@article {1294, title = {DEVELOPING AND VALIDATING AN INSTRUMENT TO ASSESS NINTH-GRADE STUDENTS{\textquoteright} ONLINE METACOGNITIVE SKILLS IN SOLVING CHEMISTRY PROBLEMS}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {June/2023}, pages = {Continuous}, type = {Original article}, chapter = {520-537}, abstract = {Online metacognitive skills are the real-time awareness of cognition, which can effectively promote science learning and improve performance in solving scientific problems. Therefore, it is important to enhance and diagnose students{\textquoteright} online metacognitive skills in science education. This study aimed to evaluate ninth-grade students{\textquoteright} online metacognitive skills while processing chemistry problems. To achieve this goal, this study constructed a framework for guiding the development of an instrument comprising 12 two-tier items. A total of 258 ninth graders took part in the field testing in Jiangsu, China. A partial credit Rasch model analysis was employed to inform instrument development and evaluation. The results revealed that this instrument was valid and reliable for assessing students{\textquoteright} online metacognitive skills. Nearly 70\% of the ninth-grade students in this sample were able to monitor their own thought processes or evaluate their own cognitive performance in processing chemistry problems. About one-third of the students could regulate their thought processes. However, less than 4\% of the students could make attributions about their cognitive performance.}, keywords = {assessment instrument, chemistry education, problem-solving skills, Rasch Measurement Model}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.520}, url = {https://oaji.net/articles/2023/987-1687108540.pdf}, author = {Yating Zeng and Shaohui Chi and Zuhao Wang and Xiaosong Zhuang} } @article {1262, title = {INTEGRATING MICRO PROJECT-BASED LEARNING TO IMPROVE CONCEPTUAL UNDERSTANDING AND CRUCIAL LEARNING SKILLS IN CHEMISTRY }, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {February/2023}, pages = {Continuous}, type = {Original article}, chapter = {130-152}, abstract = {Active participation in project-based learning (PBL) could develop students{\textquoteleft} knowledge and crucial learning skills across various disciplines. However, the implementation of PBL in the K-12 classroom is usually impeded by the step-by-step PBL cycle. Micro project-based learning (MPBL), which advocates and adheres to the learning principles and mechanisms of PBL with constraining the learning cycle in shorter periods, has been considered as a lightweight alternative to PBL process. As an exploration, this study explored the impact of MPBL on the conceptual understanding of sodium bicarbonate and the crucial learning skills in chemistry class at upper-secondary schools. The quasi-experimental research was implemented for 125 students, with an experimental group receiving MPBL teaching and a control group receiving conventional teaching. In the study, data including knowledge tests, crucial learning skills survey, and student interview were collected and analysed. The results indicated that MPBL was effective in the development of students{\textquoteright} conceptual understanding and crucial learning skills (i.e., communication and collaboration, information integration, independent learning, and problem-solving). The study will inform the pedagogical innovation in chemistry education and teaching practices in chemistry class.}, keywords = {chemistry education, pedagogical approach, sodium bicarbonate, upper-secondary schools}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.130}, url = {https://oaji.net/articles/2023/987-1676961214.pdf}, author = {Peiyao Tian and Daner Sun and Ruirui Han and Yanhua Fan} } @article {1207, title = {APPLYING FACTOR ANALYSIS FOR ASSESSING KNOWLEDGE STRUCTURE OF STUDENTS IN GRADE 10: THE SUBJECT OF REDOX REACTION}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {August/2022}, pages = {Continuous}, type = {Original article}, chapter = {680-693}, abstract = {Redox reaction is an important concept in chemistry, and a well-organized knowledge structure of redox reaction is beneficial for concept learning. This study investigated the knowledge structure regarding redox reaction from 459 Grade 10 students. The pool of 15 redox reaction concepts was developed by content analysis, questionnaire survey, and interview. Six initial competing models with 15 concepts were identified via exploratory factor analysis (EFA) and paper-pencil test. Confirmatory factor analysis (CFA) was conducted to test and modify the six competing models according to the rating data of the students. As a result, six modified models fit the data well. However, the high inter-factor correlations indicate that the two- and three-factor models are the students{\textquoteright} knowledge structures of redox reaction. The two-factor model is comprised of two distinct but correlated factors: the process of redox reaction and metrology. The three-factor model is comprised of three factors: the process of redox reaction, reaction ability, and metrology. The finding inflects the abstract relationships between the concepts related to redox reaction in students{\textquoteright} minds. }, keywords = {chemistry education, factor analysis, knowledge structure, redox