@article {1277, title = {CLIMATE CHANGE ATTITUDES, RELATIONSHIP TO NATURE AND PRO-ENVIRONMENTAL BEHAVIOUR OF STUDENTS FROM THREE EUROPEAN COUNTRIES}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {April/2023}, pages = {Continuous}, type = {Original article}, chapter = {309-322}, abstract = {Climate change is not a future problem, it is a significant variation of weather conditions becoming warmer, wetter or drier. It is the longer-term trend that differentiates climate change from natural weather variability. The aim of this research was to determine primary school students{\textquoteright} knowledge and attitudes related to climate change among primary school students (n = 473) in the Czech Republic, the United Kingdom and Portugal using a questionnaire survey. The dimensions of climate change knowledge, environmental attitudes and values, pro-environmental behaviour, and climate change attitudes were measured and analysed. The results showed gender differences in favour of girls in all the dimensions studied, except for climate change knowledge, where the results of boys and girls were comparable. In an international comparison, UK children scored higher on climate change knowledge and climate change attitudes dimensions. A multiple regression analysis showed the dimensions of nature preservation and appreciation of nature as the strongest positive predictors of pro-environmental behaviour and the dimensions of climate change knowledge and nature preservation as the strongest predictors of climate change belief. The results suggest the importance and implications of the wider societal debate on climate-related personal dimensions. The interconnectedness of environmental and climate-related topics at the primary school level is also evident.}, keywords = {climate change attitudes, climate change education, climate change knowledge, environmental attitudes, primary school, pro-environmental behaviour}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.309}, url = {https://oaji.net/articles/2023/987-1681287540.pdf}, author = {Karel Nepras and Tereza Strejckova and Roman Kroufek and Milan Kubiatko} } @article {1338, title = {MEASURING SCIENTIFIC REASONING OF FOURTH GRADERS: VALIDATION OF THE SCIENCE-K INVENTORY IN PAPER-BASED AND COMPUTER-BASED TESTING ENVIRONMENTS}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {December/2023}, pages = {Continuous}, type = {Original article}, chapter = {1050-1062}, abstract = {Nowadays, the assessment of student performance has become increasingly technology-based, a trend that can also be observed in the evaluation of scientific reasoning, with more and more of the formerly paper-based assessment tools moving into the digital space. The study aimed to examine the reliability and validity of the paper-based and computer-based forms of the Science-K Inventory, which assesses children{\textquoteright}s scientific reasoning in three aspects: experimentation, data interpretation, and understanding of the nature of science. The pilot study involved 84 fourth-grade Hungarian students, with 39 students taking the paper-based test and 45 students taking the computer-based test. Rasch measurements and reliability tests have indicated that both the paper-based and computer-based test versions are equally valid for assessing the scientific reasoning skills of fourth graders. Students achieved high test scores in both mediums, and there were no significant differences between boys{\textquoteright} and girls{\textquoteright} scientific reasoning in either test type. The novelty of this research was that the Science-K Inventory had not yet been tested in a computer-based format. The results demonstrate that the Science-K Inventory can be effectively utilized in digital testing to provide teachers with rapid and valuable information for fostering the development of their students{\textquoteright} scientific reasoning.}, keywords = {computer-based testing, paper-based testing, primary school, Science-K Inventory, scientific reasoning}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.1050}, url = {https://oaji.net/articles/2023/987-1702729056.pdf}, author = {M{\'a}ri{\'o} Tibor Nagy and Erzs{\'e}bet Korom} } @article {1220, title = {DEVELOPING COMMUNICATION COMPETENCE IN DIGITAL LEARNING ENVIRONMENTS FOR PRIMARY SCIENCE STUDENTS}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {October/2022}, pages = {Continuous}, type = {Original article}, chapter = {836-848}, abstract = {Effective natural science teaching in primary schools helps students to form and change their conceptions about nature and natural processes. This is only possible through communicating about learners{\textquoteright} existing misconceptions and the process of transforming them into correct scientific concepts {\textendash} using a socio-constructivist learning approach. The aim of this study was to find out what happens when the natural science teaching/learning process moves into digital learning environments. Immediately after the end of the Covid-induced school lock down, a sample of 183 first-, second- and third-grade teachers in Slovenia were asked to report about what happened in their science classes during the 11-week school lock down. The results reveal problems originating in very limited digital literacy competences as well as a lack of basic skills (in the first grade), and slowly emerging basic literacy in grades two and three. This had a great impact on the communication between teachers and