@article {1222,
	title = {EFFECT OF INQUIRY-BASED LEARNING ON STUDENTS{\textquoteright} ATTITUDE TOWARDS LEARNING BIOLOGY AT UPPER SECONDARY SCHOOLS IN RWANDA},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {862-874},
	abstract = {Attitude has been regarded as a motivating feeling for the learning of biology. However, how inquiry-based learning contributes to attitude change towards the learning of biology has not yet been studied in Rwanda. This study intends to determine the effect of inquiry-based learning on students{\textquoteright} attitudes toward learning biology. A sample of 228 secondary school students at the upper secondary level in Rwanda was used. A quasi-experimental design with pre-and post-test was employed. One group was randomly assigned to the control group (N = 109) under the conventional teaching method, while the second group participated as the experimental group (N = 119) under the inquiry-based learning method. Biology attitude questionnaire (BAQ) was tested and a Pearson reliability of .89 coefficient was found, and hence the BAQ was adopted and used for the control and treatment groups before and after learning microbiology. Results asserted a significant effect of intervention in favor of the experimental group. However, a significant effect of the treatment on students{\textquoteright} attitude change in relation to gender was not identified. The study recommends using inquiry-based learning to promote attitude toward learning biology as it raises students{\textquoteright} interest to learning biology and alleviates the difficulty of its concepts.},
	keywords = {biology education, inquiry-based learning, quasi-experimental design, students{\textquoteright} attitudes},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.862 },
	url = {https://oaji.net/articles/2022/987-1667237209.pdf},
	author = {Henriette Manishimwe and William Aino Shivoga and Venuste Nsengimana}
}
@article {982,
	title = {ASSESSING PRE-SERVICE TEACHERS{\textquoteright} RECEPTION AND ATTITUDES TOWARDS VIRTUAL LABORATORY EXPERIMENTS IN LIFE SCIENCES},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1092-1105},
	abstract = {This research reports the assessment of pre-service teachers{\textquoteright} reception and attitudes towards virtual laboratory experiments in Life Sciences with the aim of advancing adaptability to digital learning. Using sequential mixed-methods in a quasi-experimental design, 68 pre-service teachers in the 3rd year of a Bachelor of Education (B.Ed) program were surveyed before and after virtual learning interventions. This phase was followed by qualitative data gathering using focus group interviews with all participants.  Findings from quantitative data analysis revealed a positive significant difference in pre-service teachers{\textquoteright} attitudes towards virtual laboratory experiments post learning interventions.  From qualitative data pre-service teachers found the progression from using only traditional to including virtual experiments was useful in enhancing their conceptual understandings of Life Sciences concepts, convenience, inquiry-based learning, self-directed and autonomous learning. However, pre-service teachers noted that using virtual laboratories did not significantly develop their science process skills and as a result could not replace the experiences in a traditional biology laboratory. The implications of these findings project virtual laboratories as a supporting tool for experimentation in Life Sciences especially within and post the COVID-19 pandemic where issues of social distancing pose a threat to collaborative and inquiry-based science learning. Recommendations from these findings are discussed herein. },
	keywords = {inquiry-based learning, life sciences, pre-service teachers, virtual laboratory experiments},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.1092},
	url = {http://oaji.net/articles/2021/987-1613414595.pdf},
	author = {Mafor Penn and Lydia Mavuru}
}
@article {853,
	title = {THE EFFECTS OF THE TRIP MODEL ON STUDENTS{\textquoteright} SCIENCE READING ABILITY AND MARINE CONSERVATION LEARNING INTEREST},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {374-387},
	abstract = {This research sought to improve students{\textquoteright} science reading comprehension ability and marine ecological conservation learning interest through the implementation of an inquiry-based learning course. A Triggered situational interest-Reading-Inquiry-Presentation (TRIP) model was proposed to guide the course design. The quasi-experimental design was adopted in this research. Experimental teaching activities were conducted with two classes of second graders (50 students in total) in southern Taiwan. One class served as the experimental group, and the other served as the comparison group. The Science Reading Comprehension Test (SRCT) and Marine Ecology Conservation Learning Interest Scale (MECLIS) were used as instruments. Data were analyzed using the Johnson-Neyman Technique, analysis of covariance, and qualitative analysis. The results showed that the students with lower pre-test scores on the SRCT in the experimental group had better scores on the post-test than those in the comparison group, while the students in both groups with higher pre-test scores on the SRCT had no difference in their post-test scores. Furthermore, the experimental group students had better MECLIS scores than the comparison group students, and the difference had a moderate effect size. Overall, this research suggests that the TRIP model may assist science teachers in designing science reading courses.},
