@article {1334, title = {ABSENTEEISM AND STUDENTS{\textquoteright} ATTITUDES TOWARD SCIENCE: IMPACT ON EXAM RESULTS AMONG EIGHTH-GRADE STUDENTS IN MALAYSIA AND SINGAPORE}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {December/2023}, pages = {Continuous}, type = {Original article}, chapter = {991-1010}, abstract = {Absenteeism and students{\textquoteright} attitudes toward science have an impact on the exam results among eighth-grade students in Malaysia and Singapore. This study employed weighted least squares and quantile regression techniques on the Trends in International Mathematics and Science Study (TIMSS) 2019 data to analyze the net effect of these two factors in influencing the academic performance of eighth-grade students. Given Singapore{\textquoteright}s considerable lead in TIMSS ranking over Malaysia, this research sheds light on modifiable factors that can help Malaysia enhance its national science education. Absenteeism was more pressing in Malaysia than in Singapore, but it significantly influenced exam results in both countries. However, there was no significant difference in attitudes toward science. Results from quantile regression show that these impacts were not uniform across the performance distributions. The study{\textquoteright}s results emphasize that absenteeism, home educational resources, and parental education contribute to the performance disparities between the two countries. These results underscore the importance for policymakers and educational planners in Malaysia to take proactive steps in addressing these shortcomings to improve students{\textquoteright} exam results, to work towards narrowing the performance gap, and to enhance science education. }, keywords = {home educational resources, quantile regression, Science Achievement, TIMSS, valuing science}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.991}, url = {https://oaji.net/articles/2023/987-1702728725.pdf}, author = {Xianwei Gao and Nai Peng Tey and Siow Li Lai} } @article {1285, title = {ANXIETY AND ATTITUDES OF MIDWIFERY STUDENTS TOWARD SCIENTIFIC RESEARCH}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {June/2023}, pages = {Continuous}, type = {Original article}, chapter = {381-392}, abstract = {The attitudes of midwifery students, who are being trained to perform the profession of midwifery in the future, toward doing scientific research are determining factors in increasing the quality of midwifery and strengthening evidence-based practices. Undergraduate education is an important stage in which basic research-related perspectives and skills are gained for health professions. This descriptive study aims to determine the anxiety and attitudes of midwifery students toward scientific research and to examine the variables that affect them. It was conducted at a public university in western T{\"u}rkiye and included 246 undergraduate midwifery students. Midwifery students{\textquoteright} anxiety toward scientific research was found to be low and their attitudes toward scientific research were positive. The attitudes of students who have experience in doing scientific research, participated in scientific congresses/symposia, have the desire to do scientific research under the guidance of a consultant and follow periodicals, were found to be more positive. Anxiety and positive attitude toward scientific research were found to be negatively related. The results of the regression analysis showed that the students{\textquoteright} Research Anxiety affected their Attitude Toward Scientific Research. Students{\textquoteright} experiences of conducting scientific research reduce anxiety and affect attitudes positively. Therefore, undergraduate students should be actively involved in scientific research and activities.}, keywords = {Health professions education; midwifery student; research anxiety; research attitude}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.381 }, url = {https://oaji.net/articles/2023/987-1687107755.pdf}, author = {{\c S}eyda Ferah Arslan} } @article {1311, title = {ASSESSMENT OF CONCEPTUAL UNDERSTANDING IN STUDENT LEARNING OF MOON PHASES}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {August/2023}, pages = {Continuous}, type = {Original article}, chapter = {719-736}, abstract = {Many research studies have shown that lower-secondary school students{\textquoteright} scientific literacy depends on their understanding of corresponding scientific concepts. Therefore, it is of great significance to model and assess students{\textquoteright} conceptual understanding in learning specific scientific concepts, because it can reflect and diagnose students{\textquoteright} cognitive characteristics, so as to provide evidence for targeted educational interventions. However, on the topic of Moon Phases, existing research studies have deficiencies in the evaluation and analysis of different levels of students{\textquoteright} conceptual understanding, which restrict teachers to take effective educational interventions to help them. Thus, this study explored a new level division and an assessment test for revealing and explaining students{\textquoteright} different conceptual understanding in learning Moon Phases. This study was conducted among 768 Chinese lower-secondary school students. Through a variety of quantitative and qualitative analyses, it was found that students{\textquoteright} conceptual understanding of Moon Phases can be divided into three levels of continuous improvement, including the mechanical memory of different phenomena of moon phases, the formation of a preliminary mental model of Moon Phases, and the construction of a complete mental model of Moon Phases. Accordingly, this study made some precise suggestions for effectively improving students{\textquoteright} conceptual understanding of Moon Phases.}, keywords = {assessment of conceptual understanding, level division, Moon phases, qualitative analysis, quantitative analysis}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.719}, url = {https://oaji.net/articles/2023/987-1693508291.pdf}, author = {Yi Zou and Lizhen Jin and Xiao Huang and Yanbing Li} } @article {1173, title = {ALIGNMENT OF CONCEPTS OF MEIOSIS AMONG CURRICULUM, TEXTBOOKS, CLASSROOM TEACHING AND ASSESSMENT IN UPPER SECONDARY SCHOOL IN REPUBLIC OF KOREA}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {April/2022}, pages = {Continuous}, type = {Original article}, chapter = {232-244}, abstract = {If the concepts used in curriculum, textbooks, classroom teaching, and assessment are not consistent, students may have difficulty in understanding the concepts of science correctly and this may lead to the formation of misconceptions. The purpose of this study is to measure the alignment of science concepts by analyzing the semantic networks of curriculum, textbooks, classroom teaching, and student assessment with respect to the contents on meiosis as covered in Life Science I. The semantic network method using the NetMiner 4.0 program was applied. 11 concepts were extracted from the curriculum commentary. The textbook presented 36 concepts; classroom teaching presented 54 concepts; a total of 23 concepts were presented from assessment. With respect to alignment of relevant concepts, 6 (gamete, chromosome, meiosis, gene, daughter cell and cell division) were linked to all 4 sources (curriculum, textbooks, classroom teaching, and assessment). These concepts are mainly used to explain the process of meiosis. It is concluded that the key concepts of meiosis exhibited alignment in curriculums, textbooks, classroom teaching and assessment. However, there are many concepts used only in textbooks and classroom teaching. The greater number of concepts in textbooks and teaching can become one of the causes of a deficit in learning.}, keywords = {concepts{\textquoteright} alignment, meiosis concepts, semantic network, upper secondary school}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.232}, url = {https://oaji.net/articles/2022/987-1652206452.pdf}, author = {Youngshin Kim and Yun-hye Lee and Hyonyong Lee and Lim, S.-M.