@article {627,
	title = {THE EFFECT OF INQUIRY-BASED LEARNING ON GIFTED AND TALENTED STUDENTS{\textquoteright} UNDERSTANDING OF ACIDS-BASES CONCEPTS AND MOTIVATION},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {994-1008},
	abstract = {Inquiry-based learning is a usable approach in developing gifted and talented students{\textquoteright} learning and one that overlaps with their properties and learning needs. The aim of this research was to examine the effect of guided inquiry-based learning approach compared with that of traditional teacher-centered instruction on gifted and talented eighth grade students{\textquoteright} understanding of acids-bases concepts and motivation towards science learning. A nonequivalent control group design was used in the research. The participants were 40 gifted and talented eighth grade students from one Science and Art Center in Ankara/Turkey. There were two different groups: the experimental group and the control group. The Acids and Bases Diagnostic Test and Students{\textquoteright} Motivation towards Science Learning questionnaire were used in the research as data collection tools. Before and after the implementation, the tools were administered as pre-test and post-test to both groups. For data analysis the independent samples t-test and multivariate analysis of variance (MANOVA) was used. The results showed that there was a statistical significant difference between the groups in favor of the experimental group.},
	keywords = {achievement, acids-bases concepts, gifted and talented students, guided inquiry-based learning, motivation towards science learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.994},
	url = {http://oaji.net/articles/2017/987-1513971383.pdf},
	author = {Sinem Din{\c c}ol {\"O}zg{\"u}r and Ayhan Y{\i}lmaz}
}
@article {351,
	title = {INVESTIGATING GRADE 10 LEARNERS{\textquoteright} ACHIEVEMENTS IN PHOTOSYNTHESIS USING CONCEPTUAL CHANGE MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {April/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {155-164},
	abstract = {Challenges in the learning photosynthesis topic may arise from misconceptions. This study investigated Grade 10 learners{\textquoteright} achievements in photosynthesis using the Conceptual Change Model (CCM) to minimize misconceptions and to develop understanding of photosynthesis in rural high schools in South Africa. A quasi-experimental design was used with a sample of 78 Grade 10 learners: 39 Experimental Group (EG) and 39, Control Group (CG). Achievement test, learning materials and a questionnaire were used to collect data. Data were analysed using descriptive statistics, t-test, Analysis of covariance (ANCOVA) and Pearson correlation. Results from post-tests show that EG taught using the CCM exhibited higher achievements than the CG taught using traditional approach. ANCOVA show that there were significant differences in performance between pre- and post-test of the EG. Performance and attitudes correlation was (r = 0.89) for EG and (r = 0.33) for CG, suggesting that CCM positively influenced learners{\textquoteright} attitudes towards Life Sciences. },
	keywords = {achievement, conceptual change, misconceptions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.155},
	url = {http://oaji.net/articles/2015/987-1437062876.pdf},
	author = {Benedict Tlala and Israel Kibirige and Joseph Osodo}
}
@article {284,
	title = {THE EFFECTS OF ORGANIC CHEMISTRY ANXIETY ON UNDERGRADUATE STUDENTS IN RELATION TO CHEMISTRY ATTITUDE AND ORGANIC CHEMISTRY ACHIEVEMENT},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {130-138},
	abstract = {The aim of this study was to investigate the effects of organic chemistry anxiety on sophomore undergraduate students in relation to chemistry attitude and organic chemistry achievement. The participants were 228 sophomore undergraduate students, enrolled in organic chemistry courses. Anxiety and attitude were measured using O-CAS and CAS, respectively. O-CA was measured by determining a point total for each student, using the results of exams and quizzes from organic chemistry courses. The results of an ANOVA showed a significant difference in the means for O-CA and chemistry attitudes scores between the low, moderate, and high anxiety groups. The findings also revealed a moderate, significant negative correlation between organic chemistry anxiety and achievement, and a small, significant negative correlation between organic chemistry anxiety and chemistry attitudes. In addition, there was a small, significant positive correlation between chemistry attitudes and organic chemistry achievement.},
	keywords = {achievement, chemistry attitude, organic chemistry anxiety, undergraduate students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.130},
	url = {http://oaji.net/articles/2015/987-1425758372.pdf},
	author = {Namudar {\.I}zzet Kurbano{\u g}lu}
}
@article {324,
	title = {LINKING TEACHERS{\textquoteright} QUALITY AND STUDENT ACHIEVEMENT IN THE KINGDOM OF SAUDI ARABIA AND SINGAPORE: THE IMPACT OF TEACHERS{\textquoteright} BACKGROUND VARIABLES ON STUDENT ACHIEVEMENT},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {October/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {652-665},
