@article {1357, title = {ENVIRONMENTAL ISSUES ON TIKTOK: TOPICS AND CLAIMS OF MISLEADING INFORMATION}, journal = {Journal of Baltic Science Education}, volume = {23}, year = {2024}, month = {February/2024}, pages = {Continuous}, type = {Original article}, chapter = {131-150}, abstract = {In light of the increasing frequency of misleading information in social media regarding environmental issues, this study aimed to identify misleading information spread through TikTok videos and to discuss why such content is considered misleading, drawing on relevant literature. Hashtags with large numbers of views, such as $\#$climatechange, $\#$sustainability, $\#$pollution, $\#$biodiversity, $\#$environmentalprotection, $\#$environmentalissues, $\#$energysource, and $\#$environmentalproblems, were used for data collection through web scrapper called Apify (https://apify.com/). A total of 29 misleading videos were found. Content analysis was applied to identify and classify the topics and misleading claims. The topics of misleading videos, according to the most frequent mentions, were energy sources, followed by climate change, pollution, biodiversity, and environmental degradation. Among the misleading claims, videos related to pyramids as non-pollutant power plants and conspiracy related to pollution exhibited the highest frequency. The results show various misleading claims in videos related to environmental topics. Also, emphasized the importance of science education in addressing misleading information. In addition, the importance of an interdisciplinary approach for addressing environmental issues was reinforced.}, keywords = {content analysis, Environmental Issues, misleading information, science education, TikTok videos}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/24.23.131}, url = {https://oaji.net/articles/2023/987-1709892688.pdf}, author = {Brenda Braga Pereira and Sangwoo Ha} } @article {1321, title = {DETERMINING PRE-SERVICE SCIENCE TEACHERS{\textquoteright} UNDERSTANDING ABOUT STEM EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {October/2023}, pages = {Continuous}, type = {Original article}, chapter = {833-850}, abstract = {STEM education is included in education programs by many countries on a global scale. Pre-service teachers are also expected to apply STEM education in their future classrooms. The aim of the research was to determine how pre-service science teachers perceived STEM education, whether they adopted it or not, whether they thought of themselves as sufficient, and the environment and situations that affected their STEM experience. The understanding of the pre-service science teachers was tried to be determined before the theoretical STEM education, after the theoretical education and after the STEM application. The study group of the research consisted of a total of 66 pre-service teachers. Content analysis results of the interviews were carried out in three stages. It was found that there was no single STEM definition that pre-service science teachers agreed on. The training provided increased the STEM competency levels of pre-service science teachers. However, the majority of pre-service science teachers defined themselves as having intermediate competence in STEM education. Pre-service teachers adopt STEM education and believe that it will contribute to students. Pre-service science teachers had the most difficulty in disciplinary integration during the STEM theory and practice education. The most preferred model after both theoretical knowledge and application was the problem-based STEM model. }, keywords = {content analysis, pre-service science teachers, STEM education, STEM understanding}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.833}, url = {https://oaji.net/articles/2023/987-1697653649.pdf}, author = {Gonca Ke{\c c}eci} } @article {1014, title = {THE ALIGNMENT BETWEEN THIRD-GRADE PRIMARY SCHOOL SCIENCE TEXTBOOKS AND CURRICULUM STANDARDS IN CHINA AND JAPAN}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {June/2021}, pages = {Continuous}, type = {Original article}, chapter = {507-518}, abstract = {This study applied the Porter{\textquoteright}s alignment model to construct a localized two-dimensional framework based on Anderson{\textquoteright}s taxonomy. The research chose the third-grade primary school science textbooks from two representative presses in China and Japan, coded the textbooks and curriculum standards, calculated the alignment level between the textbooks of the two presses and their corresponding curriculum standards, and discussed the alignment level from the topic, cognitive demand, and emphasis. The results show that the B version in Japan is significantly aligned with the Japanese curriculum standard, but the A version in China does not have significant alignment with the Chinese curriculum standard. Besides, a common problem is that the ratios of life science in sample science textbooks both exceed the requirements of the curriculum standards, and the problems of exceeding the standard in cognitive demand and not highlighting the key points also need to be concerned. This study provides ideas and references for countries with similar educational situations to study the compilation of science textbooks and fills up the deficiency of the international comparison of the alignment between primary school science textbooks and curriculum standards by using the alignment model.