} } @article {1207, title = {APPLYING FACTOR ANALYSIS FOR ASSESSING KNOWLEDGE STRUCTURE OF STUDENTS IN GRADE 10: THE SUBJECT OF REDOX REACTION}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {August/2022}, pages = {Continuous}, type = {Original article}, chapter = {680-693}, abstract = {Redox reaction is an important concept in chemistry, and a well-organized knowledge structure of redox reaction is beneficial for concept learning. This study investigated the knowledge structure regarding redox reaction from 459 Grade 10 students. The pool of 15 redox reaction concepts was developed by content analysis, questionnaire survey, and interview. Six initial competing models with 15 concepts were identified via exploratory factor analysis (EFA) and paper-pencil test. Confirmatory factor analysis (CFA) was conducted to test and modify the six competing models according to the rating data of the students. As a result, six modified models fit the data well. However, the high inter-factor correlations indicate that the two- and three-factor models are the students{\textquoteright} knowledge structures of redox reaction. The two-factor model is comprised of two distinct but correlated factors: the process of redox reaction and metrology. The three-factor model is comprised of three factors: the process of redox reaction, reaction ability, and metrology. The finding inflects the abstract relationships between the concepts related to redox reaction in students{\textquoteright} minds. }, keywords = {chemistry education, factor analysis, knowledge structure, redox reaction}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.680}, url = {https://oaji.net/articles/2022/987-1662187210.pdf}, author = {Wenxiu Tang and Xintong Zhu and Yangyi Qian} } @article {1210, title = {ASSESSMENT OF KNOWLEDGE INTEGRATION IN STUDENT LEARNING OF BUOYANT FORCE}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {August/2022}, pages = {Continuous}, type = {Original article}, chapter = {720-738}, abstract = {Students{\textquoteright} problem-solving ability depends on their understanding of related scientific concepts. Therefore, the modeling and assessment of students{\textquoteright} understanding of specific scientific concepts is important to promote students{\textquoteright} problem-solving ability, as it can find students{\textquoteright} understanding difficulties and explore breakthrough strategies accordingly. Inspired by the theory of knowledge integration and combined with the situational characteristics of science education in China, this study established a conceptual framework about buoyant force, which was applied to model students{\textquoteright} different understandings of it. And based on the established framework, an assessment of buoyant force was designed and tested among 622 Chinese lower-secondary school students. Through the analysis of the test data and the interview outcomes, it was found that students{\textquoteright} understanding of buoyant force could be divided into three levels of knowledge integration including novice, intermediate, and expert. Furthermore, the results demonstrate that an emphasis on the nature of buoyant force can be an effective strategy to help students achieve a deeper conceptual understanding of buoyant force, leading to a more integrated knowledge structure.}, keywords = {assessment of knowledge integration, buoyant force, central idea, conceptual framework, scientific concept understanding}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.720}, url = {https://oaji.net/articles/2022/987-1662187488.pdf}, author = {Yi Zou and Lizhen Jin and Yanbing Li and Tao Hu} } @article {1014, title = {THE ALIGNMENT BETWEEN THIRD-GRADE PRIMARY SCHOOL SCIENCE TEXTBOOKS AND CURRICULUM STANDARDS IN CHINA AND JAPAN}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {June/2021}, pages = {Continuous}, type = {Original article}, chapter = {507-518}, abstract = {This study applied the Porter{\textquoteright}s alignment model to construct a localized two-dimensional framework based on Anderson{\textquoteright}s taxonomy. The research chose the third-grade primary school science textbooks from two representative presses in China and Japan, coded the textbooks and curriculum standards, calculated the alignment level between the textbooks of the two presses and their corresponding curriculum standards, and discussed the alignment level from the topic, cognitive demand, and emphasis. The results show that the B version in Japan is significantly aligned with the Japanese curriculum standard, but the A version in China does not have significant alignment with the Chinese curriculum standard. Besides, a common problem is that the ratios of life science in sample science textbooks both exceed the requirements of the curriculum standards, and the problems of exceeding the standard in cognitive demand and not highlighting the key points also need to be concerned. This study provides ideas and references for countries with similar educational situations to study the compilation of science textbooks and fills up the deficiency of the international comparison of the alignment between primary school science textbooks and curriculum standards by using the alignment model.}, keywords = {alignment evaluation, content analysis, curriculum standards, primary school, science textbooks}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.507}, url = {http://oaji.net/articles/2021/987-1622791533.pdf}, author = {Lihui Sun and Liangbo Li} } @article {1090, title = {AMALGAMATING WESTERN SCIENCE AND AFRICAN INDIGENOUS KNOWLEDGE SYSTEMS IN THE MEASUREMENT OF GRAVITATIONAL ACCELERATION}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {October/2021}, pages = {Continuous}, type = {Original article}, chapter = {729-739}, abstract = {There is the need to liberate the school science teaching process to suit the culturally bound day-to-day experiences of learners. The clarion call becomes expedient in the light of pedagogical failure in science education, which precipitates poor science achievement, especially in non-Western cultures. Non-Western knowledge systems, specifically African indigenous knowledge systems (AIKs), have been excluded from science teaching, which accounts for the poor achievement of learners. This research therefore measured the effect of the type of teaching materials, gender and the interaction between gender and type of teaching materials on the measurement of gravitational acceleration. The analysis of covariance (p<= .05) was used to analyse data which were collected from 264 sampled learners. The results from the research indicated that amalgamating Western science and culturally bound AIKs teaching materials in a non-Western culture enhanced the determination of gravitational acceleration and bridged the gender divide in Physics achievement. The amalgam of Western science and non-Western culturally bound science can transform science teaching, make science more relevant to everyday experiences of learners and enhance their understanding of science and ultimately their achievement. }, keywords = {African Indigenous Knowledge Systems, amalgamating, gravitational acceleration and experimental}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.729}, url = {http://oaji.net/articles/2021/987-1633680272.pdf}, author = {Mishack T. Gumbo and Fidelis O. Nnadi and Rose C. Anamezie} } @article {973, title = {ANALYSIS OF TWO-TIER QUESTION SCORING METHODS: A CASE STUDY ON THE LAWSON{\textquoteright}S CLASSROOM TEST OF SCIENTIFIC REASONING}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {February/2021}, pages = {Continuous}, type = {Original article}, chapter = {146-159}, abstract = {The Lawson{\textquoteright}s Classroom Test of Scientific Reasoning (LCTSR) is a popular instrument that measures the development of students{\textquoteright} scientific reasoning skills. The instrument has a two-tier question design, which has led to multiple ways of scoring and interpretation. In this research, a method of pattern analysis was proposed and applied to analyze two-tier item pairs on the subskill of Control-of-Variable (COV) of LCTSR. The data were collected from students in grade 4 through college in both the United States and China. Students{\textquoteright} response patterns to two combined item pairs were analyzed and compared against students at different grade levels and reasoning development levels. Six performance levels were established based on students{\textquoteright} response patterns, serving as indicators of COV reasoning development levels. With the new method, a relation was obtained between students{\textquoteright} level of COV skills and grade level, as well as their level of overall reasoning development. It can provide useful information on the possible developmental levels of students{\textquoteright} reasoning skills.}, keywords = {control-of-variable, grade level, pattern analysis, scientific reasoning}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.146}, url = {http://oaji.net/articles/2021/987-1611649216.pdf}, author = {Shao-Na Zhou and Qiao-Yi Liu and Kathleen Koenig and Qiu-ye Li and Yang Xiao and Lei Bao} } @article {1106, title = {ASSESSING THE VALIDITY AND RELIABILITY OF SCIENCE MULTIPLE CHOICE TEST USING RASCH DICHOTOMOUS MEASUREMENT MODEL}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {December/2021}, pages = {Continuous}, type = {Original article}, chapter = {924-941}, abstract = {Multiple choice tests are widely applied to assess students{\textquoteright} knowledge in science education. This study aimed at assessing the validity and reliability of Science Multiple-choice Test in Malaysia. The items for this test were formulated by the researcher together with a panel of science teachers and the head of the science department with close reference to Secondary School Standard Curriculum (KSSM) syllabus. The test consists of 50 multiple-choice items with four options. Rasch measurement model was adopted to evaluate the quality of the Science Multiple-choice Test in terms of reliability analysis, item polarity analysis (PTMEA-CORR), item fit analysis and Principal Component Analysis of Residuals (PCAR). The reliability analysis was performed using Cronbach{\textquoteright}s Alpha, and the results of reliability and separation index respectively indicated good reliability level of the test items. In order to improve the validity of the test, two negatively worded items (Q39 and Q40) were removed. Lastly, the PCAR analysis showed the unexplained variance in the 1st contrast (5.4\%) was found to be well controlled and was below the ceiling value of one-third of the variance explained by the item (18.7\%). However, the positive value of the disattenuated correlations indicate no evidence of