@article {1352,
	title = {DEVELOPING A KNOWLEDGE MAP FOR THE EARLY CHILDHOOD STEAM EDUCATION: A VISUAL ANALYSIS USING CITESPACE AND HISTCITE},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {56-75},
	abstract = {This scientometric analysis explores the evolution and dynamics of Early Childhood STEAM education. Web of Science database is employed as a primary data source and visualization tools like CiteSpace and HistCite are used to systematically investigate 179 publications published between 2008 and 2023. It looks at research patterns to unearth notable shifts in focus and intensity influenced by the COVID-19 pandemic. Keyword analysis reveals the field{\textquoteright}s evolution, from foundational elements to broader dimensions encompassing technology, pedagogy, and gender disparities. A transition towards experiential learning, emotional identity, and professional development is evident, which reflects a pedagogical shift towards comprehensive and inclusive education. Temporal analysis using Citation Burst Analysis delineates phases of research, emphasizing shifts from fundamental exploration to pedagogical methods and experiences. Acknowledgement of influential scholars, collaborations, and global trends underscores events of interdisciplinary partnerships and international collaborations. The study{\textquoteright}s implications highlight pedagogical transformations, gender disparity, and the potential for technology in early childhood education. This could inform policy directions and foster collaborations for innovative education.},
	keywords = {early childhood, knowledge map, STEAM education, visual analysis},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.56},
	url = {https://oaji.net/articles/2023/987-1709892301.pdf},
	author = {Yumeng Li and Abdul Talib, C.}
}
@article {1348,
	title = {LIVE-STREAMING PERFORMANCE IN INQUIRY-BASED SCIENCE LEARNING WITH ACTION: TEACHERS{\textquoteright} PERSPECTIVES},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {9-19},
	abstract = {Online teaching has become an imperative approach in today{\textquoteright}s society. However, as an essential approach, using live streaming to teach students in small groups, particularly rural primary school students, has not been extensively studied. To address this gap, an inquiry-based model, predict-do/observe-quiz/discuss-explain-transfer (P-D/O-Q/D-E-T), was adopted for live streaming with action, and its performance was analysed. Reflection by teachers can lead them to a deeper understanding to capture the profound impact of an educational program. In the present study, eight teachers who had experience assisting rural students in this experiment were invited to rate their points of view on immersion, social interactivity, humanness, and value perception. Examining the consistency of teachers{\textquoteright} viewpoints using the hermeneutic method, the results showed that they highly supported viewing these four constructs using live streaming to conduct inquiry-based science learning with action. As expected, using live streaming to deliver teaching with the P-D/O-Q/D-E-T approach can enrich other online science teaching.},
	keywords = {educational program, inquiry-based science learning, live-streaming, teachers{\textquoteright} perspective},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.09},
	url = {https://oaji.net/articles/2023/987-1709892061.pdf},
	author = {Jon-Chao Hong and Huei-Ying Ho and Ming-Chou Liu and Kai-Hsin Tai}
}
@article {1359,
	title = {STUDENTS{\textquoteright} CONCEPTUAL STRUCTURES REGARDING REDOX REACTION: COMBINING MULTIDIMENSIONAL SCALING AND HIERARCHICAL CLUSTER ANALYSIS APPROACHES},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {164-174},
	abstract = {Redox reaction is a core chemical concept. However, its abstract nature makes it very difficult for students. Students{\textquoteright} conceptual structure reflects their mastery of concepts, which helps teachers implement targeted educational strategies. This study aimed to explore the conceptual structures of redox reaction held by students (grades 10 to 12) by employing MDS and HCA. A total of 606 students participated, with 195 students in 10th grade, 202 in 11th grade, and 209 in 12th grade. The results indicated that three-dimensional solutions were appropriate for the conceptual structures of 10th and 12th graders, while 11th graders demonstrated two-dimensional solutions. All students grouped the 15 concepts related to redox reaction into two large clusters: metrology and the redox reaction process. Moreover, both 10th and 12th graders further subdivided the 15 concepts into four subclusters: metrology, oxidation process, reduction process, and chemical reaction. Students{\textquoteright} conceptual structures were rational across all three grades. The conceptual structures of 10th and 12th graders were more refined than those of 11th graders, and there was no significant difference between the conceptual structures of 10th and 12th graders. 11th graders learned about electrochemistry and tended to confuse concepts related to redox reaction with those related to electrochemistry. },
	keywords = {conceptual structure, hierarchical cluster analysis (HCA), multidimensional scaling (MDS), redox reaction},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.164  },
	url = {https://oaji.net/articles/2023/987-1709892821.pdf},
	author = {Wenxiu Tang and Yangyi Qian and Hong Wang and Jinju Wen and Jiayi Huang and Xintong Zhu and Yangqian Wang}
}
@article {1363,
	title = {WHAT AND WHO INSPIRED ME TO BECOME A SCIENTIST AND FURTHER A SCIENCE EDUCATOR?},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {April/2024},
	pages = {Continuous},
	type = {Editorial},
	chapter = {180-186},
	abstract = {According to Alex H. Johnstone, {\textquotedblleft}most of the concepts we develop in everyday living (such as cars, trees, houses, dogs, and flowers) are based on tangible things; things we can touch, see, smell and taste. {\textellipsis} However, concepts such as element, enzyme, atom, gas, resistance, molarity, entropy, and many others cannot be constructed directly by our senses. Some are one or even two steps removed from direct sensory perception{\textquotedblright} (Johnstone, 2007, p. 8).
The famous Johnstone triangle for the physical sciences (Johnstone, 1982 - see Figure 1) has at one of its corners tangible things, constituting the {\textquotedblleft}Macroscopic{\textquotedblright} or {\textquotedblleft}Macro Level{\textquotedblright}. The two other levels that facilitate further understanding are the {\textquotedblleft}Symbolic and Mathematical Level{\textquotedblright}, which involves symbols, mathematical and chemical equations, as well as graphs and calculations, and the {\textquotedblleft}Submicroscopic{\textquotedblright} or {\textquotedblleft}Submicro Level{\textquotedblright}, which refers to entities such as atoms and molecules, that are so tiny that we cannot observe them either directly or even with the help of a strong microscope; these entitles are objects of thought and we draw conclusions about them through logical thinking and inferences. The emphasis among the three levels varies between the physical sciences, physics and chemistry.  

