@article {1348, title = {LIVE-STREAMING PERFORMANCE IN INQUIRY-BASED SCIENCE LEARNING WITH ACTION: TEACHERS{\textquoteright} PERSPECTIVES}, journal = {Journal of Baltic Science Education}, volume = {23}, year = {2024}, month = {February/2024}, pages = {Continuous}, type = {Original article}, chapter = {9-19}, abstract = {Online teaching has become an imperative approach in today{\textquoteright}s society. However, as an essential approach, using live streaming to teach students in small groups, particularly rural primary school students, has not been extensively studied. To address this gap, an inquiry-based model, predict-do/observe-quiz/discuss-explain-transfer (P-D/O-Q/D-E-T), was adopted for live streaming with action, and its performance was analysed. Reflection by teachers can lead them to a deeper understanding to capture the profound impact of an educational program. In the present study, eight teachers who had experience assisting rural students in this experiment were invited to rate their points of view on immersion, social interactivity, humanness, and value perception. Examining the consistency of teachers{\textquoteright} viewpoints using the hermeneutic method, the results showed that they highly supported viewing these four constructs using live streaming to conduct inquiry-based science learning with action. As expected, using live streaming to deliver teaching with the P-D/O-Q/D-E-T approach can enrich other online science teaching.}, keywords = {educational program, inquiry-based science learning, live-streaming, teachers{\textquoteright} perspective}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/24.23.09}, url = {https://oaji.net/articles/2023/987-1709892061.pdf}, author = {Jon-Chao Hong and Huei-Ying Ho and Ming-Chou Liu and Kai-Hsin Tai} } @article {1335, title = {LEARNING STYLES OF A STORY ABOUT SUSTAINABILITY: THEIR EFFECT ON THE LEVEL OF QUESTIONING OF STUDENTS IN PRIMARY EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {December/2023}, pages = {Continuous}, type = {Original article}, chapter = {1011-1024}, abstract = {The use of stories in science education can make science more interesting and engaging, illustrate concepts, and provide opportunities for contextual and meaningful learning. Also, integrating a scientific story in which the sustainability goals are incorporated can lead to increasing students{\textquoteright} motivation to learn as well as improve and facilitate the learning process. Having children ask questions allows the educator to learn about the child{\textquoteright}s insights, views, level of interest, motivation for learning, and knowledge. Therefore, this study focuses on the relationship between science storytelling, questioning, and sustainability among elementary school students. It compares the levels of questioning among primary students who learned a sustainability story in segments versus those who learned the story in its entirety. A quantitative study was conducted involving 120 second graders from the Arab sector in Israel. The results revealed a significant difference in the two groups{\textquoteright} level of questions: the students in the experimental group, who learned the story in segments, asked higher-level questions than those in the control group. The study concluded that learning a scientific story in segments proved effective in enhancing primary students{\textquoteright} questioning ability, and that there was a notable preference for this segmented storytelling approach over traditional whole unit learning methods.}, keywords = {asking questions, science story, storytelling, sustainability education, text learning}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.1011}, url = {https://oaji.net/articles/2023/987-1702728842.pdf}, author = {Sare Asli and Zinab Safi and Abeer Shehadeh-Nasser and Avi Hofstein and Muhamad Hugerat} } @article {1187, title = {LEVEL OF ACCEPTANCE OF EPISTEMICALLY UNWARRANTED BELIEFS IN PRE-SERVICE PRIMARY SCHOOL TEACHERS: INFLUENCE OF COGNITIVE STYLE, ACADEMIC LEVEL AND GENDER}, journal = {Journal of Baltic Science Education}, volume = {21}, year = {2022}, month = {June/2022}, pages = {Continuous}, type = {Original article}, chapter = {398-407}, abstract = {One of the main objectives of scientific literacy is the development of rational skills and critical thinking in citizens. This is a central goal for teachers. However, beliefs that lack rational foundation and supporting evidence, named {\textquotedblleft}epistemically unwarranted beliefs{\textquotedblright} (EUB), spread rapidly among the population. If teachers had some of these EUB, their work could be compromised. The aim of this research was to determine the level of acceptance of different EUB in Spanish pre-service primary school teachers and to analyze the influence of their cognitive style, gender, and academic level. Two hundred and fifty undergraduate students of Bachelor{\textquoteright}s Degree in Primary Education participated in this study. Two questionnaires were used to collect data. ANOVA, ANCOVA, correlations, and linear regression analysis were used to quantify that influence. Results showed high levels of acceptance of some EUB in future teachers, with significant influences of gender and academic level, and a mediating role of cognitive styles. Experiential and rational cognitive styles, and academic level were significant predictors of EUB, being experiential thinking the most powerful one. Thus, pre-service teacher education should have an epistemological vigilance on future teachers{\textquoteright} scientific literacy and increase the presence of rational style among teachers.