reaction}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.680}, url = {https://oaji.net/articles/2022/987-1662187210.pdf}, author = {Wenxiu Tang and Xintong Zhu and Yangyi Qian} } @article {1163, title = {EFFECT OF TASK-BASED LEARNING ON STUDENTS{\textquoteright} UNDERSTANDING OF CHEMICAL REACTIONS AMONG SELECTED RWANDAN LOWER SECONDARY SCHOOL STUDENTS}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {February/2022}, pages = {Continuous}, type = {Original article}, chapter = {140-155}, abstract = {This study intended to measure the effect of Task-Based Learning (TBL) on lower secondary school students{\textquoteright} understanding of chemical reactions. The study employed a quasi-experimental pre and post-test research design with eight intact classes of 369 students purposively selected from eight schools in two districts in Rwanda. The experimental group of four schools was exposed to the TBL method, while a control group of the other four schools was exposed to the conventional teaching method (teacher-centered). A chemistry test of a Pearson product-moment reliability coefficient of .643 was developed and used in both groups. The results of repeated-measures ANOVA revealed a significant effect of treatment on students{\textquoteright} understanding of chemical reactions (p < .001) with a medium effect size (d = 0.357) in favor of the experimental group. Gender and school location variables were also analyzed. It was found that the interaction effect of experimental and gender was not significant (p > .05, d = 0.010). However, the effect was significant with the school location (p < .05, d = 0.026) in favor of students studying in rural schools. The results imply that TBL method improves students{\textquoteright} understanding of chemical reactions. Recommendations were given to educational stakeholders to train teachers in this method and teachers to use it in chemistry teaching.}, keywords = {chemical reactions, chemistry education, Rwandan lower secondary schools, students{\textquoteright} understanding, task-based learning}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.140}, url = {https://oaji.net/articles/2022/987-1647118081.pdf}, author = {Jeannette Musengimana and Edwige Kampire and Philoth{\`e}re Ntawiha} } @article {1245, title = {PERIODIC TABLE REPRESENTATIONS IN TURKISH UPPER-SECONDARY SCHOOL CHEMISTRY TEXTBOOKS AND THE CHEMISTRY TEACHERS{\textquoteright} OPINIONS ON THEM}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {December/2022}, pages = {Continuous}, type = {Original article}, chapter = {1126-1142}, abstract = {Periodic table is an important tool of chemistry for understanding the structure, function, and properties of the elements. Periodic table representations given in upper-secondary school chemistry textbooks are critical as they introduce chemical concepts. This study aimed to explore the features of periodic table representations given in Turkish upper-secondary school chemistry textbooks and the opinions of chemistry teachers who were using these textbooks in their classes. This qualitative study was composed of two stages. In the first stage, seven different upper-secondary school chemistry textbooks commonly used in Turkey were selected and analyzed by content analysis based on five criteria; type, content, portrayal, periodic trends, and color, emerged from the data. In the second stage, interviews were conducted by seven chemistry teachers who were actively using these textbooks in their classes. The results showed that generally teachers liked the basic, color-coded, recent, accurate periodic table representations to introduce the concepts. While teaching, they mostly preferred to show a complete periodic table first, and then the segmented ones. For the periodic trends, they agreed to include numerical values on the periodic table for letting students make sense of these values instead of having arrows that may cause memorization. }, keywords = {chemistry education, periodic table representations, periodic trend, Turkish chemistry textbooks}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.1126 }, url = {https://oaji.net/articles/2022/987-1672585179.pdf}, author = {Sevil Akaygun and Ebrunur Arkun} } @article {1248, title = {STUDENTS{\textquoteright} OPINIONS TOWARD USING ONLINE PLATFORM SOCRATIVE IN CHEMISTRY EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {December/2022}, pages = {Continuous}, type = {Original article}, chapter = {1181-1190}, abstract = {With the development of technology, various new applications are increasingly used in schools. Their implementation often creates a stimulating environment for learning and leads to an increase in student performance. Due to their effectiveness, student responder systems (SRS) and similar mobile applications are increasingly used in teaching. The aim of the research was to examine students{\textquoteright} opinions on application of Socrative online platform as a SRS in chemistry classes during formative evaluation. The sample included 77 primary and secondary school students from the Republic of Serbia. Online Socrative quiz was applied to evaluate their knowledge about mixtures (in primary school) and about antibiotics (in secondary school). After the quiz students filled out a questionnaire on their opinions towards the Socrative platform. The questionnaire consisted of 26 items organized in five subscales: advantage, belief, engagement, usability, and satisfaction. The obtained results showed that students had a positive opinion on the application of Socrative in chemistry education. As the positive features, students pointed out real-time feedback and increased engagement and motivation in class. Based on the obtained results, it can be concluded that students enjoy the use of online platform Socrative, so it is recommended for further use in chemistry classes in order to increase student participation and to develop a more efficient evaluation methodology.