},
	keywords = {biological sciences, education research, physical sciences, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.180},
	url = {https://oaji.net/articles/2023/987-1713272488.pdf},
	author = {Georgios Tsaparlis}
}
@article {1334,
	title = {ABSENTEEISM AND STUDENTS{\textquoteright} ATTITUDES TOWARD SCIENCE: IMPACT ON EXAM RESULTS AMONG EIGHTH-GRADE STUDENTS IN MALAYSIA AND SINGAPORE},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {991-1010},
	abstract = {Absenteeism and students{\textquoteright} attitudes toward science have an impact on the exam results among eighth-grade students in Malaysia and Singapore. This study employed weighted least squares and quantile regression techniques on the Trends in International Mathematics and Science Study (TIMSS) 2019 data to analyze the net effect of these two factors in influencing the academic performance of eighth-grade students. Given Singapore{\textquoteright}s considerable lead in TIMSS ranking over Malaysia, this research sheds light on modifiable factors that can help Malaysia enhance its national science education. Absenteeism was more pressing in Malaysia than in Singapore, but it significantly influenced exam results in both countries. However, there was no significant difference in attitudes toward science. Results from quantile regression show that these impacts were not uniform across the performance distributions. The study{\textquoteright}s results emphasize that absenteeism, home educational resources, and parental education contribute to the performance disparities between the two countries. These results underscore the importance for policymakers and educational planners in Malaysia to take proactive steps in addressing these shortcomings to improve students{\textquoteright} exam results, to work towards narrowing the performance gap, and to enhance science education.  },
	keywords = {home educational resources, quantile regression, Science Achievement, TIMSS, valuing science},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.991},
	url = {https://oaji.net/articles/2023/987-1702728725.pdf},
	author = {Xianwei Gao and Nai Peng Tey and Siow Li Lai}
}
@article {1325,
	title = {COGNITION AND ATTITUDE TOWARD SUSTAINABLE DEVELOPMENT BEHAVIOR: COLLEGE STUDENTS{\textquoteright} INFORMAL ONLINE LEARNING AS A MODERATION EFFECT},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {900-913},
	abstract = {The social responsibility of college students in the later stages of adolescence for sustainable development is emphasized, and the role of universities has become a crucial task. This study aimed to explore the level of college students{\textquoteright} cognition, attitude, and behavior towards sustainable development and the association among them through the moderation effect of informal online learning. The difference verification and structural equation modeling were applied to 559 students who majored in science, and statistical validity was confirmed. Regarding the sustainable development level of college students, there was a significant difference in cognition, attitude, and behavior towards sustainable development between males and females, formal education, and informal online learning. Further, college students{\textquoteright} attitudes towards sustainable development played a significant mediating role between cognition and behavior. The study also found a significant moderation effect of informal online learning on students{\textquoteright} cognition and attitude toward sustainable development behavior. Accordingly, this study suggests that universities should systematically design educational programs to promote college students{\textquoteright} behavioral change toward sustainable development through personal life-oriented learning courses.},
	keywords = {College Student, informal online learning, sustainable development attitude, sustainable development behavior, sustainable development cognition},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.900},
	url = {https://oaji.net/articles/2023/987-1697653956.pdf},
	author = {Qi Liu and Xiaoxia Tian and Younghwan Bang and Kyung Hee Park}
}
@article {1263,
	title = {COMPARING THE EFFECTS OF PHYSICAL, VIRTUAL, AND HYBRID LABS ON PRIMARY SCHOOL STUDENTS{\textquoteright} CONCEPTUAL LEARNING OF HEAT AND TEMPERATURE},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {153-166},
	abstract = {Physical and virtual labs have unique capabilities that can influence how students learn from them. The purpose of this study was to examine the effect of physical and virtual manipulatives on students{\textquoteright} learning of heat and temperature and to examine the influence of various combinations of physical and virtual manipulatives. A total of 205 participants were divided into four groups: only physical manipulatives, only virtual manipulatives, physical-virtual manipulatives, and virtual-physical manipulatives. Students{\textquoteright} knowledge acquisition was tested using Pre-test{\textendash}Post-test design. The results showed that physical and virtual manipulatives are as effective in facilitating students{\textquoteright} learning of state changes, but virtual manipulatives are more beneficial to students{\textquoteright} learning of thermal expansion and contraction than physical manipulatives are. Physical-virtual manipulatives are more effective than virtual-physical manipulatives or physical manipulatives alone are to promote students{\textquoteright} learning of heat and temperature, but this effect is similar to that of virtual manipulatives alone. The results suggest that virtual laboratories can effectively model abstract concepts. The better effect of the physical-virtual operation sequence on learning does not depend on whether the two types of experiments are combined or on the sequence of operations but on the type of experiment when its advantages actually contribute to learning.},
	keywords = {experimental design, heat and temperature, physical manipulative, virtual manipulative},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.153 },
	url = {https://oaji.net/articles/2023/987-1676961317.pdf},
	author = {Yi-Kuan Tseng and Fan-Sheng Lin and Wernhuar Tarng and Yu-Ling Lu and Tzu-Ling Wang}
}
@article {1332,
	title = {ENHANCING PRE-SERVICE BIOLOGY TEACHERS{\textquoteright} TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE THROUGH A TPACK-BASED TECHNOLOGY INTEGRATION COURSE},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {956-973},
