@article {1331,
	title = {A HISTORICAL UNDERSTANDING OF HOW SCIENCE WORKS },
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Editorial},
	chapter = {952-955},
	abstract = {From Socrates onwards, the Greek cultural life began to take shape, and the whole nature of philosophical and scientific thought also began to change. From the natural sciences, interest shifted towards man and his societal role. Starting with the Sophists, a critical look at the surviving myths became pivotal at the time. Even if humans are still unable to get answers to all the riddles of nature, for which, among other things, mythology offers supernatural explanations, we (as human beings) do realize that we are only human. And humans need to learn to live together in different forms of social life. The Sophists were interested in man and his place in society. Socrates used conversations and tried to help his interlocutors generate valid reasoning and knowledge. According to him, proper knowledge must arise inside the individual, which is today{\textquoteright}s constructivist approach; no one can instill knowledge in the individual from the outside. Only knowledge that comes from within is true understanding. Socrates also wanted to find a solid basis for human knowledge. He believed he had found it in human reason. },
	keywords = {ChatGPT, Natural Sciences, scientific advice, supernatural explanations},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.952},
	url = {https://oaji.net/articles/2023/987-1702728485.pdf},
	author = {Boris Aber{\v s}ek}
}
@article {859,
	title = {HIGHER AND LOWER-ORDER THINKING SKILLS: THE CASE OF CHEMISTRY REVISITED},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {467-483},
	abstract = {This work analyses students{\textquoteright} failure in the 2019 Nationwide Chemistry Examination in Greece, which concerns secondary education graduates, competing for admission to higher education Greek institutions. The distinction of thinking skills into higher and lower order (HOTS and LOTS) is used as a theoretical tool for this analysis. The examination included several questions that contained HOTS elements that had been unusual in previous examinations. This led to a decrease in overall student performance but better discrimination between outstanding and good students. Based on two samples of examination papers, corresponding to very similar subsets of the student population, the 2018 and 2019 examinations are compared, and the individual 2019 questions are evaluated. It was found that section B of the 2019 examination paper (which included contexts unfamiliar to the students, and for which, a large effect size between 2018 and 2019 was calculated) may have caused the large drop. An important link is established between the 2019 low performance and the HOTS and LOTS features of the questions, and the role or non-role of algorithmic calculations is examined. In addition, the critical opinions of chemistry teachers are provided, with a consensus emerging in favour of connecting chemistry with everyday life. },
	keywords = {chemistry examinations, higher-order cognitive skills, higher-order thinking skills, student assessment, twelfth-grade chemistry},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.467},
	url = {http://oaji.net/articles/2020/987-1591087985.pdf},
	author = {Georgios Tsaparlis}
}
@article {703,
	title = {HERMENEUTIC PERSPECTIVES OF PRE-SERVICE SCIENCE TEACHERS ABOUT SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {778-799},
	abstract = {Science education emphasizes the development of individuals{\textquoteright} ability to make comments, reasoning, and critical reflection while expressing their scientific thoughts. In this sense, future science teachers have great responsibility to develop those skills of the learners and their meaningful learning. Many researches emphasize hermeneutical thinking for disciplines such as mathematics and science to create meaningful learning. The current research aimed to reveal pre-service science teachers{\textquoteright} hermeneutical perspectives about science and to determine their existing ideas. For this aim, scientific problems presented to pre-service science teachers via scenarios, and how they developed their approaches to solve these problems, and whether they used hermeneutics in this process were examined. The hermeneutical perspectives of pre-service teachers were selected as a single case -by using qualitative research method- to have a deep understanding of their hermeneutical perspectives. The research group consisted of nine third-year-students. Semi-structured interviews prepared by the researchers were applied before and after the intervention in the research conducted for 14 weeks in Science Teaching Laboratory Applications-I course. The data were analysed by a descriptive analysis method. It has been evidenced that science-related hermeneutical perspectives of the pre-service science teachers have developed as a result of the problem-based scenario studies.},
	keywords = {hermeneutical perspective, hermeneutics, Pre-Service Science Teacher, scenario-based learning, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.778},
	url = {http://oaji.net/articles/2017/987-1539418221.pdf},
	author = {Bilge Can and Asiye Bahtiyar and Hasret K{\"o}kten}
}
@article {663,
	title = {HEURISTIC REASONING OF PRE-SERVICE SCIENCE TEACHERS IN CHEMISTRY TOPICS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {343-356},
