@article {1337,
	title = {A BIBLIOMETRIC ANALYSIS OF LITERATURE ON ATTITUDES IN STEM EDUCATION IN 2008-2022},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {1038-1049},
	abstract = {This study employed a bibliometric analysis of research on attitudes in STEM education to identify patterns and themes within scholarly publications to address a research gap in the current literature. The publications indexed in the SCOPUS database on attitudes and STEM were analyzed to collect data. 173 articles were chosen for analysis. Bibliometric analysis revealed an upward trend in research publications between 2008-2022, with notable increases in 2013 and 2018 and between 2018 and 2022. Curtin University was the institution that contributed the most to the literature during this period. The results also showed that institutions from Australia, Taiwan, and the United States contributed equally to research on attitudes and STEM. Another finding is that the United States had the most publications on attitudes and STEM. The International Journal of Science Education was cited the most, followed closely by The Journal of Research in Science Teaching and Science Education. Barry J. Fraser and Jaquelynne S. Eccles are authors who were cited more than one hundred times in the publications.  Based on the findings, implications for further studies are drawn.},
	keywords = {attitudes in STEM, bibliometric mapping, science education, STEM education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.1038 },
	url = {https://oaji.net/articles/2023/987-1702728991.pdf},
	author = {Ke Ma and Bei-He Hui}
}
@article {1310,
	title = {BLENDED LEARNING ON WECHAT PLATFORM-BASED SPOC IN LOWER-SECONDARY SCHOOL SCIENCE TEACHING },
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {701-718},
	abstract = {This paper proposes a blended teaching design model on WeChat Platform-based SPOC and carries out an empirical study of its applicability and effectiveness in lower-secondary school science teaching. Participants were from two eighth grade classes with different academic performance, and after conducting the same blended teaching, it was found that pre-class knowledge transmission on the WeChat platform considerably enhanced students{\textquoteright} classroom participation, which was also highly related to their improved post-class test scores. The improvement in the performance of the weak groups is more obvious. In addition, backend data from the WeChat platform revealed that the number of resource clicks was significantly higher than the total number of students, indicating that the sharing function of the WeChat platform facilitated the sharing of educational resources. Seven in-service science teachers were also interviewed to qualitatively evaluate and analyze the teaching model from the perspective of in-service teachers. The comprehensive results indicate that the teaching model constructed in this study achieves good results, facilitates the development of students{\textquoteright} independent learning ability, and allows for the integration of this blended teaching model into lower-secondary curriculum.},
	keywords = {Blended teaching; Science education; SPOC; Teaching design model; WeChat platform-assisted teaching},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.701},
	url = {https://oaji.net/articles/2023/987-1693508213.pdf},
	author = {Tugen Xu and Jiaying Xu and Xiaoqing Xu and Jijian Lu}
}
@article {1333,
	title = {BREAKING GENDER STEREOTYPES: HOW INTERACTING WITH STEM PROFESSIONALS CHANGED FEMALE STUDENTS{\textquoteright} PERCEPTIONS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {974-990},
	abstract = {Various studies have reported that students have limited, stereotypical perceptions of STEM fields. However, few studies have attempted to evaluate interventions undertaken with the aim of changing female student{\textquoteright}s perceptions of STEM professions. This research aimed to examine the changes in mental images among female students as a result of interacting with STEM professionals in a STEM camp. The Draw-a-Scientist Test was revised, and female students were asked to draw and describe STEM professionals at work before and after attending STEM camp. The participating students attended workshops and career talks given by STEM professionals. The findings showed that the perceptions of the participating female students regarding gender images of STEM professionals changed. After the STEM camp, it was also observed that knowledge about STEM professionals and the content of their work had increased. The studied intervention program for female students positively contributed to changes in the students{\textquoteright} mental images of STEM professionals. Therefore, it is recommended that female students interact with professionals working in STEM fields to change their perceptions of those fields.},
	keywords = {female students, gender stereotypes, human images in STEM, role models, STEM},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.974},
