@article {984, title = {CONTEXT MATTERS: SCIENCE, TECHNOLOGY AND MATHEMATICS EDUCATION LECTURERS{\textquoteright} REFLECTIONS ON ONLINE TEACHING AND LEARNING DURING THE COVID-19 PANDEMIC}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {December/2020}, pages = {Continuous}, type = {Original article}, chapter = {1125-1136}, abstract = {To limit the spread of the COVID-19 virus conditions of lockdown were enforced by countries globally. Universities and schools revised the mode of delivery from contact teaching to online teaching and learning. This qualitative research was conducted at one university in South Africa and explored STEM discipline lecturers{\textquoteright} reflections on the use of online technologies and the factors which enable or constrain online teaching and learning. Three lecturers from STEM disciplines involved in online teaching were purposively selected to participate in this study. Data were generated via semi-structured interviews and reflective journals. The findings reveal that lecturers supplement the use of Moodle and Zoom with WhatsApp, the factor that enabled online teaching was the availability of data to lecturers and students. In contrast, the factors that constrained online teaching and learning were the technical training received for online teaching, the mismatch between pedagogy and students{\textquoteright} learning styles, the pressure of balancing work-home life and assumptions made about the availability of conducive home environments for learning, connectivity, and availability of devices for online learning. These findings have implications for professional development for online teaching and recommend that universities adopt WhatsApp to be a formal platform for online teaching and learning.}, keywords = {learning style, online teaching and learning, pandemic, reflections, WhatsApp}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.1125}, url = {http://oaji.net/articles/2021/987-1613414714.pdf}, author = {Asheena Singh-Pillay and Jayaluxmi Naidoo} } @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 {695, title = {SCIENCE EDUCATION ADAPTIVE LEARNING SYSTEM AS A COMPUTER-BASED SCIENCE LEARNING WITH LEARNING STYLE VARIATIONS}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {August/2018}, pages = {Continuous}, type = {Original article}, chapter = {711-727}, abstract = {Students with their different learning styles also have their own different learning approaches, and teachers cannot simultaneously facilitate them all. Teachers{\textquoteright} limitation in serving all students{\textquoteright} learning styles can be anticipated by the use of computer-based instructions. This research aims to develop ScEd-Adaptive Learning System (ScEd-ASL) as a computer-based science learning media by accommodating students{\textquoteright} learning style variations. The research method used is a mixed method at junior high schools in Tangerang Selatan. The final product of the research is a special learning media appropriate to students{\textquoteright} visual, aural, read/write and kinesthetic learning styles. The uniqueness of the media is its form of integrated science materials, accommodating fast and slow learners, and appropriate to their learning styles. ScEd-Adaptive Learning System as a developed computer-based science learning media was declared as good and valid by four media experts and five learning material experts. ScEd-ALS for kinesthetic style has a high effectivity to improve students learning mastery (100\%), consecutively aural (63\%), read/write (55\%), and visual (20\%). This media development can be continued with the Android version or iOS to make it more operationally practical.}, keywords = {adaptive learning system, computer-based instruction, learning style, science learning media}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.711}, url = {http://oaji.net/articles/2017/987-1533709271.pdf}, author = {Zulfiani Zulfiani and Iwan Permana Suwarna and Sujiyo Miranto} }