	keywords = {inquiry-based learning, learning interest, reading comprehension, reading literacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.374 },
	url = {http://oaji.net/articles/2020/987-1591087621.pdf},
	author = {Fu-Pei Hsieh and Yun-An Chen and Jeng-Fung Hung and Chun-Yen Tsai}
}
@article {838,
	title = {THE IMPACT OF PROFESSIONAL DEVELOPMENT IN INQUIRY-BASED METHODS ON SCIENCE TEACHERS{\textquoteright} CLASSROOM PRACTICE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {201-219},
	abstract = {Inquiry-based methods have become very popular in science education all over the world. In Europe, they were strongly advocated in years 2007-2013 within the 7th EU Framework Programme projects, and in that time, in many countries teacher educational programmes (TEP) in inquiry were developed and implemented. However, there has been limited information on how effective those trainings are, and how teachers bring theory into practice. Therefore, the aim of this research was to determine the impact of training in inquiry-based methods on the teachers{\textquoteright} professional practices. The training consisted of two stages: I {\textendash} one-week-long core training, and II {\textendash} one-year-long extended support. Ninety-two science teachers participated in the research. It had a quantitative character and was based on a self-evaluation sheet that was completed three times: before the training, a month after the training, and a year after the training. The research results revealed current Polish science teachers{\textquoteright} practices related to facilitating learning by inquiry and identified the inquiry{\textquoteright}s features that were immediately adopted by teachers, those that were adopted after a longer period, and finally, those that were not implemented at all. These results can be especially useful to educators who design and run TEPs in inquiry-based teaching and learning.},
	keywords = {in-service teachers, inquiry-based learning, professional development, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.201},
	url = {http://oaji.net/articles/2020/987-1586941315.pdf},
	author = {Pawe{\l} Bernard and Karol Dudek-R{\'o}{\.z}ycki}
}
@article {734,
	title = {THE EFFECTS OF INQUIRY-BASED LEARNING AND LEARNING STYLES ON PRIMARY SCHOOL STUDENTS{\textquoteright} CONCEPTUAL UNDERSTANDING IN MULTIMEDIA LEARNING ENVIRONMENT},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {51-62},
	abstract = {This research aimed to identify the effects of inquiry-based learning on the conceptual understanding of students with various learning styles in the multimedia learning environment. This research was factorial experiment with the quasi-experimental design. There were total of 157 primary school students in Bali, Indonesia being involved as the subjects of the study.  There were two instruments used in this research. The first instrument was a questionnaire adapted from Index of Learning Style (ILS) developed by Felder and Soloman for measuring the verbal-visual learning styles. The second instrument was the conceptual understanding test for measuring students{\textquoteright} conceptual understanding in the form of multiple-choice test. The research discovered three findings as follows: (1) there is a significant difference in terms of conceptual understanding between students who are taught by inquiry-based learning and direct instruction strategy, (2) there is a significant difference in terms of students conceptual understanding between visual and verbal students, (3) there is a significant interaction between different learning strategies (inquiry based learning and direct instruction strategy) and students{\textquoteright} learning styles (visual verbal) toward students conceptual understanding. },
	keywords = {Conceptual Understanding, inquiry-based learning, learning style, multimedia learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.51},
	url = {http://oaji.net/articles/2019/987-1550082814.pdf},
	author = {Dek Ngurah Laba Laksana and I Wayan Dasna and I Nyoman Sudana Degeng}
}
@article {747,
	title = {INTEGRATION OF INQUIRY-BASED INSTRUCTION WITH FORMATIVE ASSESSMENT: THE CASE OF EXPERIENCED CHEMISTRY TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {184-196},