}, keywords = {chemistry education, mobile learning, Socrative quiz, student response system}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.1181}, url = {https://oaji.net/articles/2022/987-1672585496.pdf}, author = {Oli{\'c} Ninkovi{\'c}, S. I. and Jasna M. Adamov and Aleksandar P. Rakita} } @article {968, title = {THE CONCEPTUAL STRUCTURE OF CHEMICAL EQUILIBRIUM IN UPPER-SECONDARY SCHOOL STUDENTS: EVIDENCE FROM FACTOR ANALYSIS}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {February/2021}, pages = {Continuous}, type = {Original article}, chapter = {80-92}, abstract = {This research aimed to explore the conceptual structure of chemical equilibrium in upper-secondary school students using factor analysis. Research on chemistry education has shown that chemical equilibrium is an important but difficult-to-understand topic. Exploring the conceptual structure of chemical equilibrium among students will help chemistry researchers and educators to conduct more targeted teaching practices. Based on a survey of chemistry research and teaching practice experts, a high-quality concept pool composed of 24 relevant concepts was developed. Next, a survey involving a total of over 700 twelfth-grade students from five upper-secondary schools was conducted, and a factor analysis was utilized to determine the conceptual structure. The results showed that a three-factor model and a five-factor model with 15 relevant concepts were all accepted as the conceptual structure for students. The new form of conceptual structure in this research helps understand the features and categories in students{\textquoteright} latent organization of concepts. Also, it may be revealed that factor analysis can be utilized as an approach to exploring students{\textquoteright} conceptual structure.}, keywords = {chemical equilibrium, chemistry education, conceptual structure, factor analysis}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.80}, url = {http://oaji.net/articles/2021/987-1611648800.pdf}, author = {Yuhua Mai and Yangyi Qian and Linshen Li and Haihang Lan} } @article {1005, title = {A SYSTEMATIC REVIEW OF THE RESEARCH PAPERS ON CHEMISTRY-FOCUSED SOCIO-SCIENTIFIC ISSUES}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {June/2021}, pages = {Continuous}, type = {Original article}, chapter = {360-372}, abstract = {Although chemistry-focused socio-scientific issues support the {\textquoteleft}relevance{\textquoteright} model of chemistry education, the related literature has lacked any systematic review handling them together. For this reason, this research aimed to thematically synthesize the research papers on chemistry-focused socio scientific issues (SSI) from 2008 to 2020 and inferentially evaluate them in terms of the relevance model of chemistry education. After searching international and national well-known databases through relevant keyword patterns (e.g., Pattern 1: socio-scientific issues and chemistry education), 65 research papers were apparent for the systematic review. Then, the authors generated primary and secondary codes for the research papers and then inferentially marked their {\textquoteleft}relevance{\textquoteright} components. The systematic review indicated variation of research areas (e.g., relevance model of chemistry education) and dominant research foci for different themes (e.g., competencies and related variables for the theme {\textquoteleft}aims{\textquoteright}; pollution, energy, industry and fabrication-based problems for the theme {\textquoteleft}SSI{\textquoteright}; organic compounds for the theme {\textquoteleft}chemistry concepts{\textquoteright}). Further, it revealed that the research papers on chemistry-focused SSI had some shortcomings at handling all components of the relevance model in a balanced way. The current research suggests professionally training teachers about how to integrate chemistry-focused SSI and the relevance model into school chemistry.