	abstract = {The effective use of technology in teaching can aid in enhancing the teaching and learning of a subject matter. This study aimed to enhance the technological pedagogical content knowledge (TPACK) of five pre-service biology teachers (PSBTs) by implementing a TPACK-Instructional Design (TPACK-ID) model-based technology integration course at a Zambian public university. An explanatory case study design was used. Data sources for the study included semi-structured interviews , video lesson recordings, lesson plan reports and PSBTs{\textquoteright} reflection notes. Data from interviews and reflection notes were analyzed using deductive thematic analysis while a TPACK rubric was used to simultaneously analyze lesson plan reports and video lesson recordings. The findings indicated that the TPACK-ID model-based technology integration course improved PSBTs{\textquoteright} overall TPACK and sub-knowledge domains: pedagogical knowledge, technology knowledge, technological content knowledge, and technological pedagogical knowledge. The study recommends implementing context-based technology integration courses in teacher preparation programs to enhance pre-service teachers{\textquoteright} TPACK. },
	keywords = {micro-teaching lesson study, pre-service biology teachers, technology integration, TPACK},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.956},
	url = {https://oaji.net/articles/2023/987-1702728572.pdf},
	author = {Anthony Bwalya and Marcellin Rutegwa and Dorothy Tukahabwa and Thumah Mapulanga}
}
@article {1326,
	title = {INFLUENCE OF STEM VALUE PERCEPTION ON STEM CAREER PREFERENCES AMONG AGRICULTURAL AND FORESTRY UNDERGRADUATES},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {914-928},
	abstract = {Currently, nations grapple with a noticeable shortage of STEM talent, particularly within fields like agroforestry. The study applied the structural equation modelling and the mediation effect model to analyze the mechanisms through which STEM value perception influences STEM career preferences, as well as the roles played by STEM self-efficacy and STEM learning interest among 1,604 undergraduates majoring in agroforestry. The results revealed that students{\textquoteright} STEM value perception was found to directly and positively correlate with their STEM career preferences. STEM value perception also has an indirect impact on STEM career preferences by influencing STEM learning interest and STEM self-efficacy. Furthermore, STEM value perception plays a sequential mediation role in promoting STEM learning interest, STEM self-efficacy and STEM career preferences. Based on these findings, it is recommended that institutions bolster STEM career education for students majoring in agroforestry from the outset of their enrollment, enhancing students{\textquoteright} professional awareness and identity, by addressing gaps in students{\textquoteright} value perceptions of STEM education. Furthermore, efforts to improve students{\textquoteright} interest in relevant courses and their confidence in learning these subjects can be beneficial. Ultimately, such initiatives can contribute to a more balanced development of students{\textquoteright} STEM career preference.},
	keywords = {Agroforestry undergraduates, STEM career preference, STEM learning interest, STEM self-efficacy, STEM value perceiving},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.914},
	url = {https://oaji.net/articles/2023/987-1697654037.pdf},
	author = {Jianjun Sheng and Peiyao Tian and Daner Sun and Yanhua Fan}
}
@article {1262,
	title = {INTEGRATING MICRO PROJECT-BASED LEARNING TO IMPROVE CONCEPTUAL UNDERSTANDING AND CRUCIAL LEARNING SKILLS IN CHEMISTRY },
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {130-152},
	abstract = {Active participation in project-based learning (PBL) could develop students{\textquoteleft} knowledge and crucial learning skills across various disciplines. However, the implementation of PBL in the K-12 classroom is usually impeded by the step-by-step PBL cycle. Micro project-based learning (MPBL), which advocates and adheres to the learning principles and mechanisms of PBL with constraining the learning cycle in shorter periods, has been considered as a lightweight alternative to PBL process. As an exploration, this study explored the impact of MPBL on the conceptual understanding of sodium bicarbonate and the crucial learning skills in chemistry class at upper-secondary schools. The quasi-experimental research was implemented for 125 students, with an experimental group receiving MPBL teaching and a control group receiving conventional teaching. In the study, data including knowledge tests, crucial learning skills survey, and student interview were collected and analysed. The results indicated that MPBL was effective in the development of students{\textquoteright} conceptual understanding and crucial learning skills (i.e., communication and collaboration, information integration, independent learning, and problem-solving). The study will inform the pedagogical innovation in chemistry education and teaching practices in chemistry class.},
	keywords = {chemistry education, pedagogical approach, sodium bicarbonate, upper-secondary schools},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.130},
	url = {https://oaji.net/articles/2023/987-1676961214.pdf},
	author = {Peiyao Tian and Daner Sun and Ruirui Han and Yanhua Fan}
}
@article {1207,
	title = {APPLYING FACTOR ANALYSIS FOR ASSESSING KNOWLEDGE STRUCTURE OF STUDENTS IN GRADE 10: THE SUBJECT OF REDOX REACTION},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {680-693},
	abstract = {Redox reaction is an important concept in chemistry, and a well-organized knowledge structure of redox reaction is beneficial for concept learning. This study investigated the knowledge structure regarding redox reaction from 459 Grade 10 students. The pool of 15 redox reaction concepts was developed by content analysis, questionnaire survey, and interview. Six initial competing models with 15 concepts were identified via exploratory factor analysis (EFA) and paper-pencil test. Confirmatory factor analysis (CFA) was conducted to test and modify the six competing models according to the rating data of the students. As a result, six modified models fit the data well. However, the high inter-factor correlations indicate that the two- and three-factor models are the students{\textquoteright} knowledge structures of redox reaction. The two-factor model is comprised of two distinct but correlated factors: the process of redox reaction and metrology. The three-factor model is comprised of three factors: the process of redox reaction, reaction ability, and metrology. The finding inflects the abstract relationships between the concepts related to redox reaction in students{\textquoteright} minds. },
	keywords = {chemistry education, factor analysis, knowledge structure, redox reaction},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.680},
	url = {https://oaji.net/articles/2022/987-1662187210.pdf},
	author = {Wenxiu Tang and Xintong Zhu and Yangyi Qian}
}
@article {1179,
	title = {COMPARING THE EFFECTS OF MODELLING AND ANALOGY ON HIGH SCHOOL STUDENTS{\textquoteright} CONTENT UNDERSTANDING AND TRANSFERABILITY: THE CASE OF ATOMIC STRUCTURE},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {325-341},
