@article {643, title = {TEACHERS{\textquoteright} DIFFICULTIES AND STRATEGIES IN PHYSICS TEACHING AND LEARNING THAT APPLYING MATHEMATICS}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {February/2018}, pages = {Continuous}, type = {Original article}, chapter = {120-135}, abstract = {In a teaching and learning process, the mastery of mathematics would support students in learning physics. The aim of the research is to analyse the difficulties of physics teachers{\textquoteright} in conducting teaching and learning process that demands the requirements of mathematical concepts in senior high schools. The research was a qualitative research using phenomenological approach. The data were collected through focus group discussion (FGD) that involved 15 teachers from public and private senior high schools in the Kudus Regency, the Province of Central Java, Indonesia. The analysis was conducted by applying the Bogdan \& Biklen model. The results of the research showed several findings if there had been problems of un-synchronism in the material orders of mathematics and physics that hindered the teaching and learning process. The strategies that physics teachers had applied individually are teaching mathematics materials as prerequisite first and making module collaboratively. The new arrangement of teaching and learning materials in mathematics and physics are needed to cover the problems.}, keywords = {difficulties and strategies, learning process, mathematics mastery, physics teaching}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.120}, url = {http://oaji.net/articles/2017/987-1519060221.pdf}, author = {Heri Retnawati and Janu Arlinwibowo and Nidya F. Wulandari and Rian G. Pradani} } @article {443, title = {COGNITIVE INTEREST: PROBLEMS AND SOLUTIONS IN THE ACQUISITION OF SCIENCE AND MATHEMATICS IN SCHOOLS OF LATVIA}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {August/2015}, pages = {Continuous}, type = {Original article}, chapter = {424{\textendash}434}, abstract = {Cognitive interest is a vital learning motive for the successful learning process. Nowadays students{\textquoteright} interest about science and mathematics are decreasing. The aim of the study is to explore the cognitive interest of Grade 9 students in science and mathematics. Students were surveyed and it helped to explore the respondents{\textquoteright} cognitive activity and the cognitive interest regarding the understanding of causal relations, research activity and the solution of practical problems. The level of cognitive interests on the three level scales is average for the whole sample of respondents. The survey shows that students do not possess explicit cognitive activity; learning happens rather passively, without initiative; however, they have rather pronounced interest to explore and solve problems connected with the real life. Some implications for teachers on how to increase learners{\textquoteright} cognitive interest are provided in the conclusion. }, keywords = {cognitive interest, learning process, science and mathematics}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.424}, url = {http://oaji.net/articles/2016/987-1479497805.pdf}, author = {Dagnija Cedere and Inese Jurgena and Ineta Helmane and Inta Tiltina-Kapele and Gunita Praulite} } @article {227, title = {PRE-SERVICE PHYSICS TEACHERS{\textquoteright} CONCEPT MAPS REPRESENTING RELATIONAL STRUCTURE OF PHYSICS CONCEPTS}, journal = {Journal of Baltic Science Education}, volume = {10}, year = {2011}, month = {September/2011}, type = {Original article}, chapter = {183-194 }, abstract = {In this study, a parsimonious set of quantities is developed to characterise and evaluate the quality of concept maps. It is shown here how such a set can be based on measurements of the connectivity, clustering and cohesion of concept maps. A structural model of the data is introduced so that concept maps can be evaluated and classified by using only two quantities called here richness of content (D) and quality of structure (q). The model is used in monitoring changes in the concept maps (N=33) consisting of two sets of maps (initial and final ones), made before and after teaching. Such an approach gives access to monitor changes of the concept maps during a teaching sequence.}, keywords = {knowledge organisation, learning process, physics concept maps}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1410547320.pdf}, author = {Maija Nousiainen and Ismo T. Koponen} }