@article {1155, title = {THE PREFERRED MENTORING ATTRIBUTES AND PRACTICES FOR EFFECTIVE SCIENCE TEACHING}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {February/2022}, pages = {Continuous}, type = {Original article}, chapter = {7-25}, abstract = {Pre-service teachers encounter many different mentor teachers during the teaching practicum process. While some teachers give sufficient coverage to early childhood science education, some do not. This research aimed to explain effective mentoring attributes and practices of the mentors which preferred by pre-service pre-school teachers during science teaching activities throughout the teaching practice lessons. The study was designed in line with the Q-methodology. The participants of the study were 39 pre-service teachers. Quantitative data were collected with the Q measurement tool developed by the researchers to describe the mentoring attributes and practices in science teaching. In addition, qualitative data were collected and analyzed through an open-ended questionnaire. The results obtained in the study revealed that pre-service pre-school teachers preferred the mentoring attributes and practices, in which they could get support at the point of personal development in science teaching. In addition, it was found that the same pre-service teachers were less likely to prefer the mentor who gave feedback and tried to be a role model while science teaching. }, keywords = {effective mentoring, mentor teachers, pre-school education, science teaching}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.07}, url = {https://oaji.net/articles/2022/987-1647117435.pdf}, author = {Durmu{\c s} Burak and Ahmet Simsar} } @article {1169, title = {PRE-SERVICE SCIENCE AND COMPUTER TEACHERS{\textquoteright} VIEWS ON TEACHING PRACTICE COURSES}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {April/2022}, pages = {Continuous}, type = {Original article}, chapter = {179-191}, abstract = {The Teaching Practice course taught in Education Faculties gives pre-service teachers real experience before starting the profession. This study aims to examine the teaching practice courses in the undergraduate programs of education faculties by the views of pre-service science and computer teachers. 50 4th grade students, 25 from the science education department and 25 from the computer and instructional technology education department, participated in the study. Within the scope of the study, the data were collected through online interviews of approximately 30 minutes with the participants, and content analysis was made. According to the findings, pre-service teachers believe that teaching practice courses are insufficient to ensure active participation in lessons in terms of learning gains and content and that they lack a flexible structure that allows them to participate in classes at various grade levels. They also stated that the teaching practice course includes result-oriented measurement and evaluation activities. However, they underlined that the semesters and credits allocated to undergraduate teaching practice courses are insufficient. Furthermore, throughout the process, pre-service teachers reported some communication and coordination issues in the teaching practice course. They suggested that every university with an education faculty should open practice schools that include all levels of compulsory education to overcome the challenges encountered during the process. }, keywords = {computer teaching, pre-service teachers, science teaching, teaching practice course}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.179}, url = {https://oaji.net/articles/2022/987-1652122087.pdf}, author = {Ayhan Bulut and Abdullatif Kaban and {\"O}mer Bilen} } @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 {991, title = {FORMATIVE ASSESSMENT AS A TOOL TO ENHANCE THE DEVELOPMENT OF INQUIRY SKILLS IN SCIENCE EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {April/2021}, pages = {Continuous}, type = {Original article}, chapter = {204-222}, abstract = {Formative assessment (FA) is considered a powerful tool to enhance learning. However, there have been few studies addressing how the implementation of FA influences the development of inquiry skills so far. This research intends to determine the efficacy of teaching using FA in the development of students{\textquoteright} inquiry skills. A test of inquiry skills was used as the main research instrument to identify the level of the selected inquiry skills before and after a period of teaching with or without FA in the experimental and control group respectively. In the experimental group (n=73), FA was implemented across five subjects: biology, chemistry, physics, mathematics, and informatics, while the control group (n=48) was taught without any external intervention. In both groups, mostly teacher-centred methods of teaching were applied. The research findings confirmed a low initial level of inquiry skills. Teaching using FA showed higher efficacy than teaching without FA, even without a special focus on the inquiry methods. The experimental group achieved significantly better results compared to the control group. In addition, the results confirmed higher efficacy of FA in lower performing students. Gender did not prove as a determining factor in the effective implementation of FA.