students and between students themselves. According to research results, the problem significantly affects science teaching and is particularly urgent in didactics of chemistry and physics. }, keywords = {basic literacy, communication competence, digital literacy, primary school, science class, socio-constructivist learning approach}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.836}, url = {https://oaji.net/articles/2022/987-1667236996.pdf}, author = {Polonca Legvart and Metka Kordigel Aber{\v s}ek and Maja Kerne{\v z}a} } @article {1246, title = {INQUIRY AND PROJECT-BASED LEARNING AS AN APPROACH FOR DEVELOPING ENTREPRENEURSHIP COMPETENCIES IN PRIMARY SCHOOL HIGH-ACHIEVING STUDENTS}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {December/2022}, pages = {Continuous}, type = {Original article}, chapter = {1143-1164}, abstract = {Development of entrepreneurial capacities, entrepreneurial mindset and entrepreneurial culture among students is one of the goals of modern education. In Serbia, there is an idea and vision of entrepreneurial education in the chemistry domain, which is also regulated by the curriculum. Despite these facts, a curriculum that supports entrepreneurship and a large scope for chemistry entrepreneurship, primary schools still lack in activities that could develop competencies related to entrepreneurship in students. Within this research, a series of activities were designed with the aim to enhance students{\textquoteright} entrepreneurial competencies. Proposed activities were based on inquiry-based learning (IBL) and project-based learning (PBL) as their characteristics support entrepreneurial education. The conducted study involved 18 high-achieving students in the chemistry domain. Data obtained from pre- and post-questionnaires confirm the assumptions of present researchers that the proposed activities could improve some students{\textquoteright} entrepreneurial skills. The results from the second questionnaire, which examined the impact of conducted activities on the students{\textquoteright} entrepreneurial skills and abilities, reveal that when an approach like this is used as the teaching method, some entrepreneurial peculiarities within students can be increased.}, keywords = {entrepreneurial education, high-achieving students, primary school}, doi = {https://doi.org/10.33225/jbse/22.21.1143}, url = {https://oaji.net/articles/2022/987-1672585295.pdf}, author = {Vera M. Divac and Filip Sta{\v s}evi{\'c} and Marina D. Kosti{\'c} and Daliborka Popovi{\'c} and {\DJ}ur{\dj}evi{\'c} Nikoli{\'c}, J.} } @article {1228, title = {NATURAL SCIENCE EDUCATION IN PRIMARY SCHOOL: SOME SIGNIFICANT POINTS }, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {December/2022}, pages = {Continuous}, type = {Editorial}, chapter = {908-910}, abstract = {The problems of natural science education remain extremely relevant. Over the last two decades, international conferences and symposia dedicated to the study of issues of natural science education have been held in many countries and at various levels. It was especially emphasized that the natural science literacy of society is insufficient, and its relevance will only increase in the 21st century. Early natural science education promotes and develops natural science literacy (Ferreira et al., 2015). In general, various changes have taken place and are taking place in the field of natural science education: the content of education is changing, the search for more effective forms and methods of teaching is taking place, etc., on the other hand, new quality society needs are emerging. There is no doubt that the significance of natural science education for the development of a child{\textquoteright}s personality is extremely high. }, keywords = {primary school, science education, Science Literacy}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.908}, url = {https://oaji.net/articles/2022/987-1671187403.pdf}, author = {Vincentas Lamanauskas} } @article {1233, title = {SCIENCE TEACHING SELF-EFFICACY BELIEFS OF PRE-SERVICE TEACHERS: CONTEXT OF TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE AND VISUAL METAPHORS}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {December/2022}, pages = {Continuous}, type = {Original article}, chapter = {989-1003}, abstract = {It is of great importance to examine the level of science teaching self-efficacy (SE), which is related to technological developments in primary school teacher education. It is seen that this subject is not addressed in the context of technological pedagogical content knowledge (TPCK) and visual metaphors. The purpose of this research was to examine the pre-service primary school teachers{\textquoteright} SE beliefs related to science teaching in terms of the TPCK levels and visual metaphors they created related to science teaching. For this purpose, qualitative and quantitative methods were used in the research. The research sample consisted of 75 pre-service primary school teachers. A metaphorical perception form, a science SE scale, and a TPCK scale were applied as data collection tools. It was found that the majority of pre-service teachers in science teaching had moderate and high SE and technological pedagogical content. It was also found that pre-service teachers{\textquoteright} science teaching SE levels were related to the sub-dimension levels of the TPCK. When the visual metaphors created by the pre-service teachers were associated with quantitative data, it was seen that as the SE level of the pre-service teachers increased, visual metaphors gained a quality from general to specific. It was also concluded that the metaphors of the pre-service teachers with high SE levels were formed in more detail and accurately, and the conceptual errors were reduced.