@article {792,
	title = {INDONESIAN PRIMARY SCHOOL AND MIDDLE SCHOOL STUDENTS{\textquoteright} ATTITUDES TOWARD SCIENCE: FOCUS ON GENDER AND ACADEMIC LEVEL},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {654-667},
	abstract = {Student attitudes toward science have been one of the longstanding topics in science education research. Even though Indonesia has a unique educational system in which cultural, religious, and cognitive aspects are incorporated in the science K-12 curriculum, a limited number of studies have explored Indonesian students{\textquoteright} attitudes towards science. This research aimed to examine students{\textquoteright} attitudes toward science and the interaction between academic grade level and gender in Indonesian primary and middle school. Thirty items from five components of the BRAINS instrument were administered to 1587 Indonesian students from fourth grade through ninth grade to measure their attitude toward science. Rasch analysis, two-way ANOVA, and structural equation modeling path analysis were used to answer the proposed research questions. The current research found that Indonesian students{\textquoteright} attitudes toward science were significantly affected by academic level, however, gender only affected three components of attitude (control belief, attitude toward the behavior, and intention). Female students showed a higher attitude toward science than male students in general. The trends in every component of the students{\textquoteright} attitudes decreased from primary school to middle school. The present research provides a deeper discussion by considering the socio-cultural and educational history of Indonesia. },
	keywords = {academic level, gender, middle school, primary school, science attitude},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.654},
	url = {http://oaji.net/articles/2019/987-1571126809.pdf},
	author = {Rahmi Qurota Aini and Arif Rachmatullah and Minsu Ha}
}
@article {702,
	title = {EFFECTIVENESS OF POLYA PROBLEM-SOLVING AND TARGET-TASK COLLABORATIVE LEARNING APPROACHES IN ELECTRICITY AMONGST HIGH SCHOOL PHYSICS STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {765-777},
	abstract = {This research reports on the effectiveness of Polya Problem-Solving and Target-Task collaborative learning approaches in electricity amongst high school physics students. It also includes a gender focus. It was an experimental research with a pre-test post-test control group design. The experimental groups were exposed to Polya Problem-Solving approach and Target-Task collaborative learning approach while the control group were exposed to conventional teaching.  A total of 180 students were selected and divided equally into three groups, 60 (male adolescent and female adolescent) each. The students were initially pre-tested, followed by teaching and learning in electricity using the treatments, and finally they were post-tested using the Performance Test in Current Electricity (PTCE). Data were analyzed quantitatively with descriptive statistics and ANCOVA, and the research hypotheses were tested at .05 alpha level of significance. The research confirmed that both the treatments, Polya Problem-Solving and Target-Task collaborative learning approaches enhanced the performance of the students based on gender and scoring abilities compared with the conventional teaching.},
	keywords = {collaborative learning, conventional teaching, gender, performance, physics students{\textquoteright}, Polya problem-solving, target-task},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.765 },
	url = {http://oaji.net/articles/2017/987-1539418165.pdf},
	author = {Ademola Olatide Olaniyan and Nadaraj Govender}
}
@article {690,
	title = {IDENTIFYING INDONESIAN UPPER-SECONDARY SCHOOL STUDENTS{\textquoteright} ORIENTATIONS TO LEARN SCIENCE AND GENDER EFFECT THROUGH THE USE OF STRUCTURAL EQUATION MODELING},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {633-648},
	abstract = {The purpose of this research is to examine Indonesian upper-secondary school students{\textquoteright} learning orientation in science via generating structural equation modeling of conceptions of, approaches to and self-efficacy in learning science, and seeking whether the model is significantly different based on gender. A total of 600 (63\% females) Indonesian upper-secondary school students completed a questionnaire with three constructs {\textendash} conceptions of, approach to and self-efficacy in learning science. Rasch analysis was conducted before testing the hypothesized model to examine the psychometric aspects of the instruments. Structural equation modeling featured with multi-group analysis-based gender was used to respond to the main research purpose. Findings indicated that the Indonesian upper-secondary school students had multiple conceptions of as well as multiple approaches to science learning that led to different senses of self-efficacy. Multiple conceptions and mixed approaches are the characteristics of students with achieving orientations. Most importantly, the current research found that conceiving learning science as memorizing was considered as the basis for the higher level of conceptions. The model significantly differed based on gender. Three main differences were Indonesian female students tended to be more conceiving science learning as memorization, using more surface motive and their self-efficacy was more impacted by their higher level of conceptions {\textendash} applying and understanding than males. Based on findings, gender issues in orientations to studying and Indonesian science education curriculum are discussed. },
	keywords = {conceptions of learning, gender, learning orientations, learning strategies, multi-group analysis, self-efficacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.633},
	url = {http://oaji.net/articles/2017/987-1533708941.pdf},
	author = {Arif Rachmatullah and Sariwulan Diana and Minsu Ha}
}
@article {611,
	title = {THE EFFECTS OF CURRICULUM, GENDER AND STUDENTS{\textquoteright} FAVORITE SCIENCE SUBJECT ON INDONESIAN HIGH-SCHOOL STUDENTS{\textquoteright} CONCEPTIONS OF LEARNING SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {797-812},