}, keywords = {formative assessment classroom techniques, inquiry skills, inquiry skills test, science teaching, students{\textquoteright} performance, upper secondary school}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.204 }, url = {http://oaji.net/articles/2021/987-1616865729.pdf}, author = {M{\'a}ria Ganajov{\'a} and Ivana Sot{\'a}kov{\'a} and Stanislav Luk{\'a}{\v c} and Zuzana Je{\v s}kov{\'a} and Veronika Jurkov{\'a} and Ren{\'a}ta Orosov{\'a}} } @article {916, title = {PRESCHOOL TEACHERS{\textquoteright} SCIENCE TALKS DURING PICTURE STORYBOOK TELLING}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {December/2020}, pages = {Continuous}, type = {Original article}, chapter = {940-953}, abstract = {The aim of this research was to analyze preschool teachers{\textquoteright} types of science talks and the variety of concept-related words they used during these talks in class. A picture storybook with a light related concept as the main theme, was chosen as a data collection tool. Teachers were asked to analyze this wordless picture storybook and children were asked in their classes if they approved it. Ten preschool teachers in-service participated in this research. Data were qualitatively collected; it was recorded during story telling. Research results showed that teachers included science explanations, declarative scientific knowledge, questions, comparisons, and evidence talks supporting thinking skills, among types of science talks according to their frequency order, whereas they did not include personal connections talk. Besides, it was determined that they included light related concepts (natural and artificial), vision related concepts (daylight/darkness, like difficulty in vision) and light direction related concepts, according to their frequency order. It can be stated that the results obtained from this research shall contribute to framing of contents of professional development particularly scientific activities of teachers.}, keywords = {light concept, preschool teachers, science teaching, storytelling}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.940}, url = {http://oaji.net/articles/2020/987-1606770837.pdf}, author = {Yurt Tarak{\c c}{\i}, {\"O}. and Sadiye Kele{\c s} and K{\"o}lemen, E. B.} } @article {881, title = {THE SCIENCE LEARNING ENVIRONMENT PRIMARY SCHOOL STUDENTS{\textquoteright} IMAGINE}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {August/2020}, pages = {Continuous}, type = {Original article}, chapter = {605-627}, abstract = {This research explored dream science classrooms of primary school third-and fourth-grade students. Research is designed as a case study. The students were first asked to illustrate their dream science classroom and produce a short description of their drawings. Second, they were asked to write their expectations of their teachers, their classmates, and themselves in their science classes. Three hundred and twelve participants were identified using the convenience sampling method. The research evaluated the students{\textquoteright} drawings and descriptions in the first step, and their expectations in the second step. Students, in their drawings, conveyed the following messages: Experiments (lab works) could be used in science education, and different classroom activities and science courses could be done outside the classroom. In addition, they expected their teachers to have them perform more experiments in the classes, to offer them interesting and intriguing knowledge, to encourage them to conduct research and projects, and ask questions. Their expectations of their classmates to follow the classroom rules, to work in collaboration, to share, and to appreciate them so that they can benefit from science classes more efficiently. They expected themselves to be successful in science classes. }, keywords = {classroom environment, Learning Environment, science class, science teaching, student drawings}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.605}, url = {http://oaji.net/articles/2020/987-1597214531.pdf}, author = {Sahin Kalyon, D.} } @article {746, title = {THE IMPACT OF ARGUMENTATION-BASED TEACHING AND SCENARIO-BASED LEARNING METHOD ON THE STUDENTS{\textquoteright} ACADEMIC ACHIEVEMENT}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {April/2019}, pages = {Continuous}, type = {Original article}, chapter = {171-183}, abstract = {Teaching programs based on contemporary learning-teaching approaches have been regulated since the 2005-2006 academic year in Turkey. Nevertheless, the researches conducted in Turkey suggested that teachers mostly use traditional teaching-learning approaches in their classroom activities. Therefore, this research aimed at enhancing the students{\textquoteright} academic achievement through the use of argumentation and scenario based learning approaches among the contemporary teaching-learning approaches in order to guide teachers. Experimental design with pre-test and post-test control group was used in the present research. This research was conducted with 45 fourth grade primary school students. The research was conducted with two experimental groups and one control group. Activities related to argumentation-based teaching were administered to the experimental group 1, activities with scenario-based learning method for the experimental group 2, and those of the existing curriculum for the control group. The research deployed an academic achievement test based on the unit of "Let{\textquoteright}s Solve the Riddle of Our Body". Independent samples t-test, one-way analysis of variance (ANOVA) and covariance analysis (ANCOVA) were used during data analysis. Research results revealed that the academic achievement of the students was significantly influenced by the activities related to argumentation-based teaching and scenario-based learning method.