concepts such as Science, Technology, Engineering and Mathematics (STEM).  The study explored how STEM teachers transformed their pedagogical practices as an integral part of the transition to online teaching and learning in response to COVID-19 and further examined the effectiveness of online teaching and learning. The study adopted an exploratory descriptive survey design and involved purposively selected STEM teachers from schools operating under the auspices of the Association of Muslim Schools. The Technological Pedagogical Content Knowledge (TPACK) framework underpinned the study. Quantitative data was collected through the administration of a Likert scale instrument. Data was analysed using inferential and descriptive statistics.  Findings revealed that COVID-19 essentially compelled teachers to make a transition to online teaching and learning resulting in a concomitant profound impact on their pedagogical practices.  Teachers provided various perspectives on the key modalities adopted to navigate online teaching and learning on virtual platforms in an attempt to ensure sustainable, equitable and inclusive teaching and learning. Implications for broadening educational pathways to STEM education through online teaching and learning on virtual platforms and sustainable teacher professional development on technology integration in teaching and learning are discussed.},
	keywords = {COVID-19, online teaching, pandemic, pedagogy, STEM, Teaching practices},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.1055},
	url = {http://oaji.net/articles/2021/987-1613414365.pdf},
	author = {Thasmai Dhurumraj and Sam Ramaila and Ferhana Raban and Ahmed Ashruf}
}
@article {983,
	title = {THE EFFECTS OF ONLINE TEACHING ON STUDENTS{\textquoteright} ACADEMIC PROGRESS IN STEM},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1106-1124},
	abstract = {Online teaching environment is a challenge for science, technology, engineering, and mathematics (STEM) in-service teachers who feel worried about their ability to succeed in what might be an unfamiliar learning environment. This research focused on testing the effects of perceived risks and concerns by in-service teachers during online-only classes due to the coronavirus outbreak on student academic progress requirements across the different STEM disciplines. The research hypotheses were tested on a sample of 1444 in-service teachers teaching exclusively in the online environment, in Romania. A structural equation model was used to explore the possible links among two external variables (pedagogical and technological perceived risks), one mediator variable (student engagement), one control variable (school settings), and one output variable (student academic progress requirements). The results revealed significant negative paths from challenges mediated by student engagement to student academic progress, as well as positive paths from them to mediator factor. The school setting categories were negatively correlated with both perceived risk dimensions. The moderator role of student engagement on the challenges-outcome link was supported. The online teaching effects on student{\textquoteright}s academic progress varied across the different STEM disciplines. The relevant common features for all STEM disciplines were further then demonstrated.  },
	keywords = {in-service teachers, online class, pandemic emergency, STEM, structural equation modelling, student academic progress},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.1106},
	url = {http://oaji.net/articles/2021/987-1613414653.pdf},
	author = {Ion-Ovidiu Panisoara and Ruxandra Chirca and Iuliana Lazar}
}
@article {897,
	title = {GENERAL REMARKS ON BASIC ACTUALITIES WITHIN OUR LIFE AND EDUCATION DURING FIRST 20 YEARS OF 21st CENTURY},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Editorial},
	chapter = {692-695},
	abstract = {Development of Human personal as well as social Life means continuing physical and spiritual (mental) changes all around them and within them. Corresponding changes traditionally reflected by humans as evolution (reformational) or revolution (transformational) processes, that are realizing corresponding quantitative or qualitative steps within the development of people{\textquoteright}s Life Activities. First 20 years of 21-st Century presented a real start of serious qualitative changes as a process of implementation up to date achievements of modern Science and Technologies. These are transformational changes not only within physical background of our traditional Life, but fast developing of corresponding changes also within our spiritual (or mental) Life (Broks, 2016). The central phenomenon within the mentioned processes above today is the development of overall computerization of physical as well as mental Life Activities of Humans.  Global, regional, local explosion of information as an artefact of revolution within Computer Science and Information Technology marks the above mentioned beginning of the 21-st century. So, our life today is becoming more and more complex by means of increasing diversity and speed of corresponding changes. Virus COVID-19 attack has just only accelerated these changes. Global turnover of Biological as well as Computer viruses is part of modern Life today for tomorrow.},