}, keywords = {cognitive style, epistemically unwarranted beliefs, gender influence, knowledge level, pre-service teachers, primary education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.398 }, url = {https://oaji.net/articles/2022/987-1656443578.pdf}, author = {Pedro D. Cadena-Nogales and Joan J. Solaz-Portol{\'e}s and Yolanda Echegoyen-Sanz and Vicente Sanjos{\'e}-L{\'o}pez} } @article {1093, title = {LEARNING PROGRESSIONS IN LOWER-SECONDARY SCHOOL SCIENCE EDUCATION IN JAPAN}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {October/2021}, pages = {Continuous}, type = {Original article}, chapter = {775-789}, abstract = {This research examined whether incorporating learning progress (LPs) in teaching can help Japanese lower-secondary school students systemically understand science concepts. A teaching plan incorporating the learning progressions (LPs) concept was developed. Next, a lesson was conducted for 36 third-year students of a public lower-secondary school in Japan (Hiroshima Prefecture) from the unit of {\textquotedblleft}Ions and Atoms.{\textquotedblright} Then, the portfolios used in the class and the assessment questions after the class were analyzed. The results show that some students understood the concepts systemically at the grade level indicated by the LPs; however, some students did not. The results of this study suggest the following: (1) teachers should examine the appropriate teaching methods in the target unit and incorporate teaching to allow students to engage with what they are learning; (2) students should understand the lower-level concepts related to the target unit based on LPs, and if the level of understanding is insufficient, teachers should incorporate time to review and reconstruct the concepts. }, keywords = {learning progressions (LPs), lower-secondary school science, scientific concepts, systemic learning}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.775}, url = {http://oaji.net/articles/2021/987-1633680500.pdf}, author = {Hiroyoshi Kinoshita and Ryosuke Utani} } @article {766, title = {LEARNING ENVIRONMENT, STUDENTS{\textquoteright} BELIEFS, AND SELF-REGULATION IN LEARNING PHYSICS: STRUCTURAL EQUATION MODELING}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {June/2019}, pages = {Continuous}, type = {Original article}, chapter = {389-403}, abstract = {Studies of correlations between students{\textquoteright} beliefs and various aspects of student learning become one of the fastest growing research areas in the field of education and psychology. The aim of the current research was to analyze the correlations between learning environments, students{\textquoteright} beliefs, and self-regulation in learning physics through structural equation modeling (SEM). There were 1010 students from the existing five public high schools in Jambi city, Indonesia, participating in the research. Three self-report questionnaires including (1) WIHIC, (2) CLASS, and (3) MSLQ were used to collect the research data. The data analysis showed that students{\textquoteright} beliefs were significantly and positively correlated with multiple dimension of self-regulation in learning physics (critical thinking and peer learning); while the dimension of sense-making and problem-solving ability significantly related to the affective component of self-regulation (test anxiety). However, the dimension of students{\textquoteright} beliefs did not have any significant effect on all of the self-regulation components. Additionally, learning environment dimensions were significantly related to students{\textquoteright} beliefs about physics on the dimension of conceptual connection and related to all of the self-regulation dimensions.}, keywords = {Learning Environment, self-regulation, Structural Equation Modeling, students{\textquoteright} beliefs}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.389}, url = {http://oaji.net/articles/2019/987-1559372334.pdf}, author = {Maison and Syahrial and Syamsurizal and Tanti} } @article {693, title = {A LONGITUDINAL TRAJECTORY OF SCIENCE LEARNING MOTIVATION IN KOREAN HIGH SCHOOL STUDENTS}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {August/2018}, pages = {Continuous}, type = {Original article}, chapter = {674-687}, abstract = {This research examined longitudinal trajectories of Korean students{\textquoteright} motivation to learn science using group-based trajectory modeling (GBTM). The changes in five motivational constructs were focused in this research: self-efficacy, intrinsic motivation, grade motivation, self-determination, and career motivation. In addition, the relationship between academic track of students and each trajectory group was examined. Using Science Motivation Questionnaire II, data from 255 male high school students were collected during five semesters. Longitudinal data were analyzed