}, keywords = {argumentation based teaching, constructivism approach, scenario-based learning, science teaching}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.171}, url = {http://oaji.net/articles/2019/987-1554359342.pdf}, author = {Serkan Aslan} } @article {639, title = {EFFECTS OF TECHNOLOGY-ENHANCED METACOGNITIVE LEARNING PLATFORM ON STUDENTS{\textquoteright} MONITORING ACCURACY AND UNDERSTANDING OF ELECTRICITY}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {February/2018}, pages = {Continuous}, type = {Original article}, chapter = {43-64}, abstract = {The aim of this research was to explore the effect of a Technology-enhanced Metacognitive Learning Platform (TeMLP) on student{\textquoteright}s monitoring accuracy and understanding of electricity. An interactive TeMLP was prepared on the electricity unit covering the topics of static and current electricity for 7th graders; the platform contained computer animations, science experiments, e-diaries, and metacognitive prompts. In this research, pre-test/post-test control group semi-experimental model was used. The Metacognition Scale and Essay Questions on Static and Current Electricity were used as data collection tools in this research. In addition, Essay Questions on the Learning Platform and the self-explanations of students in the learning platform database were also used in the experimental group. The pre-test and post-test comparisons regarding the Metacognition Scale for the group showed that the students in the experimental group had significantly higher post-test scores compared to control group students in terms of the control and monitoring subscales. The results of the essay questions on static and current electricity revealed an important difference between the groups favoring learning platform. The views of the students about the software support these results. The conclusions drawn by the research led to recommendations for researchers about the metacognitive prompts to be employed in technology-enhanced learning platforms.}, keywords = {metacognition prompt, science teaching, technology-enhanced learning}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.43}, url = {http://oaji.net/articles/2017/987-1519059947.pdf}, author = {Eylem Y{\i}ld{\i}z Feyzio{\u g}lu and Ercan Akpinar and Nilg{\"u}n Tatar} } @article {650, title = {SCIENCE EDUCATION IN SCHOOLS AND AT TERTIARY LEVEL: STATUS QUO OR EMBRACING CHANGE?}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {April/2018}, pages = {Continuous}, type = {Editorial}, chapter = {184-186}, abstract = {Society is changing as the influence of technologies and the implementation of innovative practices are driving change. Change and innovation are not simple processes for all (Rogers, 2003). Yet, companies, corporates and small business are managed and lead to ensure not only efficiency, but also to yield the best possible financial gain. When one analises change in the world of commerce, one does not have to be a rocket scientist to come to the conclusion that there have been tremendous changes. Not only has the ergonomics of buildings and factories changed, there has also been change pertaining to the number of people employed, as technologies afford opportunities to make certain positions that people occupied, redundant. Robotic tools are used more and more in the manufacturing chain to increase productivity and to ensure greater quality, or so we are informed. }, keywords = {science education, science teaching, social justice, tertiary system}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.184}, url = {http://oaji.net/articles/2017/987-1523526498.pdf}, author = {Andr{\'e} Du Plessis} } @article {688, title = {VIEWS AND EXPERIENCES OF PRE-SERVICE TEACHERS ON THE USE OF STORIES IN TEACHING SCIENCE}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {August/2018}, pages = {Continuous}, type = {Original article}, chapter = {605-619}, abstract = {The research aims to determine the experiences and views of the science pre-service teachers on the use of the science stories. In this research, among other qualitative research types, phenomenology research was used to obtain data. The research has been carried out with 71 pre-service teachers studying in the science education program of education faculty. The data has been analyzed based on the content analysis technique. The views of the pre-service teachers on the use of stories in science courses have been categorized under 6 themes. It has been concluded that teaching science with stories shall contribute to knowledge and competencies of both teachers and students, the science courses shall become more entertaining, joyful and interesting. In addition, it has been emphasized that creativity of students shall develop in the story composition process, their imagination shall increase, they shall configure their knowledge associating it with the daily life, meaningful learning shall be ensured by concretizing mostly abstract science subjects and concepts through stories, and a learning environment to ensure memorability of knowledge shall be prepared. }, keywords = {phenomenology, science pre-service teachers, science stories, science teaching}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.605}, url = {http://oaji.net/articles/2017/987-1533708806.pdf}, author = {Burcu Anilan} } @article {481, title = {USING THE HISTORY OF SCIENCE TO TEACH SCIENTIFIC INQUIRY}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {February/2016}, pages = {Continuous}, type = {Original article}, chapter = {28{\textendash}47 }, abstract = {The aim of the research is to detect the views of the science teacher candidates about the nature of scientific inquiry