	url = {https://oaji.net/articles/2023/987-1702728638.pdf},
	author = {{\.I}smail D{\"o}nmez}
}
@article {1009,
	title = {BIBLIOMETRIC ANALYSIS OF THE INTERNATIONAL SCIENTIFIC PRODUCTION ON ENVIRONMENTAL EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {428-442},
	abstract = {Environmental Education has become over recent decades an emerging area of knowledge; its evolution has been conditioned not only by different regional dynamics, but also by international guidelines and trends. Therefore, the literature reports multiple and diverse pedagogical, curricular and transdisciplinary approaches to this topic. Likewise, studies on the dynamics and trends in the generation and production of knowledge are relevant to both teachers and researchers in every field of knowledge. In this sense, it is presented a bibliometric study that aims to analyse the international scientific production on Environmental Education on the Web of Science (WoS) within the categories Education and Educational Research and Education, Scientific Disciplines for the last two decades (2000-2019). The information obtained was analysed using different bibliometric techniques, like descriptive statistics, degree of collaboration and co-occurrence maps generated by VOSviewer (version 1.6.15) software. The results show the accelerated increase in the production of knowledge in this area, they present the main research contexts, as well as some educational and research perspectives. Also, the collaboration between authors and universities was identified. },
	keywords = {bibliometrics analysis, environmental education, scientific education, scientific production},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.428 },
	url = {http://oaji.net/articles/2021/987-1622791155.pdf},
	author = {Marisol Lopera-Perez and Alexander Maz-Machado and Mar{\'\i}a Jos{\'e} Madrid and Astrid Cuida}
}
@article {846,
	title = {BIOLOGY CONTENT AND CLASSROOM EXPERIENCE AS PREDICTORS OF CAREER ASPIRATIONS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {317-332},
	abstract = {In Slovenia, as in many other countries, interest in seeking careers in science, technology and engineering-related disciplines is low, which can be recognized as a problem. The influence of general interest in biology, the content, and teaching of Biology in 9-year basic school (age 14 -15) and general upper-secondary schools (age 15 {\textendash} 18) on the career aspirations of students was explored. Based on structural models built on the responses of 522 general upper secondary school students from Slovenia, it was revealed that the corresponding constructs (1) The content of Biological disciplines; (2) The Biology content taught in 9-year basic school; (3) The Biology content taught in general upper secondary school; (4) The teaching of lower secondary school Biology; and (5) The teaching of general upper secondary school Biology--are only weak predictors, if at all, of career aspirations in 15 different career streams. The greatest predictive power is a general interest in biological topics. However, the influence of the content of school curricula and corresponding teaching is a weak and even negative predictor of career aspirations in some cases.},
	keywords = {biology teaching, career aspirations, lower secondary school Biology, SEM analysis, upper secondary school Biology},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.317},
	url = {http://oaji.net/articles/2020/987-1586941911.pdf},
	author = {Andrej {\v S}orgo and Andreja {\v S}pernjak}
}
@article {911,
	title = {BRAIN-BASED LEARNING AS PERCEIVED BY SAUDI TEACHERS AND ITS EFFECT ON CHEMISTRY ACHIEVEMENT OF 7TH GRADERS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {864-874},
	abstract = {This research explored science teachers{\textquoteright} perceptions of BBL. Data was collected from 105 Saudi Arabian science teachers via a questionnaire survey, establishing how BBL is viewed and applied, and whether this interrelates with teachers{\textquoteright} years of professional experience or qualification level. Furthermore, in a quasi-experiment comprising a single experimental group, a chemistry learning unit was designed using BBL methods and approaches and was delivered to 26 Saudi Arabian Grade 7 students. Pre- and post-lesson measurements of knowledge and achievement were conducted. The findings confirm the arguments in the BBL literature and show that BBL awareness is relatively high and BBL is viewed very positively. The results of the quasi-experimental component show that BBL methods are likely to improve student learning and outcomes. Teacher qualifications and years of experience were unrelated with BBL perceptions.},
	keywords = {brain-based learning, chemistry learning, chemistry teaching, grade 7, SCIENCE teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.864},
	url = {http://oaji.net/articles/2020/987-1606572205.pdf},
	author = {Fayadh Hamed Alanazi}
}
@article {979,
