@article {1322,
	title = {SCIENCE TEACHERS{\textquoteright} APPROACH TO CONTEMPORARY ASSESSMENT WITH A READING LITERACY EMPHASIS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {851-864},
	abstract = {In a sample of 1215 teachers, this study examined the readiness of science educators for assessment in the rapidly evolving landscape of artificial intelligence in education. Participants responded to an online questionnaire during the emergency remote teaching phase, offering insights into the frequency and nature of assessment methods utilized. The research draws a connection between assessment techniques during remote teaching and the emergence of AI in education. The results show that the selected assessment methods vary across teachers, with some specific differences observed in the assessment practices of science teachers. The study underscores the critical role of reading literacy in enhancing student engagement in contemporary learning environments. Moreover, the findings suggest that continuous professional development significantly improves the readiness of (science) teachers for AI-enhanced assessment. Drawing from these insights, recommendations for subsequent research are delineated. },
	keywords = {Artificial Intelligence, assessment, reading literacy, SCIENCE teachers, teacher training},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.851},
	url = {https://oaji.net/articles/2023/987-1697653714.pdf},
	author = {Maja Kerne{\v z}a and Dejan Zemljak}
}
@article {1208,
	title = {THE EFFECTS OF SCIENCE TEACHERS{\textquoteright} PEDAGOGICAL CONTENT KNOWLEDGE ON STUDENTS{\textquoteright} ATTITUDES TOWARD SCIENCE AND THEIR ACHIEVEMENT},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {694-705},
	abstract = {Pedagogical content knowledge (PCK) is one of the most important research topics in science teacher education. The purpose of this study was to investigate the PCK of science teachers with different teaching experiences and examine the effects of teachers{\textquoteright} PCK on students{\textquoteright} achievement and attitudes toward science. A mixed methods research design was used for the study. Participants were science teachers and their students from two middle schools. Interviews, observation forms, achievement tests, and attitude scales were used as instruments for data collection. Data were collected and analyzed using content analysis, descriptive and inferential statistics. The findings obtained from the quantitative and qualitative data showed some significant differences between teachers{\textquoteright} PCKs according to their teaching experience. The results also showed that the PCK of a teacher with the least experience was lower than that of the other two experienced science teachers. The results indicated that experienced teachers who developed PCKs did not significantly impact student achievement and attitudes. Educational implications and recommendations for further studies are also provided.},
	keywords = {attitudes toward science, pedagogical content knowledge, Science Achievement, SCIENCE teachers, teaching experience},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.694},
	url = {https://oaji.net/articles/2022/987-1662187302.pdf},
	author = {Muhammet Usak and Harun Uygun and Muharrem Duran}
}
@article {1041,
	title = {UPPER-SECONDARY SCHOOL SCIENCE TEACHERS{\textquoteright} PERCEPTIONS OF THE INTEGRATING MECHANISMS AND IMPORTANCE OF STEM EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {546-557},
	abstract = {This study aimed to recognize upper-secondary school science teachers{\textquoteright} perceptions of the meaning, importance, and integrating mechanisms of science, technology, engineering, math (STEM) education, taking in to account the differences between the science teachers{\textquoteright} perceptions according to their specialties, years of experience, and degrees. A closed-ended questionnaire was distributed among 700 science teachers (biology, physics, and chemistry) in Riyadh, and 255 teachers responded. The results showed a strong alignment in the upper-secondary school science teachers{\textquoteright} perceptions of the meaning and the importance of STEM education, although there was less of a consensus regarding the integrating mechanisms. There were statistically significant differences in the physics teachers{\textquoteright} perceptions of STEM meaning, although there were otherwise no significant differences by specialty in the science teachers{\textquoteright} perceptions of the importance of STEM education and its integration mechanisms. Furthermore, the teachers showed no statistically significant differences in STEM{\textquoteright}s meaning, importance, or integrating mechanisms according to their years of experience. Based on the results, recommendations included intensifying professional development programs on utilizing technology, engineering, and mathematics in learning science concepts and application.},
	keywords = {integration mechanisms, SCIENCE teachers, STEM education, teachers{\textquoteright} perceptions, upper secondary school},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.546 },
	url = {http://oaji.net/articles/2021/987-1629706986.pdf},
	author = {Eman A. AlMuraie and Norah A. Algarni and Nidhal Sh. Alahmad}
}
@article {911,
	title = {BRAIN-BASED LEARNING AS PERCEIVED BY SAUDI TEACHERS AND ITS EFFECT ON CHEMISTRY ACHIEVEMENT OF 7TH GRADERS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {864-874},