	abstract = {Analogies and modelling have been developed and applied in learning and teaching science to facilitate students{\textquoteright} understanding of abstract concepts, such as atomic structure. Considering few studies focus on comparing the effects of two teaching strategies{\textemdash}analogy-based teaching (ABT) and modelling-based teaching (MBT){\textemdash}this study aims to compare the effects of ABT and MBT on high school students{\textquoteright} content understanding and transferability of atomic concepts in science. Implementing a quasi-experimental design with pre-post-delayed tests, the study compared learning outcomes achieved by the MBT group (N = 68) and the ABT group (N = 69). The results showed both MBT and ABT could improve students{\textquoteright} content understanding and promote transferability. However, the MBT group significantly outperformed the ABT group in terms of generating initial models and overall transferability. Although there was no difference in content understanding, or near or far transferability, at post-test between the two groups, the MBT group maintained more extended memory of atomic structure on the delayed post-test. Moreover, qualitative analysis of students{\textquoteright} drawings of atomic models revealed that both groups were able to develop and transfer their models, but inadequate scientific knowledge affected the quality of the transfer product. These findings have implications for designing and implementing instructional approaches that leverage analogy and modelling in the science class.},
	keywords = {analogy-based teaching, atomic concepts, modelling-based teaching, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.325},
	url = {https://oaji.net/articles/2022/987-1652123108.pdf},
	author = {Song Xue and Daner Sun and Liying Zhu and Hui-Wen Huang and Keith Topping}
}
@article {1231,
	title = {ENHANCING THE LEARNING OF NEWTON{\textquoteright}S SECOND LAW OF MOTION USING COMPUTER SIMULATIONS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {946-966},
	abstract = {This quasi-experimental study was conducted in two secondary schools in a major city in the United Arab Emirates (UAE) to examine the impact of Computer Simulations (CSs) on students{\textquoteright} learning of Newton{\textquoteright}s Second Law of Motion (NSLOM) in grade 11 compared to traditional face-to-face education. The study used Newton{\textquoteright}s Second Law of Motion Achievement test (NSLMAT) as a pre and post-test to collect the data. Altogether 90 students aged 16-17 (grade 11) participated in this study. Two grade 11 girls{\textquoteright} classes (40 students) and two grade 11 boys{\textquoteright} classes (50 students) were chosen randomly to participate in this study. Descriptive and Inferential statistics were used to analyze data. Results showed that CSs, through visualization, aided in establishing connections and brought attention to the concepts and details of NSLOM. In addition, CSs yielded better results than those taught in face-to-face education. The Results also suggest that CSs greatly impacted both female and male students. CSs helped female and male students gain a better understanding of NSLOM topics. The study recommended that physics teachers integrate CSs into their teaching and use them as valuable tools to improve student learning outcomes.},
	keywords = {computer simulations, Newton{\textquoteright}s Second Law of Motion, students{\textquoteright} performance, United Arab Emirates},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.946},
	url = {https://oaji.net/articles/2022/987-1671187660.pdf},
	author = {Khaleel AlArabi and Hassan   Tairab and Yousef Wardat and Shashidhar Belbase and Suzan Alabidi}
}
@article {1175,
	title = {THE IMPACT OF TEACHERS{\textquoteright} PROFESSIONAL DEVELOPMENT IN SCIENCE PEDAGOGY ON STUDENTS{\textquoteright} ACHIEVEMENT: EVIDENCE FROM TIMSS 2019},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {258-274},
	abstract = {Teachers{\textquoteright} professional development (PD) is considered to be a topic of interest in science education. This study examines the impact of professional development in science pedagogy (PD in PED) on students{\textquoteright} achievement and how it influences teachers{\textquoteright} instruction based on the Trends in International Mathematics and Science (TIMSS)2019. The sample comprised 2,968 fourth-grade students and their 145 teachers and 3,265 eighth-grade students and their 150 teachers in Hong Kong. Teachers{\textquoteright} emphasis on science investigation (TESI) was included as a mediating factor. Multilevel mediation analyses revealed that PD in PED was significantly positively related to students{\textquoteright} science achievement, while the link between PD in PED and students{\textquoteright} science achievement was positively and completely mediated by TESI in the fourth grade. However, TESI had no mediating effect in the eighth grade, a finding that may be attributed to the characteristics of teacher PD programmes in different grades. The results also show that many teacher PD programmes are not of high quality and are intellectually superficial from the perspective of students{\textquoteright} achievement gains. Implications for teacher PD practices are discussed as well.},
	keywords = {hierarchical linear model, professional development, Science Achievement, TIMSS},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.258},
	url = {https://oaji.net/articles/2022/987-1652122655.pdf},
	author = {AiBin Tang and WenYe Li and Dawei Liu}
}
@article {1190,
	title = {PRIMARY SCHOOL STUDENTS{\textquoteright} DIFFICULTIES IN WRITING ARGUMENTS: IDENTIFYING CHALLENGES AND OPPORTUNITIES FOR SCIENCE TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {445-461},
	abstract = {In science education, the improvement in students{\textquoteright} ability to construct arguments at the primary school level has been reported. Although these studies have identified difficulties in arguments written by primary school students, they do not indicate areas that require improvement in teaching methods. This study aims to explore the possibility of improvement in early primary school students{\textquoteright} ability to construct arguments and identify the types of difficulties encountered. Sixty-seven Japanese third-grade students (9{\textendash}10 years old) were taught to write arguments as specified by Zembal-Saul et al. (2012). The students were given two writing tasks before and after the lesson. To examine the students{\textquoteright} written arguments, each component of claim, evidence, and reasoning was scored based on a rubric. On comparing the scores of the pre-test and post-test writing tasks, it was found that 27 out of 67 students still had difficulty writing arguments during the post-test. An analysis of the students{\textquoteright} writing revealed four types of difficulties: {\textquoteleft}Incompleteness of components{\textquoteright}, {\textquoteleft}Inappropriateness of components{\textquoteright}, {\textquoteleft}Confusion between evidence and reasoning{\textquoteright}, and {\textquoteleft}Confusion between claim and evidence{\textquoteright}. This study offers insights pertaining to teaching implications and research recommendations. },