	abstract = {The aim of the present research is to explain how the heuristics utilized by the students in a multiple choice examination on the general chemistry subject of {\textquotedblleft}chemical bonding theories and molecular structures{\textquotedblright} caused biases on intuitive judgment and decision making processes, using the three characteristics of associative memory (attribute substitution, fluency process and associative coherence). A mixed-methods approach, both qualitative and quantitative research methods, were used in this research. Therefore, both questionnaire and individual interview were utilized to collect data. The results of the current research demonstrated that the participants used 4 different decision making strategies. Detailed evaluation of these strategies demonstrated that most of the participants did not prefer the processes related to the use of chemical knowledge and thus, were not able to assess the target attribute. Furthermore, it was identified that most of the students{\textquoteright} decision making processes were dependent on one or more of these three associative memory processes. It was also determined by this research that the most dominant of these three associative memory processes is the fluency effect, since participants often prefer to use superficial features. The dependence of participants on associative memory processes caused various biases, so participants often responded incorrectly to questions.},
	keywords = {chemical reasoning, chemistry education, intuitive judgments, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.356},
	url = {http://oaji.net/articles/2017/987-1523527782.pdf},
	author = {Mustafa Ugras}
}
@article {610,
	title = {HISTORY OF CHEMISTRY AS A PART OF ASSESSMENT OF STUDENTS{\textquoteright} UNDERSTANDING OF THE LAW OF CONSERVATION OF MASS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {780-796},
	abstract = {The aim of this research was to explore students{\textquoteright} ideas about chemical reactions and difficulties in understanding the law of conservation of mass in such reactions by using an approach that started from presentations of scientists{\textquoteright} work associated with the law. The developed test items relied on: 1) the historical contents that illustrate the experimental work of three scientists (Lavoisier, Landolt and Lomonosov); 2) the description of school experiments and 3) real life situation. In this way, students would have an opportunity to show understanding of the law of conservation of mass in two contexts, one based on the stories from the history of chemistry and the other contemporary, based on school laboratory experiments and real life situation. Students of different ages were selected for the research: the seventh and the eighth grade of primary school (age 13{\textendash}14), and the second year of grammar school (age 16). The research involved a total of 301 students. The results indicated that students{\textquoteright} difficulties were mostly associated with the predictions and explanations of mass changes in open reaction systems in which a gas was a reactant than with the reactions in which a gas was a product. },
	keywords = {assessment in chemistry, experimental results, grammar school, history of chemistry, law of conservation of mass},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.780},
	url = {http://oaji.net/articles/2017/987-1509214241.pdf},
	author = {Vesna D. Milanovic and Dragica D. Trivic}
}
@article {509,
	title = {HOW SPANISH SCIENCE TEACHERS PERCEIVE THE INTRODUCTION OF COMPETENCE-BASED SCIENCE TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {371-381},
	abstract = {The aim of the research was to determine how teachers in Spain perceived the introduction of competence-based science teaching in the classroom. The research was carried out during the transition between the LOE and LOMCE Education Laws (academic year 2014-2015). Data were collected using an ad hoc questionnaire comprising 19 items requiring responses on a 5-point Likert scale. The sample comprised 443 science teachers in compulsory education in Spain. The results indicated that the way teachers perceived science and its scope and application in the classroom was unlikely to lead to the effective development of the scientific competence. Significant findings were discussed relating to the participating teachers{\textquoteright} initial training, gender, type of school and stage of education. As a final component the didactic implications of teaching scientific competence were considered.},
	keywords = {primary education, SCIENCE teachers, scientific competence, secondary education, teachers{\textquoteright} perceptions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.371},
	url = {http://oaji.net/articles/2016/987-1482422711.pdf},
	author = {Mateos Jim{\'e}nez, A. and Garc{\'\i}a Fern{\'a}ndez, B. and Bejarano Franco, M.T.}
}
@article {413,
	title = {HELPING PRE-SERVICE SCIENCE TEACHERS TO UNDERSTAND ATOMISM THROUGH OBSERVATIONS AND EXPERIMENTS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {64-84},
	abstract = {Current atom concept teachings haven{\textquoteright}t reached required levels from the points of both teaching methods and learning attainments. With this purpose in this research atom concept is conveyed to the classroom milieu through observations and experiments related to the atom concept during historical development process starting with the masterpiece of, the carrier of the atom thoughts of Antiquity to our age, Roman philosopher Lucretius, namely De Rerum Natura. The study has conducted thoughts regarding the atom in ancient and subsequent history under six headings teaching modules that would span over 11 weeks. The participants in the study were 73 pre-service science teachers. The two-tier multiple-choice diagnostic test was developed. In the analysis of the results of the test, after test hypotheses were proved, the single-factor ANOVA was employed for related samples, while frequency analysis was used for the content of the views of the participants and percentages were calculated to observe the change in alternative conceptions. },