the presence of secondary dimension. }, keywords = {multiple-choice test, Rasch Measurement Model, reliability and validity, science subject, secondary school standard curriculum}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.927}, url = {http://oaji.net/articles/2021/987-1639222215.pdf}, author = {Najah Hazirah Mohd Dzin and Yoon Fah Lay} } @article {1095, title = {ASSESSING UPPER-SECONDARY SCHOOL STUDENTS{\textquoteright} INTERDISCIPLINARY UNDERSTANDING OF ENVIRONMENTAL ISSUES}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {October/2021}, pages = {Continuous}, type = {Original article}, chapter = {811-826}, abstract = {Science educators have highlighted the need to develop students to integrate knowledge across science disciplines to address real-world issues. However, there has been little research about the development of interdisciplinary assessment instruments. In this research, the instrument that measures the level of upper-secondary school students{\textquoteright} interdisciplinary understanding of environmental issues was developed and validated based upon Wilson{\textquoteright}s Construct Modeling framework. After a pilot testing, the revised assessment instrument of interdisciplinary understanding covering five typical environmental problems comprised 14 multiple-choice questions and four constructed-response questions. Five hundred twenty-three eleventh graders, including 279 boys and 244 girls from mainland China, made up the research sample. The partial credit Rasch analysis has verified the reliability and validity of the interdisciplinary understanding instrument. In addition, the results of cluster analysis revealed that over half of the students could use some partially accurate scientific concepts and principles from two or more disciplinary perspectives to deal with a specific environmental issue. The validated instrument can provide insights for assessing and developing upper-secondary school students{\textquoteright} interdisciplinary understanding in science education.}, keywords = {Environmental Issues, Interdisciplinary Assessment, Interdisciplinary Understanding, Rasch Measurement Model, science education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.811 }, url = {http://oaji.net/articles/2021/987-1633680664.pdf}, author = {Yu Lan and Shaohui Chi and Zuhao Wang} } @article {857, title = {ADOPTION OF DIGITAL STORYTELLING TOOL IN NATURAL SCIENCES AND TECHNOLOGY EDUCATION BY PRE-SERVICE TEACHERS USING THE TECHNOLOGY ACCEPTANCE MODEL}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {June/2020}, pages = {Continuous}, type = {Original article}, chapter = {429-453}, abstract = {This research aimed to contribute to the overall understanding of pre-service teachers{\textquoteright} acceptance of the Digital Storytelling (DS) tool. The primary associations of the Technology Acceptance Model (TAM) were tested in the academic years 2017/2018 and 2018/2019 for statistical significance when the effects of the pre-service training teachers{\textquoteright} digital age and status were controlled. Data from 296 pre-service teachers, from second and third study year, majority women considered vulnerable group were collected. The factor analysis and invariance tests on basic TAM were performed. The results revealed that DS tool usage intention was a function of perceived usefulness and ease of use. This research established the TAM applicability with the control variables addition to model the DS tool acceptance by pre-service teachers, as didactic material for natural sciences and technology education. Configural, metric, and scalar invariance were confirmed across both cross-temporal and cross-sectorial groups. Perceived ease of use of DS has strongly influenced both usefulness (β=.571, t=11.958, p<.0001) and intention to use of DS (β=.763, t=19.914, p<.0001), under the influences of the control variables. The outcomes contributed to the general understanding of DS pre-service teachers{\textquoteright} adoption relevant for natural sciences and technology education and for recognition of vulnerable category behavior.}, keywords = {digital storytelling tool, natural sciences didactics, pre-service teachers{\textquoteright} digital age, pre-service teachers{\textquoteright} status, TAM model, technology education didactics}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.429}, url = {http://oaji.net/articles/2020/987-1591087866.pdf}, author = {Iuliana Lazar and Georgeta Panisoara and Ion-Ovidiu Panisoara} } @article {905, title = {ANALYTIC APPROACH OF RESPONSE PATTERN OF DIAGNOSTIC TEST ITEMS IN EVALUATING STUDENTS{\textquoteright} CONCEPTUAL UNDERSTANDING OF CHARACTERISTICS OF PARTICLE OF MATTER}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {October/2020}, pages = {Continuous}, type = {Original article}, chapter = {824-841}, abstract = {This research aimed to evaluate the students{\textquoteright} conceptual understanding and to diagnose the students{\textquoteright} preconceptions in elaborating the particle characteristics of matter by development of diagnostic instrument as well as Rasch model response pattern analysis approach. Data were acquired by 25 multiple-choice written test items distributed to 987 students in North Sulawesi, Indonesia. Analysis on diagnostic test items response pattern was conducted in three steps: 1) conversion of raw score to a homogenous interval unit and effectiveness analysis of measurement instruments; 2) measurement of disparity of students{\textquoteright} conceptual understanding; and 3) diagnosis of students{\textquoteright} preconception by estimation of item response pattern. The result generated information on the diagnostic and summative measurement on students{\textquoteright} conceptual understanding in elaborating the topic; information also acts as empirical evidence on the measurement{\textquoteright}s reliability and validity. Moreover, the result discovered a significant disparity between students{\textquoteright} conceptual understanding based on their educational level. It was found that the distractor item response pattern tended to be consistent, indicating a certain tendency of resistant preconception pattern. The findings are expected to be a recommendation for future researchers and educational practitioners that integrate diagnostic and summative measurement with Rasch model in evaluating conceptual understanding and diagnosing misconception. }, keywords = {Conceptual Understanding, item response, particle of matter, Rasch model}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.824}, url = {http://oaji.net/articles/2020/987-1602682876.pdf}, author = {Lukman Abdul Rauf Laliyo and Julhim S. Tangio and Bambang Sumintono and Mohamad Jahja and Citra Panigoro} } @article {982, title = {ASSESSING PRE-SERVICE TEACHERS{\textquoteright} RECEPTION AND ATTITUDES TOWARDS VIRTUAL LABORATORY EXPERIMENTS IN LIFE SCIENCES}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {December/2020}, pages = {Continuous}, type = {Original article}, chapter = {1092-1105}, abstract = {This research reports the assessment of pre-service teachers{\textquoteright} reception and attitudes towards virtual laboratory experiments in Life Sciences with the aim of advancing adaptability to digital learning. Using sequential mixed-methods in a quasi-experimental design, 68 pre-service teachers in the 3rd year of a Bachelor of Education (B.Ed) program were surveyed before and after virtual learning interventions. This phase was followed by qualitative data gathering using focus group interviews with all participants. Findings from quantitative data analysis revealed a positive significant difference in pre-service teachers{\textquoteright} attitudes towards virtual laboratory experiments post learning interventions. From qualitative data pre-service teachers found the progression from using only traditional to including virtual experiments was useful in enhancing their conceptual understandings of Life Sciences concepts, convenience, inquiry-based learning, self-directed and autonomous learning. However, pre-service teachers noted that using virtual laboratories did not significantly develop their science process skills and as a result could not replace the experiences in a traditional biology laboratory. The implications of these findings project virtual laboratories as a supporting tool for experimentation in Life Sciences especially within and post the COVID-19 pandemic where issues of social distancing pose a threat to collaborative and inquiry-based science learning. Recommendations from these findings are discussed herein. }, keywords = {inquiry-based learning, life sciences, pre-service teachers, virtual laboratory experiments}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.1092}, url = {http://oaji.net/articles/2021/987-1613414595.pdf}, author = {Mafor Penn and Lydia Mavuru} } @article {785, title = {ACHIEVEMENT AND GENDER EFFECTS ON 5TH GRADER{\textquoteright}S ACQUISITION OF SCIENCE PROCESS SKILLS IN A SOCIOECONOMICALLY DISADVANTAGED NEIGHBORHOOD}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {August/2019}, pages = {Continuous}, type = {Original article}, chapter = {607-619}, abstract = {Science process skills (SPSs) play a significant role in science education. This research aimed to determine the acquisition level of 5th-grade students in SPSs with classroom activities. The research was a case study, and the data