	keywords = {difficulties in writing arguments, elementary/primary school, explanation construction, small-sample quantitative study},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.445},
	url = {https://oaji.net/articles/2022/987-1656443883.pdf},
	author = {Tomokazu Yamamoto and Shinichi Kamiyama and Tatsuya Tanaka and Etsuji Yamaguchi}
}
@article {1205,
	title = {SCIENCE TEACHERS{\textquoteright} PERCEPTIONS OF THEIR KNOWLEDGE BASE FOR TEACHING FORCE CONCEPTS   },
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {651-662},
	abstract = {It is important for students to understand force concepts because they are central to learning physics and other sciences; however, students find it difficult to understand. There are calls for teachers to tap into their professional knowledge and develop beliefs that help them assist students comprehend the topic. To meet this challenge, teachers{\textquoteright} perceptions of their knowledge base for teaching force concepts should be probed because perceptions act as windows into teachers{\textquoteright} practices. This study, therefore, explored physics teachers{\textquoteright} perceptions of their knowledge base for teaching force concepts. Science teachers{\textquoteright} pedagogical content knowledge (PCK) frameworks were used to develop a questionnaire based on a 5-point Likert scale administered to 100 physical science teachers who were randomly selected from 54 schools in five districts in Lesotho. Data were analysed using descriptive statistics. The results suggest that, even though teachers reported positive views about their knowledge base, there is no correlation between sub-components of curricular knowledge. It is concluded that teachers should build the curricular knowledge by participating in collaborative activities. It is, therefore, recommended that studies that probe teachers{\textquoteright} actual knowledge of PCK constructs are executed, so that appropriate information is available when planning professional development activities targeting teachers{\textquoteright} PCK.},
	keywords = {force concepts, pedagogical content knowledge, teacher knowledge, teachers{\textquoteright} perceptions of knowledge},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.651},
	url = {https://oaji.net/articles/2022/987-1662187050.pdf},
	author = {{\textquoteright}Maphole Marake and Loyiso C. Jita and Maria Tsakeni}
}
@article {1240,
	title = {THE SCOPE OF SCIENCE PROCESS SKILLS AND THE 5E EDUCATIONAL MODEL IN SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {1101-1118},
	abstract = {Science education focuses on the methods of thinking about and using process skills rather than memorizing scientific facts. 5E educational model aims to learn by discovering scientific knowledge and engaging students in learning environments. The aim of this study was to examine the articles in the field of education related to the 5E educational model and science process skills (SPS) according to some criteria. The search in databases was carried out to cover the articles conducted in the last twelve years (2010-2021). Over the last 12 years, 522 articles on the 5E educational model and science process skills have been examined. In this descriptive content analysis study, randomized sampling came to the fore as the preferred sampling method, lower-secondary school students as the sample type, 11-50 as the sample size, and studies in which the effectiveness of a method was tested as the research type, lower-secondary school science as the research discipline, quasi-experimental as a research design, achievement tests as data collection tools, and frequency/percentage/charts were frequently used in data analysis.},
	keywords = {5E educational model, descriptive content analysis, science education, science process skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.1101},
	url = {https://oaji.net/articles/2022/987-1671188373.pdf},
	author = {Seraceddin Levent Zorluo{\u g}lu and Yal{\c c}inkaya {\"O}nder, E. and Bet{\"u}l Timur and Serkan Timur and Elif G{\"u}ven{\c c} and Ilg{\i}m {\"O}zergun and Muzaffer {\"O}zdemir}
}
@article {1247,
	title = {THE WATERWORKS: A CONTEXT FOR UNDERSTANDING CHEMISTRY CONCEPTS IN THE SEVENTH GRADE OF PRIMARY SCHOOL},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {1165-1180},
	abstract = {Industry field trips provide the contexts that enable students to improve their understanding of chemical concepts and processes. The aim of this research study was to explore to what extent students improve their understanding of water, solutions, mixtures, and the methods used for separating mixture components in the context of the waterworks, and what their views towards such an approach are. The sample consisted of 36 students aged 13 to 14 years, equally divided into the experimental and control group. The teaching unit Water and its significance for the living world was realised within the context of the waterworks in the experimental group, while in the control group it was realised using a conventional approach at school. Prior to the elaboration of the teaching unit the students from both groups had been tested using a pre-test, and upon the completion they were tested using a post-test. The views of the experimental group were examined using a questionnaire. The obtained results showed that the activities in the context of waterworks improved the understanding of the studied concepts, that students recognised the relevance of the applied context for their personal and societal life, as well as for their own future professional activities. },
	keywords = {chemistry concepts, context-based approach, industry field trip, thirteen-year-old students, waterworks},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.1165},
	url = {https://oaji.net/articles/2022/987-1672585401.pdf},
	author = {Milo{\v s} S. Kozi{\'c} and Dragica D. Trivic}
}
@article {965,
	title = {DEVELOPING A SELF-EFFICACY SCALE TOWARD PHYSICS SUBJECTS FOR LOWER-SECONDARY SCHOOL STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {38-49},
	abstract = {Physics subjects or topics as a part of science education enable students to explore nature and natural events by using physics laws and scientific methods. In the lower-secondary school, physics is a subfield within the science curriculum developed holistically with the broad field curriculum design unlike the subject-centred curriculum in the upper-secondary education. As an important factor that directs the achievement, self-efficacy is one of the predecessors of these cognitive and affective skills. Accordingly, most of the scales which evaluate the students{\textquoteright} cognitive or affective skills in the lower-secondary school are related to science course in a general context. This research aimed to develop a valid and reliable scale measuring the students{\textquoteright} self-efficacy beliefs toward physics subjects for lower-secondary schools. The sample consists of 2737 students. The draft scale consisted of 52 items and was applied to 1882 students in the first stage. To construct validity of the scale, exploratory factor analysis was performed. The results showed that the scale consisted of single- factor with 28 items. To confirm its factor structure, the scale was applied to 785 students. The research findings indicate that the scale is a valid and reliable instrument to measure the self-efficacy beliefs towards physics subjects. },