}, keywords = {pre-service teachers, primary school, science teaching, self-efficacy visual metaphors}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.989}, url = {https://oaji.net/articles/2022/987-1671187800.pdf}, author = {Zeynep Y{\i}ld{\i}z} } @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 {858, title = {FINAL-YEAR PRE-SERVICE PRIMARY SCHOOL TEACHERS{\textquoteright} UNDERSTANDING OF INQUIRY-BASED-SCIENCE TEACHING}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {June/2020}, pages = {Continuous}, type = {Original article}, chapter = {454-466}, abstract = {Teachers{\textquoteright} accurate understanding of Inquiry-Based Science Teaching (IBST) is crucial for the proper enactment of this pedagogical approach. In this research, a qualitative case study design was used to explore and interpret pre-service teachers{\textquoteright} understanding of IBST at the conclusion of their three-year primary diploma at a university in Swaziland. Data were collected using a semi-structured teaching scenario-based questionnaire in conjunction with individual semi-structured interviews. Thirty-four participants completed the questionnaire and eight of them were subsequently interviewed. The data were analyzed using a conceptual framework of IBST that outlines two dimensions of IBST; namely the cognitive and guidance dimensions. The results show that in the cognitive dimension, participants focused mainly on the procedural domain. With regard to the guidance dimension, they associated the pedagogical approach more with teacher-directed than learner-directed learning activities. This paper recommends that in training pre-service primary school teachers, teacher educators must broaden their focus from procedural aspects of IBST to include all its aspects; thereby developing their pre-service teachers{\textquoteright} holistic and deep experiences of IBST.}, keywords = {IBST understanding, inquiry-based science teaching, pre-service teachers, primary school, scenario-based questionnaire}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.454}, url = {http://oaji.net/articles/2020/987-1591087928.pdf}, author = {Khanyisile Brenda Nhlengethwa and Nadaraj Govender and Doras Sibanda} } @article {792, title = {INDONESIAN PRIMARY SCHOOL AND MIDDLE SCHOOL STUDENTS{\textquoteright} ATTITUDES TOWARD SCIENCE: FOCUS ON GENDER AND ACADEMIC LEVEL}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {October/2019}, pages = {Continuous}, type = {Original article}, chapter = {654-667}, abstract = {Student attitudes toward science have been one of the longstanding topics in science education research. Even though Indonesia has a unique educational system in which cultural, religious, and cognitive aspects are incorporated in the science K-12 curriculum, a limited number of studies have explored Indonesian students{\textquoteright} attitudes towards science. This research aimed to examine students{\textquoteright} attitudes toward science and the interaction between academic grade level and gender in Indonesian primary and middle school. Thirty items from five components of the BRAINS instrument were administered to 1587 Indonesian students from fourth grade through ninth grade to measure their attitude toward science. Rasch analysis, two-way ANOVA, and structural equation modeling path analysis were used to answer the proposed research questions. The current research found that Indonesian students{\textquoteright} attitudes toward science were significantly affected by academic level, however, gender only affected three components of attitude (control belief, attitude toward the behavior, and intention). Female students showed a higher attitude toward science than male students in general. The trends in every component of the students{\textquoteright} attitudes decreased from primary school to middle school. The present research provides a deeper discussion by considering the socio-cultural and educational history of Indonesia. }, keywords = {academic level, gender, middle school, primary school, science attitude}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.654}, url = {http://oaji.net/articles/2019/987-1571126809.pdf}, author = {Rahmi Qurota Aini and Arif Rachmatullah and Minsu Ha} } @article {800, title = {TEACHER-DEMONSTRATION AND STUDENT HANDS-ON EXPERIMENTS IN TEACHING INTEGRATED SCIENCES}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {October/2019}, pages = {Continuous}, type = {Original article}, chapter = {768-779}, abstract = {The widely explored but still unresolved question about the contribution of the application of different ways of performing experiments in the integrated natural sciences is addressed in this research. The aim was to determine the contribution of demonstration hands-on experiments (DHE) and student hands-on experiments (SHE) in relation to conventional teaching method (CTM) on the quality and durability of 3rd grade students (between 9 and 10 years of age) from primary school. The research involved 180 students, further divided into three groups: E1 (experimental group 1, where content was learned through DHE), E2 (experimental group 2, where content was learned through SHE) and C (control group, where content was learned through CTM). The results of the research point to the fact that priority should be given to the DHE and SHE over the CTM in the realization of air-related content in the 3rd grade. SHE should be used more than DHE when it comes to teaching this specific content.