@article {1369,
	title = {TOWARDS EFFECTIVE ARGUMENTATION: DESIGN AND IMPLEMENTATION OF A GENERATIVE AI-BASED EVALUATION AND FEEDBACK SYSTEM},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {April/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {280-291},
	abstract = {This study aimed at examining the performance of generative artificial intelligence to extract argumentation elements from text. Thus, the researchers developed a web-based framework to provide automated assessment and feedback relying on a large language model, ChatGPT. The results produced by ChatGPT were compared to human experts across scientific and non-scientific contexts. The findings revealed marked discrepancies in the performance of AI for extracting argument components, with a significant variance between issues of a scientific nature and those that are not. Higher accuracy was noted in identifying claims, data, and qualifiers, as opposed to rebuttals, backing, and warrants. The study illuminated AI{\textquoteright}s promise for educational applications but also its shortcomings, such as the increased frequency of erroneous element identification when accuracy was low. This highlights the essential need for more in-depth comparative research on models and the further development of AI to enhance its role in supporting argumentation training.},
	keywords = {argumentative writing, Artificial Intelligence, automated assessment, natural language processing, web architecture},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.280},
	url = {https://oaji.net/articles/2023/987-1713273011.pdf},
	author = {Hunkoog Jho and Minsu Ha}
}
@article {1287,
	title = {TEACHER{\textquoteright}S GAZE BLIND SPOT IN SCIENCE LECTURE CLASS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {413-426},
	abstract = {The teacher{\textquoteright}s gaze attention can trigger interaction with the student. So if the teacher fails to equal attention during class, students may be alienated from the interaction. According to this perspective, this study aimed to establish the pattern of the teacher{\textquoteright}s gaze during science lecture classes and whether the change of the gaze when the student{\textquoteright}s seat as an external factor changed. Eye tracking was conducted on six teachers during class, and the teacher{\textquoteright}s gaze fixation and movement were also analyzed after changing the student seat. According to the results, teachers mainly focused on the center of student seats, and the gaze blind spot was mainly biased forward. Even if the student{\textquoteright}s seat was changed, the gaze was focused on the center of the classroom, and the gaze blind spot differs within the individual, and the teacher tends to be unaware of it himself. Consequently, the teacher{\textquoteright}s gaze concentration pattern is generally similar, but the gaze blind spot varies depending on the teacher and can be affected by external factors. Therefore, it is necessary to develop a system and retrain program for diagnosis and feedback of teachers{\textquoteright} attention to provide proper and high-quality education to students.},
	keywords = {science class; science teacher; blind spot; eye tracking; gaze attention; teaching behavior},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.413},
	url = {https://oaji.net/articles/2023/987-1687107941.pdf},
	author = {Jung-Ho Byeon and Yong-Ju Kwon}
}
@article {1279,
	title = {THE THINKING OF STUDENTS AGED 15-18 IN EXPLAINING THE DISSOLUTION PHENOMENON},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {337-356},
	abstract = {Explaining natural phenomena by determining causal relationships is conducive to understanding scientific concepts. In science education, numerous studies examine students{\textquoteright} causal reasoning. Given the importance of core ideas for students{\textquoteright} understanding of how and why a phenomenon occurs, the study focused on the relationship between students{\textquoteright} understanding of atoms/molecules interactions and the nature of reasoning. This study drew on a framework that identifies essential components of students{\textquoteright} reasoning, which was used to analyze the dissolution phenomenon in the example of salt in water. Students in grades 9-12 (N=147) explained the dissolution of salt. The results showed that there were five types of reasoning: simple descriptive, fuzzy causal, linear causal, interactive causal, and mechanistic. More students in higher than lower grades exhibited non-causal reasoning. Based on the students{\textquoteright} drawings of atoms/molecules interactions, the study summarized performance in the association category. Students{\textquoteright} performance in drawing indicated that their understanding of particle interactions was limited. The results showed that there was a large correlation between understanding of the core ideas and reasoning types. },
	keywords = {causal reasoning, core ideas understanding, dissolution phenomenon, small-sample qualitative study},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.337},
	url = {https://oaji.net/articles/2023/987-1681287686.pdf},
	author = {Guanxue Shi and Shanshan Lu and Hualin Bi}
}
@article {1286,
	title = {TWENTY-TWO YEARS OF SCIENCE COMMUNICATION RESEARCH: A BIBLIOMETRIC ANALYSIS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {393-412},
	abstract = {In recent years, the number of academic studies in the field of science communication has increased. It is important to make a general examination of the studies on science communication and to reveal their distribution according to years and countries in order to draw the framework of science communication studies. The main aim of this study was to analyze the science communication-based articles published in journals in the Web of Science (WoS) index in the last 22 years. Within the scope of the study, articles were scanned by typing keywords such as "topic", "title", "keywords" science communication from the WoS database and 322 articles were examined by bibliometric analysis method. As a result of the study, the articles published between 2000 and 2022 were examined according to years, countries, funding organizations, research area, publishing houses, country scores and citations. According to the results, most articles were published in 2022(N = 58); USA, UK, Australia, Germany ranked first with the number of articles and SAGE (N = 74) ranked first in publisher distributions. This study offers a global perspective on science communication and proposes a vision for future research.},
	keywords = {bibliometrics analysis, journal articles, research trends, science communication, Web of Science (WoS)},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.393},
	url = {https://oaji.net/articles/2023/987-1687107857.pdf},
	author = {Emre Vadi Balc{\i} and {\"O}zlem Du{\u g}an and Bulent Cavas}
}
@article {1289,
	title = {TYPES OF QUALITY AND EQUAL SCIENCE EDUCATION SYSTEMS AND THE DEVELOPMENT OF EQUALITY IN EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {439-453},
	abstract = {Some education systems have both quality and equality. They have achieved educational equity. This study aimed to uncover the practical wisdom of such systems in developing educational equality. A quantitative research design was used. Family capital and science achievement were the variables analyzed. They were secondary data collected by the 2018 PISA test. PISA surveyed students{\textquoteright} family capital with questionnaires and measured students{\textquoteright} science achievement with cognitive items. Six education systems with quality but low equality comprised the control group. Its sample size ranged from 4656 to 8312. The experiment group included nine quality and equal education systems, with sample sizes ranging from 3766 to 21490. The relative error and conditional probability were calculated to determine educational equality. Rawls{\textquoteright} difference principle was used as a theoretical perspective. The findings showed that quality and equal education systems had three types: equal-start, equal-improvement, and egalitarian. The primary measure to improve equality in education is to ensure educational benefits for students in the bottom quartile of family capital. The development of educational equality was accompanied by a sustained reduction in the achievement gap between the disadvantaged and the advantaged. Implications for educational practice are discussed. },
	keywords = {disadvantaged students, educational equity, equality in education, inequality in education, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.439},
	url = {https://oaji.net/articles/2023/987-1687108116.pdf},
	author = {Tao Jiang and Hong-wei Jin and Wen-jie Ma and Chen, J.-G. and Ling-min Yuan}
}
@article {1160,
	title = {TEACHERS{\textquoteright} PERCEPTIONS AND STEM TEACHING ACTIVITIES: ONLINE TEACHER PROFESSIONAL DEVELOPMENT AND EMPLOYMENT},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {84-107},
	abstract = {This study addressed teachers{\textquoteright} perceptions of the effect of online teacher professional development programs (OTPDPs) on their professional development. This five-month study focused on four aspects of OTPDPs: (1) Teachers{\textquoteright} perceptions on OTPDPs, (2) the impact of OTPDPs on lesson planning, (3) the impact of OTPDPs on STEM teaching, and (4) the impact of OTPDPs in STEM education on teacher employment. The sample consisted of 36 teachers. An OTPDP tailored to STEM education was designed to help participants develop professional skills. This study adopted a qualitative type of research, which was a single case study.{\textquotedblright} Data were collected through interviews, videotapes, and lesson plans. The data were analyzed using content analysis. Participants had positive perceptions about OTPDPs. They stated that the OTPDP helped them plan and teach STEM better and gain pedagogical and content knowledge. It also allowed them to acquire technological self-efficacy. They also noted that OTPDPs helped teachers develop the skills that would make them more likely to be employed in the future. The results indicate that technological self-efficacy and Internet access are of paramount importance for effective OTPDPs.},
	keywords = {online professional development, STEM education, teacher perception},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.84 },
	url = {https://oaji.net/articles/2022/987-1647117876.pdf},
	author = {Bekir Y{\i}ld{\i}r{\i}m and Ahmet Tayfur Akcan and Erdin{\c c} {\"O}cal}
}
@article {1230,