were collected by focus group interviews, document analysis, and observations. The sample of the research was six students from the fifth grade selected based on maximum variation sampling. Science process skills focused worksheets, focus group interview schedule, and observation forms were used as data collection tools. As a result, it was found out that the students were at the average or above the average level in observing, predicting, measuring, comparing and classifying skills; and they were at below the average level in inferring, organizing data, identifying and using experimental materials, processing data and formulating models, controlling variables, experimenting, interpreting and inferring. Also, it was determined that students with high academic achievement have more acquisition in SPSs. Besides, it was found out that the development of SPSs is gender neutral, it depends on the number of activities that are made in the classroom and what is the role of the students in these activities. }, keywords = {gender in science process skills, lower secondary school, Science Achievement, science activities, science process skills}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.607}, url = {http://oaji.net/articles/2019/987-1564686680.pdf}, author = {Yakup Saban and B{\"u}lent Aydo{\u g}du and R{\i}dvan Elmas} } @article {775, title = {ADOPTING IDEAS FROM CURRENT NORDIC TEACHER EDUCATION STRATEGIES TO INITIAL SCIENCE TEACHER EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {August/2019}, pages = {Continuous}, type = {Editorial}, chapter = {488-489}, abstract = {A key goal of initial teacher education in all countries is to educate quality teachers through a quality post-secondary programme and then support them in their careers through professional learning. However, there are different definitions and interpretations of a quality teacher or a quality teacher education programme. Several terms are used to describe a quality teacher, such as professional, effective, competent, expert, or ideal (Stronge \& Hindman, 2003; Goel, Bell, \& Little, 2008). Furthermore, the definition of a quality teacher changes continuously and follows the current trends of society and working life. Consequently, national-level teacher education strategies and teacher education programmes are continuously improved. In the Nordic region, all countries have been developing initial teacher education at the national and institutional levels over the last five years. In this editorial, I will briefly analyse the aims of new Finnish, Norwegian, and Swedish national-level teacher education strategies. Then I will briefly discuss how we can improve science teacher education according to the new strategies.}, keywords = {post-secondary programme, professional learning, teacher education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.488 }, url = {http://oaji.net/articles/2019/987-1564685609.pdf}, author = {Jari Lavonen} } @article {731, title = {AGRICULTURAL STUDENTS{\textquoteright} KNOWLEDGE OF PHOTOSYNTHESIS AND THE CONTEXTUAL FACTORS THAT INFLUENCE IT}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {February/2019}, pages = {Continuous}, type = {Original article}, chapter = {6-18}, abstract = {This research aimed to assess the knowledge of photosynthesis among students in agricultural education and understand the influence of the contextual factors on it. In photosynthesis, biomass is produced, so understanding these processes is essential for successful agriculture. The research sample consisted of 330 students in agricultural education in Slovenia. Data were collected with a knowledge test and a contextual questionnaire. Better knowledge of photosynthesis was positively related with higher awareness of the importance of biology as a science and of photosynthesis. There was no significant relation between the knowledge of photosynthesis and positive attitudes toward biology lessons. The average achievement on the knowledge test of photosynthesis was 56\%: the highest on the item about energy and the lowest on the item about the primary purpose of photosynthesis. Between these two achievements was the knowledge of reactants and products in photosynthesis, and the knowledge concerning chlorophyll. Considering these results, improvements should be made in teaching. For this population, more experimental and less theory-based lessons were suggested. The findings could benefit biology and science teachers in agricultural education and help improve national curriculum for biology in agricultural programmes.}, keywords = {agricultural education, biology education, contextual factors in education, knowledge of photosynthesis}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.06}, url = {http://oaji.net/articles/2019/987-1550082600.pdf}, author = {Katja Gobec and Jelka Strgar} } @article {815, title = {AN ANALYSIS OF THE HIGH SCHOOL STUDENTS{\textquoteright} ABILITIES TO READ REALISTIC, CONVENTIONAL, AND HYBRID IMAGES IN GENERAL CHEMISTRY}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {December/2019}, pages = {Continuous}, type = {Original article}, chapter = {943-954}, abstract = {This research considered students{\textquoteright} abilities to read images about dispersed systems, taken from the chemistry textbook. 103 high school students (37 males, 63 females, and 3 unknown) from the school {\textquotedblleft}Svetozar Markovi{\'c}{\textquotedblleft} in Novi Sad, Republic of Serbia, were included as the research participants. Students{\textquoteright} abilities to suggest the titles of the realistic, conventional, and hybrid textbook images about dispersed systems, as well as their written interpretations of images contents, were examined. The collected data were analysed qualitatively, and information about students{\textquoteright} conceptual understandings and misunderstandings about selected chemistry topic was provided. Identified misunderstandings, some of which are the contribution of this research, gave significant results. Additionally, it was concluded that the majority of students{\textquoteright} difficulties were related to reading realistic textbook images. Students relied on what they literally saw in the photography without making proper connections with chemical contents about dispersed systems. The findings of the present research could be helpful for science teachers and educators, interested in how and why students use textbook images to learn science concepts. They will also alert authors and textbook illustrators to pay more attention to the selection of appropriate textbook images.}, keywords = {general chemistry, image types, reading images, textbook images, visual representations}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.943}, url = {http://oaji.net/articles/2019/987-1576226371.pdf}, author = {Tamara N. Ron{\v c}evi{\'c} and {\v Z}eljka {\DJ}. {\'C}uk and Du{\v s}ica D. Rodi{\'c} and Mirjana D. Segedinac and Sa{\v s}a A. Horvat} } @article {654, title = {ANALYSIS AND COMPARISON OF SCIENTIFIC INQUIRY ACTIVITIES IN EIGHT-GRADE PHYSICS TEXTBOOKS IN CHINA}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {April/2018}, pages = {Continuous}, type = {Original article}, chapter = {229-238}, abstract = {In order to analyse whether or not the characteristic of scientific inquiry activities of textbooks in China satisfy the requirements of China{\textquoteright}s new curriculum reforms, content analysis method was adopted to analyze scientific inquiry activities in junior middle school physical textbooks (grade 8) of five editions authorized by the Chinese Ministry of Education. The results show that the inquiry activities in the five versions of textbooks in China cannot meet the requirements of authentic scientific inquiry regardless of the degree of openness or operationality of cognitive processes and are not conducive to develop students{\textquoteright} scientific inquiry skills and scientific reasoning skills. The authors of science textbooks should take note of the latest insights from the world of academia and develop some new authentic scientific inquiry tasks to update textbooks in a prompt manner in order to improve the students{\textquoteright} abilities of scientific inquiry. For the textbook reviewers, the present research not only provides them with specific findings, but also provides them with a method to evaluate textbooks.