@article {608,
	title = {THE APPLICATION OF CONCEPT MAPS IN THE TEACHING OF POLLINATION AND POLLINATORS IN ELEMENTARY SCHOOL},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {746-760},
	abstract = {Teaching biology is characterized by a great number of concepts and facts. It is very difficult to concisely represent all important concepts and facts. In order to effectively present important concepts such as pollination and pollinators, concept maps have been applied. In particular, the pedagogical experiment was applied to determine whether the concept maps are effective as teaching technology compared to the usual teaching approach without this technology. The research involved 110 elementary school students who were divided into one experimental (E) and one control (C) group. The E group covered programme content related to pollination and pollinators by applying concept maps. The C group was exposed to the same content, without these maps. It is evidenced a difference of the attained knowledge in favour of the experimental group after the introduction of the experimental factor (application of concept maps). The application of concept maps directly contributed to better learning and knowledge acquisition in teaching the biology content Pollination and Pollinators. Based upon the obtained results of this research, concept maps will be further implemented to improve teaching process and the teachers will be gradually trained for the application of this teaching technology.  },
	keywords = {concept maps, pollination, pollinators, programme content},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.746},
	url = {http://oaji.net/articles/2017/987-1509214135.pdf},
	author = {Jelena D. Stanisavljevi{\'c} and Mirka М. Bunijevac and Ljubi{\v s}a {\v Z}. Stanisavljevi{\'c}}
}
@article {483,
	title = {PROSPECTIVE CHEMISTRY TEACHERS{\textquoteright} ABILITIES OF CREATING CONCEPT MAPS: HYDROCARBONS EXAMPLE},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {February/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {58{\textendash}67},
	abstract = {Concept maps are effective tools for showing the relations between the concepts and they can be used to make clear the relations between the abstract concepts such as hydrocarbons topic. The aim of this research is to determine the abilities of prospective chemistry teachers{\textquoteright} (PCTs) creating concept maps about hydrocarbons. In this research , case study was used and the study was carried out in a university in North Coast of Turkey with 25 PCTs (aged 20-27). PCTs were taught how to create concept maps, types of concept maps such as hierarchical, non- hierarchical and chain or spoke concept maps through example concept maps. In this research context, PCTs were given a text about hydrocarbons and they were supposed to prepare their own concept maps about hydrocarbons. Their concept maps were evaluated according to the reference concept map which was prepared by the researchers. At the end of the research, it is seen that PCTs had difficulty in constructing concept maps. According to the conclusions drawn from the research, some suggestions were offered.},
	keywords = {concept maps, conceptual learning, hydrocarbons, organic chemistry, prospective chemistry teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.58},
	url = {http://oaji.net/articles/2016/987-1481286082.pdf},
	author = {Necla D{\"o}nmez Usta and Neslihan {\"U}ltay}
}
@article {409,
	title = {THE EFFECTS OF WEB-BASED EDUCATIONAL SOFTWARE ENRICHED BY CONCEPT MAPS ON LEARNING OF STRUCTURE AND PROPERTIES OF MATTER},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {7-19},
	abstract = {Current study aimed to examine the effects of web-based instructional material enriched by concept maps, the academic achievement of 7th graders in {\textquotedblleft}Structure and Properties of Matter" unit. The study utilized a quasi-experimental model with pretest-posttest control group design. A sample of the study was composed of 58 students. {\textquotedblleft}Structure and Properties of Matter" unit was taught to the experimental group with computer assisted teaching method, while the same unit was taught to control group by using traditional teaching methods. {\textquotedblleft}Structure of Matter Achievement Test{\textquotedblright}, {\textquotedblleft}Science and Technology Attitude Scale{\textquotedblright} and {\textquotedblleft}Computer Attitude Scale{\textquotedblright} were used as data collection tools. The results showed that web-based teaching method was more effective compared to traditional teaching methods in increasing academic achievement in science and technology classes and there is no statistically significant difference in both group attitudes towards Science and Technology Class or computers. },
	keywords = {academic achievement, computer attitude, concept maps, structure of matter},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.07},
	url = {http://oaji.net/articles/2016/987-1462907888.pdf},
	author = {Evrim Ural and Orhan Ercan}
}
@article {300,
	title = {THE IMPACT OF SITE-VISITS ON THE DEVELOPMENT OF BIOLOGICAL COGNITIVE KNOWLEDGE},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {September/2013},
	type = {Original article},
	chapter = {337-351 },