by GBTM.. Chi-square analysis was also conducted to examine the relationships between academic track and each trajectory. As a result, it was found that students shared the same trajectory patterns in self-efficacy. Otherwise, two distinct trajectory groups ({\textquoteleft}high{\textquoteright} and {\textquoteleft}low{\textquoteright}) were found in each four constructs. There were significant correlations between academic track and trajectory groups. The findings of this research suggest that Korean science educators need to consider individual student{\textquoteright}s longitudinal trajectory of motivation to provide better science teaching and learning. }, keywords = {academic track, group based trajectory modeling, high school, longitudinal study, science learning motivation}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.674}, url = {http://oaji.net/articles/2017/987-1533709152.pdf}, author = {Sein Shin and Arif Rachmatullah and Minsu Ha and Jun-Ki Lee} } @article {625, title = {THE LABORATORY WORK STYLE{\textquoteright}S INFLUENCE ON STUDENTS{\textquoteright} COMMUNICATION}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {December/2017}, pages = {Continuous}, type = {Original article}, chapter = {958-979}, abstract = {More knowledge of how the actual design of the laboratory work influence students{\textquoteright} communication, is needed to design and implement physics laboratory work lessons. The aim with this quantitative research, conducted at a Swedish upper secondary school, was to explore how the design of the laboratory work affects students{\textquoteright} communication. Twenty students divided into five groups participated in this natural case study and were video recorded while performing four practical tasks with the theme uniformly accelerated motion, designed by their teacher. The four workstations were categorised based on three predefined descriptors: outcome, approach and procedure. Students{\textquoteright} work at each workstation was coded according to five defined activities: planning, preparing equipment, collecting data, processing data and analysis of results. The activities were thereafter divided into shorter episodes that were coded for three different types of communication: disputational talk, cumulative talk and exploratory talk. The result shows that the amount of exploratory talk students engaged in are influenced by the style of the laboratory work and the character of the activity. Based on these research results, teachers can better accustom the laboratory work to facilitate fruitful physics discussions which endorse students{\textquoteright} learning.}, keywords = {different styles of laboratory work, different types of talk, quantitative analysis of students{\textquoteright} communication}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.958}, url = {http://oaji.net/articles/2017/987-1513971251.pdf}, author = {Jan Andersson and Margareta Enghag} } @article {561, title = {A LEARNING PROCESS BASED ON CONCEPTUAL CHANGE APPROACH TO FOSTER CONCEPTUAL CHANGE IN NEWTONIAN MECHANICS}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {April/2017}, pages = {Continuous}, type = {Original article}, chapter = {228-240}, abstract = {The purpose of this research was to investigate the effectiveness of conceptual change learning approach based on conceptual change model over traditional instruction on the improvement of physics education undergraduate students{\textquoteright} conceptual understanding in Newtonian mechanics. A quasi experimental research method with pre-test and post-test control group design was employed. The sample chosen based on purposive technique sampling comprising of 73 students was in two groups selected randomly each as experimental and control group. Predict-Observe-Explain-Apply (POEA) and using Conceptual Change Texts (CCT) strategies were implemented in the experimental group. The Force Concept Inventory (FCI) in Indonesian was used to collect data before and after treatments. The results show that the conceptual understandings of students who were taught using strategies under conceptual change approach was significantly better than those of the traditional approach. The research confirmed that only learning based on conceptual change model could improve learners{\textquoteright} Newtonian mechanics conceptual understanding. }, keywords = {conceptual change approach, conceptual change texts, Newtonian mechanics, predict-observe-explain-apply}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.228}, url = {http://oaji.net/articles/2017/987-1497156471.pdf}, author = {Syuhendri Syuhendri} } @article {514, title = {LEARNER{\textquoteright}S ALTERNATIVE AND MISCONCEPTIONS IN PHYSICS: A PHENOMENOGRAPHIC STUDY}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {August/2016}, pages = {Continuous}, type = {Original article}, chapter = {424{\textendash}440 }, abstract = {This phenomenographic case study attempted to determine the alternative and misconceptions of learners in selected concepts in Physics. The research adds another dimension to understanding alternative conception in kinematics by qualitatively determining how learners describe/define a distance of 0m, a displacement of 0m, a speed of 