before and after a history of science based teaching process. The research was made with the participation of 18 teacher candidates, who were enrolled in the primary science-teaching department of an Istanbul-based university. The qualitative data collection and analysis methods were used in the research, which was based upon the {\textquotedblleft}case studies{\textquotedblright} to uncover the views in more details. Data of the research were collected by using the document analysis and interview. The data were assessed through the content and descriptive analysis methods. The results of the research represented that the teacher candidates{\textquoteright} views about the guidance of the scientific questions to the scientific investigations, the multiple purposes of the scientific investigations and the justification of the scientific knowledge were {\textquotedblleft}weak{\textquotedblright} in the pre-test, and their views about the remaining aspects were at the level of {\textquotedblleft}informed.{\textquotedblright} The teacher candidates could not express {\textquotedblleft}sophisticated{\textquotedblright} views about any aspect. After the implementation process, it was seen that the teacher candidates{\textquoteright} views about the method diversity and the distinctions between the data and the evidence improved, but there was no difference in their views about other aspects.}, keywords = {history of science, nature of scientific inquiry, science teacher candidate, science teaching}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.28}, url = {http://oaji.net/articles/2016/987-1481285947.pdf}, author = {Fatma {\"O}nen {\"O}zt{\"u}rk} } @article {412, title = {DEVELOPMENT AND APPLICATION OF THE PRACTICAL ON-SITE COOPERATION MODEL (POCoM) FOR IMPROVING SCIENCE TEACHING IN SECONDARY SCHOOLS}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {February/2015}, pages = {Continuous}, type = {Original article}, chapter = {45-63}, abstract = {This study aimed to improve science teaching in a practical way by activating teachers{\textquoteright} potential teaching expertise or professional knowledge. We developed an alternative in-service approach, the Practical On-site Cooperation Model (POCoM), according to the following principles: (1) the {\textquotedblleft}bottom-up{\textquotedblright} approach, where observed problems in science classes are improved practically and immediately without any pre-determined teaching plan or materials; (2) {\textquotedblleft}cooperation{\textquotedblright} between researchers and teachers to improve teaching; (3) {\textquotedblleft}naturalistic settings{\textquotedblright} where various real problems occur in actual teaching and learning situations; and (4) {\textquotedblleft}gradual improvement{\textquotedblright} rather than revolutionary change. The POCoM was applied with three science teachers, and 24 classes were observed. We found about 65\%{\textendash}96\% teaching improvement. The analysis of the cooperation processes and science teaching in classrooms identified seven types of successful improvements and five types of unsatisfactory cases, including their reasons and features. }, keywords = {cooperative model, in-service teacher, observational protocol, professional development, science teaching}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.45}, url = {http://oaji.net/articles/2016/987-1462908155.pdf}, author = {Jongwon Park and Youngmin Kim and Young-Shin Park and Jongseok Park and Jin-Su Jeong} } @article {350, title = {A CONTEXT-BASED APPROACH TO SCIENCE TEACHING}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {April/2014}, pages = {Continuous}, type = {Editorial}, chapter = {152-154}, abstract = {It has been traditional to educate students in school, especially secondary schools, through subject domains and within lessons named according to the domain. Today in most countries, science lessons are offered in the curriculum, specified as science, or one of its sub-components e.g. biology, chemistry, physics, or perhaps a combination of these e.g. physical science. It does not have to be this way, of course, as can be amplified by the concept of an integrated day, implemented at the primary level in a number of countries. For students to develop a sustained attraction to science and to appreciate the many ways in which it is pertinent to their daily lives, NRC (2012) suggest that class{\textlnot}room learning experiences in science need to connect with their own interests and experiences. Goodbye to the content-only approach. It is time for science education to embrace learning suitable for the modern world.}, keywords = {science in schools, science lessons, science teaching}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.152}, url = {http://oaji.net/articles/2015/987-1437062820.pdf}, author = {Jack Holbrook} } @article {369, title = {EFFECTS OF MEANINGFUL LEARNING ON CONCEPTUAL PERCEPTIONS RELATED TO {\textquotedblleft}FORCE AND MOTION{\textquotedblright}: AN EXPERIMENTAL STUDY FOR PRE-SERVICE SCIENCE TEACHERS}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {June/2014}, pages = {Continuous}, type = {Original article}, chapter = {394{\textendash}410 }, abstract = {The main purpose of science education is to enable students to connect concepts with daily life and establish relations between the concepts. Thus, many implementations related to constructivism have been carried out. The aim of the study is to explore how students{\textquoteright} conceptual perceptions related to {\textquotedblleft}Force and Motion{\textquotedblright} subject changed with meaningful learning. Pre-test -post test single group design, one of the experimental research designs, were used in the research. In order to interpret the students{\textquoteright} results in meaningful learning process, Conceptual Perception Test related to Force and Motion subject (CPTFM) was developed and the test was composed of five open-ended questions. The content of the items in the test was developed in such a way to include {\textquotedblleft}Action-Reaction Law{\textquotedblright}, {\textquotedblleft}Gravity{\textquotedblright}, and {\textquotedblleft}Pairs of Balanced Forces.