@article {1284, title = {SOME ISSUES CONCERNING THE USE OF DIDACTICS OF BIOLOGY}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {June/2023}, pages = {Continuous}, type = {Editorial}, chapter = {376-380}, abstract = {Teaching biology is interesting and challenging, at the same time, it is also a dilemma because new and new advances are being made in biological science: biodiversity is changing - new species are being discovered while others are threatened with extinction, and unprecedented genetically modified organisms are being created. Teachers find it difficult to keep up with all the latest developments, especially in cell and molecular biology (Tunnicliffe \& Ueckert, 2007). Biology is a unique science that studies living things. The discipline of biology differs from other fields of science (e.g. physics and chemistry) in the breadth and complexity of its knowledge content and the interconnectedness of knowledge at many different levels (Wandersee et al., 2000). Regarding the use of different research methods, biology is also involved in exploring both the micro-world through microscopy, experimental work in the laboratory or in field studies of the macro-world.}, keywords = {civic engagement, Critical thinking, Problem Solving, Project-based learning, research and digital skills}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.376}, url = {https://oaji.net/articles/2023/987-1687107653.pdf}, author = {Rita Birzina} } @article {918, title = {MODELING TEACHING IN STUDY OF GALVANIC CELLS: UPPER-SECONDARY SCHOOL CONTEXT}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {December/2020}, pages = {Continuous}, type = {Original article}, chapter = {972-988}, abstract = {Besides improving students{\textquoteright} understanding of scientific concepts, chemistry teaching should also improve students{\textquoteright} ability of applying concepts to solve problems. The research aims to explore the effects of modeling teaching on students{\textquoteright} proficiency in solving galvanic cell problems. This research used a quasi-experimental design, and the independent variable of the research was the teaching method. Forty-five students in the experimental class received modeling teaching, and 48 students in the control class received lecture-style teaching. The dependent variable was the performance level of the student{\textquoteright}s ability to solve the problem of the galvanic cell, which was evaluated using the galvanic cell proficiency assessment tool. The research results show that the students in the experimental class were significantly more proficient in solving galvanic cell problems than those in the control class. The results of unstructured interviews assisted in illustrating the role of modeling teaching in improving the proficiency of students in solving galvanic cell problems, and students in the experimental class had positive views on modeling teaching. }, keywords = {galvanic cells, modeling teaching, Problem Solving, proficiency level}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.972}, url = {http://oaji.net/articles/2020/987-1606764553.pdf}, author = {Huanhuan Lu and Yanxia Jiang and Hualin Bi} } @article {740, title = {ROLE AND MEANING OF FUNCTIONAL SCIENCE, TECHNOLOGICAL AND ENGINEERING LITERACY IN PROBLEM-BASED LEARNING}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {February/2019}, pages = {Continuous}, type = {Original article}, chapter = {132-146}, abstract = {Literacy, in particular functional literacy in various fields and especially in the field of STEM, is becoming an increasing problem in modern-day society. The question arises, can the school system develop the kind of functional literacy in students, which allows them to fulfil, in real life, their personal and professional needs related to the competence of reading and creating written texts from the field of science, technology and engineering? The present research aimed to explore how students in today{\textquoteright}s schools are trained in functional literacy, especially in the fields of technology and engineering, and what kind of literacies in the field of STEM they are able to (or should be able to) master competently. The present research showed that students achieve relatively poor results in the area of functional literacy, both regarding their science literacy, and especially their technology and engineering literacy, which is a result of a lack of competence on behalf of mother-tongue teachers to develop this kind of functional literacy. Functional literacy should be developed by teachers of individual areas of STEM subjects. }, keywords = {engineering functional literacy, functional literacy, key competence, Problem Solving, science functional literacy}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.132}, url = {http://oaji.net/articles/2019/987-1550083179.pdf}, author = {Zvonka Cencelj and Kordigel Aber{\v s}ek, M. and Boris Aber{\v s}ek and Andrej Flogie} } @article {572, title = {IMPROVING OF STUDENTS{\textquoteright} CREATIVE THINKING THROUGH PURDUE MODEL IN SCIENCE EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {June/2017}, pages = {Continuous}, type = {Original article}, chapter = {350-365}, abstract = {The aim of this research is to develop a guide material prepared according to Purdue Model for the {\textquoteleft}The Let{\textquoteright}s Solve the Puzzle of Our Body{\textquoteright} unit in the 5th grade Science class at secondary school and to research the effects of this guide material on students{\textquoteright} creative thinking. For this purpose, the research was carried out by