}, keywords = {chemistry education, relevance model, socio-scientific issues, systematic review}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.360}, url = {http://oaji.net/articles/2021/987-1622790775.pdf}, author = {Muammer {\c C}al{\i}k and Antuni Wiyarsi} } @article {861, title = {INQUIRY-BASED SCIENCE EDUCATION AS A REVISION STRATEGY}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {June/2020}, pages = {Continuous}, type = {Original article}, chapter = {499-513}, abstract = {The research aim was to identify the effect of revising the thematic unit {\textquotedblleft}Changes in Chemical Reactions{\textquotedblright} using IBSE (based on confirmation inquiry) in the 8th grade of secondary school. This thematic unit is taught in chemistry lessons in the 2nd term of the 7th grade. A set of activities verified by a piece of pilot research was used to implement IBSE based on confirmation inquiry using the 5E Educational Model. The research was performed in ten Slovak secondary schools during the 1st term of the 2017/2018 school year. This research employed the quasi-experimental methodology involving pre-test{\textendash}post-test two-group design. The research sample consisted of 292 8th grade students. They were divided randomly into a control (n=149) and experimental (n=143) group, and the intervention took place during 10 lessons. Cognitive tests based on the revised Bloom{\textquoteright}s taxonomy were used to measure students{\textquoteright} knowledge and skills before and after revision. The results indicate that using IBSE (based on confirmation inquiry) in the revision phase is more effective than teaching without using IBSE in terms of developing conceptual understanding. It affects the lower and higher cognitive processes (understanding, application, and analysis) and stimulates learning mainly in students with lower academic performance.}, keywords = {chemistry education, cognitive processes, confirmation inquiry, secondary school}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.499 }, url = {http://oaji.net/articles/2020/987-1591088137.pdf}, author = {Ivana Sot{\'a}kov{\'a} and M{\'a}ria Ganajov{\'a} and M{\'a}ria Babin{\v c}{\'a}kov{\'a}} } @article {755, title = {THE EFFECT OF LOWER-SECONDARY CHEMISTRY EDUCATION: STUDENTS{\textquoteright} UNDERSTANDING TO THE NATURE OF CHEMISTRY AND THEIR ATTITUDES}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {April/2019}, pages = {Continuous}, type = {Original article}, chapter = {286-299}, abstract = {This research follows the previous study examining the effect of chemistry education on students{\textquoteright} perception and understanding to the nature of chemistry (NoC) as well as their attitudes towards it as a school subject. Grade 9 students (N = 282) at the end of their compulsory schooling were given a set of open-ended questions focused on their understanding to NoC, perception of chemistry topics{\textquoteright} importance, topics the students found interesting and their evaluation of chemistry as a school subject. The answers were analysed using the open coding approach. It is possible to conclude most of the students do not have a clear idea about the nature of chemistry. Students assess chemistry as a school subject in the middle of the 5 point Likert scale. The results of this research offer the background for a more complex analysis of effects influencing students{\textquoteright}s conception of chemistry and its subject matter.}, keywords = {chemistry education, education effectiveness, interest in science, students{\textquoteright} attitudes}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.286}, url = {http://oaji.net/articles/2019/987-1554359947.pdf}, author = {Martin Rusek and Vlastimil Chytr{\'y} and Linda Honskusov{\'a}} } @article {663, title = {HEURISTIC REASONING OF PRE-SERVICE SCIENCE TEACHERS IN CHEMISTRY TOPICS}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {April/2018}, pages = {Continuous}, type = {Original article}, chapter = {343-356}, abstract = {The aim of the present research is to explain how the heuristics utilized by the students in a multiple choice examination on the general chemistry subject of {\textquotedblleft}chemical bonding theories and molecular structures{\textquotedblright} caused biases on intuitive judgment and decision making processes, using the three characteristics of associative memory (attribute substitution, fluency process and associative coherence). A mixed-methods approach, both qualitative and quantitative research methods, were used in this research. Therefore, both questionnaire and individual interview were utilized to collect data. The results of the current research demonstrated that the participants used 4 different decision making strategies. Detailed evaluation of these strategies demonstrated that most of the participants did not prefer the processes related to the use of chemical knowledge and thus, were not able to assess the target attribute. Furthermore, it was identified that most of the students{\textquoteright} decision making processes were dependent on one or more of these three associative memory processes. It was also determined by this research that the most dominant of these three associative memory processes is the fluency effect, since participants often prefer to use superficial features. The dependence of participants on associative memory processes caused various biases, so participants often responded incorrectly to questions.