}, keywords = {alignment evaluation, content analysis, curriculum standards, primary school, science textbooks}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.507}, url = {http://oaji.net/articles/2021/987-1622791533.pdf}, author = {Lihui Sun and Liangbo Li} } @article {1012, title = {THE COMMON METAPHORICAL PERCEPTIONS OF PROSPECTIVE TEACHERS AS TO DNA-GENE-CHROMOSOME CONCEPTS}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {June/2021}, pages = {Continuous}, type = {Original article}, chapter = {471-494}, abstract = {This research was performed to determine the Common Metaphorical Perceptions of Prospective Teachers on DNA-Gene-Chromosome Concepts, despite classroom levels and university differences. For the baseline group studies, two State Universities, one from the east and the other from the north of Turkey, were selected to be studied in the Fall Semester of 2017-2018. They were respectively called University A{\textquotedblright} and {\textquotedblleft}B{\textquotedblright}. The population sample contained a total of 326 students from 1st, 2nd, 3rd, and 4th- classroom level of the {\textquotedblleft}Science Education Department{\textquotedblright} of {\textquotedblleft}Education Faculties.{\textquotedblright} The phenomenology design which is one of the qualitative research methods was applied. Answers to questions regarding {\textquotedblleft}the metaphors of DNA-Gene-Chromosome concepts{\textquotedblright} and {\textquotedblleft}under what theoretical categories the common features and metaphors were investigated{\textquotedblright} to be in line with the university differences. The research data were obtained by {\textquoteleft}metaphor identification{\textquoteright} for respective concepts and content examination studies in the framework of {\textquotedblleft}Qualitative Analysis Methods.{\textquotedblright} Correspondingly, it has been determined that Prospective Teachers have common metaphors concerning DNA-Gene-Chromosome concepts, regardless of their class or university differences.}, keywords = {content analysis, metaphorical image for DNA-gene-chromosome, phenomenological research, prospective teachers}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.471}, url = {http://oaji.net/articles/2021/987-1622791389.pdf}, author = {Banu{\c c}i{\c c}ek {\"O}zdemir} } @article {1004, title = {MODELS AND MODELLING IN SCIENCE EDUCATION IN TURKEY: A LITERATURE REVIEW}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {June/2021}, pages = {Continuous}, type = {Original article}, chapter = {344-359}, abstract = {This research examined articles about models and modelling in the context of science education in Turkey by using content analysis method. Two specific academic databases; one of which was Dergipark, a platform including the academic journals published in Turkey, and Scholar Google were examined in detail so that totally 71 articles on models and modelling in science education were identified. The {\textquotedblleft}article analysis form{\textquotedblright} developed by the researchers considering into the relevant literature was used to examine these articles. The findings were presented in tables and charts to show the frequency and percentile values regarding the articles examined. As a result, it was found that the purpose of most of the articles is to examine the effect of model / modelling-based teaching method. Concerning the discipline related in the articles, physics was seen to be on the top of the list, more specifically astronomy subject. As another result, qualitative research method appeared to be the most commonly used research method in the articles at hand. Lastly, it was found out that the most frequently examined variable was the mental model of the participants, and the most preferred data collection instrument was conceptual understanding test. }, keywords = {content analysis, literature review, modelling in science, models in science, science education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.344}, url = {http://oaji.net/articles/2021/987-1622790650.pdf}, author = {Ali Ihsan Benzer and Suat {\"U}nal} } @article {756, title = {CONCEPTUAL DIFFICULTIES PRE-SERVICE PRIMARY TEACHERS HAVE WITH STATIC ELECTRICITY}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {April/2019}, pages = {Continuous}, type = {Original article}, chapter = {300-313}, abstract = {Static electricity is the introductory chapter to electricity in all high school and university Physics textbooks. The interpretations of static electricity phenomena are not obvious, even in higher education. This research was conducted to identify the major difficulties which pre-service primary teachers encounter in explaining static electricity. They conducted electrostatic experiments focused on different types of electricity, in the context of an Introductory Physics Laboratory Course. The data were collected through the reports they wrote at the end of the course. The qualitative content analysis method was used in order to analyze the data. The sample, which was a convenient one, consisted of 200 pre-service primary teachers, 170 females and 30 males. The analysis showed that pre-service primary teachers have considerable difficulty conceptualizing the microscopic processes {\textendash} more specifically, charging by induction {\textendash} that explain these phenomena. The different roles electrons play in conductors and insulators seemed to pose difficulties for pre-service primary teachers. The findings implied an emphasis on microscopic models