	title = {TEACHING NATURAL SCIENCES: SIMPLIFYING SOME PHYSICS CONCEPTS AS ACTIVITIES AND LABORATORY TOOLS FOR KINDERGARTEN CHILDREN},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {928-945},
	abstract = {There is a severe shortcoming in science programs in kindergartens in Saudi Arabia. Therefore, this paper presents a conceptual framework for teaching physics concepts to kindergartens to contribute to the consolidation of scientific knowledge by stimulating the skills of inquiry, problem-solving and scientific thinking among children. The research aimed to study the effect of a program based on simplifying some physics concepts on kindergarten children{\textquoteright}s knowledge. Data were collected through semi-structured interviews, observation, video recordings of simple lab instruments for physics concepts, and children{\textquoteright}s in-app interactions and children{\textquoteright}s photographs. The sample consisted of (8) children of the age groups (5: 6 years) at the third level in kindergarten. The results indicated that children can be taught some scientific thinking skills. Children who practiced the planned activities developed their knowledge more orderly. Accordingly, it is concluded that the program can indicate the success of introducing natural sciences to the kindergarten stage. The current research recommends studies that show the quality and specifications of programs that suit the child{\textquoteright}s characteristics at this stage and the nature of education.},
	keywords = {kindergarten, laboratory tools, Natural Sciences, teaching physics concepts, the focus group method},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.928 },
	url = {https://oaji.net/articles/2022/987-1671618327.pdf},
	author = {Al Jadidi, N. A. and Dalia Abdelwahed Mohamed and Enas Mahmoud Elrefee}
}
@article {1218,
	title = {TEACHING OF CRITICAL THINKING SKILLS BY SCIENCE TEACHERS IN JAPANESE PRIMARY SCHOOLS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {801-816},
	abstract = {The importance of critical thinking in science education is widely recognized. However, little research has been conducted on the teaching of critical thinking by teachers. If actual teaching conditions of teachers in the classroom are clarified, effective teaching methods for developing critical thinking in students could be developed. This study administered a questionnaire survey to ascertain how science teachers teach critical thinking in Japanese primary schools. The study population consisted of 291 Japanese primary school teachers with teaching careers spanning 1{\textendash}38 years. The survey revealed the following. (1) Teachers taught students the importance of conducting experiments by themselves to obtain results. However, teachers did not sufficiently teach students the need to conduct multiple experiments before reaching a conclusion, improve data reliability before making decisions, or examine their conclusions carefully given incomplete data. (2) Compared to teachers with shorter teaching careers, teachers with longer careers taught critical thinking more effectively, particularly in terms of emphasizing positivity and maintaining a healthy skepticism. (3) Teachers who taught emphasized positivity and encouraged multifaceted thinking were more likely to teach about emphasized evidence. The corresponding causal relationship analysis suggests that teaching that emphasizes positivity and encourages multifaceted thinking is key to promoting evidence-oriented instruction.},
	keywords = {critical thinking skills, in-service teachers, science learning, teachers{\textquoteright} training, teaching skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.801},
	url = {https://oaji.net/articles/2022/987-1667236818.pdf},
	author = {Hiroyoshi Kinoshita}
}
@article {1193,
	title = {A TOOL OF TECHNOLOGY-BASED LABORATORY ENABLED STUDENTS TO PRECISELY DESCRIBE SCIENTIFIC PHENOMENA },
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {495-512},
	abstract = {Proposing scientific descriptions is critical for individuals to cope with daily problems and acquire essential information. Nonetheless, few classes have enhanced students{\textquoteright} ability to describe facts of scientific phenomena. Thus, using a tool of technology-based laboratory, this research examined whether students{\textquoteright} scientific descriptions and mathematical modelling behaviours could be improved. The participants included 52 undergraduate students randomly assigned to the experimental and control group. Two prompts were developed to remind the experimental group that it is common to place {\textquoteleft}time{\textquoteright} along the x-axis and that mathematical modelling is important in physics. Results showed that as expected, all participants generated more propositions in scientific descriptions, especially the experimental group. However, contrary to the hypothesis, the participants did not propose more correct propositions and the effect of group was limited. Moreover, the hypotheses were partially supported that the participants used more image-based and mathematics-based representations to describe phenomena, and the proportion of participants whose propositional type was quantitatively increased, though no main effects of group were observed. Most participants adjusted their mathematical models by keeping slightly changing the coefficients/constants to fit the data, rather than applying relevant physics knowledge to revise models, illustrating their difficulties in connecting mathematical representations with actual phenomena.},
	keywords = {mathematical modelling, model-building behaviours, modelling activities, physics teaching/learning strategies, technology-based laboratory},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.495},
	url = {https://oaji.net/articles/2022/987-1656444199.pdf},
	author = {Chia-Yu Liu and Chao-Jung Wu and Guo-Li Chiou and Wing-Kwong Wong}
}
@article {1202,
	title = {THE TYPES OF PEER SCAFFOLDING IN SCIENTIFIC EXPERIMENTAL ACTIVITIES},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {594-614},
	abstract = {This study studied the types of peer scaffolding presented in scientific experimental activities. The study included 14 university students. For the experimental activity of {\textquoteleft}determining temperature changes using the meridian altitude of the sun,{\textquoteright} information regarding experimental behaviors, thinking aloud, discourse, and retrospective interview data were collected and analyzed. A model was derived and utilized for experimental activities to analyze peer scaffolding, wherein students internally structured their experiences with the experimental activities. The results indicated that students utilized seven means of peer scaffolding: {\textquoteleft}demonstrating{\textquoteright}, {\textquoteleft}assisting{\textquoteright}, {\textquoteleft}monitoring{\textquoteright}, {\textquoteleft}posing{\textquoteright}, {\textquoteleft}questioning{\textquoteright}, {\textquoteleft}explaining{\textquoteright}, and {\textquoteleft}suggesting{\textquoteright}. Three types of peer scaffolding emerged: task completion-, model elaboration-, and learning support-oriented scaffolding. Each type differed in purpose, main mean, and major explanation details. Additionally, this study has observed the level of the model for the experimental activities and the time that had been provided to understand the experimental procedure influenced the three peer scaffolding types. These outcomes indicate that providing ample time to students independently structure the experimental procedure and supporting other students during experimental activities are essential. Moreover, providing assistance to students in focusing on observable phenomena by reducing the cognitive load required to process the experimental procedure is crucial.},
	keywords = {peer scaffolding, qualitative case study, scientific experimental activities, students{\textquoteright} interaction},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.594},
	url = {https://oaji.net/articles/2022/987-1662186805.pdf},
	author = {Seong-un Kim}
}
@article {992,
	title = {TEACHING UPPER-SECONDARY STUDENTS ABOUT CONSERVATION OF MECHANICAL ENERGY: TWO VARIANTS OF THE SYSTEM APPROACH TO ENERGY ANALYSIS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {223-236},
	abstract = {Conventional teaching about the law of conservation of mechanical energy (LCME) often results with students trying to solve problems by remembering similar problems they already covered in classes. Consequently, many students fail to transfer their knowledge to simplest real-life problems. Therefore, a pre-test {\textendash} post-test quasi-experiment was conducted to evaluate the effects of an alternative, system-based approach to teaching about LCME. The study included 70 upper-secondary students from the First Bosniak Gymnasium Sarajevo, Bosnia and Herzegovina. Firstly, all students learned about energy in a conventional way. Then they wrote a test on LCME and had three additional hours of teaching about this topic, where one group of students learned in line with the forces-variant of the system approach (e.g., discussing conservative and non-conservative forces) and the other group with the process-variant of the same approach (e.g., discussing system{\textquoteright}s states and processes like in thermodynamics). For both variants, only three hours of system-based teaching proved to substantially improve the students{\textquoteright} level of LCME understanding compared to the level of understanding they had after conventional teaching. It follows that the system approach may work well at the upper-secondary level, if it is introduced through the scaffolding-and-fading technique.},
	keywords = {mechanical energy, quasi-experiment, teaching materials, teaching strategies},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.223},
	url = {http://oaji.net/articles/2021/987-1616865815.pdf},
	author = {Asila Halilovi{\'c} and Vanes Me{\v s}i{\'c} and Elvedin Hasovi{\'c} and Andrej Vidak}
}
@article {821,
	title = {THE TEACHER{\textquoteright}S ROLE IN THE BATTLE OF THE INTELLIGENT MACHINES},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Editorial},
	chapter = {4-5},