	title = {BROADENING EDUCATIONAL PATHWAYS TO STEM EDUCATION THROUGH ONLINE TEACHING AND LEARNING DURING COVID-19: TEACHERS{\textquoteright} PERSPECTIVES},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1055-1067},
	abstract = {COVID-19 posed formidable challenges to the teaching and learning of subjects with abstract concepts such as Science, Technology, Engineering and Mathematics (STEM).  The study explored how STEM teachers transformed their pedagogical practices as an integral part of the transition to online teaching and learning in response to COVID-19 and further examined the effectiveness of online teaching and learning. The study adopted an exploratory descriptive survey design and involved purposively selected STEM teachers from schools operating under the auspices of the Association of Muslim Schools. The Technological Pedagogical Content Knowledge (TPACK) framework underpinned the study. Quantitative data was collected through the administration of a Likert scale instrument. Data was analysed using inferential and descriptive statistics.  Findings revealed that COVID-19 essentially compelled teachers to make a transition to online teaching and learning resulting in a concomitant profound impact on their pedagogical practices.  Teachers provided various perspectives on the key modalities adopted to navigate online teaching and learning on virtual platforms in an attempt to ensure sustainable, equitable and inclusive teaching and learning. Implications for broadening educational pathways to STEM education through online teaching and learning on virtual platforms and sustainable teacher professional development on technology integration in teaching and learning are discussed.},
	keywords = {COVID-19, online teaching, pandemic, pedagogy, STEM, Teaching practices},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.1055},
	url = {http://oaji.net/articles/2021/987-1613414365.pdf},
	author = {Thasmai Dhurumraj and Sam Ramaila and Ferhana Raban and Ahmed Ashruf}
}
@article {798,
	title = {BIBLIOMETRIC ANALYSIS OF THE WOS LITERATURE ON RESEARCH OF SCIENCE TEACHER FROM 2000 TO 2017},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {732-747},
	abstract = {In order to explore the development of research of science teacher(RST), 904 articles from the Web of Science (WoS) core set based on bibliometric methods through R software were analyzed in this research. Specifically, it examined the co-occurrence relations of countries/regions, major journals, most cited references, and hot keywords from the macroscopic, mesoscopic and microscopic level of RST. The results showed that the core strength of RST is mainly from traditional industrialized countries such as the United States, Australia, and Britain. And some top journals in science education (such as Journal of Research in Science Teaching, Science Education) has to  pay more attention on RST, it may also appeal to lots of top journals in general teacher education (such as Journal of Teacher Education, Teaching and Teaher Education). The research on science teachers was guided by several educational theories about teacher research, such as the teacher epistemological belief, reflective practice, and PCK. Moreover, theories in science education such as scientific literacy, scientific conceptual change also becomes the theoretical basis for science teachers{\textquoteright} teaching practice and scientific inquiry instructing. The knowledge, key competences, dispositions, and professional development of science teacher are the main keywords and hot topics in the field of RST.},
	keywords = {bibliometric analyses, science teacher research, Web of Science},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.732},
	url = {http://oaji.net/articles/2019/987-1571128120.pdf},
	author = {Jianqiang Ye and Dimei Chen and Lingxin Kong}
}
@article {753,
	title = {A BIOENERGY COMPETENCY ASSESSMENT TOOL: DEVELOPMENT AND VALIDATION},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {264-275},
	abstract = {This research is motivated by the perspective that when empirical studies and assessment frameworks inform each other, assessments can enrich science education and strengthen its connections to modern science. The research proposes a bioenergy competency assessment for science education. It uses an argument-based approach to validation. Multiple types of validity evidence were collected to support the proposed scores use and scores interpretation. Along with reporting a series of psychometric properties of response data, the findings indicated that empirical response data corresponded to the hypothesized data structure. The latent logistic scale estabished through a generalized partial credit model (GPCM) seemed useful in measuring students{\textquoteright} bioenergy competency.},
	keywords = {competency assessment, item response theory, K-12 education, validity evidence},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.264},
	url = {http://oaji.net/articles/2019/987-1554359811.pdf},