	keywords = {lower-secondary school, physics subjects, scale development, self-efficacy belief},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.38},
	url = {http://oaji.net/articles/2021/987-1611648551.pdf},
	author = {Mustafa Fidan and Meric Tuncel}
}
@article {972,
	title = {EFFECT OF A STEM-ORIENTED COURSE ON STUDENTS{\textquoteright} MARINE SCIENCE MOTIVATION, INTEREST, AND ACHIEVEMENTS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {134-145},
	abstract = {In recent years, marine science education has received increasing attention around the world, but the integration of STEM education into the marine curriculum is rarely applied to lower-secondary schools. The purpose of this research was to determine the effect of a teaching module on the topic of marine science, developed using a STEM approach, on the motivation, interest, and marine science achievements. The 9th-grade students from two classes in a Taiwanese public school were recruited in this study. Students in the experimental group were taught using the STEM course. Students in the control group were taught in a traditional didactic teaching course. Pre- and post-tests were used to determine marine science achievement, interest, and learning motivation. The experimental group gained significantly superior scores in three out of four dimensions towards motivation and two out of three dimensions interest. A significant difference was found between the experimental group and the control group, with the former showing increased marine science achievement over the latter in higher-order thinking; however, no significant differences were with respect to cognition. It is concluded that involving STEM-based implementations in teaching, the subject {\textquotedblleft}Marine Science{\textquotedblright} increases the success rate and attitude towards the subject of students.},
	keywords = {learning interest, learning motivation, marine science achievement, STEM},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.134},
	url = {http://oaji.net/articles/2021/987-1611649111.pdf},
	author = {Liang-Ting Tsai and Cheng-Chieh Chang and Hao-Ti Cheng}
}
@article {1048,
	title = {THE EFFECT OF LEARNING EXPERIENCES ON INTEREST IN STEM CAREERS: A STRUCTURAL EQUATION MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {651-663},
	abstract = {Learning experiences can affect students{\textquoteright} interest in STEM (science, technology, engineering, and mathematics) careers. Applying the social cognitive career theory, this study tested and compared the effect size and effect mechanism of formal learning experiences (FLE) and informal learning experiences (ILE) on 1133 tenth-grade students{\textquoteright} interest in STEM careers (ISC) through a paper questionnaire survey. The results of structural equation model analysis showed that: 1) The total effect of ILE on students{\textquoteright} ISC is much greater than that of FLE; 2) ILE, STEM self-efficacy (SSE) and STEM careers perceptions (SCP) can directly affect students{\textquoteright} ISC; FLE and ILE can also indirectly affect students{\textquoteright} ISC through the mediating role of SSE and SCP. The analyses suggest that in order to improve students{\textquoteright} ISC, STEM education (especially informal STEM education) should be strengthened, both formal and informal education should pay attention to the cultivation of students{\textquoteright} SSE and SCP.},
	keywords = {interest in STEM careers, learning experiences, Social Cognitive Career Theory, STEM careers perceptions, STEM self-efficacy, structural equation model},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.651},
	url = {http://oaji.net/articles/2021/987-1629707739.pdf},
	author = {Ning Wang and Aik-Ling Tan and Wu-Rong Xiao and Feng Zeng and Jiong Xiang and Wei Duan}
}
@article {1047,
	title = {THE EFFECTS OF INFORMATION AND COMMUNICATION TECHNOLOGY ENGAGEMENT FACTORS ON SCIENCE PERFORMANCE BETWEEN SINGAPORE AND TURKEY USING MULTI-GROUP STRUCTURAL EQUATION MODELING},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {639-650},
	abstract = {Information and Communication Technology (ICT) engagement, as a multidimensional construct, plays an increasingly important role in education. The main purpose of this research was to explore the effects of ICT engagement factors on science performance across Singapore and Turkey conditional to the sufficient degree of measurement invariance of ICT engagement scale. The multi-group confirmatory factor analysis results demonstrated strong factorial invariance of ICT engagement scale across Singapore and Turkey, so we were able to use ICT engagement scale to meaningful and valid comparisons between these countries. After obtaining measurement invariance, a multi-group structural equation modeling was used for the comparison of the effects of ICT engagement factors on student{\textquoteright}s performance of science between these two countries. While interest in ICT, perceived ICT competence and perceived autonomy in using ICT have significant positive direct effect on science performance in both countries, the direct effect of social relatedness in using ICT on science performance is negative in both Singapore and Turkey. Also, when compared with Singapore, the effects of all ICT engagement constructs on student{\textquoteright}s performance are higher in Turkey.},
	keywords = {ICT engagement, measurement invariance, multi-group SEM, PISA 2018, science performance},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.639},
	url = {http://oaji.net/articles/2021/987-1629707601.pdf},
	author = {Batuhan {\"O}zkan and Fatma Noyan Tekeli}
}
@article {1049,
	title = {EXPLORING THE EFFECTS ON FIFTH GRADERS{\textquoteright} CONCEPT ACHIEVEMENT AND SCIENTIFIC EPISTEMOLOGICAL BELIEFS: APPLYING THE PREDICTION-OBSERVATION-EXPLANATION INQUIRY-BASED LEARNING MODEL IN SCIENCE EDUCATION },
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {664-676},