0m/s, a velocity of 0m/s as well as an acceleration of 0m/ss. Data were gathered by means of a free response test. Senior high school grade 12 learners were purposefully selected to complete the test. Data were analyzed by qualitatively interrogating the descriptions and related graphs and pictures to look for the ways in which learners described these concepts. The research revealed that some learners were not able to comprehend the meaning of a displacement of 0m, thus they experienced challenges in the understanding of the concepts such as a speed of 0m/s, a velocity 0m/s and an acceleration 0m/ss. The data seems to suggest that learners fail to formalise and contextualise {\textquotedblleft}0{\textquotedblright} as a concept in kinematics. }, keywords = {alternative and misconceptions, contextualising {\textquotedblleft}0{\textquotedblright} concept, kinematics concepts, phenomenographic study}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.424}, url = {http://oaji.net/articles/2016/987-1482423653.pdf}, author = {Abraham Motlhabane} } @article {516, title = {A LEARNING EXERCISE USING SIMPLE AND REAL-TIME VISUALIZATION TOOL TO COUNTER MISCONCEPTIONS ABOUT ORBITALS AND QUANTUM NUMBERS}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {August/2016}, pages = {Continuous}, type = {Original article}, chapter = {452{\textendash}463}, abstract = {Misconception is one of the most widely researched topics in science education, including chemical education. This research aims to apply simple graphical visualization tool named Winplot for a learning exercise activity and explore its potency to counter misconceptions about orbitals and quantum numbers. Misconceptions that were countered in this research are the existence of orbitals in atoms and the relationship of magnetic quantum numbers to orbital orientation. This quasi experimental research using pre-test-post-test control group design was conducted to 43 first-year undergraduate students as control class and 45 as experimental class of chemical education at the University of Lampung. The students{\textquoteright} pre-existing concepts were analyzed using a pre-test instrument and explored further using in-depth interview. Then, after implementing a learning exercise activity, the conceptual changes were analyzed using a post-test instrument. The results showed that students in experimental class had significant conceptual changes compared to control class. Applying this computer-based strategy is highly recommended to guide students in understanding chemical concepts, especially the topics of orbitals and quantum numbers.}, keywords = {computer-based learning, first-year undergraduate, learning exercise, misconceptions, quantum chemistry}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.452}, url = {http://oaji.net/articles/2016/987-1482423795.pdf}, author = {Sunyono Sunyono and Lisa Tania and Andrian Saputra} } @article {526, title = {LEARNING STYLE AS A FACTOR INFLUENCING THE EFFECTIVENESS OF THE INQUIRY-BASED SCIENCE EDUCATION AT LOWER SECONDARY SCHOOLS}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {October/2016}, pages = {Continuous}, type = {Original article}, chapter = {588{\textendash}601}, abstract = {The IBSE has become a rather frequently applied strategy of directing learning activities in teaching science subjects. However, results of the IBSE effectiveness are not clear. A more detailed analysis is required which will reflect learners{\textasciiacute} individual characteristics. Therefore, the main aim of this research is to discover what the effectiveness of IBSE reflecting individual learning style is. The learning style categorization followed the Honey and Mumford{\textasciiacute}s variation on the Kolb{\textasciiacute}s system. The IBSE effectiveness was detected by the didactic test consisting of 15 PISA-style tasks. The research was conducted in the sample of 332 learners who were exposed to IBSE for five months. Their knowledge was tested before, immediately after and four months after the IBSE approach was applied in lessons. The collected data were processed by ANOVA and Tukey HSD test. The results show that the highest short-term results were reached with learners preferring concrete sensing; the highest long-term results were reached with those of active processing of information. This finding might be caused by better use of metacognition and acquiring such individual metacognitive strategies which learners apply at utilization of information. Further on, the IBSE should focus on mechanisms of fixing the acquired knowledge.