during macroscopic experimental processes. This could help pre-service primary teachers to understand the role of electrons in conductors and insulators and the different mechanisms involved in different types of charging. }, keywords = {conceptual difficulties, content analysis, static electricity}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.300}, url = {http://oaji.net/articles/2019/987-1554360030.pdf}, author = {Constantina G. Stefanidou and Konstantina D. Tsalapati and Anastasia M. Ferentinou and Constantine D. Skordoulis} } @article {654, title = {ANALYSIS AND COMPARISON OF SCIENTIFIC INQUIRY ACTIVITIES IN EIGHT-GRADE PHYSICS TEXTBOOKS IN CHINA}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {April/2018}, pages = {Continuous}, type = {Original article}, chapter = {229-238}, abstract = {In order to analyse whether or not the characteristic of scientific inquiry activities of textbooks in China satisfy the requirements of China{\textquoteright}s new curriculum reforms, content analysis method was adopted to analyze scientific inquiry activities in junior middle school physical textbooks (grade 8) of five editions authorized by the Chinese Ministry of Education. The results show that the inquiry activities in the five versions of textbooks in China cannot meet the requirements of authentic scientific inquiry regardless of the degree of openness or operationality of cognitive processes and are not conducive to develop students{\textquoteright} scientific inquiry skills and scientific reasoning skills. The authors of science textbooks should take note of the latest insights from the world of academia and develop some new authentic scientific inquiry tasks to update textbooks in a prompt manner in order to improve the students{\textquoteright} abilities of scientific inquiry. For the textbook reviewers, the present research not only provides them with specific findings, but also provides them with a method to evaluate textbooks.}, keywords = {content analysis, physics textbook, scientific inquiry activity, textbook evaluation}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.229}, url = {http://oaji.net/articles/2017/987-1523527128.pdf}, author = {Xiying Li and Liusu Wang and Jiliang Shen and Jingying Wang and Weiping Hu and Yinghe Chen and Renhe Tian} } @article {583, title = {EXAMINATION OF CHEMICAL REPRESENTATIONS IN TURKISH HIGH SCHOOL CHEMISTRY TEXTBOOKS}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {August/2017}, pages = {Continuous}, type = {Original article}, chapter = {472-499}, abstract = {The aim of this research was to examine the chemical representations that are present in Turkish high school chemistry textbooks. Content analysis was the method of analysis. Four chemistry textbooks, which were commonly used in Turkey, for each grade (i.e., from 9th to 12th), were selected. When evaluating the representations, a rubric including five main criteria was used: (1) type of representation, (2) interpretation of representations{\textquoteright} surface features, (3) representations{\textquoteright} relatedness to text, (4) properties of representations{\textquoteright} caption, and (5) degree of correlation between subordinates comprising a multiple representation. The results of the research revealed that the chemical representations used in the textbooks are mainly macroscopic, symbolic, and hybrid. Majority of the representations had explicit surface features and appropriate captions. Moreover, they were completely related to the text. Most of the multiple representations had sufficient links between their subordinates. Recommendations for textbook writers and future research are provided.}, keywords = {chemical representations, chemistry textbooks, content analysis, generic qualitative research}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.472}, url = {http://oaji.net/articles/2017/987-1503904807.pdf}, author = {Bet{\"u}l Demird{\"o}{\u g}en} } @article {244, title = {RESEARCH TRENDS IN SCIENCE EDUCATION FROM THE PERSPECTIVE OF JOURNAL OF BALTIC SCIENCE EDUCATION: A CONTENT ANALYSIS FROM 2002 to 2011}, journal = {Journal of Baltic Science Education}, volume = {11}, year = {2012}, month = {March/2012}, type = {Original article}, chapter = {94-102}, abstract = {The main aim of this research is to analyse ten volumes of Journal of Baltic Science Education (JBSE) according to the authors{\textquoteright} nationality and research topics of the articles published in the journal between 2002 and 2011. The journal published ten volumes, 27 issue and 166 articles since 2002. The articles were submitted by 343 authors from 31 countries. Statistical analyses show that the authors from Turkey are ranking highest in terms of the number of published papers. Latvia and Lithuania follow Turkey as second and third countries. The study found out that the articles regarding learning-conception, teaching, learning-context and goals, policy and curriculum most frequently investigated by the researchers. However, in 2002-2011, there is no article related to informal learning. The researchers gave less attention to cultural, social and gender issues when compared other research topics in the scope of JBSE.}, keywords = {content analysis, Journal of Baltic Science Education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/12.11.94}, url = {http://oaji.net/articles/2014/987-1419167167.pdf}, author = {Bulent Cavas and Pinar Cavas and Yasemin Ozdem and Miia Rannikmae and Hamide Ertepinar} }