	abstract = {This study focused on comparing science teachers{\textquoteright} qualifications and� practices between Saudi Arabia and Singapore. Data analysed in this study were the responses of science teachers� to the Teacher Background Questionnaire-8th Grade from the Trend in International Mathematics and Science Study (TIMSS) in 2007. The Saudi sample consisted of 175 science teachers while the Singapore sample consisted of 377 teachers.� This research is designed as causal comparative research in which attempts will be made to determine the cause or reason for the existing differences in the achievement of the students of the two participating countries.� The comparison between two countries reveals that there were significant differences in teachers{\textquoteright} preparation for teaching science topics (Biology, Chemistry, Physics, and Earth science), teachers{\textquoteright} license, teaching experience, professional development programs, and teaching practices. Results were discussed and recommendations for science educators and policy makers were proffered.},
	keywords = {8th grade, achievement, science, teachers{\textquoteright} practices, teachers{\textquoteright} qualifications, TIMSS},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.652},
	url = {http://oaji.net/articles/2015/987-1425810596.pdf},
	author = {Qasim Al   Shannag and Hassan   Tairab and Hamza   Dodeen and Faisal   Abdel-Fattah}
}
@article {299,
	title = {PREDICTING COLLEGE STUDENT ACHIEVEMENT IN SCIENCE COURSES},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {September/2013},
	type = {Original article},
	chapter = {322-336},
	abstract = {Given the worldwide interest in improving student academic attainment, it is important to the examine the variables impacting college students{\textquoteright} achievement. This research aimed to predict student achievement in an undergraduate level Scientific Research Method Course (SRMC) offered by Celal Bayar University, Turkey. This quantitative research adopted a descriptive correlation survey design. 198 sophomore college students were the participants of the study. Multiple linear regression analysis was used to examine how independent variables such as attitudes, competence in teaching methods, length of studying time, gender predict student achievement in SRMC. The findings showed that selected predictors accounted for 33.4 \% of students{\textquoteright} academic achievement in SRMC. Specifically, 23\% of this variance were explained by the total study hours; 9.4 \% of it originated from students{\textquoteright} attitudes toward the lesson; and 2\% of it originated from the students{\textquoteright} perceptions of the necessity and importance of the course. Further, these findings are positioned with respect to the previous research on predicting college student achievement.},
	keywords = {achievement, Attitude, College Student, science course, study time},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.322},
	url = {http://oaji.net/articles/2015/987-1425808310.pdf},
	author = {Abdurrahman Ilgan}
}
@article {259,
	title = {EFFECT OF TEACHING VIA MODELING ON ACHIEVEMENT AND CONCEPTUAL UNDERSTANDING CONCERNING ELECTRICITY},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {September/2012},
	type = {Original article},
	chapter = {236-247 },
	abstract = {In this study, it is aimed to determine the effects of teaching via modeling on academic achievement and conceptual understanding concerning some selected undergraduate electricity topics. Dependent variables of the research are academic achievement and conceptual understanding. Academic success was measured by using Electricity Success Test and Electricity Classical Exam and conceptual understanding on the other hand was measured by using an Electricity Concept Test. A total number of 41 students attended the research, 21 of the students were in the modeling group and 20 of the students were in the control group. The study was carried out experimentally by means of pre test-post test research design. In conclusion it is found that teaching via modeling method meaningfully enhances the academic achievement and conceptual understanding.},
	keywords = {achievement, Conceptual Understanding, Electricity, modeling instruction, physics education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.236},
	url = {http://oaji.net/articles/2014/987-1419168282.pdf},
	author = {Esra Bilal and Mustafa Erol}
}
@article {184,
	title = {INSTRUCTION OF PROBLEM SOLVING STRATEGIES: EFFECTS ON PHYSICS ACHIEVEMENT AND SELF-EFFICACY BELIEFS},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {20-34 },
	abstract = {This study has investigated the effects of problem solving instruction on physics achievement, and physics self-efficacy beliefs in an introductory physics course at university level. In this study, pretest-posttest and quasi-experimental design with a non-equivalent control group was used. Two groups of student teachers (n=77) participated in this study. During the study, one group received problem solving strategy instruction while the control group received traditional problem solving strategies. Data was collected using the Physics Achievement Test and Physics Self-Efficacy Scale. Results indicate that strategy instruction has positive effects on physics achievement, and physics self-efficacy beliefs. On the basis of the findings, it is strongly recommended that physics instructors use explicit problem solving strategy instruction in their lessons to develop students{\textquoteright} problem solving skills and related outcomes such as course achievement.
This study provides some evidence of the positive effects of using problem solving instruction (UQAPAC+SE) on student teachers{\textquoteright} physics achievement. Explicit problem solving strategy instruction was more effective than traditional instruction in improving physics achievement and self efficacy of the participating students. 