	abstract = {Conceptions of learning have been known as having influence on students{\textquoteright} learning outcomes, the one of which is science learning as to be a scientifically literate person. Even, the effects of students{\textquoteright} conceptions in learning have been known, but the contributing factors are still vague. This research aims to explore Indonesian high-school students{\textquoteright} conceptions of learning science (COLS), to find out if gender and students{\textquoteright} favorite science subject cause differences in their COLS, and to validate the COLS instrument by using Rasch analyses. Thirty-one items measuring six COLS were administered to 609 Indonesian high-school students. Rasch analyses, an independent sample t-test, analysis of variance (ANOVA), and cluster analyses featuring chi-square tests of interdependence were used to answer the research questions. Based on the analyses, it was found that the COLS instrument was best fitted as six-dimensional. Gender difference was emerged in memorizing, and differences based on students{\textquoteright} favorite science subject were also found in memorizing and calculating and practicing. Finally, the results of cluster analyses showed that Indonesian students were divided into three different classes based on their COLS, and that the clusters were significantly related to the school locations.},
	keywords = {conceptions of learning science, gender, Indonesia, science learning, secondary level},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.797},
	url = {http://oaji.net/articles/2017/987-1509214315.pdf},
	author = {Arif Rachmatullah and Sariwulan Diana and Minsu Ha}
}
@article {261,
	title = {GENDER, PERCEPTION OF LEARNING PHYSICS AND PERFORMANCE IN UNIVERSITY PHYSICS: A CASE STUDY FROM CHINA},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {September/2012},
	type = {Original article},
	chapter = {267-274 },
	abstract = {In this study, the researcher has developed and validated an instrument focus on perception of learning physics, which builds on Maryland Physics Expectations survey (MPEX). It was administered to first-year university students in a Chinese university during the autumn semester of 2011. It was found that female students preferred physics learning by relating and by analysis, which were positively correlated to better performance in physics. Male students preferred physics learning by rote which was negatively correlated to performance in university physics. So physics learning perception differences based on the gender also exist in China. At the same time, no significant gender difference found on the performance in university physics. The results were similar to the studies in the Western countries and have pedagogical implications for instructors of university physics and potentially for other science courses.},
	keywords = {gender, perception of learning, physics education, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.267},
	url = {http://oaji.net/articles/2014/987-1419168380.pdf},
	author = {Wei-Zhao Shi}
}
@article {192,
	title = {PERCEPTIONS OF COLLABORATION, EQUITY AND VALUES IN SCIENCE AMONG FEMALE AND MALE COLLEGE STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {109-118},
	abstract = {Diversification of the science, technology, engineering and math (STEM) workforce requires a climate supportive of underrepresented groups. We studied undergraduate student attitudes to uncover perceptions that may be addressed through targeted pedagogies. We surveyed undergraduate students pursuing science and humanities programs to quantify their attitudes toward gender equity, the importance of values, the perceived contribution of competition and collaboration to science, and to examine their understanding of multidisciplinary collaborations in science. Women more strongly supported gender equity, were more likely to recognize women{\textquoteright}s contributions, and had a more positive view of female scientists{\textquoteright} lives. Women perceived science as more collaborative, identified a broader range of disciplines, including social sciences and humanities, to include, and viewed collaboration as working directly with others rather than using published work. We relate our results to the need for gender-sensitive pedagogies and other changes in the college science curriculum.},
	keywords = {gender, Multidisciplinary, science education, Undergraduate},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405171377.pdf},
	author = {Linda Fuselier and J. Kasi Jackson}
}
@article {148,
	title = {PUPILS{\textquoteright} FACTUAL KNOWLEDGE ABOUT VERTEBRATE SPECIES},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {March/2008},
	type = {Original article},
	chapter = {48-54},
	abstract = {Biodiversity has become a challenging educational topic and basic knowledge about animal or plant species, their identification and life history has been targeted as a fundamental aspect. There are few studies aiming at assessing pupils{\textquoteright} knowledge about vertebrates and it{\textquoteright}s identification skills in pupils. Further, many educational practitioners and conservationists claim a significant decrease of species knowledge in today{\textquoteright}s children and adolescents. Here, I try to quantify the knowledge about animal species using a large, illustrated questionnaire dealing with 54 vertebrate species. 879 lower secondary school pupils and 65 primary school pupils (4th graders) from three geographic regions throughout Germany participated in the study. Species knowledge was dependent on educational level and gender. It did not increase parallel to age or grade but rather reached a peak during the age of 14 years or during the 7th grade, respectively. Further, species knowledge did not decrease between the early 1980ies and 2005.},
	keywords = {biodiversity, factual animal species knowledge, gender},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404289078.pdf},
	author = {Christoph Randler}
}
@article {110,
	title = {SCIENCE SUBJECTS CHOICE AS A CRITERION OF STUDENTS{\textquoteright} ATTITUDES TO SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {March/2006},
	type = {Original article},
	chapter = {74-85},
	abstract = {The attitudes of lower and upper secondary school students (the 9-11th forms, aged 15-17, boys and girls separately) toward natural sciences were investigated by using an inquiry method in Sweden, Finland and Latvia during 1998-2005. Results of this study show, that positive attitudes have decreased from 1998 to 2005 at the 9th form both in Latvia and in Sweden. In Finland, an increase among boys, who recognize subjects of the natural circle (except for General Science) as necessary, was observed. The number of positive answers of the Finnish girls was, however, in 2005 much smaller than in 1998. 
In a special investigation in Latvia was shown, that generally the least interest in the Natural subjects is observed among the 11th formers. 
The findings of this study indicate increased quantity of the respondents denying the importance of natural sciences as a whole, as well as overt difference between boys and girls in estimations of the importance of natural sciences.},
	keywords = {attitude to science, differences, gender, natural subjects, survey},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404214474.pdf},
	author = {Janis Gedrovics and Ingvar W{\"a}reborn and Eila Jeronen}
}