	abstract = {This research explored science teachers{\textquoteright} perceptions of BBL. Data was collected from 105 Saudi Arabian science teachers via a questionnaire survey, establishing how BBL is viewed and applied, and whether this interrelates with teachers{\textquoteright} years of professional experience or qualification level. Furthermore, in a quasi-experiment comprising a single experimental group, a chemistry learning unit was designed using BBL methods and approaches and was delivered to 26 Saudi Arabian Grade 7 students. Pre- and post-lesson measurements of knowledge and achievement were conducted. The findings confirm the arguments in the BBL literature and show that BBL awareness is relatively high and BBL is viewed very positively. The results of the quasi-experimental component show that BBL methods are likely to improve student learning and outcomes. Teacher qualifications and years of experience were unrelated with BBL perceptions.},
	keywords = {brain-based learning, chemistry learning, chemistry teaching, grade 7, SCIENCE teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.864},
	url = {http://oaji.net/articles/2020/987-1606572205.pdf},
	author = {Fayadh Hamed Alanazi}
}
@article {735,
	title = {DEVELOPMENT AND VALIDATION OF A SURVEY INSTRUMENT (AKA) TOWARDS ATTITUDE, KNOWLEDGE AND APPLICATION OF STEM},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {63-76},
	abstract = {The development and deployment of STEM education in every continent and country are different. An instrument to access the current situation of the application, knowledge, as well as attitude towards STEM education, is necessary. This research aimed to design and develop a valid instrument that can be used to assure the quantitative degree of attitude, knowledge, and application of STEM (AKA) by science teachers. Research data were collected from 137 Indonesian secondary school science teachers. In order to determine the validity of the scale, reliability test, exploratory factor analysis (EFA), as well as the content and face validity from experts were used. Results showed that the designed and developed AKA instrument was adequate to reliabilities and validities as well as can be used to collect data. The development of AKA instrument enables users worldwide to obtain information about the development of STEM as well as the problems and challenges faced by science teachers in the field. Further work is also suggested.},
	keywords = {SCIENCE teachers, STEM education, survey instrument},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.63},
	url = {http://oaji.net/articles/2019/987-1550082883.pdf},
	author = {Bevo Wahono and Chun-Yen Chang}
}
@article {809,
	title = {IDENTIFYING BARRIERS WHEN TEACHING SCIENCE AND MATHEMATICS IN LOW ECONOMY REGIONS: SWANSEA AND HAKKARI AS CASE STUDIES},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {848-865},
	abstract = {The purpose of this research was to identify the barriers that upper-secondary school science and mathematics teachers face during the teaching process in economically disadvantaged regions (Hakkari, Turkey and Swansea, UK). The research design was comparative case research and pursues qualitative methodological approach in collecting and analyzing the data about the barriers that teachers are encountering during the teaching process. The research sample consisted of 24 science and mathematics teachers from different upper-secondary schools in Hakkari and Swansea. Semi-structured interview forms, were developed and employed to collect the data. The thematic analysis  was used to analyze the obtained data. The results revealed different categories in understanding the situations that science and mathematics teachers confront in both cases; student-related issues, pedagogical issues, teachers{\textquoteright} lack of subject knowledge and socio-economic and cultural-based issues. As student-based barriers, lack of prior knowledge, students{\textquoteleft}attention span, and interest; and regarding teachers-based barriers, teachers{\textquoteleft} lack of class management and communication skills, and lack of student-centered methods found as similar barriers. Language and socio-economical problems were also shared barriers for both cities. In addition to those barriers, political and family-based issues which hindered educational attainment found as the main barriers by science and mathematics teachers in Hakkari.},
	keywords = {comparative case research, mathematics teachers, SCIENCE teachers, teaching barriers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.848},
	url = {http://oaji.net/articles/2019/987-1576225891.pdf},
	author = {Mukadder Baran}
}
@article {760,
	title = {MENTORING ON SCIENCE TEACHER EDUCATION IN RUSSIA AND INTERNATIONAL PERSPECTIVES},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Editorial},
	chapter = {320-322},
	abstract = {Nowadays, mentoring as an educational form of Russia{\textquoteright}s occupational activity is undergoing fundamental changes due to the variety of interrelated factors affecting the mentoring system. The requirements for the mentoring system itself are affected by these changes as well. Nature of the mentoring activity influences socio-economic, political, socio-cultural, pedagogical, methodical and individual factors. 