	keywords = {human life activities, interconnected changes, mental Life Activities, STEM},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.692},
	url = {http://oaji.net/articles/2020/987-1603081853.pdf},
	author = {Andris Broks}
}
@article {919,
	title = {PERSPECTIVES OF STEM EDUCATION REGARDING SERBIAN SECONDARY SCHOOL STUDENTS{\textquoteright} MOTIVATION FOR CAREER CHOICE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {989-1007},
	abstract = {The research was motivated by the necessity to examine the perspectives of STEM professions in Serbia. The aim of this research was to study students{\textquoteright} motives for career choices and their attitudes towards STEM sciences. The empirical scientific approach was applied, i.e. the quantitative and qualitative research method. The most frequently chosen undergraduate majors, the motives that determined that choice and the professional interests were examined by the interviewing technique in the first phase and the scaling and survey techniques in the second phase of the research. The participation in the research was voluntary and comprised of Serbian secondary school students. The research ascertained that a poor state of the national economy determined the students{\textquoteright} decision to be trained for {\textquotedblleft}jobs of the future{\textquotedblright} rather than attend the desired studies. The professions in the IT sector, engineering and sciences proved to be the most profitable ones. These results proved a growing popularity of STEM professions among the Serbian students, but they also implied the prospective necessity to promote mathematics and engineering within the education system considering the present insufficient interest in these academic studies. Regarding the fact that this type of scientific research is still rarely conducted by Serbian experts in the relevant field, this research contributes to a more comprehensive review of the STEM education.},
	keywords = {academic studies, professional interests, secondary school students, STEM},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.989 },
	url = {http://oaji.net/articles/2020/987-1606572920.pdf},
	author = {Jelena {\v Z}. Maksimovi{\'c} and Jelena S. Osmanovi{\'c} and Anastasija S. Mamutovi{\'c}}
}
@article {902,
	title = {STEM EMBEDDED IN THE DUJIANGYAN IRRIGATION SYSTEM: A DESCRIPTIVE - INTERPRETIVE ANALYSIS TO DESIGN STEM COURSE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {764-779},
	abstract = {STEM (science, technology, engineering, and mathematics) education is recognized as the world{\textquoteright}s top education program. However, few STEM programs have been designed based on cultural-historical events. To explore this issue, the present study drew on the cultural-historical activity theory and the content analysis method by adopting the descriptive-interpretative approach to explore the STEM content of the Dujiangyan Irrigation System (DIS) in present-day Sichuan, China. As early as 2,275 years ago during the Warring States period, Li Bing, the governor of Shu Shire in the Qin state, implicitly implemented the STEM concept when building the irrigation system. The results of this study indicate that the DIS incorporates Science (e.g., the hydraulic principle), Technology (e.g., making a large cobblestone Bamboo-Cage for building Fish Mouth), Engineering (e.g., water-level measurement) and Mathematics (e.g., Calculation of sand discharge). Adopting an educational pedagogy proposed by UNESCO which emphasized learning concepts from daily life, the present study draws on a cultural-historical event to inform STEM learning. The method and results of this study can be applied in the design of STEM programs based on other cultural-historical events from around the world.},
	keywords = {cultural-historical activity theory, Dujiangyan, hydraulic engineering, interdisciplinary knowledge, STEM},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.764},
	url = {http://oaji.net/articles/2020/987-1602524734.pdf},
	author = {Jon-Chao Hong and Jian-Hong Ye and Ya-Jiuan Ho and Ya-Jun Wang}
}
@article {769,
	title = {MONODISCIPLINARITY IN SCIENCE VERSUS TRANSDISCIPLINARITY IN STEM EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {435-449},
	abstract = {Contemporary society of the fourth industrial revolution (Industry 4.0) increasingly requires the education system (i.e., the school) to train competent, creative and proactive professionals who will be able to solve real life problems. If society is to achieve this, some key paradigm changes must occur in education. The school must first prepare a competence-based curriculum and, secondly, school practice should move away from subject-based teaching, towards an interdisciplinary STEM teaching approach. Obviously, to support this, modern learning environments and ICT solutions and tools have to be used. However, since the interdisciplinary STEM approach has already been implemented and integrated, it can be said that a new, integrated science discipline (STEM) has already emerged, together with a transdisciplinary approach to STEM learning and teaching.