	abstract = {Inquiry-based teaching and learning methods are more and more widely used in the teaching natural sciences all over the world. The elements of inquiry are included in many national sciences{\textquoteright} core curricula and indicate that students should be actively involved in acquiring knowledge. This fact changes the teacher{\textquoteright}s role in the classroom and the structure of everyday lessons. Independent inquiry helps students to develop various elements of scientific education, gain specific skills and competencies. Consequently, the assessment methods used so far are no longer sufficient and they should be expanded with new strategies, tools, and criteria. In recent years, there were many projects, in which teachers were trained in using both inquiry-based instructions and formative assessment. So far, unfortunately, there has been limited information on how teachers bring theory into practice and combine the new teaching and assessment methods, and how they adopt available teaching materials during everyday classes. This case study explored how experienced chemistry teachers, who have broad content, pedagogical content, and inquiry methodology knowledge, integrate inquiry-based teaching with formative assessment for the first time. The results of the study revealed the main limiting factors and teachers{\textquoteright} dilemmas.},
	keywords = {formative assessment, in-service science teachers, inquiry-based learning, qualitative research, teacher professional development},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.184},
	url = {http://oaji.net/articles/2019/987-1554359401.pdf},
	author = {Pawe{\l} Bernard and Karol Dudek-R{\'o}{\.z}ycki and Kinga Orwat}
}
@article {725,
	title = {ENHANCING STUDENTS{\textquoteright} HIGHER ORDER THINKING SKILLS IN SCIENCE THROUGH INSTAD STRATEGY},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {1046-1055},
	abstract = {This research aimed to examine the effectiveness of the INSTAD strategy in comparison to other teaching strategies such as Inquiry, student team{\textquoteright}s achievement division (STAD), and lecture method, to reduce the gap of higher order thinking skills between Upper Academic (UA) and Lower Academic (LA) groups of students.The research partipants were 136 7th grade students in total, which consisted of two groups of 36 UA and 36 LA students. The students were selected through a stratified random sampling from 27 Public Junior High Schools in Surakarta, Indonesia. The treatment classes were determined through an intact group. The research design employed pre-test-post-test non-equivalent control group of quasi experiment. The higher order thinking skills were measured by essay test sheet as an instrument. Data were analysed by utilizing ANCOVA with the pre-test score as the covariate. The findings revealed that INSTAD have optimally improved higher order thinking skills in comparison with the Inquiry, STAD, and lecture method. INSTAD{\textquoteright}s were proven able to reduce the gap of higher order thinking skills between UA and LA students rather than Inquiry, STAD, and lecture method as teaching strategies.},
	keywords = {higher order thinking skills, inquiry-based learning, INSTAD strategy, student team{\textquoteright}s achievement division},
	issn = {1648-3898},
	doi = {10.33225/jbse/18.17.1046},
	url = {http://oaji.net/articles/2017/987-1544860627.pdf},
	author = {Baskoro Adi Prayitno and Suciati and Eni Titikusumawati}
}
@article {564,
	title = {CLOSING THE SCIENCE PROCESS SKILLS GAP BETWEEN STUDENTS WITH HIGH AND LOW LEVEL ACADEMIC ACHIEVEMENT},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {266-277},
	abstract = {Science Process Skills (SPSs) are fundamental skills to mastering science. To nurture students{\textquoteright} SPS, inquiry based learning and student-center activities may work effectively. This study aims at analyzing: How Inquiry-based Learning and Student Team Achievement Division (INSTAD) affects science process skills compared with inquiry-based learning, Student Teams Achievement Divisions (STAD), and conventional learning method. The participants were 136 grade 7 students from 27 public middle schools in Surakarta, Indonesia. They were divided into 68 students with higher academic (HA) achievement and 68 students with lower academic (LA) achievement. A nonequivalent control group design with pretest and posttest were applied to get data on SPSs using a sort of essay test. The result indicates that: (1) While the outcomes of INSTAD and inquiry-based learning are comparable, they are significantly different compared with the outcomes of STAD and conventional learning. (2) Students in HA group have higher SPS than students in LA groups. (3) INSTAD, on an equal level with inquiry-based learning, significantly increases the students{\textquoteright} SPSs. Compared with other three methods, INSTAD was confirmed the most effective in closing the science process skills gaps between students in HA group and LA group.},
	keywords = {inquiry-based learning, INSTAD, science process skills, STAD},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.266 },
	url = {http://oaji.net/articles/2017/987-1497156674.pdf},
	author = {Baskoro Adi Prayitno and Duran Corebima and Herawati Susilo and Siti Zubaidah and Murni Ramli}
}
