@article {778,
	title = {EXPLORING THE EFFECT OF NOS/NOT LEARNING AND DISPOSITIONS ON UNDERTAKING BEHAVIOURAL ACTIONS IN THE CASE OF NATURAL HAZARDS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {519-536},
	abstract = {This research seeks to evaluate students{\textquoteright} intended behavioural actions in the event of a natural hazard, specifically hurricane, lightning, earthquake, or tsunami. A test instrument, measuring behavioural actions in the event of a natural hazard, and related NOS/NOT beliefs and dispositions, is utilized to collect data in Estonia, USA and Japan (N=2323). Results suggest that students responded adequately to tsunamis and lightning strikes, but to a lesser extent for hurricanes and earthquakes. Results also suggest a connection between dispositions and behavioural actions, but a lack of connection between generalised. NOS/NOT conceptualisations and behavioural actions. Results imply that students find it difficult to apply their learning to new situations requiring responsible behavioural actions. Implications indicate that NOS/NOT are not well understood, while responsible behavioural actions need to more heavily stressed in teaching about natural hazards involving the promotion of student values and attitudes with respect to Natural Disaster Reduction (NDR).},
	keywords = {behavioural action, dispositions, Natural Disaster Reduction (NDR), Natural Hazards (NH), nature of science (NoS), Nature of Technology (NOT)},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.519},
	url = {http://oaji.net/articles/2019/987-1564685898.pdf},
	author = {David A. Cerulli and Jack B. Holbrook}
}
@article {694,
	title = {THE VIEWPOINTS OF PRE-SERVICE SCIENCE TEACHERS ON THE ESSENTIAL NATURE OF SCIENCE CONCEPTS IN THE SAUDI CONTEXT: A TRIANGULATION APPROACH},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {688-710},
	abstract = {This research examines viewpoints held by pre-service science teachers on key concepts of the Nature of Science (NoS) in the Saudi context. Much research in this context emphasises quantitative methods, so this research utilises methodological triangulation to validate the data. Quantitative data was first obtained from 35 pre-service teachers using a method based on the Myths of Science Questionnaire (MOSQ). A qualitative approach was then applied using an open-ended questionnaire and semi-structured interviews of ten pre-service teachers, adopted from the Views of Nature of Science questionnaire form C (VNOS-C). The pre-service teachers{\textquoteright} perspectives on the NoS were found to be lacking, especially regarding scientific knowledge, scientific methods, and the work of scientists. Furthermore, several respondents failed to consider science as a social enterprise. Suggestions and recommendations are provided to address such misinterpretations and poor scientific understandings, which are likely due to a lack of science philosophy content in educational programmes for teachers.},
	keywords = {epistemology of science, Myths of Science Questionnaire (MOSQ), nature of science (NoS), Pre-Service Science Teacher, science philosophy, Views of Nature of Science form C (VNOS-C)},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.688},
	url = {http://oaji.net/articles/2017/987-1533709207.pdf},
	author = {Fayadh Hamed Alanazi}
}
@article {118,
	title = {THE NATURE OF SCIENCE AS VIEWED BY NON-SCIENCE UNDERGRADUATE STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {October/2006},
	type = {Original article},
	chapter = {77-85},
	abstract = {The purpose of this exploratory study was to determine views held on the nature of science by tertiary level students who are not studying science subjects as an academic area of study, who are not seen as outstanding students in an academic sense, but who may cover a range of age groups from 18 upwards. The research sets out to determine their views on the nature of science based on their learning at secondary school and influences that may come from society. Essays written by 58 students were analysed. Using a phenomenographical approach, categories describing undergraduate students views were found. },
	keywords = {nature of science (NoS), phenomenographical approach, the course on philosophy of science},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404235079.pdf},
	author = {Arne Rannikm{\"a}e and Miia Rannikm{\"a}e and Jack Holbrook}
}