}, keywords = {content analysis, physics textbook, scientific inquiry activity, textbook evaluation}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.229}, url = {http://oaji.net/articles/2017/987-1523527128.pdf}, author = {Xiying Li and Liusu Wang and Jiliang Shen and Jingying Wang and Weiping Hu and Yinghe Chen and Renhe Tian} } @article {658, title = {AN ANALYSIS OF PLANT BLINDNESS IN TURKISH TEXTBOOKS USED AT THE BASIC EDUCATION LEVEL}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {April/2018}, pages = {Continuous}, type = {Original article}, chapter = {277-287}, abstract = {The importance of plants is not as clearly understood as that of animals. This lack of attention is called {\textquotedblleft}plant blindness{\textquotedblright} and is considered one of the most important problems in biology education. Textbooks do not put much emphasis on plants and, therefore, they may contribute to plant blindness. In this research, ten textbooks used for teaching at the basic education level in Turkey were analyzed for plant blindness using the document analysis method. The words and photographs associated with plants and animals were analyzed. The data analysis did not find any evidence that could lead to a conclusion of plant blindness based on the text and photos of these textbooks. However, if the number of plant and animal species covered is increased, and more words and photos are used to introduce these species, children will become more familiar with plants and animals. Besides textbooks, other educational tools can be analyzed in terms of plant blindness to expand on the related literature. }, keywords = {document analysis, photograph in textbook, plant blindness, written text}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.277}, url = {http://oaji.net/articles/2017/987-1523527409.pdf}, author = {Berat Ahi and Volkan Atasoy and Sibel Balci} } @article {585, title = {ADOPTION OF ICT INNOVATIONS BY SECONDARY SCHOOL TEACHERS AND PRE-SERVICE TEACHERS WITHIN CHEMISTRY EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {August/2017}, pages = {Continuous}, type = {Original article}, chapter = {510-523}, abstract = {This research is focused on secondary school chemistry teachers{\textquoteright} (N=276) and chemistry pre-service teachers{\textquoteright} (N=159) attitudes towards the use of information and communication technology (ICT) in education. A questionnaire constructed upon Rogers{\textquoteright} theory of diffusion of innovation was used. Based on the answers, the respondents were grouped according to their innovativeness {\textendash} into types of innovation adopters. Analysis of the participants{\textquoteright} responses to the statements in the questionnaire suggests that neither gender nor their teaching experience influence their innovativeness. The respondents mostly tend to hold a pragmatic view, accept the role of ICT in education. However, they need proof to decide whether to adopt it in their teaching practice. As the respondents could leave their contact information, it is possible to further focus on particular groups of innovation adopters, to observe their lessons, analyse their approach and mainly influence and support those groups, which maintain a {\textquotedblleft}role model{\textquotedblright} position and trigger diffusion of innovations.}, keywords = {chemistry education, diffusion of innovations, ICT, pre-service teachers{\textquoteright} attitudes, teachers{\textquoteright} attitudes}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.510}, url = {http://oaji.net/articles/2017/987-1503904959.pdf}, author = {Martin Rusek and Dagmar St{\'a}rkov{\'a} and Vlastimil Chytr{\'y} and Martin B{\'\i}lek} } @article {547, title = {ALTERNATIVE CONCEPTIONS OF COMMON SALT HYDROLYSIS AMONG UPPER-SECONDARY-SCHOOL STUDENTS}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {February/2017}, pages = {Continuous}, type = {Original article}, chapter = {64-76}, abstract = {Reactions in aqueous solutions are an important part of chemistry education. As experience shows, they are particularly difficult for students to understand. Hydrolysis is one such reaction. It occurs in organic and inorganic compounds with either covalent and ionic structures, but salt hydrolysis is a special example. Salt hydrolysis is complex, and to understand it, students must consider the reaction equilibrium, dissociation process, and acid-base properties of reactants and products. Additionally, in the upper-secondary-school curriculum, hydrolysis is described only qualitatively, which can lead students to misinterpret hydrolysis and solution equilibrium. In this study, 235 upper-secondary-school students answered questions about the acidity of common salt solutions and tried to justify their responses by writing appropriate chemical equations. An analysis of the answers revealed the students{\textquoteright} alternative conceptions and misconceptions. The character of the misconceptions showed that they are school-based and largely caused by excessive simplification of the process as well as the usage of inappropriate analogies. }, keywords = {acids and bases, alternative and misconceptions, chemical education research, salt hydrolysis}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.64}, url = {http://oaji.net/articles/2017/987-1493049832.pdf}, author = {Kinga Orwat and Pawe{\l} Bernard and Anna Migda{\l}-Mikuli} } @article {608, title = {THE APPLICATION OF CONCEPT MAPS IN THE TEACHING OF POLLINATION AND POLLINATORS IN ELEMENTARY SCHOOL}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {October/2017}, pages = {Continuous}, type = {Original article}, chapter = {746-760}, abstract = {Teaching biology is characterized by a great number of concepts and facts. It is very difficult to concisely represent all important concepts and facts. In order to effectively present important concepts such as pollination and pollinators, concept maps have been applied. In particular, the pedagogical experiment was applied to determine whether the concept maps are effective as teaching technology compared to the usual teaching approach without this technology. The research involved 110 elementary school students who were divided into one experimental (E) and one control (C) group. The E group covered programme content related to pollination and pollinators by applying concept maps. The C group was exposed to the same content, without these maps. It is evidenced a difference of the attained knowledge in favour of the experimental group after the introduction of the experimental factor (application of concept maps). The application of concept maps directly contributed to better learning and knowledge acquisition in teaching the biology content Pollination and Pollinators. Based upon the obtained results of this research, concept maps will be further implemented to improve teaching process and the teachers will be gradually trained for the application of this teaching technology. }, keywords = {concept maps, pollination, pollinators, programme content}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.746}, url = {http://oaji.net/articles/2017/987-1509214135.pdf}, author = {Jelena D. Stanisavljevi{\'c} and Mirka М. Bunijevac and Ljubi{\v s}a {\v Z}. Stanisavljevi{\'c}} } @article {568, title = {ATTITUDES TOWARDS ASTRONOMY AMONG THE PRE-SERVICE TEACHERS{\textquoteright} DIFFERENT COGNITIVE STYLES: ALTERNATIVE COURSE SAMPLE}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {June/2017}, pages = {Continuous}, type = {Original article}, chapter = {300-307}, abstract = {The purpose of research is to examine the changes in attitudes towards astronomy following alternative astronomy education among pre-service teachers with different cognitive styles. Accordingly, it was thought to be appropriate to use pre-and post-test control group design among the experimental designs. The sample of the study included 4th year students at Abant {\.I}zzet Baysal University Department of Science Teaching during 2015-2016 spring term (N=64). In the treatment group, a process enriched with activity-based astronomy practices was followed, while the control group used a 12-week program designed as consistent with the program developed by Higher Education Council. The results seem to evidence that at undergraduate level there is an urgent need to intensify the efforts, education and practices that focus on increasing the levels of attitudes towards astronomy regardless of cognitive styles and on transferring these attitudes to skill areas and these kinds of studies need to be encouraged and extended.}, keywords = {attitude towards astronomy, cognitive style, pre-service teacher}, isbn = {E-ISSN 2538-7138}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.300}, url = {http://oaji.net/articles/2017/987-1497963764.pdf}, author = {Naciye Somuncu Demir and Pelin Aks{\"u}t and D{\"u}ndar Yener and Fatih Ayd{\i}n and {\"O}zge Suba{\c s}{\i} and Hilal Fidan and Mehmet Ayg{\"u}n} } @article {450, title = {ANALYSIS AND INTERVENTION OF STUDENT KNOWLEDGE OF NUTRITION AND SEXUALITY AT A PENAL INSTITUTION}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {August/2015}, pages = {Continuous}, type = {Original article}, chapter = {513{\textendash}523}, abstract = {Studies related to the habits of students of Nutrition and Sexuality show the existence of inaccurate knowledge that leads them to adopting unhealthy lifestyles. The team of teachers at a Penal Institution in Spain diagnosed this aforementioned lifestyle was becoming a reality in their students aged between 18 and 47. The aim of this research was to analyse and improve the Nutritional and Sexual knowledge of these students. The students{\textquoteright} level of knowledge was detected through a pre-test and post-test that were quantitatively designed and analysed according to four variables (studies, gender, age and body mass index). In order to improve their knowledge, an educational intervention was conducted and was quantitatively and qualitatively analysed according to six categories: change or improvement in sexual knowledge, change or improvement in nutritional knowledge, affective factors, the learning process, evaluation and methodology. The results show conceptual differences according to the four variables and that the intervention contributes to a conceptual change or improvement thanks to the activities and resources used. The implication of this research is to reveal the importance of analysing students{\textquoteright} knowledge so as to improve the quality of the teaching/learning process.