}, keywords = {educational practice, identification of learning results, inquiry-based science education, learning styles, quantitative research}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.588}, url = {http://oaji.net/articles/2016/987-1482502186.pdf}, author = {Ji{\v r}{\'\i} {\v S}koda and Pavel Doul{\'\i}k and Martin B{\'\i}lek and Ivana {\v S}imonov{\'a}} } @article {462, title = {LEARNING CYCLE MODEL TO FOSTER CONCEPTUAL UNDERSTANDING IN CELL DIVISION AND REPRODUCTION CONCEPTS}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {October/2015}, pages = {Continuous}, type = {Original article}, chapter = {670{\textendash}684 }, abstract = {What should teachers do to ensure a student construct meaningful understanding in cell division and reproduction concepts? This research examined the effect of 5E learning cycle on 10th grade students{\textquoteright} understanding of cell division and reproduction concepts and their alternative conceptions on these concepts. Mixed methods research design was utilized for this aim. Eight classes with 228 students from two public high schools were selected conventionally. Experimental groups received learning cycle (LC) and control groups received conventional teaching (CT) throughout the 10 weeks. A three-tier diagnostic test was administered to both groups as pre and post-tests. After the treatment, 12 students were interviewed semi-structurally. The results revealed that learning cycle is superior to conventional teaching on promoting conceptual change along with increasing understanding. The present research recommends teachers utilize learning cycle to improve students{\textquoteright} understanding and remediate their alternative conceptions. }, keywords = {alternative conceptions, biology education, cell division, learning cycle}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.670}, url = {http://oaji.net/articles/2016/987-1479543262.pdf}, author = {Harika {\"O}zge Arslan and {\"O}mer Geban and Necdet Sa{\u g}lam} } @article {457, title = {LOWER SECONDARY SCHOOL STUDENTS{\textquoteright} KNOWLEDGE OF AND MISCONCEPTIONS ABOUT ANIMAL MIGRATION: PRELIMINARY RESULTS}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {October/2015}, pages = {Continuous}, type = {Original article}, chapter = {607{\textendash}615 }, abstract = {The animal migration is one of the natural processes and is important not only for animals but also for people. Although this process is inseparable part of the nature, its incorporation into curriculum is on low level, not only in Czech Republic, but also in many other countries. The aim of the research was to identify lower secondary school students{\textquoteright} knowledge of and misconceptions about animal migration and to identify if gender, grade and residence of respondents have an influence on it. The sample size was created by 184 Czech lower secondary school students. The researcher himself created the research tool. It was a test and consisted of 18 questions. The test questions were also analyzed by the proportional determination and also by the methods of descriptive and inferential statistics. The knowledge of migration was very low among lower secondary school students. The grade level had the strongest influence on the knowledge from the examined variables. In the conclusion part implications for pedagogical practice are suggested and also suggestions for the further research in this field of study. }, keywords = {Animal Migration, knowledge of migration, lower secondary school students, misconceptions about migration}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.607}, url = {http://oaji.net/articles/2016/987-1479542570.pdf}, author = {Milan Kubiatko} } @article {392, title = {LEARNERS{\textquoteright} VIEWS ABOUT USING CASE STUDY TEACHING METHOD IN AN UNDERGRADUATE LEVEL ANALYTICAL CHEMISTRY COURSE}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {October/2014}, pages = {Continuous}, type = {Original article}, chapter = {695{\textendash}708 }, abstract = {This study presents pre-service science teachers{\textquoteright} views about implementing a case study and which skills they improved as a result of using the method. Sixteen participants in a chemistry class were the subjects in the 2013 summer school term. In the teaching about the properties of chromium, students watched selected parts of the movie Erin Brockovich in four sections. Each part of the movie was followed with a question, and students were then given about 15-20 minutes to find out the answer to the question by using Internet-based resources in the classroom environment. Qualitative data were collected by having participants respond in writing to open-ended questions and through semi-structured interviews. Overall, students{\textquoteright} reactions to the method were positive. The results showed that students found it to be an effective instructional method, despite having some difficulties with the expectations of the method and this method has provided many benefits for pre-service teachers.}, keywords = {case study, chemistry education, science education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.695}, url = {http://oaji.net/articles/2015/987-1450981584.pdf}, author = {Zehra Ozdilek} } @article {302, title = {LEARNING APPROACHES TO APPLYING ROBOTICS IN SCIENCE EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {September/2013}, type = {Original article}, chapter = {365-377 }, abstract = {The methodology and ideas behind educational robotics arise from the 1960s, when the first hardware platforms together with computers were used in research studies in schools. Since the 1990s, the market for educational robotics has grown, and there are many solutions available to use in schools. Despite a wide variety of platform approaches for using robots in education, they are still based on ideas that are decades old. This study evaluates different approaches used nowadays to teach with robots. Problem-based, constructionist, and competition-based learning are identified as the most common uses of robots under observation. Each approach is analysed qualitatively based on the published literature. Each has positive and negative properties; though none have been studied thoroughly using quantitative methods. Results indicate that all these approaches are used in schools with robots interdisciplinary. The current reasons for using robots are based mostly on teachers{\textquoteright} and students{\textquoteright} impressions. However, robotics can be seen as a {\textquotedblleft}tool{\textquotedblright} to create many approaches to science education, such as inquiry learning and problem solving.