@article {690, title = {IDENTIFYING INDONESIAN UPPER-SECONDARY SCHOOL STUDENTS{\textquoteright} ORIENTATIONS TO LEARN SCIENCE AND GENDER EFFECT THROUGH THE USE OF STRUCTURAL EQUATION MODELING}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {August/2018}, pages = {Continuous}, type = {Original article}, chapter = {633-648}, abstract = {The purpose of this research is to examine Indonesian upper-secondary school students{\textquoteright} learning orientation in science via generating structural equation modeling of conceptions of, approaches to and self-efficacy in learning science, and seeking whether the model is significantly different based on gender. A total of 600 (63\% females) Indonesian upper-secondary school students completed a questionnaire with three constructs {\textendash} conceptions of, approach to and self-efficacy in learning science. Rasch analysis was conducted before testing the hypothesized model to examine the psychometric aspects of the instruments. Structural equation modeling featured with multi-group analysis-based gender was used to respond to the main research purpose. Findings indicated that the Indonesian upper-secondary school students had multiple conceptions of as well as multiple approaches to science learning that led to different senses of self-efficacy. Multiple conceptions and mixed approaches are the characteristics of students with achieving orientations. Most importantly, the current research found that conceiving learning science as memorizing was considered as the basis for the higher level of conceptions. The model significantly differed based on gender. Three main differences were Indonesian female students tended to be more conceiving science learning as memorization, using more surface motive and their self-efficacy was more impacted by their higher level of conceptions {\textendash} applying and understanding than males. Based on findings, gender issues in orientations to studying and Indonesian science education curriculum are discussed. }, keywords = {conceptions of learning, gender, learning orientations, learning strategies, multi-group analysis, self-efficacy}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.633}, url = {http://oaji.net/articles/2017/987-1533708941.pdf}, author = {Arif Rachmatullah and Sariwulan Diana and Minsu Ha} } @article {387, title = {UNIVERSITY STUDENTS{\textquoteright} CONCEPTIONS OF THE RELATIONSHIP BETWEEN MATHEMATICS AND PHYSICS AND THE RELATIONSHIP BETWEEN MATHEMATICS AND PHYSICS LEARNING}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {October/2014}, pages = {Continuous}, type = {Original article}, chapter = {622{\textendash}636 }, abstract = {The present study identified university students{\textquoteright} conceptions of mathematics and physics as well as students{\textquoteright} conceptions of mathematics and physics learning. Furthermore, the study elicited university students{\textquoteright} conceptions of the relationship between mathematics and physics and the relationship between mathematics and physics learning. As a final, the study compared university students{\textquoteright} conceptions of mathematics and physics as well as students{\textquoteright} conceptions of mathematics and physics learning. A purposeful sample of university students (pre-service elementary science and mathematics teachers) who had taken required mathematics and physics courses participated in the study. Open-ended questionnaires and interviews were used to collect data. The analysis found that most students believed that mathematics was closely related to physics and that it was difficult to succeed in physics without understanding mathematics. In addition, more students exhibited coherent conceptions of physics and higher-level conceptions of physics learning compared to the number of the students with coherent conceptions of mathematics and higher-level conceptions of mathematics learning. How the nature of the disciplines of mathematics and physics affects the development of student conceptions is discussed.}, keywords = {conceptions of learning, physics learning, qualitative study}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.622}, url = {http://oaji.net/articles/2015/987-1450981223.pdf}, author = {Serkan Kapucu} }