}, keywords = {nutritional education, penal institution, Previous Knowledge, sexual education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.513}, url = {http://oaji.net/articles/2016/987-1479498372.pdf}, author = {Agust{\'\i}n Pozo Tamayo and Lina Viviana Melo Ni{\~n}o and Javier Cubero Ju{\'a}nez} } @article {455, title = {ANALYSIS OF THE STATE OF COLLABORATION BETWEEN NATURAL SCIENCE SCHOOL DISTRICT OFFICIALS AND PRIMARY SCHOOL SCIENCE TEACHERS IN SOUTH AFRICA}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {October/2015}, pages = {Continuous}, type = {Original article}, chapter = {586{\textendash}598 }, abstract = {Collaboration and synergy among education stakeholders is a fundamental pillar for any educational reform success. The reported research analyses the state of collaboration and work dynamics that existed between natural science district officials and primary school teachers in the Eastern Cape Province, South Africa. Data were collected through interviews conducted with science district officials and teachers and policy document review. The results focuses on past previous experiences with officials as barrier towards effective collaboration, work dynamics between science district officials and science teachers in their districts, impact on and implications for curriculum reform implementation and professional development. It is argued that effective collaboration between district officials and teachers is a hallmark of curriculum reform success, teacher growth and success in the workplace, which result in student academic achievement. Effective collaborations are built around trust in individual{\textquoteright}s professional integrity and are characterised by professional candour, appreciation of individuals and understanding. In conclusion, it is imperative for district officials and teachers to improve communication and strive for effective collaboration, mutual respect, and power sharing rather than domination of one group by the other.}, keywords = {district officials, Primary schools, South Africa}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.586}, url = {http://oaji.net/articles/2016/987-1479542362.pdf}, author = {Bongani D. Bantwini} } @article {439, title = {APPLYING ONLINE PEER ASSESSMENT WITH TOTAL QUALITY MANAGEMENT TO ELEVATE PROJECT-BASED LEARNING PERFORMANCE}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {June/2015}, pages = {Continuous}, type = {Original article}, chapter = {379-390}, abstract = {Undergraduate science, technology, engineering, and mathematics (STEM) curriculum emphasize project-based learning (PBL) with peer assessment/on-line peer assessment (PA/OPA). Many studies have stressed that students did not improve over two rounds in PBL with OPA studies and PBL with PA have to adopt team mutual cooperation to reap effective learning. This study proposed an innovative approach that incorporate OPA with TQM as a macro-level instructional tool to guide students in teacher{\textquoteright}s directing of collaborative project development as well as seeking continuous improvement to elevate Project-Based Learning Performance in a STEM course. The effects of OPA with TQM were examined through an experiment with PBL performances hypotheses. A total of 63 junior students in an university of Taiwan voluntarily participated in this study and a quasi-experimental approach with a two-group design was adopted. The results revealed that the team members using the OPA with TQM approach tended to have higher design skill performance, better cohesive teamwork and creative problem solving attitude. Thus, the proposed approach facilitated team members to collaborate for seeking continuous improvement. However, no significant difference was reported on the influence of enhancing students{\textquoteright} design concept. Implication and suggestions for educators to promote the PBL with OPA and TQM were also provided in the study.}, keywords = {collaborative learning, online peer assessment, Project-based learning, STEM course, Total Quality Management}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.379}, url = {http://oaji.net/articles/2016/987-1479497325.pdf}, author = {Shu-Hsuan Chang and Li-Chih Yu and Yen-Kuang Kuo and Yi-Ting Mai and Jen-De Chen} } @article {423, title = {ATTITUDES OF PRE-SERVICE SCIENCE TEACHERS TOWARDS EDUCATIONAL RESEARCH AND THEIR SCIENCE TEACHING EFFICACY BELIEFS IN TURKEY}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {April/2015}, pages = {Continuous}, type = {Original article}, chapter = {183{\textendash}193}, abstract = {One of the most necessary teaching competencies for science teachers concerns their self-efficacy belief. It is also necessary for teachers to benefit from educational research in order to develop their science teaching efficacy beliefs. However, studies are restricted. This study aims to analyze the attitudes of pre-service science teachers towards educational research and their science teaching efficacy beliefs, and the relationship between the two variables according to some demographical (academic achievement, gender, and the type of high school they attended). The study was conducted according to the survey research design. Sample of the study includes 517 pre-service science teachers (final year students) at five different universities in Turkey. {\textquoteleft}Teachers Attitude Scale towards Educational Research [TASTER]{\textquoteright} and {\textquoteleft}Science Teaching Efficacy Belief Instrument [STEBI]{\textquoteright} were used as data collection tools. The data were analyzed using Statistical Package for Social Sciences (SPSS) version 18.0. Analysis of the data has revealed that there is a relationship between the attitudes of the pre-service science teachers towards educational research and their science teaching efficacy belief.}, keywords = {educational research, Pre-Service Science Teacher, self-efficacy}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.183}, url = {http://oaji.net/articles/2016/987-1473430732.pdf}, author = {Nail Ilhan and Zeynel Abidin Yilmaz and H{\"u}lya Dede} } @article {404, title = {ASSESSING THE STUDENTS{\textquoteright} UNDERSTANDING RELATED TO MOLECULAR GEOMETRY USING A TWO-TIER DIAGNOSTIC TEST}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {December/2014}, pages = {Continuous}, type = {Original article}, chapter = {839{\textendash}855 }, abstract = {In this research, the comprehension levels and misconceptions of university students on the subject of molecular geometry were determined via a two-tier diagnostic test consisting of 25 items developed by researchers. It was applied on 110 university students. The reliability and validity tests and item analyses were conducted in relation to the test, and the difficulty and discrimination indices of the items were detected. The reliability coefficient of the test was found to be 0.856 while the mean difficulty value of the test was 0.487. According to the findings obtained from the second tier of the test containing open end questions, the students had a great deal of wrong information and numerous misconceptions in relation to the molecular geometry. Such statements as {\textquotedblleft}atoms move in the resonance structure{\textquotedblright} and {\textquotedblleft}bond angles of two molecules having a trigonal pyramidal shape cannot be different{\textquotedblright} are counted among the most important misconceptions determined in the study. }, keywords = {molecular geometry, two-tier diagnostic test, university students}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.839}, url = {http://oaji.net/articles/2015/987-1450982620.pdf}, author = {Melis Arzu Uyulgan and Nalan Akkuzu and {\c S}enol Alpat} } @article {285, title = {THE ACHIEVEMENT GOAL ORIENTATION OF DISADVANTAGED PHYSICAL SCIENCES STUDENTS FROM SOUTH AFRICA}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {June/2013}, type = {Original article}, chapter = {139-151 }, abstract = {This study attempted to identify the achievement goal orientation of grade 12 Physical Sciences students from disadvantaged communities, and thereafter explain goal orientation by investigating its interaction with teacher, school and parent goal emphasis. The research adopted a mixed methods design involving first a quantitative survey of 300 students from 6 schools using an achievement goal questionnaire developed by Vedder-Weiss and Fortus (2010), followed by interviews with 12 students that served to explicate the trends revealed from the survey. A finding of this study was that disadvantaged Black students have a much stronger performance goal orientation in comparison to a mastery goal orientation. Students perceive the teacher, school and their parent to emphasize such a goal orientation. Despite disadvantaged students being motivated to perform well and achieve high marks in science, the dismal grade 12 results in the national Physical Sciences examination does suggest that a performance goal orientation of students may not be ideal.