	keywords = {atom concept, concept of the atom in antiquity, experiments and observations, Titus Lucretius Carus},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.64},
	url = {http://oaji.net/articles/2016/987-1462908203.pdf},
	author = {Ayse Oguz Unver and Sertac Arabacioglu}
}
@article {125,
	title = {A HANDS-ON ACTIVITY TO PROMOTE CONCEPTUAL CHANGE ABOUT MIXTURES AND CHEMICAL COMPOUNDS},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {March/2007},
	type = {Original article},
	chapter = {35-46},
	abstract = {The study revealed students{\textquoteright} conceptions about mixtures and chemical compounds and also investigated the effects of a hands-on activity designed to improve their understanding of differences between two concepts. The sample consists of 52 seventh grade students in a primary school. Students{\textquoteright} ideas were elicited by a test consisting of six open-ended questions. An intervention designed based on students{\textquoteright} preconceptions. The intervention, in which two different colored balls of clay were used, comprises a hands-on activity whose aim was to help students distinguish essential differences between mixtures and chemical compounds. After the intervention, the test was re-administered to the sample as a post-test. Both qualitative and quantitative assessment indicated positive effects of the intervention on students{\textquoteright} understanding. The results suggest that teachers and curriculum developers should take into account this kind of activities in order to help students understand confusing concepts.},
	keywords = {chemical compound, hands-on activity, mixture, students{\textquoteright} understanding},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404286868.pdf},
	author = {Bayram Co{\c s}tu and Suat {\"U}nal and Alipa{\c s}a Ayas}
}
@article {86,
	title = {HIGH SCHOOL STUDENTS{\textquoteright} AND TRAINEE SCIENCE TEACHERS{\textquoteright} PERCEPTIONS OF OZONE LAYER DEPLETION},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {March/2005},
	type = {Original article},
	chapter = {12-21},
	abstract = {The focus of this study was to identify and describe misconceptions held by pre-service science teachers and high school students regarding the ozone layer depletion. The views of the participants were investigated using a closed-form questionnaire. The analysis of the survey data indicates that many high school students and pre-service science teachers possess an array of erroneous ideas about the ozone layer damage, its causes and consequences. For a better teaching of environmental issues, this study provides some implications for both teachers and researchers of science education.
       It is clearly important that teachers themselves do not, unwittingly, perpetuate erroneous ideas and it might be argued that major large-scale environmental issues should be addressed during the training of teachers. As the literatures have shown, such environmental issues also provide examples of the potential importance of children{\textquoteright}s preconceptions, perhaps constructed from out-of-school sources, in the learning process. Global environmental problems might provide a further dimension, namely abstract issues about which information has been received from the media and other informal sources. Thus, by including this as an element of {\textquotedblleft}children{\textquoteright}s learning{\textquotedblright}, it should be possible to emphasize the difference in the causes and consequences of different global problems without a specific addition to curriculum load (Boyes et al., 1995), for example, a foreign language education class can explore ozone layer depletion and the means to alleviate this problem on a student{\textquoteright}s daily life.  From the results of this study, it is obvious that global environmental problems should be more formally embedded in to the curricula of both trainee teachers and their students.},
	keywords = {high school students, misconceptions, ozone layer, pre-service teachers},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481049405.pdf},
	author = {Feyzi Osman Pekel}
}
@article {62,
	title = {HOW GEOGRAPHY AND NATURAL SCIENCE SUBJECTS COME INTO CONTACT},
	journal = {Journal of Baltic Science Education},
	volume = {2},
	year = {2003},
	month = {March/2003},
	type = {Original article},
	chapter = {62 - 69},
	abstract = {Geography is a system of sciences which contains about 900 science branches. Geography links spheres of the natural and social knowledge, assuring our integrated perseption of the world. Recently, scientists attached great importance to geographical researches of society, therefore, geography is considered to be a social science in many parts of the world. But geography is a science about surroundings by its nature.

Geography as a school subject differs from geography as a science. Though recently geography as a subject has acquired a social aspect, but nature geography dominates in its program. Intersubject integration with natural sciencies as biology, chemistry and physics has a great importance in analysing it. The knowledge of these sciencies is necessary in analysing social geography, too.

Good organization of training process has got great influence on successful memorizing of geographical knowledge. For this purpose, there are used different types of geography lessons, class and non class activity models, which were created for the better quality of training process, therefore, they are used to deepen and consolidate knowledge of students{\textquoteright} learning.},
	keywords = {integrated links, natural geography, social aspect, training process},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1503928954.pdf},
	author = {Laima Railiene}
}
