@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 {917,
	title = {THE EFFECTS OF CRITIQUE-DRIVEN INQUIRY INTERVENTION ON STUDENTS{\textquoteright} CRITICAL THINKING AND SCIENTIFIC INQUIRY COMPETENCY},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {954-971},
	abstract = {The research aim was to examine the effects of a Critique-Driven Inquiry (CDI) intervention on primary and secondary school students{\textquoteright} critical thinking and scientific inquiry competency. Twenty-five 4th grade Taiwanese students from a typical primary school were selected to participate in experimental group 1 (EG1), while 28 7th grade students from a typical secondary school were randomly selected to participate in experimental group 2 (EG2). For each group, a 2-semester CDI intervention was implemented. In addition, another 28 4th graders and 30 7th graders from the same two schools were selected to participate in, respectively, control group 1 (CG1) or control group 2 (CG2). Analyses of covariance, repeated measures analysis of variance, and content theme analyses were conducted to analyze the quantitative and qualitative data. Research results indicated that EG1 and EG2 students significantly outperformed their comparison counterparts in critical thinking and scientific inquiry competency both during and following the CDI intervention. The empirical evidence provides insight into the mechanisms of promoting primary and secondary school students{\textquoteright} critical thinking and scientific inquiry competency. },
	keywords = {Critical thinking, critique-driven inquiry (CDI), primary and secondary school students, scientific inquiry competency, Taiwan},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.954},
	url = {http://oaji.net/articles/2020/987-1606572748.pdf},
	author = {Ying-Yan Lu and Huann-shyang Lin and Thomas J. Smith and Zuway-R Hong and Wen-Yi Hsu}
}
@article {795,
	title = {EFFECTS OF MICROTEACHING MULTIPLE-REPRESENTATION PHYSICS LESSON STUDY ON PRE-SERVICE TEACHERS{\textquoteright} CRITICAL THINKING},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {692-707},
	abstract = {A research on the effects of the microteaching Multiple-Representation Lesson Study (MRLS) on pre-service Physics teachers{\textquoteright} critical thinking was conducted using a pre-test-post-test quasi-experimental design. Eighteen fourth year Bachelor of Secondary Education-Physical Science majors participated in the research. The experimental group employed the microteaching MRLS while the control group implemented the Traditional Instructional Planning Approach (TIPA). Data were gathered from multiple sources such as researcher-made written tests, interviews, diaries, and field notes. The Mann-Whitney U test was utilized to ascertain statistical difference between the experimental and the control group. Results revealed significant differences in the scores between the two groups in the overall critical thinking and on its sub-domains. Findings indicate beneficial effects of the microteaching MRLS in developing pre-service teachers{\textquoteright} critical thinking. },
	keywords = {Critical thinking, lesson study, multiple representations, physics education, pre-service teachers, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.692},
	url = {http://oaji.net/articles/2019/987-1571127016.pdf},
	author = {Billy A. Danday and Sheryl Lyn C. Monterola}
}
@article {609,
	title = {EFFECT OF PROBLEM-BASED LEARNING ON IMPROVEMENT PHYSICS ACHIEVEMENT AND CRITICAL THINKING OF SENIOR HIGH SCHOOL STUDENT},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {761-779},
	abstract = {The aim of the research was to know the effect of implementation of problem-based learning model on students{\textquoteright} physics achievement and critical thinking. The research was a quasi-experimental using a pre-test-post-test control group design. It was conducted at a state senior high school in Indonesia. The data were collected by a students{\textquoteright} physics achievement test, a students{\textquoteright} critical thinking test, and an observation sheet. The data were analysed by calculating normalized gain scores and hypothesis testing by using MANOVA with the significance level of .05 as criterion. The research results indicated that the average gain scores for students{\textquoteright} physics achievement of the experimental and control groups were respectively .63 and .32, the average gain scores for students{\textquoteright} critical thinking of the experimental and control groups were respectively .49 and .34, and a value of p is .0001 was obtained from the MANOVA calculation so that it is concluded that such learning as that in the experimental group is better in comparison with such learning as that in the control group. The results of this research are expected to increase insight and knowledge of teachers in implementing the learning process in the classroom so as to apply varied learning models.},
	keywords = {Critical thinking, physics achievement, Problem-Based Learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.761},
	url = {http://oaji.net/articles/2017/987-1509214187.pdf},
	author = {Mundilarto and Helmiyanto Ismoyo}
}
@article {527,
	title = {THE EFFECTS OF PROBLEM-BASED LEARNING WITH THINKING MAPS ON FIFTH GRADERS{\textquoteright} SCIENCE CRITICAL THINKING},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {October/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {602{\textendash}616},
	abstract = {This research was conducted to evaluate the effects of Problem-based Learning (PBL) with Thinking Maps (TM) teaching method (PBL-TM) on Fifth Graders{\textquoteright} science critical thinking. The critical thinking skills evaluated were Comparing and Contrasting, Sequencing, and Identifying Cause and Effect in physical science. A quasi-experimental pre-test and post-test control group design was employed in the research. The sample consisted of 270 Fifth Graders (age 11 years old) from three primary schools in Tawau, Sabah, Malaysia who were all randomly selected and assigned to PBL-TM (n=90), PBL (n=90), and Conventional Problem Solving (CPS) (n=90) teaching groups. The 30-item Test of Science Critical Thinking was used as the pre-test and post-test. The three thinking maps used were Double Bubble Maps, Flow Maps, and Multi-Flow Maps. A MANCOVA was conducted on the post-test scores with students{\textquoteright} pre-test scores as the covariates. The result indicated that students in the PBL-TM group significantly outperformed their counterparts in the PBL group who, in turn, significantly outperformed their counterparts in the CPS group in Comparing and Contrasting, Sequencing, and Identifying Cause and Effect. The findings suggest that thinking maps, which were explicitly infused into problem-based learning is effective in promoting critical thinking among Fifth Graders in physical science lessons. },
	keywords = {Critical thinking, fifth graders, Problem-Based Learning, thinking maps},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.602},
	url = {http://oaji.net/articles/2016/987-1482502250.pdf},
	author = {Siew, N. M. and Ruslan Mapeala}
}
@article {232,
	title = {THE IMPACT OF THE DEVELOPMENT OF PROSPECTIVE TEACHERS{\textquoteright} CRITICAL THINKING SKILLS ON SCIENTIFIC ARGUMENTATION TRAINING AND ON THEIR ABILITY TO CONSTRUCT AN ARGUMENT},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {243-260 },
	abstract = {The purpose of this study is to examine the impact of a learning environment created to teach scientific argumentation on the development of critical thinking and argument skills among prospective teacher. The study included 88 2nd grade university students attending Aydin Province Adnan Menderes University, Department of Elementary School Education. An experimental and control group design was used and activity sheets were prepared to develop argument skills in accordance with the topic of {\textquotedblleft}Mechanics{\textquotedblright}. The results of the present study showed that the critical thinking skills among prospective teachers included in the learning environment were higher in comparison to those in the control group, and that critical thinking post-test scores did not show a significant difference by gender in either group. It was also concluded that the learning environment used in the study had a positive effect on the quality of written scientific arguments of prospective teachers.},
	keywords = {argumentation, Critical thinking, written argument},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410547733.pdf},
	author = {Asuman Seda Saracaloglu and Hilal Aktamis and Yesim Delioglu}
}
