@article {491, title = {RELATIONSHIPS AMONG TURKISH PRE-SERVICE SCIENCE TEACHERS{\textquoteright} GENETICS LITERACY LEVELS AND THEIR ATTITUDES TOWARDS ISSUES IN GENETICS LITERACY}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {April/2016}, pages = {Continuous}, type = {Original article}, chapter = {159{\textendash}172 }, abstract = {The importance of genetically literate individuals who can understand and join debates about genetics related issues, including gene therapy or cloning has been acknowledged by societies. With this respect, raising genetically literate individuals has become more prominent. Teachers{\textquoteright} knowledge in genetics literacy and their attitudes towards issues in genetics literacy influence their teaching practices. As a wide range of variables effect teachers{\textquoteright} genetics literacy levels and attitudes, this study examined how a set of variables including pre-service science teachers{\textquoteright} self-perceived interest, knowledge and importance of genetics, gender, academic achievement, socioeconomic status (household income, employment status and educational level of parents) are related to the their genetics literacy levels and attitudes towards various genetics literacy issues. Data was collected from 355 pre-service science teachers through administration of Genetics Literacy Assessment Inventory and Attitudes towards Issues in Genetics Literacy Scale. Canonical correlation analysis suggested that self-perceived interest and importance in genetics literacy issues, gender and parents{\textquoteright} educational levels were positively associated with participants{\textquoteright} genetics literacy levels, as well as attitudes towards the use of genetic information, gene therapy, and gene therapy applications. On the other hand, self-perceived knowledge, GPA, household income, employment status of parents were not found to be associated.}, keywords = {Attitude, genetics literacy, pre-service science teachers, socio-demographic variables}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.159}, url = {http://oaji.net/articles/2016/987-1481916765.pdf}, author = {{\"U}mran Bet{\"u}l Cebesoy and Ceren {\"O}ztekin} } @article {307, title = {DETERMINING BIOLOGY TEACHER CANDIDATES{\textquoteright} CONCEPTUAL STRUCTURES ABOUT ENERGY AND ATTITUDES TOWARDS ENERGY}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {December/2013}, type = {Original article}, chapter = {399-423 }, abstract = {The aim of the current study is to investigate biology teacher candidates{\textquoteright} cognitive structures related to "energy". As the research design of the study, the case study was applied. The data were collected from 44 Biology teacher candidates. The free word-association test, the drawing-writing technique and the semantic differential attitude scale were used as data collection instruments. The data were subject to content analysis and divided into categories through coding. In the analysis, the categories were formed and determined through the results of word-association test and drawing-writing test which were completed by the biology teacher candidates. With the help of these categories, the cognitive structures of biology teacher candidates were explained. These categories were determined as biological energy-metabolism, energy resources in the nature- types of energy- renewable energy and energy for life continuity. The semantic attitudes of Biology teacher candidates toward energy were found to be positive. On the other hand, it was determined that biology teacher candidates had misconceptions related to energy.}, keywords = {Attitude, cognitive structure, misconception}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.399}, url = {http://oaji.net/articles/2015/987-1425808957.pdf}, author = {Hakan Kurt} } @article {299, title = {PREDICTING COLLEGE STUDENT ACHIEVEMENT IN SCIENCE COURSES}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {September/2013}, type = {Original article}, chapter = {322-336}, abstract = {Given the worldwide interest in improving student academic attainment, it is important to the examine the variables impacting college students{\textquoteright} achievement. This research aimed to predict student achievement in an undergraduate level Scientific Research Method Course (SRMC) offered by Celal Bayar University, Turkey. This quantitative research adopted a descriptive correlation survey design. 198 sophomore college students were the participants of the study. Multiple linear regression analysis was used to examine how independent variables such as attitudes, competence in teaching methods, length of studying time, gender predict student achievement in SRMC. The findings showed that selected predictors accounted for 33.4 \% of students{\textquoteright} academic achievement in SRMC. Specifically, 23\% of this variance were explained by the total study hours; 9.4 \% of it originated from students{\textquoteright} attitudes toward the lesson; and 2\% of it originated from the students{\textquoteright} perceptions of the necessity and importance of the course. Further, these findings are positioned with respect to the previous research on predicting college student achievement.