@article {990,
	title = {CORRELATIONS BETWEEN TEACHING STRATEGIES IN BIOLOGY, LEARNING STYLES, AND STUDENT SCHOOL ACHIEVEMENT: IMPLICATIONS FOR INQUIRY BASED TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {184-203},
	abstract = {Research studies aimed at finding a more efficient model of teaching biology are still sporadic and inconsistent in the contemporary literature. The main aim of the research was to examine the correlation between the application of teaching strategies in biology teaching and students{\textquoteright} school achievements, depending on how much the teacher respects their learning styles. The method of theoretical analysis and descriptive method were applied in the research. The sample consisted of 151 third-grade students (39.7\% male and 60.3\% female) of upper-secondary school.  Kolb{\textquoteright}s Inventory of Learning Styles and Questionnaire for Assessing the Teaching Strategies of Biology Teachers were used as data gathering tools. Independent t-test, χ2 - square test, and One-way analysis of variance (ANOVA) were used to analyze data. The results showed that there was a statistically significant correlation between teaching strategies, learning styles, and students{\textquoteright} school achievement in biology learning. At the same time, students perceived the applied teaching strategies differently, and manifested different dimensions of learning styles. This was followed by the conclusion that students achieved better school achievements in biology teaching when they were taught in the ways that corresponded to their learning styles, which pointed to certain implications for inquiry-based teaching, as well as in education of future biology teachers.},
	keywords = {descriptive method, inquiry-based teaching, learning styles, teaching strategies in biology, theoretical analysis},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.184},
	url = {http://oaji.net/articles/2021/987-1616865664.pdf},
	author = {Milica M. Gaji{\'c} and Tomka B. Miljanovi{\'c} and Babi{\'c}-Kekez, S. S. and Vera D. {\v Z}upanec and Tamara T. Jovanovi{\'c}}
}
@article {844,
	title = {EFFECTS OF INQUIRY-BASED TEACHING ON CHINESE UNIVERSITY STUDENTS{\textquoteright} EPISTEMOLOGIES ABOUT EXPERIMENTAL PHYSICS AND LEARNING PERFORMANCE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {289-297},
	abstract = {Students{\textquoteright} epistemologies of experimental physics refer to how they understand the role of experimentation as well as the experimental operation and design and communication of results in physics. This research aimed to find whether students in inquiry-based physics laboratory activities show more expert-like epistemologies of experimental physics and better course performance relative to courses using cookbook guided laboratory activities. The participants consisted of two classes of students in a Chinese university. They were divided into control group and experimental group. The experimental group was taught with inquiry-based teaching, while the control group was using cookbook teaching. Each group was taught by the same lecturer. Colorado Learning Attitudes about Science Survey for Experimental Physics were used to investigate students{\textquoteright} epistemologies about the nature of experimental physics. It was found that students in a traditional cookbook guided laboratory showed significant negative shifts on personal epistemologies, and in contrast, students{\textquoteright} epistemologies of experimental physics in inquiry-based laboratory had been significantly improved. The increase of scores in the control group was higher than the experiment group on experimental physics learning performance. The results were slightly different from other studies, some possible explanations were given.},
	keywords = {epistemologies of experimental physics, inquiry-based teaching, physics education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.289},
	url = {http://oaji.net/articles/2020/987-1586941778.pdf},
	author = {Wei-Zhao Shi and Liping Ma and Jingying Wang}
}
@article {411,
	title = {PRE-SERVICE TEACHERS{\textquoteright} BELIEFS ABOUT THE IMAGE OF A SCIENCE TEACHER AND SCIENCE TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {34-44},
	abstract = {This study examines pre-service teachers{\textquoteright} beliefs about the images of a science teacher and the science teaching. Besides, how their beliefs are affected from inquiry-based teaching is investigated. Case study method was used. Pre-service teachers had learned science with inquiry and how they teach science with inquiry in the science laboratory. Data were collected through the drawings and semi-structured interviews. Results indicate that most participants had teacher-centered and conceptual belief about the images of a science teacher and the science teaching at the beginning of the study. However, they had student-centered belief at the end of the study. It was remarked that three pre-service teachers who held different beliefs about student/teacher roles and the teaching of science before the study, had some common beliefs after the inquiry-based science laboratory. Based on the results, it can be said that inquiry-based science teaching positively affects pre-service teachers{\textquoteright} beliefs about the images of a science teacher and the science teaching. },
	keywords = {belief about teaching, inquiry-based teaching, mental image, teacher education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.34},
	url = {http://oaji.net/articles/2016/987-1462908068.pdf},
	author = {Nilg{\"u}n Tatar}
}
@article {225,
	title = {ENHANCING MENDELIAN GENETICS CONCEPTS USING A GUIDED COMPUTER-MEDIATED INQUIRY},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {September/2011},
	type = {Original article},
	chapter = {156-167 },
	abstract = {The purpose of this study was to situate prospective secondary science teachers in an authentic scientific investigation, that of hypothesis testing of inheritance patterns of cats, and then to examine prospective teachers{\textquoteright} developing understandings of basic Mendelian genetics, scientific inquiry, and their perceptions of the learning environment. The context of the study was a teaching and learning course focused on inquiry and technology. Data obtained from the twelve participants included: a) pre-post tests of Mendelian genetics concepts; b) videotaped class presentations; c) inquiry project reports; d) audio taped semi-structured interviews; and e) classroom discussions and observations. The findings suggest that engagement in hypothesis testing, within a socio-constructivist framework; can be used to support the integrated acquisition of conceptual knowledge in science. After the module, there was clear evidence that inquiry-based instruction, enriched with computer simulation and collaboration, promoted students{\textquoteright} conceptual understanding of Mendelian genetics and understandings of scientific inquiry.},
	keywords = {Hypothesis testing, inquiry-based teaching, learning genetics, modeling in science},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410547216.pdf},
	author = {Mustafa Cakir}
}
