@article {1185,
	title = {THE EFFECTS OF MODIFIED KNOW-WANT-LEARN STRATEGY IN MIXED-GENDER LOWER SECONDARY PHYSICS EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {366-380},
	abstract = {The differences related to gender are evident in physics education from the early age of the students. Thus, it is important that the teaching strategies that are implemented in mixed-gender physics classrooms are appropriate for both boys and girls. This research examined physics achievement and metacognitive awareness of students in lower secondary education in relation to gender when the modified Know-Want-Learn (mKWL) strategy is implemented. During the study, the students were divided into the control group (where direct teaching was implemented) and the experimental group (where the mKWL strategy was implemented in physics teaching). Students{\textquoteright} physics achievement (estimated with knowledge tests) and metacognitive awareness (estimated with a questionnaire) before and after the pedagogical experiment, and also the students{\textquoteright} comments on the mKWL strategy (provided through an informal conversation) were analyzed. It was shown that the students{\textquoteright} achievement did not differ in relation to gender while girls showed higher metacognitive awareness in comparison with boys, and the mKWL strategy increased physics achievement and metacognitive awareness of both boys and girls. Furthermore, the students{\textquoteright} comments on the strategy were discussed. The proposed strategy is shown to be appropriate for both genders, and its implementation in physics classrooms can be recommended.},
	keywords = {metacognitive awareness, physics education, quasi-experimental research, students{\textquoteright} achievement, students{\textquoteright} comments},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.366},
	url = {https://oaji.net/articles/2022/987-1656443394.pdf},
	author = {Ivana Z. Bogdanovi{\'c} and Du{\v s}ica D. Rodi{\'c} and Tamara N. Ron{\v c}evi{\'c} and Jelena D. Stanisavljevi{\'c} and Zekri A. M. Zouhor}
}
@article {1108,
	title = {THE EFFECTS OF CONCEPT CARTOONS AND ARGUMENTATION BASED CONCEPT CARTOONS ON STUDENTS{\textquoteright} ACADEMIC ACHIEVEMENTS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {956-968},
	abstract = {Although "Reproduction, Growth, and Development in Living Things" (RGDLT) is a core topic in the Turkish science curriculum, it is known that students have difficulties in understanding. Integrating concept cartoons and argumentation into the teaching of this unit has the potential to promote students{\textquoteright} interest and understanding. This research is the first to compare the effects of concept cartoons and argumentation-based concept cartoons on students{\textquoteright} academic achievement in teaching sixth grade RGDLT subjects. The research was performed with two experimental groups and one control group in a secondary school in Turkey. A quasi-experimental research design was used in the research. Analysis of the post-test results revealed that the success of the group using concept cartoons was higher than the control group, but more importantly, the success of the group using argumentation-based concept cartoons was higher than the group using concept cartoons. The results of this research indicate that the academic achievement of students can be increased significantly when concept cartoons and argumentation-based concept cartoon activities are used in addition to the constructivist methods in teaching these subjects. The results of the research serve as a guide for teachers and researchers interested in teaching science and biology subjects.},
	keywords = {argumentation, biology education, concept cartoons, living things, quasi-experimental research},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.956},
	url = {http://oaji.net/articles/2021/987-1639222356.pdf},
	author = {Feyzi Osman Pekel}
}
@article {851,
	title = {AN INTERDISCIPLINARY TEACHING APPLICATION: THE TOPIC OF PROTEINS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {344-355},
	abstract = {The aim of present research was to examine the effects of interdisciplinary teaching approach on teaching the topic of proteins. In the research, unequal control group model- one of the quasi-experimental research designs was used. The experimental group included 16 students (8 female and 8 male) whereas the control group included 14 students (6 female and 8 male) in this research- which was conducted with the participation of the 12th grade students. A lesson plan in which the topic of proteins was taught in interdisciplinary approach was prepared as the tool of application. A concept map prepared by the researcher and a 5-point Likert type of question were used in collected the data. The data collection tool was given to both the experimental group and the control group as a pre-test and post-test. Wilcoxon Signed Rank Test, a non-parametric method- was used in comparing the participants{\textquoteright} scores in the pre-test and post-test of concept map and Likert type question. As a result, it was found that the application of interdisciplinary teaching conducted in the experimental group had caused differences in students{\textquoteright} associating the concepts in biology and chemistry available in the topic of proteins and in their perceptions of their skills in this respect.},
	keywords = {biology teaching, concept map, interdisciplinary teaching, proteins, quasi-experimental research},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.344},
	url = {http://oaji.net/articles/2020/987-1591087457.pdf},
	author = {Dilek Sultan Acarli}
}