	abstract = {For most educators, grading and marking assignments are not high on their wish lists for their teaching routines. In the context of learning, the same can be said for their students, where examinations are associated with feelings such as insecurity, anxiety, fear, and stress. For diverse reasons, such as allowing students to self-assess their knowledge or providing homework, many teachers who are more advanced in the application of ICT, are already putting quizzes and tests online. Nowadays, such tests are in most cases delivered and assessed automatically, with an automatic system. Often, such basic systems provide feedback to the students if an answer is correct and a summary of the outcome. So far, so good ˗ after testing, students know what they still have to learn and what they have already learned. Equally, teachers get the same information about the students. In this way, a teacher{\textquoteright}s time can be spent on better purpose. However, the drawback is that tests are uniform in the format of the templates provided by the system, the philosophy of test construction and the grading by their developers. Additionally, if not controlled, such tests can even be answered by people other than the target students.},
	keywords = {Artificial Intelligence, intelligent systems, interactive tools},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.04},
	url = {http://oaji.net/articles/2020/987-1581269250.pdf},
	author = {Andrej {\v S}orgo}
}
@article {879,
	title = {TEACHERS{\textquoteright} PERCEPTIONS OF USING THE BLENDED LEARNING APPROACH FOR STEM-RELATED SUBJECTS WITHIN THE FOURTH INDUSTRIAL REVOLUTION},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {583-593},
	abstract = {Globally, as society enters the Fourth Industrial Revolution, we require a transformation in pedagogy. Science, Technology, Engineering and Mathematics (STEM) related subjects are vital to succeeding within the Fourth Industrial Revolution. To provide quality STEM education, teachers{\textquoteright} perceptions related to the teaching and learning of STEM-related subjects is essential to understand. This qualitative research took place at one university in KwaZulu-Natal, South Africa and explored teachers{\textquoteright} perceptions of using blended learning for STEM-related subjects. Wenger{\textquoteright}s Communities of Practice Theory framed this research. Data were generated from workshops and semi-structured interviews. The results of this research indicated that blended learning is impeded by the lack of technology-based tools; is hampered by teacher professional development; offered the use of virtual hours for consultation and feedback and increased engagement and collaboration within STEM-related milieus. These results provide a glimpse of what teachers perceive regarding the use of blended learning for secondary school mathematics and technology. Globally, these results have relevance when considering the importance of teachers{\textquoteright} perceptions of using blended learning for STEM-related subjects, as society embraces the Fourth Industrial Revolution.},
	keywords = {blended learning, communities, fourth industrial revolution, mathematics teaching, practice, qualitative, STEM teachers, STEM-related subjects, technology teaching, technology-enabled learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.583},
	url = {http://oaji.net/articles/2020/987-1597214386.pdf},
	author = {Jayaluxmi Naidoo and Asheena Singh-Pillay}
}
@article {912,
	title = {TEACHING MECHANICAL WAVES BY INQUIRY-BASED LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {875-892},
	abstract = {In this research, the teaching of mechanical waves was realized with inquiry-based learning; the aim was to determine the changes in students{\textquoteright} conceptual understanding of spring, water, and sound waves. It was designed as action research. The study group comprised 58 upper-secondary school students enrolled in 10th grade at an Anatolian upper-secondary school in Turkey. Data collection tools used in the research were the form for conceptual understanding of mechanical waves, semi-structured interviews, video recordings and photographs, student journals, and hand-made materials. Moreover, researchers designed an action plan that was composed of activities on spring, water, and sound waves. Descriptive and conceptual content analyses were utilized in data analysis. At the end of the research, it was determined that there was a change in students{\textquoteright} conceptual understanding of spring, water, and sound waves. Moreover, it was determined that teaching based on inquiry-based learning contributed positively to students{\textquoteright} learning. In this respect, it is thought that such applications should become widespread. There should be online training for lecturers which in return would contribute to students{\textquoteright} learning.},
	keywords = {5E learning model, action research, inquiry-based learning approach, mechanical waves, upper-secondary students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.875},
	url = {http://oaji.net/articles/2020/987-1606572281.pdf},
	author = {Sevim Bezen and Celal Bayrak}
}
@article {980,
	title = {THROUGH THE COVID-19 LOOKING GLASS: COPING SKILLS FOR STEM EDUCATORS IN THE TIME OF A PANDEMIC AND BEYOND},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1068-1077},
	abstract = {The 2020 pandemic led to the immediate lockdown of schools and universities worldwide with far-reaching implications for educators and learners. Individual stories of lockdown and isolation are documented using direct quotations from discussion forums, emails, live chats, and structured journal entries from the Blackboard learning management system.  A {\textquoteleft}qualitative sense{\textquoteright} of a common narrative of turmoil and success within this {\textquoteleft}new [ab] normal{\textquoteright} is established. Educators{\textquoteright} contrasting accounts of uncertainty and hope are highlighted. The notion of anticipatory anxiety as a result of social lockdown restrictions is covered in terms of its impact on mental health and wellbeing, with special reference to the neuroscience that underpins this phenomenon. Strategies for the management of stress-related autonomic nervous system activation, as well as for building resilience and coping skills in classrooms, are highlighted, along with the need to address issues of cognitive dissonance and fatigue caused by increased online/blended teaching demands during uncertain times. The online format was found to be potentially impersonal and cold without the essential {\textquoteleft}human factor{\textquoteright}. Despite technology in education there has to be human and social interaction, as well as support online. The most benefit was derived from live sessions and social interaction.},
	keywords = {coping strategies, mental health, progressive education, psycho-social issues, well-being},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.1068},
	url = {http://oaji.net/articles/2021/987-1613414435.pdf},
	author = {Geoffrey Lautenbach and Nardia Randell}
}
@article {850,
	title = {THE TRANSFORMATION OF "ARTIFICIAL" SCIENCE INTO ARTIFICIAL INTELLIGENCE: 50 YEARS LATER},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Editorial},
	chapter = {340-343},
	abstract = {For years, experts have warned against the unanticipated effects of general artificial intelligence (AI) on society. Ray Kurzweil (1998, 2005) predicts that by 2029 intelligent machines will be able to outsmart human beings. Stephen Hawking argues that {\textquotedblleft}once humans develop full AI; it will take off on its own and redesign itself at an ever-increasing rate{\textquotedblright}. Elon Musk warns that AI may constitute a {\textquotedblleft}fundamental risk to the existence of human civilization{\textquotedblright}. If the problems of incorporating AI in manufacture and service operations, i.e. using smart machines, are smaller, as the {\textquoteleft}faults{\textquoteright} can be recognized relatively quickly and they do not have a drastic effect on society, then the incorporation of AI in society and especially in the educational process is an extremely risky business that requires a thorough consideration. The consequences of mistakes in this endeavour could be catastrophic and long-term, as the results can be seen only after many years.},
	keywords = {general artificial intelligence, intelligent systems, machine morality, robotic laws},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.340},
	url = {http://oaji.net/articles/2020/987-1591087387.pdf},
	author = {Boris Aber{\v s}ek}
}
@article {877,
	title = {TRENDS AND FOUNDATIONS IN RESEARCH ON STUDENTS{\textquoteright} CONCEPTUAL UNDERSTANDING IN SCIENCE EDUCATION:  A METHOD BASED ON THE STRUCTURAL TOPIC MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {551-568},
	abstract = {This study aims to reveal the trends and foundations in research on students{\textquoteright} conceptual understanding in science education. The literature was selected from three recognized journals in science education. The Structural Topic Model (STM) method was used to categorize articles into ten topics considering information about the semantic cohesion and exclusivity of words to topics. The topic, which has attracted increasing research interest, was selected using a method similar to standard regression analysis, and its changing focus was identified through an analysis of its research contents. Foundations of research about students{\textquoteright} conceptual understanding between 1980{\textendash}1999 and 2000{\textendash}2019 were obtained through a review of their top 10 most-cited papers. Three conclusions were drawn: a) there were ten sub-topics of research about students{\textquoteright} conceptual understanding; b) the research on the development (or pathways) of students{\textquoteright} scientific argumentation/reasoning is likely to attract further interest in the future; and c) compared to the studies in the first period, the studies in the second stage favor research on the description (nature, mental process, etc.) of the process of students{\textquoteright} conceptual understanding as the research foundation. },
	keywords = {Conceptual Understanding, journal publication, structural topic model, text mining},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.551},
	url = {http://oaji.net/articles/2020/987-1597214269.pdf},
	author = {Shuaishuai Mi and Shanshan Lu and Hualin Bi}
}
@article {800,
	title = {TEACHER-DEMONSTRATION AND STUDENT HANDS-ON EXPERIMENTS IN TEACHING INTEGRATED SCIENCES},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {768-779},