}, keywords = {chemical reasoning, chemistry education, intuitive judgments, science education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.356}, url = {http://oaji.net/articles/2017/987-1523527782.pdf}, author = {Mustafa Ugras} } @article {721, title = {IDENTIFYING MENTAL MODELS OF STUDENTS FOR PHYSICAL AND CHEMICAL CHANGE}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {December/2018}, pages = {Continuous}, type = {Original article}, chapter = {986-1004}, abstract = {The right and wrong mental models that learners have about the changes in the matter have a great importance in understanding the basis of the chemistry. Therefore, the main purpose of this research was to identify students{\textquoteright} misconceptions with regard to physical and chemical change and to come up with models to explain their understanding of this topic. This research was qualitative descriptive with cross-sectional design. The participants were 148 6th graders in K{\"u}tahya which is a western city of Turkey. The data were collected through a questionnaire containing five open-ended questions. Additionally, for a more detailed analysis, 28 participants were interviewed to explore the mental models that emerged. Analysis of responses to the questionnaire generated four mental models (Particle Motion Model, Moving Away Particle Model, Particle Motion+Moving Away Particle Model, Macro Model) for physical change and three mental models for chemical change (Changing Particle Model, Moving Away Particle Model and Macro-Micro Change Model). Implications of these results for chemistry education were discussed. Mental models defined in the research can enable teachers of science and researchers to identify difficulties faced by students regarding physical and chemical changes; thus, they can effectively decide which approach to take on to devise scientific models. }, keywords = {chemical change, chemistry education, mental model, misconceptions, physical change}, issn = {1648-3898}, doi = {10.33225/jbse/18.17.986}, url = {http://oaji.net/articles/2017/987-1544860367.pdf}, author = {Hasene Esra Yildirir and Hatice Demirkol} } @article {585, title = {ADOPTION OF ICT INNOVATIONS BY SECONDARY SCHOOL TEACHERS AND PRE-SERVICE TEACHERS WITHIN CHEMISTRY EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {August/2017}, pages = {Continuous}, type = {Original article}, chapter = {510-523}, abstract = {This research is focused on secondary school chemistry teachers{\textquoteright} (N=276) and chemistry pre-service teachers{\textquoteright} (N=159) attitudes towards the use of information and communication technology (ICT) in education. A questionnaire constructed upon Rogers{\textquoteright} theory of diffusion of innovation was used. Based on the answers, the respondents were grouped according to their innovativeness {\textendash} into types of innovation adopters. Analysis of the participants{\textquoteright} responses to the statements in the questionnaire suggests that neither gender nor their teaching experience influence their innovativeness. The respondents mostly tend to hold a pragmatic view, accept the role of ICT in education. However, they need proof to decide whether to adopt it in their teaching practice. As the respondents could leave their contact information, it is possible to further focus on particular groups of innovation adopters, to observe their lessons, analyse their approach and mainly influence and support those groups, which maintain a {\textquotedblleft}role model{\textquotedblright} position and trigger diffusion of innovations.}, keywords = {chemistry education, diffusion of innovations, ICT, pre-service teachers{\textquoteright} attitudes, teachers{\textquoteright} attitudes}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.510}, url = {http://oaji.net/articles/2017/987-1503904959.pdf}, author = {Martin Rusek and Dagmar St{\'a}rkov{\'a} and Vlastimil Chytr{\'y} and Martin B{\'\i}lek} } @article {619, title = {VALIDATION OF THEORETICAL CONSTRUCTS TOWARD SUITABILITY OF EDUCATIONAL SOFTWARE FOR CHEMISTRY EDUCATION: DIFFERENCES BETWEEN USERS AND NONUSERS}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {December/2017}, pages = {Continuous}, type = {Original article}, chapter = {873-897}, abstract = {The aim of this research was to empirically validate constructs for evaluation of teachers{\textquoteright} attitudes toward usage of educational software in chemistry teaching. Questionnaire with items transformed from UTAUT (Unified theory of acceptance and use of technology) and other technology acceptance theories were filled in by 556 Czech chemistry teachers. All constructs passed recommended .7 thresholds of Cronbach{\textquoteright}s alpha so they can be used in acceptability researches before and after introduction of educational software or building models. However, analyses of effect sizes show that there are not only differences between users and all nonusers generally, but also prove differences between various types of nonusers. Nonusers were established as a) those who had used educational software and abandoned it; b) those who do not use educational software, but are planning to use it in the future, and c) those who do not use educational software and have no intentions to use it. An unexpected finding reveals that differences among subgroups of nonusers can be even larger than between users and nonusers, especially the group c) is an outstanding group. Consequently, factors and their influence on the acceptance and use of educational software in chemistry teaching should be explored for each group separately.