}, keywords = {constructionism, constructivism, educational robotics, inquiry learning, LEGO Mindstorms, Problem Solving}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.365}, url = {http://oaji.net/articles/2015/987-1425808570.pdf}, author = {Heilo Altin and Margus Pedaste} } @article {324, title = {LINKING TEACHERS{\textquoteright} QUALITY AND STUDENT ACHIEVEMENT IN THE KINGDOM OF SAUDI ARABIA AND SINGAPORE: THE IMPACT OF TEACHERS{\textquoteright} BACKGROUND VARIABLES ON STUDENT ACHIEVEMENT}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {October/2013}, pages = {Continuous}, type = {Original article}, chapter = {652-665}, abstract = {This study focused on comparing science teachers{\textquoteright} qualifications and� practices between Saudi Arabia and Singapore. Data analysed in this study were the responses of science teachers� to the Teacher Background Questionnaire-8th Grade from the Trend in International Mathematics and Science Study (TIMSS) in 2007. The Saudi sample consisted of 175 science teachers while the Singapore sample consisted of 377 teachers.� This research is designed as causal comparative research in which attempts will be made to determine the cause or reason for the existing differences in the achievement of the students of the two participating countries.� The comparison between two countries reveals that there were significant differences in teachers{\textquoteright} preparation for teaching science topics (Biology, Chemistry, Physics, and Earth science), teachers{\textquoteright} license, teaching experience, professional development programs, and teaching practices. Results were discussed and recommendations for science educators and policy makers were proffered.}, keywords = {8th grade, achievement, science, teachers{\textquoteright} practices, teachers{\textquoteright} qualifications, TIMSS}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.652}, url = {http://oaji.net/articles/2015/987-1425810596.pdf}, author = {Qasim Al Shannag and Hassan Tairab and Hamza Dodeen and Faisal Abdel-Fattah} } @article {262, title = {LEVERAGING EDUCATIONAL PATHWAY TO BRIDGE IN-SCHOOL AND OUT-OF-SCHOOL SCIENCE LEARNING: A COMPARISON OF DIFFERENT INSTRUCTIONAL DESIGNS}, journal = {Journal of Baltic Science Education}, volume = {11}, year = {2012}, month = {September/2012}, type = {Original article}, chapter = {275-284 }, abstract = {A short look on any science center or science museum website reveals that significant amounts of online educational resources have been developed in recent years. However, how can the non-formal online learning resources of science centers/museums support learning activities inside schools? This study leverages the educational pathway of energy resources, designed by the European Open Science Resources project and the Deutsches Museum, to develop in-school learning activities. This research explores the impact of different instructional approaches incorporating the educational pathway, including the Self-Guided Educational Pathway (SGEP) and Teacher-Guided Educational Pathway (TGEP), on Taiwanese high-school students{\textquoteright} science learning outcomes. The results indicate that the TGEP approach provides students significantly higher knowledge gains than the SGEP approach. Moreover, the TGEP approach significantly maintained students{\textquoteright} positive attitudes toward science learning, museum learning, and online museum learning than did the SGEP approach. The results are discussed in terms of both pedagogical designs and the social culture of Eastern Asia.}, keywords = {educational pathways, learning environments, non-formal learning, online learning resources}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/12.11.275}, url = {http://oaji.net/articles/2014/987-1419168481.pdf}, author = {Chun-Yen Chang and Johannes-Geert Hagmann and Yu-Ta Chien and Chung-Wen Cho} } @article {170, title = {LATVIAN STUDENTS{\textquoteright} UNDERSTANDING OF SUBSTANCE CHANGES: LONGITUDINAL RESEARCH 1998 {\textendash} 2008}, journal = {Journal of Baltic Science Education}, volume = {8}, year = {2009}, month = {August/2009}, type = {Original article}, chapter = {79-87 }, abstract = {One of the general problems in science education for different students at comprehensive school is understanding the nature of physical and chemical changes. Without a clear picture of the fundamental differences on sub micro level, it is not possible in the future to follow general rules of chemical reactions between substances, as well as to understand the use of different materials in everyday life. Students of the grades 9 and 11 were asked to fill in a special questionnaire, in which questions about real physical and chemical changes from students{\textquoteright} daily life were included. The results testify that the knowledge and understanding of the essence of chemical reactions has slightly increased in Latvia, although the general results show that understanding of the nature of phase transitions and chemical reactions is still insufficient, especially at the grade 9 levels.