@article {675,
	title = {BIOLOGY EDUCATION STUDENTS{\textquoteright} MENTAL MODELS ON GENETIC CONCEPTS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {474-485},
	abstract = {This research aims to explore the concept of mental model of students about genetic concepts through drawing-writing test. The participants were 85 students of Biology Education at University of Lampung, which has taken genetics course. Mental model of students was categorized into five levels (levels 1-5) based on coding framework which was adapted from Kose (2008) and Saka et al. (2006).  The results showed that the most dominant mental models found in each concept through drawing-writing test (D/W) respectively were D3/W3 (drawings with misconceptions/partial understanding with alternative conceptions) on the concept of "genetic materials", D2/W2 (non-representational drawings/alternative conceptions) on the concept of "heredity", D2/W3 (non-representational drawings/partial understanding with alternative conceptions) on the concept of "gene expression", D2/W3 (non-representational drawings/partial understanding with alternative conceptions) on the concept of "gene regulation in metabolic processes", and D1/W2 (no understanding/alternative conception) on the concept of "gene regulation of the growth and development of an organisms". The results indicated that drawing-writing test can be used in probing the learning difficulties and misconseption on genetics.},
	keywords = {drawing-writing test, genetic concepts, Mental Models},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.474},
	url = {http://oaji.net/articles/2017/987-1529509132.pdf},
	author = {Tri Jalmo and Tri Suwandi}
}
@article {529,
	title = {STUDENTS{\textquoteright} MENTAL MODELS ABOUT THE RELATIONSHIP BETWEEN FORCE AND VELOCITY CONCEPTS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {October/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {630{\textendash}641},
	abstract = {Mental models help us understand the formation of objects, the development of the process and to state an opinion about it. Therefore, in this study, we understand a mental model as {\textquoteleft}an internal representation, which acts out as a structural analogue of situations or processes. Although mental models are the representations of knowledge created during a cognitive activity, they are also reflective of personal beliefs. This study intends to exhibit prospective teachers{\textquoteright} mental models for the arguments they use in describing the relations between the concepts of force and velocity. In line with this intention, the study employs phenomenographic study method. This study has found that prospective teachers have three different mental models for relating the concepts of force and velocity. One of them is a scientific model called {\textquotedblleft}Newtonian Model{\textquotedblright}. The other two models were determined to be unscientific models and called {\textquotedblleft}Aristotelian Model{\textquotedblright} and {\textquotedblleft}Impulsive Model{\textquotedblright} respectively. By bringing these models into light, we were informed of the scientific and unscientific arguments the prospective teachers used in interpreting the relationships between force and velocity. In other words, this study exhibited how prospective teachers organized and structured their knowledge about these concepts.},
	keywords = {force and velocity concept, knowledge structure, Mental Models, prospective teacher},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.630},
	url = {http://oaji.net/articles/2016/987-1482502375.pdf},
	author = {{\"O}zg{\"u}r {\"O}zcan and Sevim Bezen}
}
@article {403,
	title = {YOUNG CHILDREN{\textquoteright}S IDEAS ABOUT SNAIL INTERNAL ANATOMY},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {December/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {828{\textendash}838 },
	abstract = {Drawings can serve as a useful tool for analyzing children{\textquoteright}s understanding of scientific phenomena. This study examined children{\textquoteright}s understandings about internal structure of the snail. Children from kindergarten at age 5 and from primary school of age 7 and 10, were asked to draw their concept about the internal structure of the snail. The results demonstrate the alternative conceptions held by the children. Analysis showed some significant differences in interpretation between both age groups and gender. Age related differences were in understanding of nervous, circulatory, muscle and digestive system, and such features as food, bones and mucus. Gender differences were not so significant at present studies. There were only few statistically significant observations concerning gender, that boys more often than girls consider mucus and other organisms (such as bacteria) as a part of snail internal structure. The girls drew more in the category food (7 years old) and bones (10 years old). The results also revealed ideas which made sense to the learner, but are not biologically accurate, such as organs located in the foot. },
	keywords = {alternative conceptions, Mental Models, scientific phenomena},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.828},
	url = {http://oaji.net/articles/2015/987-1450982532.pdf},
	author = {Eliza Rybska and Sue Dale Tunnicliffe and Zofia Anna Sajkowska}
}
@article {187,
	title = {TURKISH STUDENTS{\textquoteright} MENTAL MODELS OF LIGHT TO EXPLAIN THE SINGLE SLIT DIFFRACTION AND DOUBLE SLIT INTERFERENCE OF LIGHT: A CROSS {\textendash} SECTIONAL STUDY},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {61-71 },
	abstract = {In this study, it was tried to explore mental models of light utilized by the Turkish students for the explanations of single-slit diffraction and double-slit interference of light. This research has been carried on the group of 294 students made up of 175 introductory and 119 advanced level students studying in the departments of engineering, physics and physics teachers at a Turkish University. Open - ended questions pertaining drawings and explanations were used as data collection tool. As a result of quantitative and qualitative analysis, three mental models which were named as wave, ray and particle being used by the students while explaining these subjects, were described. Serious difficulties were observed towards the usage of these models for the both levels of the student groups and some differences were indicated between the introductory and advanced level university students in terms of usage of these models.
In general, the results of this research indicate that the students in both level while trying to explain the phenomena of interference and diffraction of light have developed very different mental models of light and in order to explain the phenomena they haven{\textquoteright}t got a functional wave model. This situation would prevent them to sense the nature of wave of the matter (Steinberg et al., 1996; Vokos et al., 2000). Students{\textquoteright} mental model changes serve as the most important source covering learning processes and conceptual changes of them (Park 2006). For this reason, it is required to revise the fundamental optics teaching in order to realize the students to learn the light models effectively. 
Although interference and diffraction phenomena have continuously been explained in terms of the wave model of light both at university and high school as well as in the source books, because during the explanations of these topics, rays have been used continuously without realizing that these would be just geometrical representations, these results are naturally not unexpected situation. This shortage appearing very simple pushes students to very mistakes with respect the conception of light and wave model. Several studies (Galili 1996; Galili \& Hazan 2000) have shown that many difficulties may occur when using the ray model of light in teaching. Spherical wave surfaces should be used instead of light beams or sinusoidal waves to describe light propagation from source. Also, the wave fronts between slit(s) and pattern should be drawn and the interference should be shown while teaching the interference and diffraction subjects. This usage would prevent students from thinking geometrical optic laws in the physical optics subjects. Also, the water waves in ripple tank would be useful to describe the wave surface as a model for the light wave.
However, the educators should investigate students{\textquoteright} understanding level about the light models in their optics instruction. In addition, they should use the proper instructional materials to overcome the alternative ideas of the students. It is hoped that the results of this study will help the educatiors to recognize the students{\textquoteright} difficulties in both introductory and advanced levels. Besides, the studies about how students use the light models for explaining the other subjects in optics should be conducted.},
	keywords = {double slit interference, light models, Mental Models, single slit diffraction, students{\textquoteright} alternative ideas},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404741216.pdf},
	author = {Serap Kaya {\c S}eng{\"o}ren}
}
