@article {1109,
	title = {IMPLEMENTATION OF SSI CONCEPT MAPPING AS A DYNAMIC LEARNING ENVIRONMENT TO ENHANCE STUDENTS{\textquoteright} SCIENTIFIC PERFORMANCE },
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {969-982},
	abstract = {The presented research focuses on verifying the confluent application of concept mapping (CM) and socio-scientific issues (SSI) according to the value-laden and moral dilemma orientation to construct problem-solving performance. This research sets up some perspectives for all 146 participants, including 139 students and 7 experts. All findings reveal that the design of SSICM contexts includes a rebuttal process and incense claim to improve students{\textquoteright} argument response (16.4\%), to increase content knowledge and illuminate their science learning by argumentations. To develop an assessment tool with high validity and reliability (Cronbach{\textquoteright}s α > .9) and find positive presentations of all learning attitudes in the SSICM context, learning environment and results will concern the best argumentation process. Students{\textquoteright} interview responses and SWOT analysis of teachers indicate that SSICM{\textquoteright}s use of argument in the classroom is a real benefit. The research provided a better paradigm of attempts to combine analytical and academic hypotheses to explain literature sources by teachers, researchers, textbook developers, and editors. },
	keywords = {concept mapping (CM), problem-solving, socio-scientific issues (SSI), SSICM contexts},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.969},
	url = {http://oaji.net/articles/2021/987-1639222419.pdf},
	author = {King-Dow Su}
}
@article {826,
	title = {VALIDATION OF THE PROCEDURE FOR THE ASSESSMENT OF COGNITIVE COMPLEXITY OF CHEMICAL TECHNOLOGY PROBLEM TASKS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {64-75},
	abstract = {The main problem in students{\textquoteright} lower achievement lies in the cognitive complexity of the problem. The aim of this research was to create and validate the procedure for the assessment of the cognitive complexity of chemical technology problem tasks. The procedure included the creation of Tables for assessing the difficulty of concepts in chemical technology problems and their interactivity, assessment of the numerical rating of cognitive complexity of the analyzed tasks, and conducting of research. Research included 50 students. Data were collected with the test of knowledge which was used for the assessment of students{\textasciiacute} achievements and invested mental effort. The validity of this procedure was confirmed by a series of correlation analyses where statistically significant values of correlation coefficients were obtained among the examined variables: students{\textquoteright} achievements, invested mental effort and cognitive complexity. The largest contribution of this procedure is that it is designed to show an objective value of the cognitive complexity of tasks in the domain of chemical technology. Good estimation of the numerical values of cognitive complexity can help teachers to better predict students{\textquoteright} achievement, and at the same time to take care to avoid cognitive load.},
	keywords = {chemical technology, cognitive complexity, problem-solving},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.64},
	url = {http://oaji.net/articles/2020/987-1581269646.pdf},
	author = {Sa{\v s}a A. Horvat and Tamara N. Ron{\v c}evi{\'c} and Dragana Z. Arsenovi{\'c} and Du{\v s}ica D. Rodi{\'c} and Mirjana D. Segedinac}
}
@article {692,
	title = {ENHANCING STUDENTS{\textquoteright} CORRESPONDING REASONING OF COGNITIVE PERFORMANCES BY ANIMATED CONCEPT MAPPING IN ELECTROCHEMISTRY},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {662-673},
	abstract = {The use of animated concept mapping (ACM) has been linked to an innovative learning skill when conducting students{\textquoteright} guidance of 4 corresponding reasoning processes in electrochemistry. This research aims to establish a new perspective with ACM cognitive reasoning to broaden students{\textquoteright} individual developments of problem-solving skills. It is followed by a quasi-experimental approach of pre-tests, post-tests and retention-tests designed for 274 qualified college students in Taiwan. All data collected from students{\textquoteright} learning performances and feedback is further analyzed by means of achievement covariance, t-tests and one-way ANOVA. Analytical results reveal that ACM facilitates learning comparisons and out-performances in two groups of students in different post-test and retention-test scores. Students{\textquoteright} positive feedback and learning disposition also provide the predominant advantage for participants{\textquoteright} successful reasoning processes. Pedagogical implications suggest that ACM learning performances result in more significant collaborative reasoning.   },