}, keywords = {demonstration hands-on experiments, integrated sciences, primary school, quality of knowledge, student hands-on experiments}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.768}, url = {http://oaji.net/articles/2019/987-1571128244.pdf}, author = {Mirjana Mari{\v c}i{\'c} and Stanko Cvjeti{\'c}anin and Branko An{\dj}i{\'c}} } @article {646, title = {DETERMINATION OF EDUCATIONAL EFFICIENCY AND STUDENTS{\textquoteright} INVOLVEMENT IN THE FLIPPED BIOLOGY CLASSROOM IN PRIMARY SCHOOL}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {February/2018}, pages = {Continuous}, type = {Original article}, chapter = {162-176}, abstract = {The Flipped Classroom (FC) is a teaching approach in which students gain the first-exposure learning with online materials outside the classroom, and then, in the classroom, they focus on interactive or engaging exercises. Despite its considerable publicity, the studies focused on the FC in primary education are deficient. The aim of this research is to determine efficiency and students{\textquoteright} involvement in the flipped Biology classroom in primary school, compared to the conventional classroom (CC) approach. Educational efficiency and students{\textquoteright} involvement are measured by combining the values of the students{\textquoteright} performance and mental effort on the test. Each task in the test was followed by the 5-point Likert scale for evaluation of invested mental effort. The total sample of this research included 112 students, aged from 12 to 13. The results show that the FC approach contributes to the reduction of the students{\textquoteright} mental effort and an increase in the students{\textquoteright} performance. On the basis of calculated efficiency and students{\textquoteright} involvement of applied teaching approaches, it was concluded that the FC represents a feasible and efficient approach to Biology primary education.}, keywords = {biology education, educational efficiency, flipped classroom, mental effort, primary school, students{\textquoteright} involvement}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.162}, url = {http://oaji.net/articles/2017/987-1519060434.pdf}, author = {Vera S. {\v Z}upanec and Branka N. Radulovi{\'c} and Tijana Z. Pribi{\'c}evi{\'c} and Tomka G. Miljanovi{\'c} and Vujadin G. Zdravkovi{\'c}} } @article {689, title = {FOURTEEN-YEAR-OLD STUDENTS{\textquoteright} MISCONCEPTIONS REGARDING THE SUB-MICRO AND SYMBOLIC LEVELS OF SPECIFIC CHEMICAL CONCEPTS}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {August/2018}, pages = {Continuous}, type = {Original article}, chapter = {620-632}, abstract = {Learning and presenting chemical concepts at the triple level of chemical concepts provides opportunities for the development of misconceptions. The research aimed to identify potential misconceptions of chemical concepts: the states of matter, a pure substance, a mixture, an element, a compound, a physical change, and a chemical reaction at the sub-micro level when solving problems incorporating sub-microrepresentations. A total of 188 14-year old students, attending six different primary schools, participated in the research. A chemistry achievement test comprising five problems at the macroscopic, sub-micro, and symbolic levels was used to obtain data about students{\textquoteright} misconceptions of selected concepts. The results showed that the majority of students had formed inadequate mental models (misconceptions) for the chemical concept of the liquid state of water (66.5\%). The lowest level of misconceptions is related with the gaseous state of matter, because almost all students (98.5\%) solved the problem correctly. It can be concluded that the results of the research are significant for chemistry teachers because they can: select and apply adequate educational strategies to avoid the deepening or development of misconceptions and make the courses practically oriented by analysing students{\textquoteright} misconceptions and develop teaching strategies to minimise these problems in the chemistry classroom.}, keywords = {chemical concepts, misconceptions, primary school, sub-micro level, symbolic level}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.620}, url = {http://oaji.net/articles/2017/987-1533708866.pdf}, author = {Miha Slapni{\v c}ar and Valerija Tompa and Sa{\v s}a A. Gla{\v z}ar and Iztok Devetak} } @article {581, title = {CHANGING NEGATIVE PERCEPTIONS OF ANIMALS THROUGH TEACHING PRACTICE: A RESEARCH IN PRIMARY EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {August/2017}, pages = {Continuous}, type = {Original article}, chapter = {446-458}, abstract = {This research focused on whether teaching practice could improve children{\textquoteright}s perceptions of animals with a bad image. For this purpose, children from the 5th year of schooling approached the topic {\textquotedblleft}diversity of animals{\textquotedblright} differently. The experimental group, 50 children from three classes (25 boys and 25 girls) aged 10 to 13, adopted an approach more focused on the role of the ecosystem and benefits of the animals for humans. The control group, 53 pupils from another three classes (27 boys