	author = {Tingxuan Li and Kari L. Clase and Weiling Li and Anne Traynor}
}
@article {700,
	title = {BEST PRACTICES OF ASSESSMENT AS A WAY TO PROMOTE EFFECTIVE LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Editorial},
	chapter = {748-750},
	abstract = {The conceptual understanding presents a key component of science expertise, and thus the most desirable outcome of science education process. However, reports in the literature describe the opposite reality. The viva voce assessment is probably the oldest type of knowledge examination. Yet, contemporary issues such as the continued expansion of the curricula at all levels of education, large lecture at tertiary level and many other objective reasons, have made written exams more widespread in the teaching practice. Unfortunately, this has made many students learning for tests, and many teachers teaching to the test, thus ultimately turning teaching practice into students{\textquoteright} preparation to test well. },
	keywords = {Conceptual Understanding, knowledge examination, science expertise, teaching practice},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.748},
	url = {http://oaji.net/articles/2017/987-1539418039.pdf},
	author = {Du{\v s}ica D. Rodi{\'c}}
}
@article {675,
	title = {BIOLOGY EDUCATION STUDENTS{\textquoteright} MENTAL MODELS ON GENETIC CONCEPTS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {474-485},
	abstract = {This research aims to explore the concept of mental model of students about genetic concepts through drawing-writing test. The participants were 85 students of Biology Education at University of Lampung, which has taken genetics course. Mental model of students was categorized into five levels (levels 1-5) based on coding framework which was adapted from Kose (2008) and Saka et al. (2006).  The results showed that the most dominant mental models found in each concept through drawing-writing test (D/W) respectively were D3/W3 (drawings with misconceptions/partial understanding with alternative conceptions) on the concept of "genetic materials", D2/W2 (non-representational drawings/alternative conceptions) on the concept of "heredity", D2/W3 (non-representational drawings/partial understanding with alternative conceptions) on the concept of "gene expression", D2/W3 (non-representational drawings/partial understanding with alternative conceptions) on the concept of "gene regulation in metabolic processes", and D1/W2 (no understanding/alternative conception) on the concept of "gene regulation of the growth and development of an organisms". The results indicated that drawing-writing test can be used in probing the learning difficulties and misconseption on genetics.},
	keywords = {drawing-writing test, genetic concepts, Mental Models},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.474},
	url = {http://oaji.net/articles/2017/987-1529509132.pdf},
	author = {Tri Jalmo and Tri Suwandi}
}
@article {576,
	title = {BARRIERS TO STUDENTS{\textquoteright} CREATIVE EVALUATION OF UNEXPECTED EXPERIMENTAL FINDINGS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {414-428},
	abstract = {Science lecturers usually do not pay special attention to giving students the chance to evaluate persistent unexpected experimental findings that they cannot explain with their existing theories, propose alternative hypotheses and develop new theories in inquiry tasks at schools, despite the importance of these processes in scientific discoveries. Students{\textquoteright} reactions to this type of findings have been a subject for conceptual change studies that new theories were presented to explain the findings. This research, in contrast, examined students{\textquoteright} ways of interpreting their unexpected experimental findings about the molar mass of the sulfur element while hiding a new theory, and their barriers to discovering the scientific explanation of these findings, which is new to them, in the framework of the creativity paradigm. The research was conducted with 155 first-year undergraduate students who were enrolled in a chemistry laboratory course. A majority of the participants said that the unexpected findings might have resulted from experimental errors or methodical problems. Few students stated that these findings might be valid and have a new explanation. The barriers to students{\textquoteright} discovery of new scientific explanation for findings were classified as: lack of pre-knowledge, obstacles of existing structures, failure of creative cognitive processes and social-personal blocks.},
	keywords = {creativity barriers, laboratory work, students{\textquoteright} explanations, unexpected findings},
	isbn = {E-ISSN 2538-7138},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.414},
	url = {http://oaji.net/articles/2017/987-1497964307.pdf},
	author = {Hakki Kadayifci}
}
@article {543,
	title = {BIOLOGY TEACHING THROUGH SELF-REGULATED LEARNING AND COGNITIVE STRUCTURE: AN ANALYSIS OF THE EFFECT OF LEARNING STRATEGIES FOR COGNITIVE DEVELOPMENT VIA LATENT GROWTH MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {20-31},