In addition to assuring students{\textquoteright} active (curiosity and interest) participation in the problem solving activities, explicit problem-solving instruction has helped students by leading them to apply good problem solvers{\textquoteright} strategies on the step model while solving physics problems, and thereby helping them to improve their cognitive and metacognitive awareness, features displayed by strategic learners. Moreover, the instruction program provided students with learning activities by which students could feel successful and help their self-efficacy develop. In this context, it can be said that strategy teaching in physics may play a significant role in training strategic, successful, and high self-efficious problem solvers. 
In light of the results of the present study, teachers and/or educators who do not include strategy applications in their programs because of time constraints but want to improve the effectiveness of their instructions, may review the potential benefits of strategy instruction.
The fact that the study was carried out within a regular teaching program has limitations on this study. Firstly, prompt feedback related to the problem solving sheets and self evaluation forms collected from the students after the application could not be given. In this context, the feedback related to what the students did could only be given in the following weeks lecture. The provision of prompter feedback would have meant that the students could have understood their mistakes and deficiencies immediately. Secondly, the study has been conducted within a six weeks period. It is thought that long term future studies on the same theme may prove to be useful in producing more positive effects on the results.
On the basis of the findings, it is recommended that physics instructors should use explicit problem solving strategy instruction in their lessons to develop students{\textquoteright} problem solving skills and the related outcomes such as course achievement. Research where the effects of instruction of different problem solving strategies in different grade levels on a physics course and different effective characteristics (e.g. learning satisfaction and motivation to learning) are investigated should be done. Problem solving strategies and courses intended to instruct these strategies should be added to the curriculums of the institutions which are educating teachers. In addition to this, many different kinds of research comparing a group where problem solving strategies instruction was implicit with the groups where it was explicit; or comparing the effects of instruction of problem solving strategies and learning strategies; or investigating the effects of instruction of problem solving strategies in computer-aided or cooperative learning groups can be done. Moreover, in further research, by supporting a strategy instruction program combined with a self-efficacy development program which can be applied in addition to a normal instruction program, more effective results could be obtained. },
	keywords = {achievement, Problem Solving, Self-Efficacy Beliefs, strategy instruction},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404741010.pdf},
	author = {Serap {\c C}al{\i}{\c s}kan and Gamze Sel{\c c}uk and Mustafa Erol}
}
@article {67,
	title = {USING THE IEA TIMSS TESTS TO COMPARE PUPILS{\textquoteright} SCIENCE EDUCATION ACHIEVEMENTS AT REGIONAL AND SCHOOL LEVELS},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {March/2003},
	type = {Original article},
	chapter = {34-41},
	abstract = {The task of research was to find out if the TIMSS (Trends in Mathematics and Science Study) tests could be used to compare the average achievements of schools at regional level. All eight-formers of the Valmiera (Latvia) region participated in the investigation.

The study showed than on average, the achievements of the schoolchildren of the Valmiera region are more considerable than those at national level in general. Moreover, the representatives of the city site rather than the participants of the rural area were more successful in the Valmiera region as well as throughout the country. However, analysis indicates that some schools of the rural area have achieved impressive results while knowledge of a number of the learners of the city remains rather poor. The data is important to education leaders of the region because school situation and the results of this research can help to carry out the assessment of every school. The obtained information regarding pupils{\textquoteright} performance in each of the subject content groups is essential for schools. In general, we may consider that a parallel TIMSS study undertaken in one of the regions of Latvia has been very successful and education leaders, school principals and teachers of the area received valuable information.},
	keywords = {achievement, international comparative science study, science education, TIMSS},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1482419481.pdf},
	author = {Benita Bagata and Andrejs Geske and Rita Kiselova}
}
@article {46,
	title = {EVALUATION OF LATVIA{\textquoteright}S SCIENCE EDUCATION IN THE IEA TIMSS AND OECD PISA FRAMEWORK},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {October/2002},
	type = {Original article},
	chapter = {59 - 66},
	abstract = {The article deals with the two largest international comparative studies in science, the first cycles of which took place in the last years of the previous century and which go on today as well - IEA TIMSS (Trends in Mathematics and Science Study) and OECD PISA (Programme for International Student Assessment). The average achievements of Latvia{\textquoteright}s students in science in each of the studies are different but the general situation of science education in Latvia is satisfactory and corresponding to our economic situation. We support the opinion that improving of Latvia{\textquoteright}s economics and correct developing of the country{\textquoteright}s educational system will advance students{\textquoteright} achievements. At the same time there are several spheres, which need immediate improvement. Especially, it concerns our students{\textquoteright} skills to apply the knowledge gained in science lessons to real life situations.},
	keywords = {achievement, international comparative education research, PISA, science education, TIMSS},
	issn = {1648-3898},
	doi = {http://oaji.net/articles/2017/987-1504180896.pdf},
	author = {Andrejs Geske and Andris Kangro}
}
