@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 {147,
	title = {STUDENTS{\textquoteleft} UNDERSTANDING OF HUMAN PREGNANCY},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {March/2008},
	type = {Original article},
	chapter = {37-47},
	abstract = {Research into students{\textquoteright} concepts about the human body has focused on several organ systems, but the reproductive system has been largely overlooked. The few studies that addressed children{\textquoteright}s concepts of birth were conducted mainly among kindergarten or primary school children. However, no study has yet attempted to examine how adolescent students perceive human pregnancy. We administered a Human Pregnancy Understanding Questionnaire (HPUQ) consisting of 50 Likert-type items to 300 university students in Slovakia. We found several misunderstandings of human fertilization, fetus respiration, and organ development. Moreover, several misconceptions found in Slovakian primary school children in the previous research still persist in adult students. Analysis of covariance shows that students{\textquoteright} HPUQ scores were significantly affected by gender whereas females have better scores than males. The effect of high school type attendance (with/without human biology course) did show only weak effect on students{\textquoteright} HPUQ score.},
	keywords = {birth education, pregnancy, students{\textquoteright} understanding},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404289030.pdf},
	author = {Pavol Prokop and Jana Fan{\v c}ovi{\v c}ov{\'a}}
}
@article {125,
	title = {A HANDS-ON ACTIVITY TO PROMOTE CONCEPTUAL CHANGE ABOUT MIXTURES AND CHEMICAL COMPOUNDS},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {March/2007},
	type = {Original article},
	chapter = {35-46},
	abstract = {The study revealed students{\textquoteright} conceptions about mixtures and chemical compounds and also investigated the effects of a hands-on activity designed to improve their understanding of differences between two concepts. The sample consists of 52 seventh grade students in a primary school. Students{\textquoteright} ideas were elicited by a test consisting of six open-ended questions. An intervention designed based on students{\textquoteright} preconceptions. The intervention, in which two different colored balls of clay were used, comprises a hands-on activity whose aim was to help students distinguish essential differences between mixtures and chemical compounds. After the intervention, the test was re-administered to the sample as a post-test. Both qualitative and quantitative assessment indicated positive effects of the intervention on students{\textquoteright} understanding. The results suggest that teachers and curriculum developers should take into account this kind of activities in order to help students understand confusing concepts.},
	keywords = {chemical compound, hands-on activity, mixture, students{\textquoteright} understanding},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404286868.pdf},
	author = {Bayram Co{\c s}tu and Suat {\"U}nal and Alipa{\c s}a Ayas}
}