	abstract = {The widely explored but still unresolved question about the contribution of the application of different ways of performing experiments in the integrated natural sciences is addressed in this research. The aim was to determine the contribution of demonstration hands-on experiments (DHE) and student hands-on experiments (SHE) in relation to conventional teaching method (CTM) on the quality and durability of 3rd grade students (between 9 and 10 years of age) from primary school. The research involved 180 students, further divided into three groups: E1 (experimental group 1, where content was learned through DHE), E2 (experimental group 2, where content was learned through SHE) and C (control group, where content was learned through CTM). The results of the research point to the fact that priority should be given to the DHE and SHE over the CTM in the realization of air-related content in the 3rd grade. SHE should be used more than DHE when it comes to teaching this specific content.},
	keywords = {demonstration hands-on experiments, integrated sciences, primary school, quality of knowledge, student hands-on experiments},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.768},
	url = {http://oaji.net/articles/2019/987-1571128244.pdf},
	author = {Mirjana Mari{\v c}i{\'c} and Stanko Cvjeti{\'c}anin and Branko An{\dj}i{\'c}}
}
@article {738,
	title = {TEACHERS{\textquoteright} SELF-CONCEPT AND ITS BENEFITS FOR SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {105-116},
	abstract = {Self-concept, understood as an impression or idea one has about oneself, represents a significant precondition for the professional improvement of teachers, as well as for the advancement of teaching itself and students{\textquoteright} development of  their own positive self-concept. This research aimed to examine the idea of self-concept with the purpose of determining the manner in which primary and secondary school teachers perceive themselves. The factors to be analyzed in relation to the variables, work experience and pay satisfaction, were defined by means of the scale of estimates and factor analysis. The obtained results showed that accepting oneself, self-improvement, self-satisfaction and job satisfaction, as well as the initiative and openness to change varied depending on work experience and pay satisfaction. Work experience, not pay satisfaction,  proved to have an impact on the teachers{\textquoteright} perception of the relationship with their colleagues, whereas the perception of personal and teaching qualities did not depend on the aforementioned variables.},
	keywords = {empirical research, practice, science education, self-concept, teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.105},
	url = {http://oaji.net/articles/2019/987-1550083061.pdf},
	author = {Jelena {\v Z}. Maksimovi{\'c} and Jelena S. Osmanovi{\'c}}
}
@article {706,
	title = {TAKE-HOME-EXPERIMENT: ENHANCING STUDENTS{\textquoteright} SCIENTIFIC ATTITUDE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {828-837},
	abstract = {One classic problem in science education that is still happening today is the lack of learners{\textquoteright} involvement in scientific activity. This may lead to not instilling positive scientific attitudes and the fostering of positive attitudes towards science is an important aspect that could promote greater interest towards science. The Take-Home-Experiment strategy is an attempt to implement an alternative strategy to ascertain whether its implementation promotes a positive attitude towards science among lower secondary school students. A quasi-experimental design was used to determine the effect of the T-H-E strategy on students{\textquoteright} scientific attitudes.  A total of 151 students in Form 2 from a lower secondary school at Pekanbaru Indonesia were divided into three groups: T-H-E group, Laboratory-Experimental group and Conventional group. The research used a questionnaire instrument on scientific attitude which consisted of 31 items with a Cronbach alpha reliability index of 0.68. The result of a one-way ANOVA shows that there was a significant difference in scientific attitude of students among these 3 groups. The mean score (mean = 3.21) for scientific attitude of the T-H-E group was higher compared to both the laboratory-experimental group (mean = 3.07) and the conventional group (mean = 2.91). This research found that the use of the Take-Home-Experiment strategy in teaching science has the potential to enhance lower secondary school students{\textquoteright} scientific attitude. },
	keywords = {scientific approach, scientific attitude, Take-Home-Experiment, Teaching Science},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.828},
	url = {http://oaji.net/articles/2017/987-1539418416.pdf},
	author = {Zulirfan and Zanaton H. Iksan and Kamisah Osman and Sayyidah Nusaibah Mohd Salehudin}
}
@article {643,
	title = {TEACHERS{\textquoteright} DIFFICULTIES AND STRATEGIES IN PHYSICS TEACHING AND LEARNING THAT APPLYING MATHEMATICS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {120-135},
	abstract = {In a teaching and learning process, the mastery of mathematics would support students in learning physics. The aim of the research is to analyse the difficulties of physics teachers{\textquoteright} in conducting teaching and learning process that demands the requirements of mathematical concepts in senior high schools. The research was a qualitative research using phenomenological approach. The data were collected through focus group discussion (FGD) that involved 15 teachers from public and private senior high schools in the Kudus Regency, the Province of Central Java, Indonesia. The analysis was conducted by applying the Bogdan \& Biklen model. The results of the research showed several findings if there had been problems of un-synchronism in the material orders of mathematics and physics that hindered the teaching and learning process. The strategies that physics teachers had applied individually are teaching mathematics materials as prerequisite first and making module collaboratively. The new arrangement of teaching and learning materials in mathematics and physics are needed to cover the problems.},
	keywords = {difficulties and strategies, learning process, mathematics mastery, physics teaching},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.120},
	url = {http://oaji.net/articles/2017/987-1519060221.pdf},
	author = {Heri Retnawati and Janu Arlinwibowo and Nidya F. Wulandari and Rian G. Pradani}
}
@article {678,
	title = {TEACHING ABOUT ROLLING MOTION: EXPLORING THE EFFECTIVENESS OF AN EXTREME CASE REASONING APPROACH},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {511-524},
	abstract = {Earlier research has shown that students have tremendous difficulties with understanding certain aspects of rolling without slipping, such as the zero-velocity at the contact point and plausibility of application of the law of conservation of mechanical energy despite action of the friction force. The aim of this research was to explore whether using analogies and reasoning about extreme cases can facilitate conceptualization of the above-mentioned phenomena. A pre-test {\textendash} post-test quasi-experiment has been conducted, with 93 students in the control group (CG) and 91 students in the experimental group (EG). Whereas control group students received conventional teaching, in the experimental group rolling of a cylinder has been considered as a special case of a tumbling prism for which the number of prism surfaces tended to infinity. The results of analysis of covariance showed that students from the experimental group significantly outperformed their peers from the control group on the Rolling Motion Concept Test (RMCT). Between-group differences were greater on test items that required higher level of cognitive transfer. This research suggests that using analogies and extreme case reasoning can facilitate comprehension of certain seemingly counterintuitive aspects of rolling motion. },
	keywords = {analogy-based teaching, energy conservation, extreme case reasoning, misconceptions, rolling motion},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.511},
	url = {http://oaji.net/articles/2017/987-1529509326.pdf},
	author = {Andrej Vidak and Nata{\v s}a Erceg and Elvedin Hasovi{\'c} and Senad Od{\v z}ak and Vanes Me{\v s}i{\'c}}
}
@article {659,
	title = {TEACHING PHYSICS WITH SIMULATIONS: TEACHER-CENTERED VERSUS STUDENT-CENTERED APPROACHES},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {288-299},
	abstract = {Teaching and learning with simulations is widely used in today{\textquoteright}s classrooms. Therefore, it is important to examine the factors that potentially influence the effectiveness of simulation-based teaching environments. The aim of this research was to compare the effectiveness of teacher-centered and student-centered Physlet-based classes about one-dimensional kinematics at the level of upper-secondary school. The student sample consisted of 43 students (mostly 15-year-olds). Within the teacher-centered approach the teacher ran and controlled the simulations, and students watched the simulations on the projection screen. In the student-centered approach the students had the opportunity to work through the simulations on their computers. At the post-test, students from the teacher-centered approach outperformed their peers when it comes to conceptual understanding of kinematics, but students from the students-centered approach were more successful in solving quantitative problems. The results of this research support the idea that a progression from teacher-centered to student-centered approach may be optimal for learning novel concepts.},
	keywords = {cognitive load theory, kinematics simulations, teaching materials, teaching strategies},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.288},
	url = {http://oaji.net/articles/2017/987-1523527472.pdf},
	author = {D{\v z}evdeta Dervi{\'c} and D{\v z}ana Saliba{\v s}i{\'c} Glamo{\v c}i{\'c} and Azra Gazibegovi{\'c}-Busulad{\v z}i{\'c} and Vanes Me{\v s}i{\'c}}
}
@article {607,
	title = {TACTIC FULFILLMENTS OF THREE CORRELATIONS FOR PROBLEM-SOLVING MAPS AND ANIMATED PRESENTATIONS TO ASSESS STUDENTS{\textquoteright} STOICHIOMETRY PERFORMANCES},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {733-745},
	abstract = {This research focuses on students{\textquoteright} tactic assessments of 3 correlations with illustrated 2-step strategic map and animated presentations in stoichiometry. The participants were divided into 2 learning groups: the experimental and the control group by quasi-experimental approach. Most of all, experimental group participants have been contingent on critical performances of thinking capabilities in accordance with tactic fulfillments of 3 correlations helpfully. In contrast with statistic findings of post-tests, experimental group participants get more formulated goals of individual learning in answering 5 algorithmic and conceptual pairs of achievement test items than those of control group participants. Students{\textquoteright} shift of reasoning from model-based to case-based requires them to explore an effective mental cognition and responses for full-fledged performances of problem-solving skills. After tactic fulfillments for 3 study objectives of visualized developments, experimental group participants have upgraded a distinct learning accumulation and project-based feedback at their best learning performances.},