In the present research, a concrete case of designing, developing and producing a solar chimney was used to demonstrate an integrated approach to learning and teaching, while emphasizing especially the advantages of such an interdisciplinary (transdisciplinary) approach to teaching Science, Technology, Engineering and Mathematic content. The empirical research shows that such an approach produces incomparably better results, especially on higher cognitive levels, in comparison to traditional approaches to learning and teaching. 
},
	keywords = {industry 4.0, interdisciplinarity, solar chimney, STEM, transdisciplinarity},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.435 },
	url = {http://oaji.net/articles/2019/987-1559372546.pdf},
	author = {Mitja Slavinec and Boris Aber{\v s}ek and Dino Ga{\v c}evi{\'c} and Andrej Flogie}
}
@article {779,
	title = {STUDENTS{\textquoteright} PERCEPTION OF LEARNING STEM-RELATED SUBJECTS THROUGH SCIENTIST-TEACHER-STUDENT PARTNERSHIP (STSP)},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {537-548},
	abstract = {Science education is facing an immense challenge due to students{\textquoteright} lack of engagement with science education. This issue calls for a collaborative and integrative teaching strategy such as the Scientist-Teacher-Student Partnership (STSP). This research employed a qualitative research methodology supported by quantitative data, to explore students{\textquoteright} perceptions of learning science through STSP. It involved 125 students in Grade 10 from four schools, eight science teachers and seven scientists from a university situated in Kuala Lumpur. The data were collected through survey questionnaire and interviews. The collected qualitative data were analysed using constant comparative techniques and the quantitative data arising from the responses of the survey were calculated as mean scores and standard deviations. The findings showed that the tripartite collaboration brings educational benefits to all groups. Based on the student{\textquoteright} perspective, four (4) main themes emerged. The students found that 1) the partnership enriched their learning experiences, 2) they acquired procedural skills through hands-on experiments, 3) they had the opportunity to explore emerging topics in science, and 4) they were exposed to various career opportunities in STEM-related fields. This research has promoted greater articulation of STSP as a mechanism for educational reform in STEM.},
	keywords = {authentic science, qualitative methodology, Scientist-teacher-student partnership (STSP), STEM},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.537},
	url = {http://oaji.net/articles/2019/987-1564685988.pdf},
	author = {Hidayah Mohd Fadzil and Rohaida Mohd Saat and Khalijah Awang and Durriyyah Sharifah Hasan Adli}
}
@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 {518,
	title = {INTEGRATING STEM IN AN ENGINEERING DESIGN PROCESS: THE LEARNING EXPERIENCE OF RURAL SECONDARY SCHOOL STUDENTS IN AN OUTREACH CHALLENGE PROGRAM},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {August/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {477{\textendash}493},
	abstract = {This research was conducted to evaluate the learning experience of Grade Ten students from two Malaysian rural secondary schools that adopted the integration of STEM in an Engineering Design Process (STEM-EDP) approach vis-{\'a}-vis an outreach challenge program. A total of 89 students undertook a ten hour program which engaged them in designing and building three different prototypes as well as answering higher order thinking questions. Data on students{\textquoteright} learning experience were captured through participants{\textquoteright} responses to a six-point Likert scale questionnaire, teachers{\textquoteright} field notes, and open-ended questions. The questionnaire result reveals statistically significant gains in knowledge or skills about, attitudes toward, and practices on STEM. The STEM-EDP outreach challenge program brought awareness to rural school students of their potential as problem solvers, thinkers, creators, and collaborators. Students were able to simultaneously broaden their boundaries in knowledge and competency even though they experienced difficulties in tackling challenges associated with STEM activities. Findings suggested that the STEM-EDP approach can be applied as a means for fostering creativity, problem solving skills, and thinking skills among rural secondary school students.},
	keywords = {engineering design process, higher order thinking, outreach challenge program, rural schools, STEM},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.477},
	url = {http://oaji.net/articles/2016/987-1482423958.pdf},
	author = {Siew, N. M. and Henry Goh and Fauziah Sulaiman}
}