}, keywords = {chemistry education, education software, technology acceptance}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.873}, url = {http://oaji.net/articles/2017/987-1513970871.pdf}, author = {Kate{\v r}ina Chroustov{\'a} and Martin B{\'\i}lek and Andrej {\v S}orgo} } @article {427, title = {THE CONCEPT OF HYBRIDIZATION FROM THE PERSPECTIVE OF SCIENCE TEACHING UNDERGRADUATE STUDENTS: A PHENOMENOGRAPHIC STUDY}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {April/2015}, pages = {Continuous}, type = {Original article}, chapter = {227{\textendash}236}, abstract = {The hybridization of carbon is an important problem of quantum chemistry. It means that atomic orbitals could mix giving hybrid orbitals. Orbitals are not physical objects; they are mathematical solutions of the Schrodinger equation. The aim of this study is to determine through phenomenographic method how Science Teaching undergraduate students comprehend "hybridization". 176 students, 78 of whom are male and 98 of whom are female, participated in the study. A semi-structured questionnaire form was used in the study as data collection tool. As a result of analysis of data, it was determined that students describe hybridization in 5 different categories and 4 different ways. According to these categories: "1) Hybridization is a kind of covalent bond, 2) an electronic transition between bonds, 3) an electronic transition between orbitals, 4) the mixing of atomic orbitals to form new orbitals suitable for bonding 5) a case observed as a result of interaction between particles. Among the categories, the one "a mixing of atomic orbitals to form new orbitals suitable for bonding" category was at the top of the list with 69 metaphors.}, keywords = {chemistry education, Description Category, science education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.227}, url = {http://oaji.net/articles/2016/987-1473430977.pdf}, author = {Erol {\c C}il and Mustafa U{\u g}ra{\c s}} } @article {440, title = {DEVELOPMENT OF A SCALE TO MEASURE ORGANIC CHEMISTRY ANXIETY LEVEL OF UNIVERSITY STUDENTS}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {June/2015}, pages = {Continuous}, type = {Original article}, chapter = {391-400}, abstract = {University students{\textquoteright} achievements in organic chemistry depend on cognitive variables. In addition, non-cognitive variables such as anxiety levels also have an impact on students{\textquoteright} organic chemistry achievements. The aim of this study was to develop a measurement tool assessing the anxiety levels of university students in organic chemistry lessons. In this study, the Organic Chemistry Anxiety Scale (O-CAS) consisting of 24 items was developed, its validity and reliability was analysed. All the items are positively worded to indicate increased anxiety. Factor analytic evidence from a sample (n=340) of university organic chemistry students indicated that the O-CAS measured three constructs. Additional analysis with a second sample (n=297) showed that scores on these anxiety constructs were internally consistent, with Cronbach{\textquoteright}s alphas ranging from 0.87 to 0.92 and were 0.95 for the overall scale. Further, the result of analysis of the third sample (n=195) indicated that there was a statistically significant relationship between organic chemistry anxiety and organic chemistry achievement of students. According to these results, the O-CAS can be used as a valid and reliable instrument in chemistry education.}, keywords = {Anxiety, chemistry education, organic chemistry, secondary education curriculum}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.391}, url = {http://oaji.net/articles/2016/987-1479497436.pdf}, author = {Namudar {\.I}zzet Kurbano{\u g}lu and Ahmet Ak{\i}n} } @article {392, title = {LEARNERS{\textquoteright} VIEWS ABOUT USING CASE STUDY TEACHING METHOD IN AN UNDERGRADUATE LEVEL ANALYTICAL CHEMISTRY COURSE}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {October/2014}, pages = {Continuous}, type = {Original article}, chapter = {695{\textendash}708 }, abstract = {This study presents pre-service science teachers{\textquoteright} views about implementing a case study and which skills they improved as a result of using the method. Sixteen participants in a chemistry class were the subjects in the 2013 summer school term. In the teaching about the properties of chromium, students watched selected parts of the movie Erin Brockovich in four sections. Each part of the movie was followed with a question, and students were then given about 15-20 minutes to find out the answer to the question by using Internet-based resources in the classroom environment. Qualitative data were collected by having participants respond in writing to open-ended questions and through semi-structured interviews. Overall, students{\textquoteright} reactions to the method were positive. The results showed that students found it to be an effective instructional method, despite having some difficulties with the expectations of the method and this method has provided many benefits for pre-service teachers.