	keywords = {problem-solving, stoichiometry, tactic fulfillments, three correlations},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.733},
	url = {http://oaji.net/articles/2017/987-1509214073.pdf},
	author = {King-Dow Su}
}
@article {617,
	title = {A THEORY-BASED INSTRUMENT TO EVALUATE MOTIVATIONAL TRIGGERS PERCEIVED BY STUDENTS IN STEM CAREER-RELATED SCENARIOS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {836-854},
	abstract = {Students{\textquoteright} lack of motivation in learning school science has been recognized as a problem, due to its negative impact on students{\textasciiacute} STEM-related career choices. For supporting students{\textasciiacute} motivation to study science, the use of an introduction which sets the scene, sometimes called a scenario, has been recommended. Although scenarios, which introduce STEM-related careers in an everyday life problem solving context, are seen as useful tools for the teachers, they are not automatically guaranteed to be motivating to students. The current research aims to develop an empirically tested and validated instrument to measure the impact of context-based scenarios, through evaluating perceived motivational triggers such as relevance, interest and enjoyment by 7th grade students. An analysis of students{\textasciiacute} responses showed that the test scenario was able to trigger mostly situational interest toward the topic of energetics. Only a small number of students indicated motivation to take the learning of this topic further.},
	keywords = {instrument evaluation, motivational triggers, science teaching materials, STEM career-related scenarios, STEM-related careers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.836},
	url = {http://oaji.net/articles/2017/987-1513970725.pdf},
	author = {Tormi Kotkas and Jack Holbrook and Miia Rannikm{\"a}e}
}
@article {546,
	title = {A TOOL TO SUPPORT LECTURERS{\textquoteright} COURSE DEVELOPMENT AT INTRODUCTORY UNDERGRADUATE LEVEL IN PHYSICS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {56-63},
	abstract = {With more diversified student groups entering the university, the development and planning of courses become more pedagogically challenging. In earlier studies, a validated tool, content representation (CoRe), has been used in teacher education to help pre-service teachers identify and promote pedagogical content knowledge in limited teaching sequences. In the present research the aim is to explore whether CoRe, when applied to an introductory university course in physics, can (i) promote the pedagogical content knowledge of the course as a whole and (ii) serve as an operative tool to identify problematic areas or areas that need further development in the course. The CoRe tool is based on given questions to be answered in relation to the {\textquotedblleft}big ideas{\textquotedblright} of the course. In the present research, the questions have been answered by a lecturer and by using a content analysis of the answers several categories of development could be identified. For a specific category, the tool also provided information about what kind of development was necessary. The conclusion is that CoRe has a potential to be of service at higher education level, it can be applied to parts of a course as well as to a course as a whole, and it may provide a useful tool to help a lecturer in the development and planning of a course.},
	keywords = {content representation; course development; physics education; university level, pedagogical content knowledge},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.56},
	url = {http://oaji.net/articles/2017/987-1493049776.pdf},
	author = {Peter Gustafsson and Hans G. Eriksson}
}
@article {453,
	title = {THE TEACHING OF HISTORY OF SCIENCE AT THE UNIVERSITY: SOME BRIEF CONSIDERATIONS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {October/2015},
	pages = {Continuous},
	type = {Editorial},
	chapter = {564{\textendash}568 },
	abstract = {I teach history of science at the University of Udine, Italy. My students {\textendash} about 25 {\textendash} frequently the second and the third year at the faculty of Letters and Philosophy (now called {\textquotedblleft}Polo Umanistico{\textquotedblright}). They have to pass a sole proof in history of science. Therefore, in this editorial, I would like to face the problems connected with the teaching of history of science to students who have a scarce knowledge of mathematics and who in their future will have probably few contacts with science and its history. Thus, two problems are particularly difficult in this case: 1) to choose the subject properly; 2) to choose the appropriate educational approach. Obviously, the choice of the subject is always important, but if one teaches history of science in a scientific faculty, the situation is, in a sense, easier: for example, at the faculty of physics, one could select a specific course each year, i.e., history of mechanics in a certain period, history of electromagnetism in the 19th century, the theory of optics as it is developed by an author or a series of authors (Euclid, Witelo, Kepler, Snell, Descartes, and so on), etc. Each subject could be dealt with by facing the particular research of each scholar and entering the specific mathematical arguments. This is not possible in a humanities faculty. Thence, I would like to explain my choice and to trace some general considerations.},
	keywords = {Educational approach, history of astronomy, history of science, level of knowledge},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.564},
	url = {http://oaji.net/articles/2016/987-1479542196.pdf},
	author = {Paolo   Bussotti}
}
@article {452,
	title = {TERTIARY ECONOMY AND MANAGERIAL STUDY FIELDS AND ISSUES OF SCIENCE EDUCATION AIMED AT DATABASE SYSTEMS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {August/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {535{\textendash}555},
	abstract = {Currently science education is understood not only as education in mathematics, physics and chemistry, but also as an education in informatics. To analyze the current state of informatics education within the tertiary economy and managerial study fields was the aim of the research, the purpose of which was to support curricula innovation in the relevant study programmes and to bring their content closer to the demands and needs of the labour market. An original feature of the research has been the fact that it has been based on students{\textquoteleft} points of view. The research sample consisted of students of the concerned study programmes in the Slovak and Czech Republic. The paper presents methodology of the carried out questionnaire survey and main findings related to the data recorded at items focused on database systems and technologies. The obtained data related to the respondents{\textquoteleft} opinions and the assessments of the selected learning topics taught within their study programmes and the importance of these topics for the respondents{\textquoteleft} professional career were processed according to the factors of the country, gender and field of the study. The results showed a significant dependence of the respondents{\textquoteleft} answers on their field of the study independently on their gender and the country in which they took their study.},
	keywords = {Computer Literacy, curricula innovation, evaluation methodologies, science education, tertiary education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.535},
	url = {http://oaji.net/articles/2016/987-1479498507.pdf},
	author = {J{\'a}n Z{\'a}horec and Alena Ha{\v s}kov{\'a} and Michal Munk and Martin B{\'\i}lek}
}
@article {433,
	title = {THINKING IN TERMS OF VARIABLES: THE CONCEPT OF THE SHADOW},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {June/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {295-310},
	abstract = {The aim of the research was to explore the ideas prospective science teachers (N=51) had about the variables of object size, shape and light transmission that have an impact on shadow formation, using a scientific activity based on Inquiry-Based Science Education (IBSE). In this qualitative study, the measurement tool comprises 3 questions. The first question examines how the participants define the concept of shadow while the second question focuses on the variables of the size of the object, its shape, and its light transmission. The participants were asked to explain whether these variables would produce a shadow. The last question was devised in the atmosphere of an activities laboratory in which the absorption and reflection properties of light were explored. The NVi10 program was utilized for data analysis. At the end of the research, it was observed that the prospective teachers were not able to define the concept of the shadow in scientific terms and even if they knew the basic variables related to shadow formation, they could not exactly explain new situations when the variables were manipulated. },
	keywords = {Prospective Science Teachers, qualitative data, shadow science},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.295},
	url = {http://oaji.net/articles/2016/987-1479496832.pdf},
	author = {Ayse Oguz Unver}
}
@article {471,
	title = {TRANSDISCIPLINARY APPROACH OF SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {December/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {779{\textendash}790},
	abstract = {At the end of 20th century and especially in this century the education field is undergoing a significant change not only as a result of technological innovations but also pedagogical innovations on the bases of artificial intelligence (AI), cognitive science and neuroscience. What interested us was the attitude of students and teachers towards these changes. In the research the participating students were arranged in two groups, the control group (CG), where conventional lessons were carried out and the experimental group (EG), in which teachers used a transdisciplinary cognitive neuroeducation model. The performance data for the both groups was acquired via questionnaire adopted from TIMSS research. The teachers{\textquoteright} attitude towards these changes was mostly monitored via qualitative research.