using the quasi experimental model, with pre-test and post-test control groups. Experimental application was carried out with 43 experimental group and 44 control group students, in total 87 students in Turkey. While in the experimental group applications were carried out based on the Purdue Model, in the control group the course was taught according to the activities stated in 2013 Ministry of National Education Science Curriculum in Turkey. The data of the research were collected using Torrance Test of Creative Thinking Verbal Form A-B and Figural Form A-B. As a result of the research, it was determined that verbal and formal creative thinking levels of the experimental group and the control group students were significantly different in favour of the experimental group students. On the basis of the results obtained from this research, some suggestions have been made to the educators and future researchers. }, keywords = {creative thinking, Problem Solving, Purdue model, science project}, isbn = {E-ISSN 2538-7138}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.350}, url = {http://oaji.net/articles/2017/987-1497964027.pdf}, author = {Nilay {\c S}ener and Erol Ta{\c s}} } @article {398, title = {PEER INSTRUCTION IN THE PHYSICS CLASSROOM: EFFECTS ON GENDER DIFFERENCE PERFORMANCE, CONCEPTUAL LEARNING, AND PROBLEM SOLVING}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {December/2014}, pages = {Continuous}, type = {Original article}, chapter = {776{\textendash}788 }, abstract = {The purpose of this study was to examine the effects of peer instruction (PI) on performance, gender gap, conceptual learning and problem solving in physics. The students enrolled in two sections of a physics course were selected; one section was treatment group (TG) and the other section was control group (CG). 42 students in TG were instructed with PI whereas 56 students in CG were instructed with conventional instruction. Data were collected using Force Concept Inventory, final examination problems, and students{\textquoteright} opinions about the instruction. The results indicated that PI had more positive effect on students{\textquoteright} conceptual learning and problem solving than conventional instruction. The conceptual learning with PI did not show any statistically significant difference between female and male students in TG. However, the quantitative problem solving performance after PI revealed that male students performed better than female students. The female and male students{\textquoteright} conceptual learning and problem solving performance did not change noticeably in CG. The students in TG also changed their perspective on solving a problem and understanding a concept. They found the method helpful to connect the quantitative solution with related concepts. }, keywords = {conceptual learning, physics education, Problem Solving}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.776}, url = {http://oaji.net/articles/2015/987-1450982219.pdf}, author = {Tolga Gok} } @article {302, title = {LEARNING APPROACHES TO APPLYING ROBOTICS IN SCIENCE EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {September/2013}, type = {Original article}, chapter = {365-377 }, abstract = {The methodology and ideas behind educational robotics arise from the 1960s, when the first hardware platforms together with computers were used in research studies in schools. Since the 1990s, the market for educational robotics has grown, and there are many solutions available to use in schools. Despite a wide variety of platform approaches for using robots in education, they are still based on ideas that are decades old. This study evaluates different approaches used nowadays to teach with robots. Problem-based, constructionist, and competition-based learning are identified as the most common uses of robots under observation. Each approach is analysed qualitatively based on the published literature. Each has positive and negative properties; though none have been studied thoroughly using quantitative methods. Results indicate that all these approaches are used in schools with robots interdisciplinary. The current reasons for using robots are based mostly on teachers{\textquoteright} and students{\textquoteright} impressions. However, robotics can be seen as a {\textquotedblleft}tool{\textquotedblright} to create many approaches to science education, such as inquiry learning and problem solving.}, keywords = {constructionism, constructivism, educational robotics, inquiry learning, LEGO Mindstorms, Problem Solving}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.365}, url = {http://oaji.net/articles/2015/987-1425808570.pdf}, author = {Heilo Altin and Margus Pedaste} } @article {383, title = {STUDENT DIFFICULTIES IN SOLVING PROBLEMS CONCERNING SPECIAL RELATIVITY AND POSSIBLE REASONS FOR THESE DIFFICULTIES}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2013}, month = {August/2013}, pages = {Continuous}, type = {Original article}, chapter = {573{\textendash}582 }, abstract = {There are two main purposes of this study. The first is to determine the basic difficulties of students in solving problems about the theory of special relativity, and the second is to identify the possible causes leading to these difficulties. To achieve these goals, 3 open-ended questions were administered to the participants. These questions were answered by 78 students who had been enrolled in a modern physics course. Out of 78 students, 24 students were selected for interviewing. Commonly used textbooks were also analyzed in order to determine whether there are differences in content. The results of the analysis showed that the students had difficulties in selecting the proper frames of reference. In addition, they could not use the concepts included in the fundamental equations accurately in accordance with their meanings. The main reasons behind these difficulties seem to be the improper generalizations of students. Moreover, the different representations of the fundamental equations in the various textbooks were also seen as the reason for the difficulties students encountered.