and 26 girls) within the same age range, adopted a more descriptive approach based on the morphology, physiology and behaviours of the different animals. A pre-test and a post-test were administered to identify children{\textquoteright}s empathy with ten animals with a bad image and to assess both their attractiveness and dangerousness. The experimental group significantly increased their empathy with the ten animals and only the assessment of their dangerousness was less conclusive. Even so, the dangerousness of the shark and of the mouse decreased significantly in this group. The research seems to be important as an aid to the design of didactic approaches related to the present issue both in continuous and pre-service training courses for primary teachers. }, keywords = {perceptions of animals, primary school, teaching practice}, issn = {1822-7864}, doi = {https://doi.org/10.33225/jbse/17.16.446}, url = {http://oaji.net/articles/2017/987-1503904664.pdf}, author = {Ant{\'o}nio Almeida and Garc{\'\i}a Fern{\'a}ndez, B. and Teresa Silva} } @article {600, title = {THE CONTRIBUTION OF DEMONSTRATION AND STUDENT-LED EXPERIMENTS ON THE STUDENTS{\textquoteright} KNOWLEDGE QUALITY IN THE THIRD GRADE OF PRIMARY SCHOOL}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {October/2017}, pages = {Continuous}, type = {Original article}, chapter = {634-650}, abstract = {The aim of this research is to establish the contribution of demonstration and student-led experiments on the quality of students{\textquoteright} knowledge about the air-related content in the third grade of primary school. This research included 120 students from Serbia, divided into two groups: control (C) and experimental (E). In group C the experiments were demonstrated by the teacher, whereas those same experiments were independently conducted by the students{\textquoteright} inside smaller groups in group E. The quality of the students{\textquoteright} knowledge was examined after the application of the experiments with the post-test, while the quality of the duration of knowledge was examined with the retest. The students in the group E acquired the knowledge of the higher quality and more durable knowledge about the air-related content then the students{\textquoteright} from the group C on the cognitive levels: analysis, evaluation and synthesis. Therefore, the priority should be given to the student-led experiments over the demonstration, when processed air-related content in the third grade of primary school, because their application contributes to the increase of the students{\textquoteright} knowledge quality.}, keywords = {demonstration experiments, primary school, student knowledge quality, student-led experiments, third grade}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.634}, url = {http://oaji.net/articles/2017/987-1509213595.pdf}, author = {Stanko Cvjeti{\'c}anin and Mirjana Mari{\v c}i{\'c}} } @article {554, title = {EFFECT OF 5E TEACHING MODEL ON PRIMARY SCHOOL PRE-SERVICE TEACHERS{\textquoteright} LEARNING ON SOME ASTRONOMY CONCEPTS}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {April/2017}, pages = {Continuous}, type = {Original article}, chapter = {148-162}, abstract = {The purpose of this research was to examine the effect of the 5E teaching model on the primary school pre-service teachers{\textquoteright} (PSPTs) learning some astronomy concepts. The sample of this research consisted of 90 PSPTs in the 2nd year at a state university. The research was carried out on the pre-experimental methodology with a single research group. The data of the study were collected by concept cartoon form which included some astronomy concepts such as the Sun, star, planet, meteor, Solar System, constellations. The developed teaching materials about the chosen astronomy concepts were implemented in eight course hours. It was seen that most of the PSPTs had alternative concepts. A considerable decrease was determined when the pre and post-test results of the PSPTs were compared; it was found that learning based on the 5E teaching model had a positive effect on the conceptual change. It can be said that 5E teaching model was effective on remedying alternative concepts. In the future research about astronomy teaching may be conducted to determine the effects of 5E teaching model on remedying the alternative concepts and achieving conceptual change with the different education levels of students.}, keywords = {5E teaching model, alternative concept, astronomy concepts, concept cartoons, pre-service teachers, primary school}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.148}, url = {http://oaji.net/articles/2017/987-1497156015.pdf}, author = {{\c C}i{\u g}dem {\c S}ahin and {\"U}mm{\"u} G{\"u}ls{\"u}m Durukan and Elif Ar{\i}kurt} } @article {525, title = {THE EFFECTIVENESS OF A CONSTRUCTIVIST TEACHING MODEL ON STUDENTS{\textquoteright} UNDERSTANDING OF PHOTOSYNTHESIS}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {October/2016}, pages = {Continuous}, type = {Original article}, chapter = {575{\textendash}587}, abstract = {Photosynthesis is one of the fundamental processes on Earth and it ranks among the most demanding science concepts for students, associated with a number of misconceptions. For improving students{\textquoteright} understanding and learning outcomes the constructivist approach has proven to be one of the most effective. In this research the constructivist teaching model of photosynthesis (CTMP) was designed and