As is apparent from the results, a positive shift can be seen in the students{\textquoteright} attitude towards school. And this positive attitude towards school can create in students the suitable motivation, which is the first and most important step towards quality knowledge. A positive shift was also made in the minds of the teachers.},
	keywords = {Artificial Intelligence, cognitive neuroeducation model, cognitive science, multidisciplinarity, neuroscience, transdisciplinary model},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.779},
	url = {http://oaji.net/articles/2016/987-1479544205.pdf},
	author = {Andrej Flogie and Boris Aber{\v s}ek}
}
@article {391,
	title = {TEACHER EDUCATORS{\textquoteright} VIEWS OF {\textquotedblleft}MODEL{\textquotedblright} CONCEPT AND THEIR MENTAL MODELS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {October/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {674{\textendash}694 },
	abstract = {The aim of this study is to reveal teacher educators{\textquoteright} views of model and also to determine their mental models about it. Phenomenographic research design has been carried out in this study. The sample of study consists of 14 teacher educators from education faculties of different universities in Turkey. Semi-structured interviews that consisted of 7 questions were used to collect data. Besides, sample was asked draw a concept map on {\textquotedblleft}model{\textquotedblright} in the last interview question. Results have shown that teacher educators give similar responses including unqualified explanations to the interview questions related to the definition of model, characteristics of them, and the objectives of using models. It can also be asserted, that teacher educators do not have scientific understanding on the modeling process. The analyses of their responses to the interview questions and their concept maps have shown that most of the teacher educators in the sample have proximate or goal oriented mental models of the {\textquotedblleft}model{\textquotedblright}. Considering the results, it is suggested that teacher educators should not only follow the new theories, methods, or the applications in related literature theoretically, but also employ different theories, methods, or applications such as models and modeling in their courses.},
	keywords = {mental model, models and modeling, teacher educators},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.674 },
	url = {http://oaji.net/articles/2015/987-1450981530.pdf},
	author = {Suat Unal and Gunay Pal{\i}c Sadoglu and Ummu Gulsum Durukan}
}
@article {365,
	title = {TEACHING NATURE OF SCIENCE THROUGH CONCEPTUAL CHANGE APPROACH: CONCEPTUAL CHANGE TEXTS AND CONCEPT CARTOONS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {June/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {339{\textendash}350 },
	abstract = {The study investigated the influence of conceptual change approach on elementary students{\textquoteright} views of certain aspects of nature of science (NOS). In this study, conditions of conceptual change were provided through the use of conceptual change texts and concept cartoons. In addition, this study compared the influence of the conceptual change approach to that of the explicit reflective inquiry-oriented and implicit instructional approaches in the teaching of NOS. The research was conducted with seventh-grade students (aged 12-13 years) at a school in Turkey{\textquoteright}s Aegean region. A total of 69 students participated in the study. The students{\textquoteright} views of NOS were assessed using a questionnaire, (the Views of Nature of Science Elementary Level Scale) as pre-test and post-test in conjunction with data from semi-structured interviews. This study reveals that the best way to remedy the na{\"\i}ve views of students on NOS is a conceptual change framework.},
	keywords = {concept cartoon, explicit reflective approach, implicit approach, nature of science},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.339},
	url = {http://oaji.net/articles/2015/987-1437678975.pdf},
	author = {Emine {\c C}il}
}
@article {356,
	title = {TURKISH TEACHERS{\textquoteright} OPINIONS ABOUT SCIENCE-TECHNOLOGY-SOCIETY-ENVIRONMENT ACQUISITIONS IN SCIENCE AND TECHNOLOGY COURSE CURRICULUM},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {April/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {216-230},
	abstract = {The purpose of this study is to examine teacher opinions about science-technology-society-environment (STSE) acquisitions in Turkish Science and Technology Course Curriculum (TSTC). For this purpose, semi-structured interviews were performed with teachers. The participants were addressed questions about their awareness of STSE acquisitions and their in-class activity about these acquisitions. Learning fields of the teachers, the contents of these fields and the opinions of the teachers about STSE pointed out that their awareness level about STSE acquisitions was low. On the other hand, most of the teachers stated that there was enough and comprehensible information about STSE acquisitions in TSTC. The results of this study revealed that most of the teachers were not able to realize these acquisitions in the courses because of a lack of time or equipment and overcrowded classes. },
	keywords = {science and technology course curriculum, science-technology-society-environment acquisitions, teacher opinions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.213},
	url = {http://oaji.net/articles/2015/987-1437063174.pdf},
	author = {Dilek Erduran Avci and Nazmiye Sadiye Onal and Muhammet Usak}
}
@article {320,
	title = {THE TEACHERS{\textquoteright} OPINIONS AND REQUIREMENTS OF BIOLOGY SKILLS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {October/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {579-591 },
	abstract = {The problematic of science skills of pupils and students is important to investigate, due to decreasing of attitudes and knowledge of respondents. The presented results are part of bigger investigation, which included the investigation of chemistry, biology and geography teachers on the pupils/students skills. In the study are presented results for the biology part. The aim of research was to prepare, perform and evaluate a questionnaire research, which is based on the above mentioned proposal of biology skills and which investigates the opinions and requirements of lower secondary (ISCED 2) and secondary general (grammar) school (ISCED 3)� teachers on the biology skills of graduates from the lower secondary school� and graduates from grammar schools. A research sample consisted of two groups of teachers. The first group were teachers from lower secondary schools (n = 53) and the second group were teachers from secondary general (grammar) schools (n = 68). As a research tool was used a questionnaire with 4-point Likert type items. Inductive statistics was used for verification of hypotheses; specifically t-test was used for the determination of differences in the answers between lower secondary and grammar school teachers. Grammar school teachers achieved higher score in the majority of cases. The recommendations are mentioned in the conclusion part.},
	keywords = {biology skills, inquiry-based science teaching (IBSE), pupils/students, Questionnaire, teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.579},
	url = {http://oaji.net/articles/2015/987-1425810384.pdf},
	author = {Radka   {\v C}udov{\'a} and Milan Kubiatko and Sabina   Radvanov{\'a} and V{\v e}ra {\v C}{\'\i}{\v z}kov{\'a}}
}
@article {314,
	title = {TEACHERS{\textquoteright} PEDAGOGICAL STRATEGIES FOR INTEGRATING MULTIMEDIA TOOLS IN SCIENCE TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	type = {Original article},
	chapter = {509-524 },
	abstract = {Since the widespread introduction of Information and Communication Technology (ICT) in education the use of multimedia environments has increased substantially. This qualitative study analyse how teachers integrate multimedia tools into teaching and learning sequences (TLS) in science education. Four in-service teachers{\textquoteright} groups have been investigated across a 40 h teachers{\textquoteright} training course to analyse their pedagogical strategies and difficulties for introducing multimedia tools in science teaching. During the training program to discuss multimedia environments teachers (n=14) were invited to build teaching learning sequences (TLS) about some science content using multimedia tools. The results obtained through a content analysis suggest that these teachers are integrating multimedia tools mostly to enhance particular concepts and skills (integrated approach) than to innovate presentations (enhancement approach). In all cases teachers adopted structured tasks and in two of these they were not aware of the necessity to make explicit links between the multimedia tools and the other activities. Some difficulties related to pedagogical approaches and teachers{\textquoteright} knowledge are discussed.},
	keywords = {multimedia tools, science education, Teachers{\textquoteright} knowledge},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.509},
	url = {http://oaji.net/articles/2015/987-1425809563.pdf},
	author = {Celeste   Ferreira and M{\'o}nica   Baptista and Agnaldo Arroio}
}
@article {374,
	title = {TEACHERS{\textquoteright} VIEWS ABOUT PROBLEM-BASED LEARNING THROUGH CONCEPT CARTOONS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2013},
	month = {August/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {458{\textendash}468 },
	abstract = {This study aimed to examine the views of science and technology teachers towards concept cartoons integrated to problem-based learning. In this context, teachers{\textquoteright} views were compared before and after the experimental treatment of a project. Data was gathered through qualitative research methods. Participants of this study were science and technology teachers from 9 elementary schools in the city of Izmir in the 2011-2012 academic year. In the first step of the study, a 30-hour workshop including theoretical subjects, applications and experimental treatments about concept cartoons was presented to teachers. Then semi-structured interviews were conducted with teachers. Following this workshop, teachers were requested to apply all these applications and experimental treatments. After the experimental applications, semi-structured interviews were conducted again with the same teachers. According to the findings, teachers indicated that problem-based learning modules to improve students{\textquoteright} critical thinking, inquiry learning skills and help them relate their knowledge to daily life. },
	keywords = {concept cartoons, Problem-Based Learning, Science and Technology Teacher},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.458},
	url = {http://oaji.net/articles/2015/987-1447523317.pdf},
	author = {Ali Gunay Balim and Suat Turkoguz and Ummuhan Ormanci and Sevinc Kacar and Ertug Evrekli and Erkan Ozcan}
}
@article {332,
	title = {TEACHING GENERAL CHEMISTRY WITH INSTRUCTOR{\textquoteright}S SCREEN SHARING: STUDENTS{\textquoteright} OPINIONS ABOUT THE IDEA AND ITS IMPLEMENTATION},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {759-773},
	abstract = {Knowing students{\textquoteright} opinions about instructor{\textquoteright}s screen sharing via various media is important for developing online science courses including chemistry. This study examined university students{\textquoteright} opinions about the idea and the practice of instructor{\textquoteright}s screen sharing via websites on example of join.me, VoIP-applications on example of Skype, and multi-user 3D virtual environments on example of Second Life. It was conducted during summer course of General Chemistry at University of Oregon College of Arts and Sciences in Eugene, USA, for two consecutive years, 2001 and 2012. The data were collected through an online 14-item 4-point Likert-type questionnaire and students{\textquoteright} reviews. It was found that students have primarily positive opinions about screen sharing regardless of their gender, major, residence, and employment status. Join.me was found to be the most and Second Life to be the least favored media for screen sharing. Students with higher final grades provided more positive opinions.},
	keywords = {chemistry education, online teaching, screen sharing, Second Life, Skype},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.759},
	url = {http://oaji.net/articles/2015/987-1425811358.pdf},
	author = {Uladzimir Slabin}
}
@article {376,
	title = {TURKISH MIDDLE SCHOOL STUDENTS{\textquoteright} CONCEPTIONS AND MODELLING OF CHEMICAL BONDS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2013},
