@article {1290,
	title = {CHALLENGES AND OPPORTUNITIES TO TEACHING INQUIRY APPROACHES BY STE(A)M PROJECTS IN THE PRIMARY EDUCATION CLASSROOM},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {454-469},
	abstract = {This study analyses the teachers{\textquoteright} perceptions of their capacity for designing and developing STE(A)M projects in a professional development programme (PD) conducted through a collaborative educational research project carried out between the University and the centres by the IndagaSTEAM Escuela project. Incorporating STEAM education in the classroom poses various challenges to teachers, among other aspects, associated with conceptualising, designing and applying the curricular integration of STE(A)M subjects, requiring training programs updates for this purpose. Hence, the design developed promotes applying an inquiry-based approach and adapting the integrative STE(A)M curriculum in the Primary Education classroom. Challenges and opportunities of the teachers{\textquoteright} involvement have been analysed as a case study undertaken longitudinally between 2019 and 2022. Data have been compiled from a varied typology (rubrics evaluation, ad hoc interviews and questionnaires, using the Likert scale), which give an account of the global perception these educators have, on the one hand, of STE(A)M education and the inquiry approach and, on the other hand, of the collaborative learning scenario from the framework used.},
	keywords = {Active learning, primary school teacher, teacher skills, teaching fundamental sciences},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.454  },
	url = {https://oaji.net/articles/2023/987-1687108197.pdf},
	author = {Teresa Lupi{\'o}n-Cobos and Jos{\'e} Ignacio Crespo-G{\'o}mez and Cristina Garc{\'\i}a-Ruiz}
}
@article {677,
	title = {EDUCATIONAL SHORT VIDEOS TO UTILIZE IN THE BIOCHEMISTRY LABORATORY: OPINIONS OF UNIVERSITY STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {496-523},
	abstract = {This research aimed to reveal the opinions of the university students who conducted original educational videos context for the experiments in the Biochemistry laboratory course. Participants were fourth year students (N=40) of the Mathematics and Science Education Department, in Chemistry Education Program. A case study was used and carried out during the Spring term of 2014 at the Faculty of Education of Dokuz Eylul University in Izmir, Turkey. The students designed and took participation in educational short videos. Besides, each group students prepared poster presentations of their video at the end of the 14-week implementation process. To collect data, semi-structured interviews were used. The interview results of the research showed that learning was more meaningful and valid through this laboratory course because the students attended the course with interest and favor and motivated positively. Eventually, the educational short videos can be a powerful convincing learning tool for students. },
	keywords = {Active learning, biochemistry laboratory, educational short video, multimedia learning, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.496},
	url = {http://oaji.net/articles/2017/987-1529509255.pdf},
	author = {Melis Arzu Uyulgan and Nalan Akkuzu}
}
@article {580,
	title = {EFFECT OF ACTIVE LEARNING ON PERCEPTION OF AND PERFORMANCE IN SCIENCE SUBJECTS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Editorial},
	chapter = {444-445},
	abstract = {Active learning is a form of learning in which teaching strives to involve students in the learning process more directly than in other methods. This term has got many synonyms like learning through play, technology based learning, activity based learning, group work, project method, etc. the underlying factor behind these are some significant qualities and characteristics of active learning. The term {\textquotedblleft}active learning{\textquotedblright} was introduced by the English scholar R. W. Revans. The definition was developing through time. In more detail, in active learning, students must do more than just listen: They must read, write, discuss, or be engaged in solving problems. It relates to the three learning domains referred to as knowledge, skills and attitudes (KSA). In particular, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation. Active learning engages students in two aspects {\textendash} doing things and thinking about the things they are doing (Renkl et al., 2002). Active learning should transform students from passive listeners to active participants, helps the student understand the subject through inquiry, gathering and analyzing data to solving higher order cognitive problems. There is intensive use of scientific and quantitative literacy across the curriculum, and technology based learning is also in high demand in concern with active learning. },