}, keywords = {achievement, Attitude, College Student, science course, study time}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.322}, url = {http://oaji.net/articles/2015/987-1425808310.pdf}, author = {Abdurrahman Ilgan} } @article {243, title = {ASSESSMENT OF PRESERVICE TEACHERS{\textquoteright} KNOWLEDGE AND ATTITUDES REGARDING BIOTECHNOLOGY: A CROSS-CULTURAL COMPARISON}, journal = {Journal of Baltic Science Education}, volume = {11}, year = {2012}, month = {March/2012}, type = {Original article}, chapter = {78-93}, abstract = {This study examines the level of knowledge of and attitudes toward biotechnology of preservice teachers from Lebanon, Lithuania, Slovakia and Turkey. Data were gathered from a total of 768 preservice teachers from these four countries. The Biotechnology Knowledge Questionnaire and the Biotechnology Attitude Questionnaire were used for data collection. Three-way MANOVA was conducted to analyze the cross-cultural data. The results revealed that preservice teachers{\textquoteright} knowledge of biotechnology in all four samples was below average. The results also demonstrated that there were significant differences in attitude towards biotechnology among preservice teachers in the four countries. In addition, significant gender differences were observed between male and females. Implications for teaching and further research are discussed.}, keywords = {Attitude, biotechnology, cross-cultural, knowledge}, issn = {78-93}, doi = {https://doi.org/10.33225/jbse/12.11.78}, url = {http://oaji.net/articles/2014/987-1419167090.pdf}, author = {Mehmet Erdo{\u g}an and Murat {\"O}zel and Saouma BouJaoude and Vincentas Lamanauskas and Muhammet U{\c s}ak and Pavol Prokop} } @article {251, title = {MALAYSIAN SECONDARY SCHOOL STUDENTS{\textquoteright} KNOWLEDGE AND ATTITUDES TOWARDS BIOTECHNOLOGY}, journal = {Journal of Baltic Science Education}, volume = {11}, year = {2012}, month = {June/2012}, type = {Original article}, chapter = {153-163 }, abstract = {The purpose of this research is to investigate secondary students{\textquoteright} knowledge and attitude towards biotechnology and its application. A questionnaire was administered to 214 (16 years old) students who are either taking Biology or General Science. The questionnaire contained 15 items measuring students{\textquoteright} knowledge and also 28 items measuring students{\textquoteright} attitude towards biotechnology. The students{\textquoteright} level of knowledge is high but limited only to medical issues. Students showed positive attitude towards biotechnology applications that are related to medical and economic purposes. However, students are unaware of ethical issues related to biotechnology applications. The t-test showed that there was no significant difference of students{\textquoteright} knowledge of biotechnology in terms of gender. However, there was a significant difference in terms of students{\textquoteright} attitude towards biotechnology between Biology and General Science students. These findings serve as initial input of Malaysian secondary students{\textquoteright} knowledge and attitudes towards biotechnology and its application.}, keywords = {Attitude, biotechnology, knowledge, secondary school, survey}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/12.11.153}, url = {http://oaji.net/articles/2014/987-1419167606.pdf}, author = {Tamby Subahan Mohd Meerah and Mohd Fairuz Ahmad Harail and Lilia Halim} } @article {178, title = {ELEMENTARY EDUCATION PRE-SERVICE TEACHERS{\textquoteright} ATTITUDE TOWARDS GRAPHS}, journal = {Journal of Baltic Science Education}, volume = {8}, year = {2009}, month = {October/2009}, type = {Original article}, chapter = {172-181 }, abstract = {This study examined pre-service elementary education teachers{\textquoteright} attitude towards graphs. Attitude was defined in terms of six aspects: Effort, Value, Cognitive competency, Affect, Difficulty and Interest. Data was collected through a questionnaire. Pre-service teachers felt they had cognitive competence for graphing, valued graphs and expressed affection for graphs regardless of their perceived difficulties and low interest in graphs. Value was the only aspect that correlated with all other five aspects, in particular with Affect. Surprisingly, the number of mathematics courses taken by pre-service teachers did not make any difference in their attitude towards graphs. However, the number of science courses they took in high school made a difference in their attitude towards graphs. These findings have implications for teacher education and mathematics and science teaching and learning.}, keywords = {affect and value, Attitude, cognitive competence, graph}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404740242.pdf}, author = {Frackson Mumba and Erin Wilson and Vivien M. Chabalengula and William Mejia and Simeon Mbewe} }