	month = {August/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {483{\textendash}496 },
	abstract = {The purposes of this study were to identify students{\textquoteright} conceptions of chemical bonds and to determine, after instruction, the changes these conceptions undergo. The dataset for this study arises from an administered questionnaire that includes answers to three open{\textendash}ended questions from 76 6th grade students and 56 7th grade students. Analysis of the qualitative data obtained through the questionnaire indicates that the majority of students had difficulty comprehending the modelisation of chemical bonds and that levels of interpreting these concepts of chemical bonds was much lower than what is required at the end of these different grades. The study showed that students have similar conceptions of bonding affinity expressed though a language of kinship and convenience, as used in 17th century. Additionally, the students{\textquoteright} conceptions also reflect the 18th century{\textquoteright} macro level concept of affinity expressed through the notion that likes attract.},
	keywords = {chemical bond, intermolecular bond, intramolecular bond, modelling},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.483},
	url = {http://oaji.net/articles/2015/987-1447523453.pdf},
	author = {Aytekin Cokelez and Bur{\c c}kin Dal and Gonca Harman}
}
@article {335,
	title = {TURKISH PRE-SERVICE TEACHERS{\textquoteright} VIEWS OF SCIENCE-TECHNOLOGY-SOCIETY: INFLUENCE OF A HISTORY OF SCIENCE COURSE},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {793-802},
	abstract = {This research is conducted to explore the pre-service teachers{\textquoteright} views of science-technology-society (STS) issues and to investigate the influence of a History of Science (HOS) course on these views. The influence of teaching STS issues through different instructional approaches on the pre-service teachers{\textquoteright} views was also examined. Sample is consisted of 93 pre-service teachers. 11 adapted items of Views of Science-Technology-Society (VOSTS) questionnaire (Aikenhead, Ryan \& Fleming, 1989) were administered. Descriptive and inferential statistics (Wilcoxon Sign-Test) were used to examine and compare pre-service teachers{\textquoteright} pre- and post-test responses. Findings revealed that the HOS course and the instructional approach did not have significant influences on the pre-service teachers{\textquoteright} STS views.},
	keywords = {history of science, pre-service teachers, science-technology-society, views of science-technology-society questionnaire},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.793},
	url = {http://oaji.net/articles/2015/987-1425811588.pdf},
	author = {Ebru   {\"O}zt{\"u}rk-Akar and Do{\u g}an   Do{\u g}an}
}
@article {322,
	title = {TURKISH STUDENT BIOLOGY TEACHERS{\textquoteright} CONCEPTUAL STRUCTURES AND SEMANTIC ATTITUDES TOWARDS MICROBES},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {October/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {608-639},
	abstract = {The aim of the current study is to investigate student biology teachers{\textquoteright} cognitive structures related to "microbe". The mixed research design was applied in this study. The data were collected from 44 student biology teachers. The free word-association test, the drawing-writing technique and the semantic differential attitude scale were used as data collection instruments. The data were subject to content analysis and divided into categories through coding. With the help of these categories, the cognitive structures of student biology teacher were explained. These categories were determined as definition of microbes, microbial variety and activity, immunity. It was determined that student biology teachers{\textquoteright} semantic attitudes towards microbe were at a neutral level in terms of mean scores of all adjectives considered; however� based on each and every adjective, they mostly perceive microbes as infectious, contagious, and dirty. Moreover, the data collected through two data collection instruments indicated that student teachers had misconceptions about microbes considering the themes determined.},
	keywords = {cognitive structure, microbe, misconception, semantic differential attitudes},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.608},
	url = {http://oaji.net/articles/2015/987-1425810489.pdf},
	author = {Hakan Kurt}
}
@article {296,
	title = {TURKISH STUDENTS{\textquoteright} IMAGES OF SCIENTISTS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {September/2013},
	type = {Original article},
	chapter = {289-299 },
	abstract = {This study analyses the drawings of scientists done by Turkish students, primarily to learn how the students have represented scientists and to find out the stereotypical images that they use. The drawings are compared with the results of a similar study conducted twelve years earlier by the same author. Gender characteristics and differences are a focus of interest. The Draw-a-Scientist Test (DAST) was used to record and analyse the images. The sample for the study consisted of 520 students from various grade levels. Their drawings are discussed in terms of three themes: the general use of standard indicators, gender differences in stereotypical images, and implications of the results for teaching and learning science.},
	keywords = {Draw-A-Scientist Test (DAST), images of scientists, in science education, scientific literacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.289 },
	url = {http://oaji.net/articles/2015/987-1425807961.pdf},
	author = {Ay{\c s}enur Yontar To{\u g}rol}
}
@article {198,
	title = {TEACHING ELECTROLYSIS OF WATER THROUGH DRAMA},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {September/2010},
	type = {Original article},
	chapter = {179-186 },
	abstract = {The purpose of this study was to evaluate the effects of drama on the teach{\textlnot}ing of electrolysis of water to middle school students. The randomized pre-test and post-test control group design was used. Data collection methods included pre-test, post-test 1 and 2, and the data were ana{\textlnot}lyzed by using the SPSS/PC program. This study was carried out at a private school with 40 seventh grade students. Based on the pre-test results, the students were randomly assigned to drama and control groups. Findings suggest that the drama group performed better than the control group both on post-test 1 and post-test 2. Similar studies in different contexts with different student samples may be con{\textlnot}ducted to investigate the effects of drama in chemistry education.},
	keywords = {chemistry education, drama in science education, electrolysis of water},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405171882.pdf},
	author = {Hakan Saricayir}
}
@article {206,
	title = {TEACHING SUSTAINABLE DEVELOPMENT AT UNIVERSITY LEVEL: CURRENT TRENDS AND FUTURE NEEDS},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {December/2010},
	type = {Original article},
	chapter = {273-284},
	abstract = {Sustainable development is a matter of great concern to both countries and individuals alike. Whereas in the late 1980s sustainable development was perceived as a matter of concern only to nations, there has been an increased awareness about the fact that it permeates all parts of our lives. Some of the trends related to the evolution of sustainable development can be seen among various sectors, also at universities. Due to their relevance, universities are uniquely placed to pass on the messages of sustainable development to a wide audience. Yes, this potential has not yet been fully realised. This paper describes the evolution of the concept of sustainable development and process behind the its establishment at university level, including an analysis of the problems related to it and their roots. It also states what universities need to do in order to claim excellence in the field of sustainable development, listing a set of criteria that need to be fulfilled in order to achieve this goal.
One of the first documents outlining the need for further engagement of universities into environmental affairs, the {\quotedblbase}Magna Charta of European Universities{\textquotedblleft} promulgated in Bologna in September 1998, states that:

{\quotedblbase} ...universities must give future generations education and training that will teach them, and through them, others to respect the great harmonies of their natural environment and of life itself. {\textquotedblleft} 

Among the most effective ways of achieving this, mention can be made to the need to afford sufficient emphasis to sustainability, since it deals not only with {\quotedblbase}ecological{\textquotedblleft} matters, but also with the pool of factors that influence the environmental balance and quality of life.
Although the value of sustainability is broadly acknowledged within the university community, there are still various misconceptions that need to be addressed so as to clear the way for action. Prior to being able to undertake long-term works in this area, it is important that such misconceptions are duly addressed. One of the ways to do that is via concrete initiatives at the regional level, in the framework of which the practicality and efficiency of sustainable approaches are shown. This need, which has been largely overlooked in the past, should be duly addressed, since it is not only responsible for the lack of action in the past, but future, long-term progress depends on it.},
	keywords = {sustainable development, Universities},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405172671.pdf},
	author = {Walter Leal Filho}
}
@article {187,
	title = {TURKISH STUDENTS{\textquoteright} MENTAL MODELS OF LIGHT TO EXPLAIN THE SINGLE SLIT DIFFRACTION AND DOUBLE SLIT INTERFERENCE OF LIGHT: A CROSS {\textendash} SECTIONAL STUDY},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {61-71 },
	abstract = {In this study, it was tried to explore mental models of light utilized by the Turkish students for the explanations of single-slit diffraction and double-slit interference of light. This research has been carried on the group of 294 students made up of 175 introductory and 119 advanced level students studying in the departments of engineering, physics and physics teachers at a Turkish University. Open - ended questions pertaining drawings and explanations were used as data collection tool. As a result of quantitative and qualitative analysis, three mental models which were named as wave, ray and particle being used by the students while explaining these subjects, were described. Serious difficulties were observed towards the usage of these models for the both levels of the student groups and some differences were indicated between the introductory and advanced level university students in terms of usage of these models.
In general, the results of this research indicate that the students in both level while trying to explain the phenomena of interference and diffraction of light have developed very different mental models of light and in order to explain the phenomena they haven{\textquoteright}t got a functional wave model. This situation would prevent them to sense the nature of wave of the matter (Steinberg et al., 1996; Vokos et al., 2000). Students{\textquoteright} mental model changes serve as the most important source covering learning processes and conceptual changes of them (Park 2006). For this reason, it is required to revise the fundamental optics teaching in order to realize the students to learn the light models effectively. 
Although interference and diffraction phenomena have continuously been explained in terms of the wave model of light both at university and high school as well as in the source books, because during the explanations of these topics, rays have been used continuously without realizing that these would be just geometrical representations, these results are naturally not unexpected situation. This shortage appearing very simple pushes students to very mistakes with respect the conception of light and wave model. Several studies (Galili 1996; Galili \& Hazan 2000) have shown that many difficulties may occur when using the ray model of light in teaching. Spherical wave surfaces should be used instead of light beams or sinusoidal waves to describe light propagation from source. Also, the wave fronts between slit(s) and pattern should be drawn and the interference should be shown while teaching the interference and diffraction subjects. This usage would prevent students from thinking geometrical optic laws in the physical optics subjects. Also, the water waves in ripple tank would be useful to describe the wave surface as a model for the light wave.