}, keywords = {achievement goal orientation, mastery goal, Performance goal, science learning}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.139}, url = {http://oaji.net/articles/2015/987-1425758421.pdf}, author = {Umesh Ramnarain} } @article {337, title = {THE ALTERNATIVE CONCEPTIONS OF PRE-SERVICE TEACHERS CONCERNING THE STATUS OF ORGANELLES DURING CELL DIVISION}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {December/2013}, pages = {Continuous}, type = {Original article}, chapter = {813-828}, abstract = {The aim of this study was to identify pre-service teachers{\textquoteright} alternative conceptions concerning the status of organelles during cell division. A total of 212 pre-service teachers participated in the study. Data were collected by asking open-ended questions of all pre-service teachers, and semi-structured interviews were conducted with 12 participants. Data were analyzed by coding data segments within 11 categories. Categories were tabulated and interpreted by including sample data sections about the codes. The results indicated that there were some students who explained that no organelle dissolved or disappeared and no change occurred in any organelles during cell division besides pre-service teachers who said that all organelles dissolved and disappeared during cell division. In addition, a few pre-service teachers thought that while some organelles dissolved and disappeared, others did not. It was understood that those pre-service teachers were confused about which structures and organelles disappeared and which ones continued their existence, and they had various alternative conceptions. Moreover, pre-service teachers had alternative conceptions regarding the status of organelles particularly about structures such as chromosome, centrosome, DNA, and RNA. }, keywords = {alternative conceptions, cell division, organelles, pre-service teachers}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.813}, url = {http://oaji.net/articles/2015/987-1425811690.pdf}, author = {Mehmet Yak{\i}{\c s}an} } @article {373, title = {ARE STORKS HOMOSEXUALS? PERSISTENCE OF MISCONCEPTIONS AMONG UNIVERSITY STUDENTS}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2013}, month = {August/2013}, pages = {Continuous}, type = {Original article}, chapter = {448{\textendash}457 }, abstract = {The misconceptions about different scientific phenomena are persisting from childhood till adulthood and no method managed to transform it into the correct form. The study is focused on finding out the misconceptions about common facts of zoology and also human body. The respondents were 112 university students. Among these respondents were 22 science major students and the rest of the respondents were non-science majors. The number of females was 82. All respondents are potentially future teachers at elementary schools, so there is a great chance/ possibility they will teach pupils and present them the kinds of information which are investigated in this study. Research tool contained 7 items, most of them were from the field of zoology and one from the field of human anatomy. Obtained data were analysed by the proportional ratio of correct and incorrect answers and the chi-square test was used for the determination of differences between groups of variables gender and field of study. There was not found a significant difference between males and females and science major students often answered some items more. There were found many misconceptions about common facts of zoology and human body. }, keywords = {human body, misconceptions, university students}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.448}, url = {http://oaji.net/articles/2015/987-1447523229.pdf}, author = {Milan Kubiatko and Kristyna Balatova} } @article {315, title = {ASSESSING THE RELATIONSHIP BETWEEN LEARNING STRATEGIES AND SCIENCE ACHIEVEMENT AT THE PRIMARY SCHOOL LEVEL}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {December/2013}, type = {Original article}, chapter = {525-534 }, abstract = { The use of self-regulated learning strategies tend to have an impact on student learning and achievement; however, the nature of this relationship for primary science achievement needs further investigation. The purpose of this study was to examine the relationship between learning strategies used by primary students and their science achievement. The use of learning strategies was measured by the 50-item modified version of the Motivated Strategies for Learning Questionnaire (MSLQ) and the science achievement was measured by a test compiled from the released TIMSS items. Bivariate correlation analysis results showed that among the nine learning strategies that were investigated, seven of them were significantly associated with the science achievement. There were no correlations between peer learning and help seeking and achievement. Multiple regression analysis results showed that among the seven strategies, effort regulation, metacognitive self-regulation and critical thinking significantly contributed to the science achievement. Results and implications for instruction were discussed.}, keywords = {Motivated Strategies for Learning Questionnaire, primary science, self-regulated learning, TIMSS}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.525}, url = {http://oaji.net/articles/2015/987-1425809609.pdf}, author = {Sibel Kaya and Zeynel Kablan} } @article {253, title = {ADAPTATION INTO TURKISH OF THE PLANT ATTITUDE QUESTIONNAIRE}, journal = {Journal of Baltic Science Education}, volume = {11}, year = {2012}, month = {June/2012}, type = {Original article}, chapter = {175-183 }, abstract = {Plants are indispensable living elements of the world due to their role in sustaining of life. However, many studies have shown that in general children and adults{\textquoteright} knowledge and perceptions about plants are limited and they both find animals more interesting than plants. The purpose of this study was to adapt Plant Attitude Scale (PAS) developed by Fancovicova and Prokop (2010) into Turkish and to investigate the validity and reliability of the scale. Five hundred seventeen primary school students participated in the study. To determine the structural validity of PAS, exploratory and confirmatory factor analyses were conducted. The Cronbach alpha coefficient was calculated for the dimensions of scale. Results of the study indicate that Turkish version of the PAS is valid and reliable for measuring attitudes toward plants.}, keywords = {plant attitude scale, Reliability, scale adaptation, validity}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/12.11.175}, url = {http://oaji.net/articles/2014/987-1419167776.pdf}, author = {Meryem Selvi} } @article {272, title = {ASSESSING PRE-SERVICE TEACHERS (DIS) LIKING OF SOME ANIMAL SPECIES}, journal = {Journal of Baltic Science Education}, volume = {11}, year = {2012}, month = {December/2012}, type = {Original article}, chapter = {393-402 }, abstract = {The purpose of this study was to investigate attitudes of students, in particular primary school and biology pre-service teachers, towards specific animals in order to determine principal reasons for (dis) liking them. The sample consisted of 309 university students. Two factors were extracted termed {\textquotedblleft}pleasant animals{\textquotedblright} and {\textquotedblleft}unpleasant animals{\textquotedblright}. {\textquotedblleft}Unpleasant animals{\textquotedblright} were characterised by certain commonly perceived features such as being dirty, dangerous, distinctive and fear evoking while {\textquotedblleft}pleasant animals{\textquotedblright} were typically beautiful, clean, pleasant to touch, intelligent and responsive. Students with more positive attitudes toward the Biology subject also expressed more positive attitudes toward animals, especially toward {\textquotedblleft}unpleasant{\textquotedblright} animals. And students with more frequent exposure to natural environments had more positive attitudes to {\textquotedblleft}pleasant animals{\textquotedblright}.}, keywords = {animals, biology education, Experiences, pre-service, primary school education, teacher}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/12.11.393}, url = {http://oaji.net/articles/2014/987-1419169320.pdf}, author = {Gregor Torkar and Milan Kubiatko and Barbara Bajd} } @article {243, title = {ASSESSMENT OF PRESERVICE TEACHERS{\textquoteright} KNOWLEDGE AND ATTITUDES REGARDING BIOTECHNOLOGY: A CROSS-CULTURAL COMPARISON}, journal = {Journal of Baltic Science Education}, volume = {11}, year = {2012}, month = {March/2012}, type = {Original article}, chapter = {78-93}, abstract = {This study examines the level of knowledge of and attitudes toward biotechnology of preservice teachers from Lebanon, Lithuania, Slovakia and Turkey. Data were gathered from a total of 768 preservice teachers from these four countries. The Biotechnology Knowledge Questionnaire and the Biotechnology Attitude Questionnaire were used for data collection. Three-way MANOVA was conducted to analyze the cross-cultural data. The results revealed that preservice teachers{\textquoteright} knowledge of biotechnology in all four samples was below average. The results also demonstrated that there were significant differences in attitude towards biotechnology among preservice teachers in the four countries. In addition, significant gender differences were observed between male and females. Implications for teaching and further research are discussed.