	keywords = {Active learning, technology based learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.444},
	url = {http://oaji.net/articles/2017/987-1503904586.pdf},
	author = {Milan Kubiatko}
}
@article {575,
	title = {THE EFFECT OF PROJECT-BASED SCIENCE EDUCATION PROGRAMME ON SCIENTIFIC PROCESS SKILLS AND CONCEPTIONS OF KINDERGARTEN STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {395-413},
	abstract = {The research aims to find out the effect of project-based science education programme conducted with an active learning on scientific process skills and conceptions of 6-year-old children about nature of science. Quasi-experimental research design including experimental and control groups with pre-test and post-test was implemented. Mixed-method research including qualitative and quantitative data collection tools was adopted. The quantitative data were collected with Preschool Scientific Process Skills Scale while qualitative data were gathered with interviews to define scientific process skills of children. The research includes 26 children in total, 17 were in the experimental group and 9 were in the control group. Project Based Science Education Conducted with Active Learning was carried out on the experimental group and Project Based Science Education was carried out on the control group. The research lasted for 32 weeks between October, 2015 and June, 2016. Scores of scientific process skills about nature of science belonging to students in the experimental group were found to be higher than ones in the control group and the students in the experimental group were found to be more familiar with the related conceptions. The findings prove the positive effect of project-based science education.},
	keywords = {Active learning, nature of science, preschool education, project based science education, scientific process skills},
	isbn = {E-ISSN 2538-7138},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.395},
	url = {http://oaji.net/articles/2017/987-1497964232.pdf},
	author = {Bilge Can and Vesile Y{\i}ld{\i}z-Demirta{\c s} and Erdi Altun}
}
@article {535,
	title = {A PERCEPTIONS ASSESSMENT OF PATIENT-ORIENTED PROBLEM-SOLVING TEACHING STRATEGY FOR MEDICAL IMMUNOLOGY COURSE IN CHINESE STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {December/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {706{\textendash}711 },
	abstract = {This research assessed the perceptions of students to patient-oriented problem-solving (POPS) teaching strategy in a medical immunology course in China. Data were collected from second-year students (N=71; 58\% males, 42\% females) who were offered lecture-based instruction and POPS teaching strategy during October - November 2015 at Lanzhou University. Afterward, students{\textquoteright} response and capability perception scores to POPS teaching strategy were evaluated using questionnaires. The majority of students (89.02\%) favored POPS teaching strategy over traditional lectures. Students responded that POPS improves their intrinsic motivation (91.55\%), learning interest (94.37\%), self-directed learning skills (92.96\%) and feasible for medical education (87.32\%). Compared to the traditional lectures, the POPS can improve markedly their learning motivation (p=0.03), clinical reasoning ability (p=0.01), and clinical problem-solving ability (p=0.02). The implementation of POPS in medical courses will help students improving their learning motivation, problem solving abilities, which is feasible for current medical immunology education in China.  },
	keywords = {Active learning, China, medical education, patient-oriented problem-solving, Undergraduate},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.706},
	url = {http://oaji.net/articles/2016/987-1482502886.pdf},
	author = {Xingming Ma and Lifeng Zhang and Jingqiu Wang and Yanping Luo and Yaling Liang and Yufeng Wu}
}
@article {195,
	title = {THE CONTRIBUTION OF EDUCATION TOWARDS MEETING THE CHALLENGES OF CLIMATE CHANGE},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {142-155 },
	abstract = {This paper outlines the contribution the education sector can provide in meeting the challenges of climate change, worldwide. It offers an analysis of the means via which education, awareness and training can help the global efforts to tackle climate change and lists a set of practical activities which may assist various groups in handling climate matters as part of formal and non-formal education. The paper concludes by providing a warning: without proper emphasis to educational approaches, the desired (and indeed) changes in attitudes and behaviour as well as the motivation needed in order to engage people in reducing the impacts they may have on the climate, may not be fully achieved.},
	keywords = {Active learning, climate change, formal and non-formal education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405171586.pdf},
	author = {Walter Filho and Paul Pace and Evangelos Manolas}
}