}, keywords = {longitudinal research, physical and chemical changes, understanding}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404739639.pdf}, author = {Janis Gedrovics and Dagnija Cedere and Daina Mozeika} } @article {155, title = {LEARNERS{\textquoteright} SCIENTIFIC RESEARCH ACTIVITY AS A KEY COMPONENT OF SCIENCE EDUCATION IN COMPREHENSIVE SCHOOL}, journal = {Journal of Baltic Science Education}, volume = {7}, year = {2008}, month = {October/2008}, type = {Editorial}, chapter = {132-133}, abstract = {The formation of scientific research activity abilities in comprehensive school is undoubtedly, a very important sphere still awaiting of particular attention. Current teaching and learning process has basically changed looking from the paradigmatic point of view. Teaching subjects become the means of realization of learners{\textquoteright} demands and interests. When we talking about such kind of learners{\textquoteleft} activity we often use different terms, for example, inquiry-based (structured inquiry, guided inquiry, open inquiry), exploratory activities etc. Use of different terms is of secondary importance at present. It is much more important to develop scientific research abilities at all stages of school education. Thus, a key point of scientific research activity is that children themselves become knowledge hunters. Also it is clear that creating all possibilities for learners to conduct different research activities is a key component to successful science education. It is a pity that scientific research activity frequently stands outside the door of the science education process. Hence, opening the door is the obligation of all of us. }, keywords = {exploratory activities, scientific research activity, secondary school}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404719884.pdf}, author = {Vincentas Lamanauskas} } @article {143, title = {LET{\textquoteright}S DEVELOP MODERN GENERAL NATURAL SCIENCE AND TECHNOLOGY EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {7}, year = {2008}, month = {March/2008}, type = {Editorial}, chapter = {4}, abstract = {Dear Readers! Nowadays, there is an urgent need to increase the e f f e c t i v e n e s s of Natural Science and Technology Education (NSTE). To solve the corresponding problems, we need the appropriate development of S y s t e m i c NSTE D i d a c t i c s because all serious improvements in our modern life and education are systemic changes. Traditionally, the Professional NSTE systems in our schools are dominating and today it is one of the points, why we need serious improvement {\textendash} the development of modern G e n e r a l N S T E as fundamental background of modern Professional NSTE, as well as modern General Education for all. It is urgent to turn special attention to principal difference in understanding the concept {\textquotedblleft}didactics{\textquotedblright} by professional scientists/engineers and educators. Didactics is the theory of learning. What, why and how to learn - these are the basic questions for all kinds of education. In Professional NSTE concept {\textquotedblleft}didactics{\textquotedblright} is traditionally understood only as the content and the methodology of Sciences and Technologies themselves. Nowadays, for the development of modern General NSTE, we need a much broader approach to Sciences and Technologies, taking away isolating gaps among different branches, stages and kinds of education, as well as among Natural Sciences, Technologies and Education themselves. Working for higher effectiveness of General NSTE, we need to develop and implement the systemic overlapping of scientific content and science methodology with general pedagogical concepts and structures of learning, as well as with corresponding the content and the methodology of modern technologies. Growing diversity in our life also needs the s y s t e m i c development of appropriate hierarchical diversity in education. At the same time it is important to know that traditions are very strong and the innovative approaches are not popular. The answer to the question {\textquotedblleft}what NSTE for what life?{\textquotedblright} becomes more and more waited and urgent. Let me wish success to all colleagues, developing systemic didactics of General NSTE and ask them to inform each other by publishing corresponding articles in our Journal of Baltic Science Education. Sincerely yours, Prof Dr Andris Broks University of Latvia Latvia Deputy Editor-in-Chief of JBSE}, keywords = {science education, Technology Education, theory of learning}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404288801.pdf}, author = {Andris Broks} }