{\textquotedblright} The points obtained from the evaluation instrument were evaluated according to the levels created by the researcher. 35 students in their third year of study in the Department of Science Teaching participated in the study. The results of the study revealed that meaningful learning activities made positive contributions to pre-service teachers{\textquoteright} conceptual perceptions related to force and motion concepts.}, keywords = {force and motion concepts, meaningful learning, science teaching}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.394 }, url = {http://oaji.net/articles/2015/987-1437679406.pdf}, author = {Murat Demirba{\c s}} } @article {193, title = {A CROSS-NATIONAL STUDY OF CZECH AND TURKISH UNIVERSITY STUDENTS{\textquoteright} ATTITUDES TOWARDS ICT USED IN SCIENCE SUBJECTS}, journal = {Journal of Baltic Science Education}, volume = {9}, year = {2010}, month = {June/2010}, type = {Original article}, chapter = {119-134}, abstract = {This paper focuses on differences of attitudes related to information and communication technologies among Czech and Turkish university students. Student attitudes were evaluated summatively and with respect to gender, year, country, and type of residential area (town/village). Student attitudes were measured by a modified version of the Information and Communication Technologies Attitudes Questionnaire (Kubiatko \& Hal{\'a}kov{\'a}, 2009). The sample consisted of a total of 770 unversity students (316 Czech and 454 Turkish). The data analysis included factor analysis, MANCOVA, ANOVA, and t-test. The factor analysis yielded five dimensions: 1) Influence of ICT on teaching process, 2) Influence of ICT on human body and environment, 3) Using of ICT in teaching, 4) School and ICT, 5) ICT as didactic equipment. As a result, students from the Czech Republic, male students, sophomores, and students living in town showed more positive attitudes in comparison to other respective groups.}, keywords = {attitudes, information and communication technologies, Questionnaire, science teaching}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1405171457.pdf}, author = {Milan Kubiatko and Muhammet Usak and Kursad Yilmaz and Mehmet Tasar} } @article {114, title = {TO WHAT EXTENT SCIENCE TEACHERS ARE CONSTRUCTIVIST IN THEIR CLASSROOMS?}, journal = {Journal of Baltic Science Education}, volume = {5}, year = {2006}, month = {October/2006}, type = {Original article}, chapter = {40-50}, abstract = {The primary science curricula have strong constructivist elements since 2000 in Turkey. As the creator of the learning environments it is the teacher who determines its quality. The purpose of this research is to determine if science teachers{\textquoteright} behaviour and thoughts are consistent with what the primary science curriculum in essence offers. The research was conducted with two researchers based on a qualitative design consisting of observation and interview with primary science teachers of Turkey. At the end, it was found that, although science teachers have constructivist ideas they do not behave in constructivist manner in the classroom. }, keywords = {constructivism, primary science teacher, science teaching}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404234765.pdf}, author = {Gul Unal and Ercan Akpinar} } @article {57, title = {DEVELOPMENT OF LOGICAL THINKING IN SCIENCE SUBJECTS TEACHING}, journal = {Journal of Baltic Science Education}, volume = {2}, year = {2003}, month = {March/2003}, type = {Original article}, chapter = {12 - 20}, abstract = {The paper presented summarises the most important principles of problem - based teaching realised through problem - based tasks. A basis of the research, carried out in this area, are problem {\textendash} based tasks from science subjects {\textendash} mainly from biology and chemistry {\textendash} for pupils of elementary schools and students of secondary schools. Solutions to these problems are presented as models realised through a problem- based programme expressed by a flow chart. This chart - designated for teachers - represents a design of micro-regulation that expresses a supposed structure of thinking activities of students and controlling activities of teachers in search for solutions to the respective problem - based tasks. The use of the programme in the teaching process widens a scope of individualised activities of teachers. Within this research, 148 problem {\textendash} based tasks have been gradually developed. In experimental classes of the eight and ninth grade of elementary schools and in the first and second year of secondary schools, practical verification of these tasks have been carried out. The most significant outputs of the research are referred to in the conclusion to this paper.}, keywords = {development diagrams, model of the activity, problem tasks, problem-solving, science teaching}, issn = {1648-3898}, url = {http://oaji.net/articles/2017/987-1503928528.pdf}, author = {V{\v e}ra {\v C}{\'\i}{\v z}kov{\'a} and Hana {\v C}trn{\'a}ctov{\'a}} }