	abstract = {The inquiry-based learning model can facilitate students{\textquoteright} understanding of scientific concepts. Scientific epistemological beliefs (SEBs) are related to students{\textquoteright} beliefs about the nature of the process of knowledge in science education. However, whether the {\textquotedblleft}prediction-observation-explanation{\textquotedblright} (POE) inquiry-based learning model can facilitate fifth graders{\textquoteright} concept achievement and SEBs in science education has not been extensively studied. This study selected the unit of Light Refraction to explore the effects of POE learning on fifth graders{\textquoteright} science concept achievement and SEBs. The Light Refraction Test and Scientific Epistemological Beliefs measurement were applied to the two groups prior to and following the experiment. The experimental group (N=86) participated in POE inquiry-based learning, whereas the control group (N=88) participated without POE inquiry-based learning. The results revealed a significant difference between the two groups, with the experimental group learners performing better than the control group in the concept achievement. In addition, the results showed better positive effects of POE on experimental group learners{\textquoteright} SEBs in the scales of Source and Certainty. Findings suggested that learners achieved better concept achievements and SEBs with the approach of POE inquiry-based learning, which pointed to certain implications for inquiry-based teaching, as well as in education of future science instructors.},
	keywords = {inquiry-based learning model, light refraction, prediction-observation-explanation, science education, scientific epistemological beliefs},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.664},
	url = {http://oaji.net/articles/2021/987-1629707839.pdf},
	author = {Li Zhao and Wei He and Xiaohong Liu and Kai-Hsin Tai and Jon-Chao Hong}
}
@article {971,
	title = {GRADE 6 \& 9 STUDENT AND TEACHER PERCEPTIONS OF TEACHING AND LEARNING APPROACHES IN RELATION TO STUDENT PERCEIVED INTEREST/ENJOYMENT TOWARDS SCIENCE LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {119-133},
	abstract = {Student perceptions of science teaching could be expected to differ in grade 6 compared with teaching in grade 9, as could student interest in science learning. To compare Estonian grades 6 and 9, lower secondary school student and science teacher perceptions of teaching/learning approaches as well as student perceived interests/enjoyment on science learning, an instrument was developed taken into account 18 different teaching approaches that could take place in science lessons. An analytical, exploratory structural equation modelling (ESEM) approach supported 4-factor models differentiating between teacher-centred and constructivist approaches for both teachers and students, each having acceptable model fits. Based on outcomes, a regression model was developed associating student interest to learn science with the frequency of teaching and learning approaches explored. Results indicated that approaches associated with teacher-centred approaches were those most frequently undertaken in science classes when compared with those seen as social constructivist and student-centred, both among science teachers and students. Regression analysis showed that there was a relationship between student interest/enjoyment towards science subjects and the frequency, in which different teaching and learning approaches took place in the classroom. },
	keywords = {exploratory structural equation modelling, regression analysis, social constructivism, student interest/enjoyment, teaching-learning approaches},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.119},
	url = {http://oaji.net/articles/2021/987-1611649035.pdf},
	author = {Moonika Teppo and Regina Soobard and Miia Rannikm{\"a}e}
}
@article {905,
	title = {ANALYTIC APPROACH OF RESPONSE PATTERN OF DIAGNOSTIC TEST ITEMS IN EVALUATING STUDENTS{\textquoteright} CONCEPTUAL UNDERSTANDING OF CHARACTERISTICS OF PARTICLE OF MATTER},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {824-841},
	abstract = {This research aimed to evaluate the students{\textquoteright} conceptual understanding and to diagnose the students{\textquoteright} preconceptions in elaborating the particle characteristics of matter by development of diagnostic instrument as well as Rasch model response pattern analysis approach. Data were acquired by 25 multiple-choice written test items distributed to 987 students in North Sulawesi, Indonesia. Analysis on diagnostic test items response pattern was conducted in three steps: 1) conversion of raw score to a homogenous interval unit and effectiveness analysis of measurement instruments; 2) measurement of disparity of students{\textquoteright} conceptual understanding; and 3) diagnosis of students{\textquoteright} preconception by estimation of item response pattern. The result generated information on the diagnostic and summative measurement on students{\textquoteright} conceptual understanding in elaborating the topic; information also acts as empirical evidence on the measurement{\textquoteright}s reliability and validity. Moreover, the result discovered a significant disparity between students{\textquoteright} conceptual understanding based on their educational level. It was found that the distractor item response pattern tended to be consistent, indicating a certain tendency of resistant preconception pattern. The findings are expected to be a recommendation for future researchers and educational practitioners that integrate diagnostic and summative measurement with Rasch model in evaluating conceptual understanding and diagnosing misconception. },
	keywords = {Conceptual Understanding, item response, particle of matter, Rasch model},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.824},
	url = {http://oaji.net/articles/2020/987-1602682876.pdf},
	author = {Lukman Abdul Rauf Laliyo and Julhim S. Tangio and Bambang Sumintono and Mohamad Jahja and Citra Panigoro}
}
@article {900,
	title = {A COGNITIVE MODEL TO ANALYSE PHYSICS AND CHEMISTRY PROBLEM-SOLVING SKILLS: MENTAL REPRESENTATIONS IMPLIED IN SOLVING ACTIONS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {730-746},
	abstract = {In physics and chemistry, the development of problem-solving skills is necessary to become an expert. A simple cognitive model to analyse such development is proposed and tested. An exploratory research was conducted with expert professors and students in initial and advanced years. A think aloud procedure was used to obtain relevant data while the participants tried to solve undefined, open problems. Solving these problems required a particular skill representative of expertise: modelling reality using science. More than 1350 solving actions were collected and related to the mental representations elaborated, developed and inter-related by solvers. The proposed model was able to account for expert-novice differences in terms of the respective distributions of solving actions among the mental representations. Large differences appeared in the mental representation of Conceptual scientific Model. In addition, advanced and initial students showed similar and significant averages of unproductive actions, while experts took very few. Experts showed high convergence in their distributions of actions among the mental representations. If the outcomes were replicated with higher external validity, the model could help researchers to analyse the cognitive mechanisms in problem-solving, and teachers to better focus their efforts on specific students{\textquoteright} lacks.},
