@article {602,
	title = {THE EFFECTS OF MULTIPLE INTELLIGENCES BASED INSTRUCTION ON STUDENTS{\textquoteright} PHYSICS ACHIEVEMENT AND ATTITUDES},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {666-677},
	abstract = {The aim of this research is to examine the effects of multiple intelligences based instruction on the 9th grade students{\textquoteright} achievements and attitude towards the Force and Motion topics in physics. The participants of this research are composed of randomly selected 95 ninth graders, who were divided into two experimental and two control classes. The experimental groups were exposed to lesson plans based on the multiple intelligences for six weeks. In the control groups, traditional instruction was conducted. Force and Motion Achievement Test, Force and Motion Attitude Scale, Revised Student Multiple Intelligences Profile Questionnaire and Students{\textquoteright} Views about MI-based instruction Questionnaire were used as research instruments in this research. As a result of this research, it was found that multiple intelligences based instruction had a significant effect on students{\textquoteright} achievements in the Force and Motion topics. However, multiple intelligences based instruction had any significant effect on students{\textquoteright} attitudes towards force and motion topics. In addition, a large majority of the students in the experimental group found the courses based on multiple intelligences more enjoyable and found more instructive.},
	keywords = {force and motion, multiple intelligences, physics education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.666},
	url = {http://oaji.net/articles/2017/987-1509213737.pdf},
	author = {Deniz Gurcay and Hatice Ozturk Ferah}
}
@article {275,
	title = {PROSPECTIVE PHYSICS TEACHERS{\textquoteright} SELF-EFFICACY BELIEFS ABOUT TEACHING AND CONCEPTUAL UNDERSTANDINGS FOR THE SUBJECTS OF FORCE AND MOTION},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {6-20},
	abstract = {The aim of this study is to determine the self-efficacy beliefs of prospective physics teachers about teaching the subjects of Force and Motion and their conceptual understanding on the subjects. Also, relationship between the self efficacy beliefs and conceptual understanding was investigated. Additionally, the effects of a teaching sequence upon aforementioned variables were examined. Data was collected through Force Concept Inventory and The Scale of Self-Efficacy about Teaching the Subjects of Force and Motion. The findings revealed that prospective physics teachers didn{\textquoteright}t have a sufficient conceptual understanding of Force and Motion, although they had high self efficacy beliefs about teaching the subject. A positive but weak correlation between self efficacy beliefs and conceptual understanding was found. The teaching sequence led to a statistically significant improvement in the prospective teachers{\textquoteright} self efficacy beliefs about teaching and their conceptual understanding of the subjects. The teaching sequence also led to enhance congruence between the variables.},
	keywords = {Conceptual Understanding, force and motion, physics education, Self Efficacy, teacher self efficacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.06},
	url = {http://oaji.net/articles/2015/987-1425757515.pdf},
	author = {Rabia Tanel}
}