its effectiveness on students{\textquoteright} understanding was tested. Students (N=201) from Slovenian primary schools (aged 11{\textendash}12 years) participated in the research. CTMP was used in the experimental group (EG), while the traditional teaching approach was used in the control group (CG). Students{\textquoteright} learning achievements were evaluated using the paper-and-pencil tests. The test items were classified into three groups based on Bloom{\textquoteright}s taxonomy: (1) knowledge, (2) comprehension and application, and (3) analysis, synthesis, evaluation. Mann-Whitney U-test showed that the EG had better learning outcomes than the CG. Statistically significant differences were found at the highest cognitive level. The CTMP contributes to the improvement of teaching and learning of photosynthesis, fosters the development of higher-order thinking and offers opportunity for integration of the constructivist approach in science classes, which will help to increase the quality of acquired knowledge and to raise the level of scientific literacy of the population.}, keywords = {Bloom{\textquoteright}s taxonomy, constructivist approach, primary school, teaching about photosynthesis}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.575}, url = {http://oaji.net/articles/2016/987-1482502117.pdf}, author = {Nata{\v s}a Dolenc Orbani{\'c} and Darja Skribe Dimec and Majda Cenci{\v c}} } @article {394, title = {PRIMARY SCHOOL CHILDREN{\textquoteright}S IDEAS OF MIXING AND OF HEAT AS EXPRESSED IN A CLASSROOM SETTING}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {October/2014}, pages = {Continuous}, type = {Original article}, chapter = {726{\textendash}739 }, abstract = {This study investigates primary school children{\textquoteright}s (7-8 year-old, N = 25) ideas of mixing of marbles and of heat, expressed in small-group predict-observe-explain exercises, and drawings representing the children{\textquoteright}s own analogies in a classroom setting. The children were typically found to predict that marbles of two different colours would mix when rocked back and forth on a board. This idea of mixing is slightly more advanced than previously reported in the literature. The children{\textquoteright}s ideas of heat included reference to warm objects, their own bodies when exercising, and the process of one warm solid object heating another object in direct contact. In addition, through scaffolding, some of the children expressed a substance view of heat. Finally, the potential and challenges in probing children{\textquoteright}s ideas through a combination of data collection techniques in a classroom setting are reflected upon.}, keywords = {children{\textquoteright}s ideas, classroom setting, primary school}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.726 }, url = {http://oaji.net/articles/2015/987-1450981715.pdf}, author = {Jesper Haglund and Fredrik Jeppsson and Johanna Andersson} } @article {380, title = {ENVIRONMENTAL IMPACT ON LEARNING OUTCOMES IN SCIENCE EDUCATION IN SLOVENIAN PRIMARY SCHOOLS THROUGH THE ANALYSIS OF MATERIAL WORK CONDITIONS}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2013}, month = {August/2013}, pages = {Continuous}, type = {Original article}, chapter = {535{\textendash}543 }, abstract = {The study deals with material support for practical work in science classes in Slovenian primary schools (grades 1-5). It answers the question of why there are differences in national tests in terms of socioeconomic development of the environment, despite the fact that schools are equally well equipped. There are two groups of teachers: in less-developed regions (N=337) and in more-developed regions (N=160) {\textendash} the criterion is the {\textquotedblleft}the development risk index.{\textquotedblright} Material research equipment in Slovenian schools is poor. Socioeconomic development does not affect the perception of problems such as: the lack of materials and equipment, oversized groups, poor spatial conditions, and the absence of an assistant. Equipment is provided by schools, while material is brought by the pupils themselves. Comparison has shown that students in more developed environments bring their own material more frequently, which enables more research activities. It was concluded that despite the fact that the material conditions in all Slovenian schools are similar, there are differences in the development level of inquiry skills. In more-developed regions, students compensate the lack of material by providing aids from their home environment.}, keywords = {environmental impact, material conditions, primary school}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.535}, url = {http://oaji.net/articles/2015/987-1447523813.pdf}, author = {Irena Del{\v c}njak Smre{\v c}nik and Samo Fo{\v s}nari{\v c} and Branka {\v C}agran} } @article {312, title = {EXPLORATORY TALK IN SCIENCE EDUCATION: INQUIRY-BASED LEARNING AND COMMUNICATIVE APPROACH IN PRIMARY SCHOOL}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {December/2013}, type = {Original article}, chapter = {482-496 }, abstract = {Recent research on science education has increasingly focused on the role of exploratory talk for learning science in school. This study was conducted in third grade in the Swedish compulsory school and shows how difficult exploratory talk in science is to achieve. The recordings of each lesson focused mainly on the teacher but included the pupils as the teacher interacted with them. The empirical material was analysed from two different perspectives: ways of communicating the science content and communicative approach. The analysis of the classroom practice showed that scien{\textlnot}tific descriptions were dominating ways of communication. Only in a few cases explanations of scien{\textlnot}tific phenomena were in focus. Those situations caused turning points into more interac-tive/dialogic communications or exploratory talk. One main conclusion is that exploratory talk and scientific explanations are not easily achieved when working in primary school. These skills are not automatically attained by the use of inquiry-based material {\textendash} it needs to be trained!