}, keywords = {case study, chemistry education, science education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.695}, url = {http://oaji.net/articles/2015/987-1450981584.pdf}, author = {Zehra Ozdilek} } @article {277, title = {DEVELOPING A SCALE OF ANXIETY TOWARDS USING GRAPHS IN CHEMISTRY CLASSES}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {March/2013}, type = {Original article}, chapter = {34-46 }, abstract = {Graphs are indispensable elements of education in terms of expressing qualitative and quantitative data and laws of science. Individuals need to have the skill to use graphs. The ability to use graphs is listed under three groups as interpretation skill, modeling skill, transformation skill. The lack of performing these skills, failing to overcome these challenges may cause students to develop anxieties towards using graphs. Students{\textquoteright} existing anxieties towards using graphs may prevent the emerging of these skills, reinforce the emerging of the challenges. Therefore, this study focused on developing a scale for anxiety towards using graphs in chemistry using a draft scale along with its validity and reliability studies. The reliability and validity analysis of the scale concluded with a one dimensional assessment tool of 15 items with a reliability level of 0,903.}, keywords = {affective, Anxiety, chemistry education, graphic}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.34}, url = {http://oaji.net/articles/2015/987-1425757620.pdf}, author = {Nilg{\"u}n Se{\c c}ken and Nuray Zan} } @article {334, title = {DEVELOPMENT AND APPLICATION OF 7E LEARNING MODEL BASED COMPUTER-ASSISTED TEACHING MATERIALS ON PRECIPITATION TITRATIONS}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {December/2013}, pages = {Continuous}, type = {Original article}, chapter = {784-792}, abstract = {The purposes of this study are to develop a computer-assisted instructional material, which involves animations, virtual lab and educational computer applications, based on 7E learning model towards the methods of Mohr and Volhard in the unit {\textquotedblleft}precipitation titrations{\textquotedblright} delivered in some quantification chemistry courses and to identify the effects of this material on student achievement. The study employs the design of quasi-experimental with control and experiment groups to which pre- and post-test were administered. The participants of the study includes 89 vocational high school students. The data were collected through the administration of the test which was used as both pre- and post-test. The Cronbach alpha coefficient of the achievement test was found to be 0.756. The findings obtained were analysed through t-tests. The findings indicate that post-test scores of experiment group and control group on the achievement test were statistically significant different. This difference indicates that the software has positive effects on student achievement.}, keywords = {7E learning model, animation, chemistry education, educational computer games, precipitation titrations, virtual lab}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.784}, url = {http://oaji.net/articles/2015/987-1425811451.pdf}, author = {Nazan Kunduz and Nilg{\"u}n Se{\c c}ken} } @article {332, title = {TEACHING GENERAL CHEMISTRY WITH INSTRUCTOR{\textquoteright}S SCREEN SHARING: STUDENTS{\textquoteright} OPINIONS ABOUT THE IDEA AND ITS IMPLEMENTATION}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {December/2013}, pages = {Continuous}, type = {Original article}, chapter = {759-773}, abstract = {Knowing students{\textquoteright} opinions about instructor{\textquoteright}s screen sharing via various media is important for developing online science courses including chemistry. This study examined university students{\textquoteright} opinions about the idea and the practice of instructor{\textquoteright}s screen sharing via websites on example of join.me, VoIP-applications on example of Skype, and multi-user 3D virtual environments on example of Second Life. It was conducted during summer course of General Chemistry at University of Oregon College of Arts and Sciences in Eugene, USA, for two consecutive years, 2001 and 2012. The data were collected through an online 14-item 4-point Likert-type questionnaire and students{\textquoteright} reviews. It was found that students have primarily positive opinions about screen sharing regardless of their gender, major, residence, and employment status. Join.me was found to be the most and Second Life to be the least favored media for screen sharing. Students with higher final grades provided more positive opinions.}, keywords = {chemistry education, online teaching, screen sharing, Second Life, Skype}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.759}, url = {http://oaji.net/articles/2015/987-1425811358.pdf}, author = {Uladzimir Slabin} } @article {198, title = {TEACHING ELECTROLYSIS OF WATER THROUGH DRAMA}, journal = {Journal of Baltic Science Education}, volume = {9}, year = {2010}, month = {September/2010}, type = {Original article}, chapter = {179-186 }, abstract = {The purpose of this study was to evaluate the effects of drama on the teach{\textlnot}ing of electrolysis of water to middle school students. The randomized pre-test and post-test control group design was used. Data collection methods included pre-test, post-test 1 and 2, and the data were ana{\textlnot}lyzed by using the SPSS/PC program. This study was carried out at a private school with 40 seventh grade students. Based on the pre-test results, the students were randomly assigned to drama and control groups. Findings suggest that the drama group performed better than the control group both on post-test 1 and post-test 2. Similar studies in different contexts with different student samples may be con{\textlnot}ducted to investigate the effects of drama in chemistry education.