	keywords = {animated concept mapping, corresponding reasoning processes, electrochemistry learning performances, problem-solving},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.662},
	url = {http://oaji.net/articles/2017/987-1533709066.pdf},
	author = {King-Dow Su}
}
@article {607,
	title = {TACTIC FULFILLMENTS OF THREE CORRELATIONS FOR PROBLEM-SOLVING MAPS AND ANIMATED PRESENTATIONS TO ASSESS STUDENTS{\textquoteright} STOICHIOMETRY PERFORMANCES},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {733-745},
	abstract = {This research focuses on students{\textquoteright} tactic assessments of 3 correlations with illustrated 2-step strategic map and animated presentations in stoichiometry. The participants were divided into 2 learning groups: the experimental and the control group by quasi-experimental approach. Most of all, experimental group participants have been contingent on critical performances of thinking capabilities in accordance with tactic fulfillments of 3 correlations helpfully. In contrast with statistic findings of post-tests, experimental group participants get more formulated goals of individual learning in answering 5 algorithmic and conceptual pairs of achievement test items than those of control group participants. Students{\textquoteright} shift of reasoning from model-based to case-based requires them to explore an effective mental cognition and responses for full-fledged performances of problem-solving skills. After tactic fulfillments for 3 study objectives of visualized developments, experimental group participants have upgraded a distinct learning accumulation and project-based feedback at their best learning performances.},
	keywords = {problem-solving, stoichiometry, tactic fulfillments, three correlations},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.733},
	url = {http://oaji.net/articles/2017/987-1509214073.pdf},
	author = {King-Dow Su}
}
@article {532,
	title = {STRENGTHENING STRATEGIC APPLICATIONS OF PROBLEM-SOLVING SKILLS FOR TAIWAN STUDENTS{\textquoteright} CHEMISTRY UNDERSTANDING},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {December/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {662{\textendash}679},
	abstract = {This study better research aimed at strategic applications for exploring students{\textquoteright} learning performances with conceptual understanding and algorithmic proficiency by problem-solving maps and six major learning activities. A quasi-experimental method was employed to detect the outcomes of students{\textquoteright} compared intervention, together with two learning groups, the experimental group and control group. All results demonstrated that the experimental group students who used the strategic applications showed better learning performances than those of the control group students. The experimental group students with more cognitive competency presented significant achievements and larger effect sizes after their two module executions of gas chemistry program. Moreover, these demonstrations were predominated with students{\textquoteright} conceptual and algorithmic learning developments in chemistry. The experimental group students witnessed a new advancement of self-performed modules to promote their feedback and intelligent analyses.},
	keywords = {algorithmic proficiency, Conceptual Understanding, gas chemistry, problem-solving},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.662},
	url = {http://oaji.net/articles/2016/987-1482502639.pdf},
	author = {King-Dow Su}
}
@article {215,
	title = {PATHWAYS OF STUDENTS{\textquoteright} CONCEPTUALISATION DURING A PROBLEM SOLVING TASK: LESSONS FOR TEACHING PHYSICS},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {March/2011},
	type = {Original article},
	chapter = {36-52 },
	abstract = {This study aims to characterise the pathways of students{\textquoteright} conceptualisation during a problem solving task in order to understand the role of conceptualisation in conceptual learning and to identify salient points for the practice of teaching physics. The study took place in a Portuguese classroom with 15 physics students, all aged 17. The {\textquotedblleft}global conceptualisation{\textquotedblright} emerged from this research as an important construct to explain how students mobilise their conceptual knowledge during a problem solving task Six other salient characteristics of the pathways of students{\textquoteright} conceptualisation were also identified. In addition, some conditions related to teaching which could help to improve students{\textquoteright} conceptualisation and conceptual learning were also uncovered. These results are discussed and are presented alongside conclusions about the focus and direction of teacher intervention.},
	keywords = {conceptualisation pathway, modelling, physics education, problem-solving},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405173361.pdf},
	author = {Bernardino J. Lopes}
}
@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}}
}