}, keywords = {exploratory talk, primary school, science}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.482}, url = {http://oaji.net/articles/2015/987-1425809431.pdf}, author = {Ragnhild L{\"o}fgren and Jan Schoultz and Glenn Hultman and Lars Bj{\"o}rklund} } @article {249, title = {THE PRIMARY SCHOOL STUDENTS{\textquoteright} ATTITUDE AND ANXIETY TOWARDS SCIENCE}, journal = {Journal of Baltic Science Education}, volume = {11}, year = {2012}, month = {June/2012}, type = {Original article}, chapter = {127-140 }, abstract = {In this study, the relationships between the attitudes and anxieties of 6th, 7th and 8th grade students about science have been examined. The data have been gathered from a personal data form, anxiety towards science and attitude towards science questionnaires. The effects of such factors, as obtaining assistance with science and technology from outside the classroom, age, gender, class level, school-type variables have been investigated according to their impact on the attitudes and perceptions of the students towards science, and on their anxiety towards science. It has been found that when the students received science-related assistance, it caused significant differences in their attitudes toward science and related anxieties, yet there was no significant difference in terms of gender. Moreover, school-type and class level affect students{\textquoteright} attitudes and anxieties towards science. It is believed that increasing the positive science attitudes of the students and decreasing their anxiety will improve success.}, keywords = {anxiety towards science, attitude towards science, primary school, science education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/12.11.127}, url = {http://oaji.net/articles/2014/987-1419167461.pdf}, author = {{\c S}afak Ulu{\c c}{\i}nar Sa{\u g}{\i}r} } @article {212, title = {QUESTIONING AS A MEDIATION TOOL FOR COGNITIVE DEVELOPMENT IN EARLY SCIENCE TEACHING}, journal = {Journal of Baltic Science Education}, volume = {10}, year = {2011}, month = {March/2011}, type = {Original article}, chapter = {6-16 }, abstract = {In this article are presented the results of an empirical study, which tried to find the explanation for the relatively unsatisfactory results of Slovene pupils in the Trends in International Mathematics and Science study (TIMSS) in the area of early natural science. Questions from teachers and those from children in the process of teaching the school subject of Environmental Studies in the first grade of nine-year primary school were examined and also the communication that the teacher, as a mediator of a learning process, initiates with children. More precisely: the quantity and quality of teachers{\textquoteright}, and consequently also of children{\textquoteright}s questions. 18 teaching hours in two elementary schools were observed and recorded with the defined protocol during the teaching of three thematic topics. The results show that teachers ask too many questions and that those questions are at lower taxonomic levels. The research also showed that children seldom ask questions and that these are also generally at lower taxonomic levels. These types of questions cannot be used as a mediation tool and consequently do not stimulate the cognitive processes of pupils.}, keywords = {cognitive development, early natural and social science education, primary school, questioning}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1405173206.pdf}, author = {Vlasta Hus and Kordigel Aber{\v s}ek, M.} } @article {200, title = {ENVIRONMENTAL LEARNING RELATED TO EARTH SYSTEM SCIENCE IN PRIMARY SCHOOL}, journal = {Journal of Baltic Science Education}, volume = {9}, year = {2010}, month = {September/2010}, type = {Original article}, chapter = {196-211 }, abstract = {In this paper results from a lon{\textlnot}gitudinal study, with 28 pupils in primary school, is presented. The question asked is how pupils develop concepts in a related to the natural- and the techno sphere. The qualitative research consists of inter{\textlnot}views, questionnaires and video-recorded sequences in the pupils{\textquoteright} science learning. The results were analyzed according to the Earth System Science model and the expressions were categorized according to their logical reasoning about what is happening between the spheres. The ex{\textlnot}plorative study indicates the pupils{\textquoteright} ability reasoning about solutions and developing their ontological views. It is a question about scientific facts and values. The overall conclusion is that the pupils over time are able to connect different environ{\textlnot}mental concepts and e.g. point out how toxic substances can be spread through the air into the water and the ground. Play and learning widens the perspectives and different explanations of concepts can be created.