	abstract = {Classroom-based science teaching tends to be dominated by teaching that stifles the students{\textquoteright} natural curiosity and eagerness to discover their surroundings. Knowledge makes sense to students particularly when it is learned within the context of an authentic experience. Thus classroom-based science needs to be complimented by out-of-classroom activities which offer direct and relevant information that influences students{\textquoteright} learning. Students build new knowledge on already existing schema, thus it is important for both teacher and students to question and evaluate their knowledge to be able to build on solid grounds. This paper illustrates examples of meta-cognitive tools (i.e. Vee diagrams and concept maps) used before and after site-visits to explore the contribution of out-of-classroom activities to the students{\textquoteright} biological cognitive development. This research shows that site-visits are a necessary part of science learning because they help students develop observational and reasoning skills, link biology to personal life experiences and contextualise inert classroom knowledge, making it more meaningful and easier to remember.},
	keywords = {concept maps, meta-cognitive tools, out-of-classroom activities, site-visits, Vee diagrams},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.337},
	url = {http://oaji.net/articles/2015/987-1425808483.pdf},
	author = {Miriam Muscat and Paul Pace}
}
@article {239,
	title = {MAKING CONCEPT MAPS USEFUL FOR PHYSICS TEACHER EDUCATION: ANALYSIS OF EPISTEMIC CONTENT OF LINKS},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {29-42 },
	abstract = {In physics teacher education the use of graphical knowledge representation tools like concept maps are abundantly used because they are known to support the formation of organised knowledge. It is widely assumed that certain structural characteristics of concept maps can be connected to the usefulness of content. In order to study this relationship, the concept maps made by pre-service physics teachers are examined here. The design principles of the concept maps are based on quantitative experiments and modelling as the basic procedures in physics concept formation. The epistemic plausibility of justifications written in links is evaluated by using a four-level classification introduced here. The results show that the epistemic analysis of links affects remarkably to the acceptability of knowledge. The advantages of such concept mapping technique in supporting the conceptual understanding in physics teacher education are discussed as well as their usefulness in making plans for teaching.},
	keywords = {concept maps, epistemic content, physics teacher education, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.29},
	url = {http://oaji.net/articles/2014/987-1419166729.pdf},
	author = {Maija Nousiainen}
}
@article {266,
	title = {STRUCTURAL PATTERNS AND REPRESENTATION FORMS OF UNIVERSITY PHYSICS TEACHERS: BIOT-SAVART LAW AND AM-P{\`E}RE{\textquoteright}S LAW},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {318-332 },
	abstract = {The way teachers organize and transfer their subject matter knowledge has played a crucial role in science education. However, it seems that more attention should be paid on the forms of represen-tation and knowledge organization of teachers that they apply for transferring their knowledge. Therefore, teachers{\textquoteright} knowledge organization and representation forms were investigated with an emphasis on the topics of Biot-Savart law and Amp{\`e}re{\textquoteright}s law. Four physics teachers of introductory-level University who used, concept cards and concept maps were interviewed, and finally an interpretative analysis was performed. The results showed teachers{\textquoteright} knowledge organization was strongly connected only for the topic of Biot-Savart law. Moreover, descriptive and explanatory mathematical models were the most applied forms of representation that teachers used for representing their knowledge. The possibility to recognize the differences in knowledge organization and representation forms of different teachers is the first step towards developing more effective teaching and learning solution.},
	keywords = {concept maps, knowledge organization, representation forms},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.318},
	url = {http://oaji.net/articles/2014/987-1419168925.pdf},
	author = {Sharareh Majidi}
}
@article {235,
	title = {KNOWLEDGE ORGANIZATION IN PHYSICS TEXTBOOKS: A CASE STUDY OF MAGNETOSTATICS},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {285-299 },
	abstract = {Textbooks often provide teachers and students a conception of how scientific knowledge is organized. Therefore, it is of interest to recognize what is the picture of knowledge conveyed by the textbooks. In this study, the knowledge organization in three university physics textbooks is analyzed from the viewpoint of how the basic elements in the topics of Biot-Savart and Amp{\`e}re{\textquoteright}s law are structurally linked. The method of analysis is based on the interpretative analysis, which (a) recognizes basic elements of knowledge and (b) identifies the categories of links that connect basic elements. Concept maps are used to represent knowledge organization of textbooks. The results indicate that content knowledge of textbooks consist of somehow identical basic elements but different categories of links and thus different knowledge organizations. The possibility to recognize these differences in the curriculum materials is a first step towards developing more effective teaching and learning solutions and curriculum plans.},
	keywords = {concept maps, knowledge organization, science textbooks},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410547886.pdf},
	author = {Sharareh Majidi and Terhi M{\"a}ntyl{\"a}}
}