}, keywords = {Attitude, biotechnology, cross-cultural, knowledge}, issn = {78-93}, doi = {https://doi.org/10.33225/jbse/12.11.78}, url = {http://oaji.net/articles/2014/987-1419167090.pdf}, author = {Mehmet Erdo{\u g}an and Murat {\"O}zel and Saouma BouJaoude and Vincentas Lamanauskas and Muhammet U{\c s}ak and Pavol Prokop} } @article {167, title = {ASSESSMENT OF E-LEARNING COURSE DELIVERY FOR MECHANICAL ENGINEERING STUDENTS AT THE UNIVERSITY OF BOTSWANA}, journal = {Journal of Baltic Science Education}, volume = {8}, year = {2009}, month = {March/2009}, type = {Original article}, chapter = {44-53}, abstract = {The paper presents results of a study on students{\textquoteright} perception of the eLearning technology, namely WebCT/Blackboard. The study was carried out at the University of Botswana (UB) during the first semester of 2007/2008 academic year. Several mechanical engineering courses were delivered using a blended method, i.e. online resource (eLearning) and traditional face to face approach. An electronic questionnaire was administered to a cohort of third year mechanical engineering students for the study. The questionnaire consisted of 92 items that covered such areas as facilities, resources, access, instruction and quality issues. An open ended section enabled students to comment on other issues related to the course delivery. The paper discusses the challenges of using eLearning and proffers recommendations to ensure that the maximum benefit is derived from technological investment and staff effort. The results show that students were very receptive of ICT based course delivery. }, keywords = {access, eLearning, ICT, mechanical engineering students, WebCT/Blackboard}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404720607.pdf}, author = {Moses Tunde Oladiran and Jacek Uziak} } @article {177, title = {ATTITUDES SCALE TOWARDS {\textquotedblleft}NANO TECHNOLOGY{\textquotedblright} FOR CHEMISTRY TEACHERS}, journal = {Journal of Baltic Science Education}, volume = {8}, year = {2009}, month = {October/2009}, type = {Original article}, chapter = {157-171 }, abstract = {The aim of the study is to develop a valid and reliable attitude scale in order to measure the chemistry student-Teachers{\textquoteright} attitudes towards nano technology. During the development phase, a total of twenty-one items that included eleven negative and ten positive statements about nano technology were produced based on experts{\textquoteright} views. These items were statistically analysed in terms of different aspects. The data obtained through these analyses were analyzed by using SPSS software. In the study, the scale was administered to 550 undergarduate students. The data obtained was analysed through factor analysis and reliability analysis. At the final stage, the scale was found to include four factors with sixteen items. After the factor analysis, according to Varimax Rotated (rotated Component Matrix) results, has been found to be four factors and Cronbach-Alpha internal integrity of the final version of the scale was found to be 0,859.The article also includes suggestions about how this scale can be employed.}, keywords = {Nanotechnology, scientific attitude, statistical process scale}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404740194.pdf}, author = {Nilg{\"u}n Se{\c c}ken} } @article {73, title = {APPLICATION OF A QUESTIONNAIRE TO DESCRIBE TEACHER COMMUNICATION BEHAVIOUR AND ITS ASSOCIATION WITH STUDENTS IN SCIENCE IN TURKEY}, journal = {Journal of Baltic Science Education}, volume = {3}, year = {2004}, month = {March/2003}, type = {Original article}, chapter = {15-21}, abstract = {Teachers contribute enormously to a positive social climate at science classes, particularly through their communication with students. In the study described in this article, a questionnaire (The Teacher Communication Behaviour Questionnaire (TCBQ)) developed by She and Fisher (2000) was applied. TCBQ can be used to assess students{\textquoteright} perceptions of science teachers{\textquoteright} interpersonal communication behaviours in their classroom learning environments. TCBQ has five scales: Challenging, Encouragement and Praise, Non-Verbal Support, Understanding and Friendly, and Controlling. The TCBQ was applied with a large sample of secondary science students in Turkey. Girls perceived their teachers as more understanding and friendly, encouragement and praise than did boys, and teachers in biological and chemistry science classrooms exhibited more favourable behaviour toward their students than did those in physical science classrooms. This study can suggest some implications for practice, personnel development, and research. TCBQ can be applied for observing teachers and classifying them. Also, this questionnaire provides training in sensitivity to average and controlling teachers and less redirective and more elaborative to increase the overall quality of the classroom environment and to increase the percentage of student engaged. Teachers can use this supplement to promote an atmosphere of positive interaction in their science classrooms and improve student learning.}, keywords = {sex differences, students{\textquoteright} perceptions, subject differences, teacher communication}, issn = {1648-3898}, url = {http://oaji.net/articles/2016/987-1482420157.pdf}, author = {Esra {\"O}zay and Ercan Kaya and Fatih Sezek} } @article {76, title = {ASSESMENT OF THE ENVIRONMENTAL ASPECT IN A CONTEMPORARY TEACHING/LEARNING MODEL OF CHEMISTRY IN BASIC SCHOOLS OF LATVIA}, journal = {Journal of Baltic Science Education}, volume = {3}, year = {2004}, month = {March/2003}, type = {Original article}, chapter = {43-51}, abstract = {Pedagogic investigation, situation study and analysis are presented on one aspect of the previously developed teaching/learning model {\quotedblbase}Society {\textendash} Nature {\textendash} Technology{\textquotedblright}. The attitude of 600 Latvian students of the 8th and 9th grades towards environmental education, their understanding about particular environmental problems and their place in chemistry teaching and learning content are evaluated in the paper. Comparative research was done resulting in the assessment of the increase in the comprehension of environmental problems of those students who have participated in the approbation of the teaching/learning model. Situation analysis before the approbation of our teaching/learning model {\quotedblbase}Society {\textendash} Nature {\textendash} Technology{\textquotedblright} (Bartusevi{\v c}a, Cedere, 2004) confirms insufficient comprehension of environmental issues and problems among respondents in the 8th and 9th grades in schools of Latvia. The developed approach {\textendash} teaching/learning model considering three mutually joint aspects (society, nature, and technology) is proved in practice. Students{\textquoteright} comprehension about chemistry increased during the pedagogic experiment. The test results have shown that students{\textquoteright} acquisition level has increased by 38.4\% in the 8th{\textendash}9th grades (during two school years), and by 26.8\% in the 9th grades (during one school year). Approbation results validate the following approaches: considerably increased proportion of applied chemistry in chemistry curriculum; environmentally friendly laboratory exercises in chemistry classes; methods that stimulate thinking and emphasize the significance of chemistry in everyday life.}, keywords = {basic school, chemistry education, environmental education, teaching/learning model}, issn = {1648-3898}, url = {http://oaji.net/articles/2016/987-1482420477.pdf}, author = {Aira Bartusevi{\v c}a and Dagnija Cedere and Rudite Andersone} } @article {45, title = {ASPECTS OF CONSTRUCTIVISM}, journal = {Journal of Baltic Science Education}, volume = {1}, year = {2002}, month = {October/2002}, type = {Original article}, chapter = {50 - 58}, abstract = {An experimental setting was used in a class of 23 sixth-grade students to prompt discussions about shadows. A rectangular wooden block with an incandescent electric lamp, mounted in the middle of each side, consisted the experimental setting. Additionally, there was a fifth lamp that was positioned exactly above the house and could be removed at any time. Each lamp could be replaced by other lamps of different colours and could be turned on and off independently. A two-dimensional model of a house, made of opaque cardboard, was also mounted upright at the center of the wooden block. The model showed a house with an inclined roof, a chimney, and one door and two windows that were represented using three movable pieces of cardboard. Students were asked to predict the position and other characteristics of the shadow when (a) each one of the five lamps was turned on individually, and (b) two lamps mounted on opposing sides of the wooden block were turned on simultaneously. Discussions were facilitated in order to create cognitive dissonance in students{\textquoteright} thinking and support the consequent psychological process of equilibration through a collaborative negotiation of students{\textquoteright} diverse understandings. The transcribed discussions were analyzed in an attempt to exemplify the importance of the social interaction between students{\textquoteright} knowledge schemes and their experience with the environment (physical and human), as well as aspects of the scientific epistemology and their relevance to conceptual change. }, keywords = {alternative conceptions, conceptual change, constructivism, science education}, issn = {1648-3898}, url = {http://oaji.net/articles/2017/987-1504180830.pdf}, author = {Nicos Valanides} }