}, keywords = {play and learning, primary school, science education}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1405171990.pdf}, author = {Christel Persson} } @article {127, title = {EARLY SCIENCE TEACHING IN THE NEW PRIMARY SCHOOL IN SLOVENIA}, journal = {Journal of Baltic Science Education}, volume = {6}, year = {2007}, month = {March/2007}, type = {Original article}, chapter = {58-65}, abstract = {Focusing the problem of rapidly disappearing interest for natural science and technical studies the Slovene school system began to reform natural science and technical teaching from the beginning - from the primary level. The article presents the results of the empirical study, which monitored the changes of quality in early science teaching on primary level after changes of school system at the end of the millennium. We have discovered that in most aspects the Environmental Studies teaching is of better quality (because it is more student oriented, the quality of knowledge is better etc.) if compared to the teaching of the Natural and Social Sciences regarding the observed didactic components. This can be seen as a result of different conceptual and didactic structures of the Environmental Studies and additional continuous work and team work of the teaching staff. Furthermore, it is due to a better material basis/financial status of the Environmental Studies lessons, a lower number of pupils in the class and also to the phenomenon of innovation. The fact that the pupils feel better and the teachers, as well as nursery nurses have a more positive attitude towards the subject, is very stimulating. The results of our research should, above all, contribute to the quality of planning, implementation and evaluation of the teaching of the Environmental Studies in the first year, as well as in the following two years of the nine-year primary school programme. We also consider them useful in the education of the future teachers and nursery nurses of the Environmental Studies in the primary school education.}, keywords = {empirical study, primary school, science education}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404286992.pdf}, author = {Vlasta Hus and Boris Aber{\v s}ek} } @article {105, title = {OPERATION OF EDUCATIONAL SOFTWARE IN THE PROCESS OF TEACHING SCIENCES IN LITHUANIAN PRIMARY AND BASIC SCHOOL}, journal = {Journal of Baltic Science Education}, volume = {5}, year = {2006}, month = {March/2006}, type = {Original article}, chapter = {17-26}, abstract = {On the basis of national research data on the schoolchildren{\textquoteright} achievements and on the grounds of a secondary analysis of the gained information the article deals with operation of educational software in the process of teaching world study in primary school and different natural sciences in basic school. It has been established that in comparison with science lessons provided in basic school educational software is often enough followed during the classes on world study in primary school. Primary educational software is regularly used in the city site and regional centre schools while in the rural area it is very rare. On the opposite of the city site schools, basic educational software is widely employed in the rural area. }, keywords = {basic school, educational software, primary school, science education, world study}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404214150.pdf}, author = {Palmira Pe{\v c}iuliauskiene and Marija Barkauskaite} } @article {44, title = {SOME ASPECTS OF MOTIVATION OF INTERACTION WITH NATURE}, journal = {Journal of Baltic Science Education}, volume = {1}, year = {2002}, month = {October/2002}, type = {Original article}, chapter = {40 - 49}, abstract = {Natural Science education is important for all stages of the human{\textquoteright}s ontogenesis. Besides, it carries a diverse and specific character throughout different age periods. Therefore, the opinion, that primary school doesn{\textquoteright}t play a significant role guarantying Natural Science technological literacy, arises as the wrong one. On the contrary, most of the researches indicate that this stage of Natural Science education is of great importance. Moreover, the situation discloses that Natural Science education at primary school is indispensable and the most complicated one. The gaps in knowledge of the discussing subject left within this period of education can be hardly restored in the future. It has been accepted that the 21st century should be called a century of modern biology. And it concerns not intellect only. Moral issues, such as respect for nature and harmony with it, have become very important. Finally, the human should understand his inability of becoming the Lord of Nature. Thus, Natural Science Education should somehow support this idea. Theoretical analysis allows to maintain existing various typologies of motivation. 307 primary school teachers and 257 students have participated in the research. The research indicates that the practical type of motivation of interaction with nature predominates among the primary school teachers and students while the esthetic type of motivation is in the second place. The cognitive type of motivation appears as the weakest one. }, keywords = {interaction with nature, motivation, primary school}, issn = {1648-3898}, url = {http://oaji.net/articles/2017/987-1504180750.pdf}, author = {Vincentas Lamanauskas} }