}, keywords = {Problem Solving, special relativity, student difficulties}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.573}, url = {http://oaji.net/articles/2015/987-1447523958.pdf}, author = {Zafer Tanel} } @article {184, title = {INSTRUCTION OF PROBLEM SOLVING STRATEGIES: EFFECTS ON PHYSICS ACHIEVEMENT AND SELF-EFFICACY BELIEFS}, journal = {Journal of Baltic Science Education}, volume = {9}, year = {2010}, month = {March/2010}, type = {Original article}, chapter = {20-34 }, abstract = {This study has investigated the effects of problem solving instruction on physics achievement, and physics self-efficacy beliefs in an introductory physics course at university level. In this study, pretest-posttest and quasi-experimental design with a non-equivalent control group was used. Two groups of student teachers (n=77) participated in this study. During the study, one group received problem solving strategy instruction while the control group received traditional problem solving strategies. Data was collected using the Physics Achievement Test and Physics Self-Efficacy Scale. Results indicate that strategy instruction has positive effects on physics achievement, and physics self-efficacy beliefs. On the basis of the findings, it is strongly recommended that physics instructors use explicit problem solving strategy instruction in their lessons to develop students{\textquoteright} problem solving skills and related outcomes such as course achievement. This study provides some evidence of the positive effects of using problem solving instruction (UQAPAC+SE) on student teachers{\textquoteright} physics achievement. Explicit problem solving strategy instruction was more effective than traditional instruction in improving physics achievement and self efficacy of the participating students. In addition to assuring students{\textquoteright} active (curiosity and interest) participation in the problem solving activities, explicit problem-solving instruction has helped students by leading them to apply good problem solvers{\textquoteright} strategies on the step model while solving physics problems, and thereby helping them to improve their cognitive and metacognitive awareness, features displayed by strategic learners. Moreover, the instruction program provided students with learning activities by which students could feel successful and help their self-efficacy develop. In this context, it can be said that strategy teaching in physics may play a significant role in training strategic, successful, and high self-efficious problem solvers. In light of the results of the present study, teachers and/or educators who do not include strategy applications in their programs because of time constraints but want to improve the effectiveness of their instructions, may review the potential benefits of strategy instruction. The fact that the study was carried out within a regular teaching program has limitations on this study. Firstly, prompt feedback related to the problem solving sheets and self evaluation forms collected from the students after the application could not be given. In this context, the feedback related to what the students did could only be given in the following weeks lecture. The provision of prompter feedback would have meant that the students could have understood their mistakes and deficiencies immediately. Secondly, the study has been conducted within a six weeks period. It is thought that long term future studies on the same theme may prove to be useful in producing more positive effects on the results. On the basis of the findings, it is recommended that physics instructors should use explicit problem solving strategy instruction in their lessons to develop students{\textquoteright} problem solving skills and the related outcomes such as course achievement. Research where the effects of instruction of different problem solving strategies in different grade levels on a physics course and different effective characteristics (e.g. learning satisfaction and motivation to learning) are investigated should be done. Problem solving strategies and courses intended to instruct these strategies should be added to the curriculums of the institutions which are educating teachers. In addition to this, many different kinds of research comparing a group where problem solving strategies instruction was implicit with the groups where it was explicit; or comparing the effects of instruction of problem solving strategies and learning strategies; or investigating the effects of instruction of problem solving strategies in computer-aided or cooperative learning groups can be done. Moreover, in further research, by supporting a strategy instruction program combined with a self-efficacy development program which can be applied in addition to a normal instruction program, more effective results could be obtained. }, keywords = {achievement, Problem Solving, Self-Efficacy Beliefs, strategy instruction}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404741010.pdf}, author = {Serap {\c C}al{\i}{\c s}kan and Gamze Sel{\c c}uk and Mustafa Erol} }