	abstract = {This research applied the learning strategies to predict in an effect longitudinal growth of cognitive structure of students in biology. The aim of the research is to assess the effect of activating learning strategies on cognitive structures regarding biology. The research was conducted by using control group design. The sample of research was composed of 60 prospective teachers randomly assigned to the experimental and the control groups. The longitudinal data were collected every 2 weeks and 4 times in total considering the concept maps. The data were quantitatively analysed in terms of the number of concepts, connections and central concepts. Latent growth modelling (LGM) was used to analyse change in cognitive structure over time. The findings suggested that the experimental group did better in cognitive structure than the control group in terms of forming connections and central concepts. Accordingly, teaching students self-regulated learning strategies and providing support in the written material to activate the strategies influence the development of cognitive structure in a positive way in terms of the extent and the integration. Therefore, activation of the use of self-regulated learning strategies in the teaching are thought to contribute to the learning of biology.   },
	keywords = {biology education, cognitive structure, latent growth modelling, self-regulated learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.20},
	url = {http://oaji.net/articles/2017/987-1493049464.pdf},
	author = {Guntay Tasci and Halil Yurdugul}
}
@article {414,
	title = {BITARA-STEMTM TRAINING OF TRAINERS{\textquoteright} PROGRAMME: IMPACT ON TRAINERS{\textquoteright} KNOWLEDGE, BELIEFS, ATTITUDES AND EFFICACY TOWARDS INTEGRATED STEM TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {85-95},
	abstract = {The Bitara-STEMTM Training of Trainer Programme is a short-term professional development programme aimed to increase STEM teachers or facilitators{\textquoteright} abilities to teach integrated STEM education and to increase their efficacy, beliefs and attitudes of integrated STEM teaching. The programme involves 35 facilitators, representing a broad spectrum of STEM fields. Pre- and post-test results of the participants{\textquoteright} beliefs, attitudes, perceived efficacy and content knowledge in the context of integrated STEM teaching revealed significant changes. The findings also revealed (i) knowledge of integrated STEM teaching to be related to facilitators{\textquoteright} efficacy for teaching integrated STEM and (ii) facilitators{\textquoteright} attitudes to be related to beliefs of integrated STEM teaching. The outcomes of this study provide evidence that a relatively short-term professional development can have a significant impact on facilitators{\textquoteright} beliefs, attitudes, efficacy and knowledge of integrated STEM teaching and STEM concepts.},
	keywords = {integrated STEM teaching, STEM education, STEM facilitators, STEM graduates},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.85},
	url = {http://oaji.net/articles/2016/987-1462908253.pdf},
	author = {Edy Hafizan Mohd Shahali and Lilia Halim and Sattar Rasul and Kamisah Osman and Zanaton Ikhsan and Faszly Rahim}
}
@article {163,
	title = {BEYOND PHILOSOPHICAL CONFUSION: ESTABLISHING THE ROLE OF PHILOSOPHY OF CHEMISTRY IN CHEMICAL EDUCATION RESEARCH},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {March/2009},
	type = {Original article},
	chapter = {5-14},
	abstract = {The paper outlines some perspectives from the relatively new field of philosophy of chemistry and explores the implications of these perspectives for chemical education research. The paper is theoretical in nature and uses the review of literature as a methodological approach to synthesise a research territory for the applications of philosophy of chemistry in chemical education. The discussion begins with contextualization of the status of philosophy of chemistry in chemical education in general. Subsequently, the potential contributions of philosophy of chemistry in chemical education research are outlined. The argument is presented that the clarification and elaboration of important philosophical themes such as relativism and positivism are only one aspect of how philosophy of chemistry relates to chemical education research. Other contributions include the insights philosophy of chemistry can offer about the epistemological, linguistic and ethical aspects of chemistry - themes that have profound implications for how teaching and learning of chemistry are structured at the level of the classroom as well as how teacher education and curriculum design can be improved.},
	keywords = {chemical education, curriculum design, interdisciplinary studies of science, philosophy of chemistry, teacher education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404720394.pdf},
	author = {Sibel Erduran}
}