The main mechanism for the implementation of the proposed principles of mentoring is an integrative approach, involving the integration and interaction of 1) two processes {\textendash} the process of occupational development of teachers and their readiness to implement mentoring activities; 2) two types of activities {\textendash} occupational and mentoring; 3) all entities of the educational institution in the process of mentoring.},
	keywords = {mentoring activities, science education, SCIENCE teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.320},
	url = {http://oaji.net/articles/2019/987-1559371904.pdf},
	author = {Muhammet Usak and Alfiya R. Masalimova}
}
@article {509,
	title = {HOW SPANISH SCIENCE TEACHERS PERCEIVE THE INTRODUCTION OF COMPETENCE-BASED SCIENCE TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {371-381},
	abstract = {The aim of the research was to determine how teachers in Spain perceived the introduction of competence-based science teaching in the classroom. The research was carried out during the transition between the LOE and LOMCE Education Laws (academic year 2014-2015). Data were collected using an ad hoc questionnaire comprising 19 items requiring responses on a 5-point Likert scale. The sample comprised 443 science teachers in compulsory education in Spain. The results indicated that the way teachers perceived science and its scope and application in the classroom was unlikely to lead to the effective development of the scientific competence. Significant findings were discussed relating to the participating teachers{\textquoteright} initial training, gender, type of school and stage of education. As a final component the didactic implications of teaching scientific competence were considered.},
	keywords = {primary education, SCIENCE teachers, scientific competence, secondary education, teachers{\textquoteright} perceptions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.371},
	url = {http://oaji.net/articles/2016/987-1482422711.pdf},
	author = {Mateos Jim{\'e}nez, A. and Garc{\'\i}a Fern{\'a}ndez, B. and Bejarano Franco, M.T.}
}
@article {417,
	title = {ELEMENTARY AND NATURAL SCIENCE TEACHERS{\textquoteright} ONLINE READING METACOGNITION},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {121-131},
	abstract = {A new generation of students should learn from e-materials on tablets, notebooks and smart phones. This consequently means that teachers must be competent to teach new literacies, needed for reading/learning from PDF texts, hypertexts and/or World Wide Web. The presented research investigated future teachers{\textquoteright} metacognitive awareness in the process of reading online texts. The sample of 53 2nd year students at the university study program Elementary education and 28 students of natural science and mathematics, pedagogical study, was tested with the OSORS, method for measuring three types of online metacognitive awareness: general reading metacognition, problem-solving reading metacognition and support reading strategies. The results give an insight into future teachers{\textquoteright} online metacognitive skills and guide toward conclusions concerning further investigation in the field of new literacies didactics.},
	keywords = {linear text reading metacognition, online metacognition, reading metacognition, SCIENCE teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.121},
	url = {http://oaji.net/articles/2016/987-1462908392.pdf},
	author = {Kordigel Aber{\v s}ek, M. and Kosta Dolenc and Domen Kova{\v c}i{\v c}}
}
@article {419,
	title = {THE RELATION BETWEEN SCIENCE STUDENT TEACHERS{\textquoteright} EDUCATIONAL USE OF WEB 2.0 TECHNOLOGIES AND THEIR COMPUTER SELF-EFFICACY},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {142-154},
	abstract = {The rapid increase in the use of Web 2.0 technologies has led to changes in school curricula because they are a powerful tool for developing innovative ways of teaching and learning. These technologies have also changed how teacher education programmes prepare pre-service teachers. Thus, as a predictor, pre-service teachers{\textquoteright} self-efficacy is important for the development of their computer skills. A descriptive research design was employed. The data were collected using a Web 2.0 technologies educational usage scale and a computer-related self-efficacy perception scale. The sample of the study involved 146 (F: 70, M: 76) student teachers in a teacher education course at Ziya G{\"o}kalp Education Faculty of Dicle University during the 2011-2012 academic year. The data were analysed using means, t-tests, and one-way ANOVAs. The study revealed that student teachers used Facebook the most frequently to communicate, access class material, hold discussions and form academic groups. Student teachers with Internet access at home used Web2.0 technologies more frequently than those without Internet access at home. The frequent use of Web 2.0 by student teachers provides teachers with the possibility for more student-centred learning activities in the classroom.},
	keywords = {science student teachers, SCIENCE teachers, teacher education, Web 2.0 technologies},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.142},
	url = {http://oaji.net/articles/2016/987-1462908504.pdf},
	author = {H{\"u}lya Aslan Efe}
}
@article {168,
	title = {TOWARDS HIGH QUALIFICATION FOR SCIENCE EDUCATION. THE LOSS OF CERTAINTY},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {August/2009},
	type = {Editorial},
	chapter = {64-68},
	abstract = {It is known that teachers and professors at any school and university orders should highly mind education as the first and most general aim of a civil society. It is a fact that many European countries and education centres are reflecting brilliantly upon higher scientific education focusing on physics and mathematics especially. The Institutions also seem to take into account full management autonomy. Accreditation has considered one of the best solutions adopted by central or high-level education authorities to guarantee quality standards in training offered by higher education. It means accrediting education results through a legislative and professional process in order to judge whether an institution or a programme meets proper quality standards.},
	keywords = {school curricula, science education, SCIENCE teachers},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404739418.pdf},
	author = {Raffaele Pisano}
}