}, keywords = {chemistry education, drama in science education, electrolysis of water}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1405171882.pdf}, author = {Hakan Saricayir} } @article {164, title = {CHEMISTRY TEACHING FELLOWS{\textquoteright} UNDERSTANDING OF THE NATURE OF SCIENTIFIC THEORIES AND LAWS}, journal = {Journal of Baltic Science Education}, volume = {8}, year = {2009}, month = {March/2009}, type = {Original article}, chapter = {15-21}, abstract = {The purpose of this study was to assess five chemistry teaching fellows{\textquoteright} understanding of the characteristics and functions of scientific theories and laws, as well as the relationships between them before and after an intervention. The chemistry teaching fellows were participating in a University-School partnership project funded by the National Science Foundation in USA. Data were collected through pre-and post-test questionnaires and semi-structured interviews. Data were analyzed by coding the responses to identify recurring themes. Results show that before instruction most fellows held un-informed views on the characteristics of scientific theories and laws, their functions and relationships. However, after the intervention most participants developed better understanding of these concepts. Four types of relationships between scientific laws and theories emerged from participants{\textquoteright} responses: discrete, intertwined, concentric, and cyclical. The findings have significant implications for teacher education, science teaching and learning, and training of graduate teaching assistants at the university level. }, keywords = {chemistry education, teaching of dyslexic pupils}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404720457.pdf}, author = {Frackson Mumba and Jeffrey Carver Vivien M. Chabalengula and William J. F. Hunter} } @article {157, title = {TEACHING METHODS AND AIDS ASSISTING DYSLEXIC PUPILS IN LEARNING CHEMISTRY}, journal = {Journal of Baltic Science Education}, volume = {7}, year = {2008}, month = {October/2008}, type = {Original article}, chapter = {147-154}, abstract = {Some pupils (about 10\% to 15\% of population) exhibit specific difficulties in learning called dyslexia. They cannot work effectively in the traditional educational system. Despite their hard work they usually achieve worse results compared to the pupils without this dysfunction. Learning difficulties caused by dyslexia are also observed in learning chemistry. The studies were aimed at finding which methods and educational means can assist the learning process of chemistry by dyslexic pupils. Their main characteristics was the fact that they took into account the specification of the thinking processes in these pupils. The studies proved that there are methods which have a positive effect on the process of learning chemistry by dyslexic pupils. }, keywords = {chemistry education, teaching of dyslexic pupils}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404720008.pdf}, author = {Agnieszka Kami{\'n}ska-Ost{\k e}p and Hanna Guli{\'n}ska} } @article {76, title = {ASSESMENT OF THE ENVIRONMENTAL ASPECT IN A CONTEMPORARY TEACHING/LEARNING MODEL OF CHEMISTRY IN BASIC SCHOOLS OF LATVIA}, journal = {Journal of Baltic Science Education}, volume = {3}, year = {2004}, month = {March/2003}, type = {Original article}, chapter = {43-51}, abstract = {Pedagogic investigation, situation study and analysis are presented on one aspect of the previously developed teaching/learning model {\quotedblbase}Society {\textendash} Nature {\textendash} Technology{\textquotedblright}. The attitude of 600 Latvian students of the 8th and 9th grades towards environmental education, their understanding about particular environmental problems and their place in chemistry teaching and learning content are evaluated in the paper. Comparative research was done resulting in the assessment of the increase in the comprehension of environmental problems of those students who have participated in the approbation of the teaching/learning model. Situation analysis before the approbation of our teaching/learning model {\quotedblbase}Society {\textendash} Nature {\textendash} Technology{\textquotedblright} (Bartusevi{\v c}a, Cedere, 2004) confirms insufficient comprehension of environmental issues and problems among respondents in the 8th and 9th grades in schools of Latvia. The developed approach {\textendash} teaching/learning model considering three mutually joint aspects (society, nature, and technology) is proved in practice. Students{\textquoteright} comprehension about chemistry increased during the pedagogic experiment. The test results have shown that students{\textquoteright} acquisition level has increased by 38.4\% in the 8th{\textendash}9th grades (during two school years), and by 26.8\% in the 9th grades (during one school year). Approbation results validate the following approaches: considerably increased proportion of applied chemistry in chemistry curriculum; environmentally friendly laboratory exercises in chemistry classes; methods that stimulate thinking and emphasize the significance of chemistry in everyday life.}, keywords = {basic school, chemistry education, environmental education, teaching/learning model}, issn = {1648-3898}, url = {http://oaji.net/articles/2016/987-1482420477.pdf}, author = {Aira Bartusevi{\v c}a and Dagnija Cedere and Rudite Andersone} }