However, the educators should investigate students{\textquoteright} understanding level about the light models in their optics instruction. In addition, they should use the proper instructional materials to overcome the alternative ideas of the students. It is hoped that the results of this study will help the educatiors to recognize the students{\textquoteright} difficulties in both introductory and advanced levels. Besides, the studies about how students use the light models for explaining the other subjects in optics should be conducted.},
	keywords = {double slit interference, light models, Mental Models, single slit diffraction, students{\textquoteright} alternative ideas},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404741216.pdf},
	author = {Serap Kaya {\c S}eng{\"o}ren}
}
@article {168,
	title = {TOWARDS HIGH QUALIFICATION FOR SCIENCE EDUCATION. THE LOSS OF CERTAINTY},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {August/2009},
	type = {Editorial},
	chapter = {64-68},
	abstract = {It is known that teachers and professors at any school and university orders should highly mind education as the first and most general aim of a civil society. It is a fact that many European countries and education centres are reflecting brilliantly upon higher scientific education focusing on physics and mathematics especially. The Institutions also seem to take into account full management autonomy. Accreditation has considered one of the best solutions adopted by central or high-level education authorities to guarantee quality standards in training offered by higher education. It means accrediting education results through a legislative and professional process in order to judge whether an institution or a programme meets proper quality standards.},
	keywords = {school curricula, science education, SCIENCE teachers},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404739418.pdf},
	author = {Raffaele Pisano}
}
@article {171,
	title = {TURKISH UNIVERSITY STUDENTS{\textquoteright} ATTITUDES TOWARD BIOLOGY: THE EFFECTS OF GENDER AND ENROLMENT IN BIOLOGY CLASSES},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {August/2009},
	type = {Original article},
	chapter = {88-96},
	abstract = {Research on the association between achievement and attitudes belong to fundamental questions in science education research. It is proposed that more positive attitudes are associated with better learning outcomes in science. However, recent research has revealed controversial results either supporting or rejecting the {\textquotedblleft}attitude-achievement hypothesis{\textquotedblright}. Moreover, very little is known about attitudes toward science among university students. In this study undertaken with a large number of university students in Turkey (n= 1301), we examined whether achievement correlates with attitudes toward biology, whether girls have more positive attitudes than boys as observed in previous research and whether those who enrolled in biology classes show more positive attitudes toward biology than those in humanities. The results indicated only weak, although statistically significant, association between attitudes and achievement. Furthermore, both achievement and attitudes toward biology were not influenced by gender or enrolment in biology classes. These results somewhat surprisingly cast doubts on relationships between attitudes and achievement and effects of gender on attitudes toward biology among university students.},
	keywords = {attitudes, biology education, science education research},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404739741.pdf},
	author = {Muhammet Usak and Pavol Prokop and Mustafa Ozden and Murat Ozel and Kadir Bilen and Mehmet Erdogan}
}
@article {157,
	title = {TEACHING METHODS AND AIDS ASSISTING DYSLEXIC PUPILS  IN LEARNING CHEMISTRY},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {147-154},
	abstract = {Some pupils (about 10\% to 15\% of population) exhibit specific difficulties in learning called dyslexia. They cannot work effectively in the traditional educational system. Despite their hard work they usually achieve worse results compared to the pupils without this dysfunction. Learning difficulties caused by dyslexia are also observed in learning chemistry. The studies were aimed at finding which methods and educational means can assist the learning process of chemistry by dyslexic pupils. Their main characteristics was the fact that they took into account the specification of the thinking processes in these pupils. The studies proved that there are methods which have a positive effect on the process of learning chemistry by dyslexic pupils. },
	keywords = {chemistry education, teaching of dyslexic pupils},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404720008.pdf},
	author = {Agnieszka Kami{\'n}ska-Ost{\k e}p and Hanna Guli{\'n}ska}
}
@article {123,
	title = {TRENDS IN WESTERN SCIENCE CURRICULA AND SCIENCE EDUCATION RESEARCH: A BIRD{\textquoteright}S EYE VIEW},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {March/2007},
	type = {Original article},
	chapter = {15-22},
	abstract = {The present article starts with a concise report of three important waves of innovation in Western science education, one in the 1960s, one in the 1980s, and one in the 2000s. The background of each wave is concisely explicated in terms of dissatisfaction with the foregoing curriculum and the rise of new general theories on teaching and learning. The reported innovations have influenced the agenda of research in science education in the Western world. In the second part of the article, the main trends in topics and methods of this research are reported. Finally, some main trends in science teacher education are concisely addressed. 
        The present overview indicates a number of important developments in science curricula and research in science education. In the last 50 years, a growing interest in research topics related to students and their learning and teachers and their teaching can be indicated. Recently, an important upcoming research topic is focused on the development of science teachers{\textquoteright} knowledge base (cf. De Jong, Veal \& Van Driel, 2002). Trends in science curricula and courses will come and go, and {\textquoteleft}hot topics{\textquoteright} in science education research will rise and fall. So far, so good. However, in my opinion, it is time to pay much more attention to an old issue: the relationship between science education research and science teaching practice. In the last half century, this relationship has been problematic. Several attempts have been made to improve this relationship, for instance, by publishing a growing number of books that would inform and support the practice of science teaching (see e.g. De Jong, Kortland, Waarlo \& Buddingh{\textquoteright}, 1999; Monk \& Osborne, 2000). Nevertheless, for many years, researchers have also pointed out the poor effects of their efforts; for example, they complain that the outcomes of research often do not find their ways into the practice of teaching of science (Shymansky \& Kyle, 1992). On the other hand, practising science teachers consider personal experiences, common sense, and official documents as much more important sources of their professional knowledge than results of research (Costa, Marques \& Kempa, 2000). In conclusion, one of the biggest challenges of the near future of science education is to bridge the gap between science education research outcomes and science teaching practices in the classroom. },
	keywords = {educational theories, research topics and methods, science curriculum innovations, science teacher education, trends},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404286727.pdf},
	author = {Onno De Jong}
}
@article {124,
	title = {TURKISH UNDERGRADUATE STUDENTS{\textquoteright} MISCONCEPTIONS ON ACIDS AND BASES},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {March/2007},
	type = {Original article},
	chapter = {23-34},
	abstract = {This study is aimed at determining students{\textquoteright} misconceptions about acids and bases. In order to fulfill this aim, open-ended diagnostic questions and semi-structured interviews were used. The diagnostic questions were administered to 91 undergraduates who enrolled in the Primary Science Teacher Training Department in a state university in Turkey. In addition 11 students were interviewed in order to clarify their written responses and to further probe students{\textquoteright} conceptual understandings of the questions asked in the test. The findings revealed a number of misconceptions. The results have implications for tertiary level teaching, suggesting that a substantial review of teaching strategies is needed.},
	keywords = {acids, bases, equilibrium, misconceptions, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404286816.pdf},
	author = {Tacettin Pinarbasi}
}
@article {114,
	title = {TO WHAT EXTENT SCIENCE TEACHERS ARE CONSTRUCTIVIST IN THEIR CLASSROOMS?},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {October/2006},
	type = {Original article},
	chapter = {40-50},
	abstract = {The primary science curricula have strong constructivist elements since 2000 in Turkey. As the creator of the learning environments it is the teacher who determines its quality. The purpose of this research is to determine if science teachers{\textquoteright} behaviour and thoughts are consistent with what the primary science curriculum in essence offers. The research was conducted with two researchers based on a qualitative design consisting of observation and interview with primary science teachers of Turkey. At the end, it was found that, although science teachers have constructivist ideas they do not behave in constructivist manner in the classroom. },
	keywords = {constructivism, primary science teacher, science teaching},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404234765.pdf},
	author = {Gul Unal and Ercan Akpinar}
}
@article {108,
	title = {TURKISH UNDERGRADUATE STUDENTS{\textquoteright} PERCEPTIONS ON THE FACTORS AFFECTING THE PROCESS OF THEIR LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {March/2006},
	type = {Original article},
	chapter = {50-60},
	abstract = {In this study, science (physics, chemistry and biology) undergraduate students{\textquoteright} perceptions about the roles of student and lecturer, nature of knowledge, and student{\textquoteright}s task in examination was investigated. Besides, comparison of students{\textquoteright} perceptions was made in these four points with four class levels. A version of Perry Model developed by Finster was used in this study. This model shows how students develop from a simplistic stance on the nature of knowledge to one which is more pluralistic and contextual. The results showed that university learning environment positively effected the science undergraduate students{\textquoteright} perceptions about role of lecturer, taking responsibility for their own learning, autonomous learning, and self expression. In addition, obtained findings can be a guide for redesign of learning environments in undergraduate science education.},
	keywords = {intellectual development, Perry model, students{\textquoteright} perceptions, the process of learning},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404214335.pdf},
	author = {Erdal Senocak and Cezmi Unal}
}