	keywords = {cognitive model, expert-novice differences, mental representations, problem-solving skills, solving actions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.730},
	url = {http://oaji.net/articles/2020/987-1602524564.pdf},
	author = {Vanessa {\'A}lvarez and Tarcilo Torres and Zulma Gangoso and Vicente Sanjos{\'e}}
}
@article {981,
	title = {COVID-19 AS AN AGENT OF CHANGE IN TEACHING AND LEARNING STEM SUBJECTS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1078-1091},
	abstract = {The closing of schools due to Covid-19 has brought a dimension of uncertainty into STEM education. Despite the closing of schools due to the need to observe physical distancing, some schools have found ways to continue teaching and learning on virtual platforms enabled by increasingly pervasive fourth industrial revolution environments. In this study, the teaching of Ordinary level mathematics and science in pursuit of STEM education goals as enabled by the Internet of Things (IoT) in online classrooms was therefore, explored. Using an interpretive case study, relevant data were collected from two mathematics and three science teachers during semi-structured interviews. These participants communicated their experiences in transitioning from face-to-face to online classrooms as they worked to promote STEM education during the Covid-19 pandemic. The findings reveal teachers{\textquoteright} experiences of this transition and their selection of particular Web 2.0 tools to establish online classrooms. Notably, mobile instant messaging tools proved to be a popular option for being cheap, user-friendly, temporal, and multimodal. The findings also revealed that teachers struggled to adapt the hands-on activities to suit online teaching resulting in the use of teacher-centred approaches.},
	keywords = {COVID-19, mathematics and science, online learning, STEM education, virtual platforms},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.1078},
	url = {http://oaji.net/articles/2021/987-1613414533.pdf},
	author = {Chipo Makamure and Maria Tsakeni}
}
@article {882,
	title = {DEVELOPMENT OF SCIENTIFIC INQUIRY SKILLS OF SCIENCE TEACHING THROUGH ARGUMENT-FOCUSED VIRTUAL LABORATORY APPLICATIONS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {628-646},
	abstract = {This research designed within the scope of a TUBITAK 4005 project aimed to give science teachers training on argumentation-based learning, to provide them with scientific inquiry experience, to ensure that they gain skills to develop argumentation-based experimental learning methods. Throughout the research, 100 science teachers were given a four-day (28 hours in total) training program in virtual labs that would enable them to make scientific inquiries through argumentation-based experimental activities developed in accordance with the science curriculum. The {\textquotedblleft}Opinion Scale for the Virtual Lab{\textquotedblright} and the {\textquotedblleft}Principles of Scientific Inquiry- Teacher{\textquotedblright} were applied to the participants as a pre-test and post-test. Following the implementation phase, the {\textquotedblleft}Assessing Argumentation-based Science Learning Activities- Scale{\textquotedblright} was applied to the participating students and teachers. In addition, semi-structured interviews were conducted with randomly selected 15 teachers and 15 students. When all the obtained data were evaluated qualitatively and quantitatively, a statistically moderate effect was determined on the teachers{\textquoteright} post-test scores from the {\textquotedblleft}Opinion Scale for the Virtual Lab{\textquotedblright} and the {\textquotedblleft}Principles of Scientific Inquiry- Teacher.{\textquotedblright} Also, the participating students and teachers mostly expressed positive views in the {\textquotedblleft}Assessing Argumentation-based Science Learning Activities- Scale{\textquotedblright} applied after the implementation phase.},
	keywords = {argumentation-based experimental learning methods, mixed-method, scientific inquiry, semi-structured interviews, virtual laboratory},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.628},
	url = {http://oaji.net/articles/2020/987-1597214587.pdf},
	author = {Aysegul K{\i}n{\i}k Topalsan}
}
@article {915,
	title = {THE EFFECTS OF A VIRTUAL LABORATORY AND META-COGNITIVE SCAFFOLDING ON STUDENTS{\textquoteright} DATA MODELING COMPETENCES},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {923-939},
	abstract = {Previous studies on the effectiveness of virtual laboratories for learning have shown inconsistent results over the past decade. The purpose of this research was to explore the effects of a virtual laboratory and meta-cognitive scaffolding on students{\textquoteright} data modeling competences. A quasi-experimental design was used. Three classes of eighth graders from southern Taiwan participated in this research and were assigned to the Experimental Group I (EG I), the Experimental Group II (EG II), and the Control Group (CG). EG I (n=25) received the virtual laboratory and meta-cognitive scaffolding in the teaching and learning. EG II (n=28) received the virtual laboratory only in the teaching and learning. The CG (n=27) received the lecture with the cookbook laboratory. The teaching unit was Heat and Specific Heat, and the teaching time for the three groups was six lessons (of 45 minutes each). The Data Modeling Competences Test (DMCT) designed by the research team was used as the data collection instrument. The results showed that the virtual laboratory and meta-cognitive scaffolding had effects on students{\textquoteright} data modeling competences. This research shows the importance of the meta-cognitive scaffolding strategy for virtual laboratories when conducting data modeling teaching.},
	keywords = {data modeling, meta-cognitive scaffolding, quasi-experimental design, virtual laboratory},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.923},
	url = {http://oaji.net/articles/2020/987-1606572541.pdf},
	author = {Jeng-Fung Hung and Chun-Yen Tsai}
}
@article {853,
	title = {THE EFFECTS OF THE TRIP MODEL ON STUDENTS{\textquoteright} SCIENCE READING ABILITY AND MARINE CONSERVATION LEARNING INTEREST},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {374-387},
	abstract = {This research sought to improve students{\textquoteright} science reading comprehension ability and marine ecological conservation learning interest through the implementation of an inquiry-based learning course. A Triggered situational interest-Reading-Inquiry-Presentation (TRIP) model was proposed to guide the course design. The quasi-experimental design was adopted in this research. Experimental teaching activities were conducted with two classes of second graders (50 students in total) in southern Taiwan. One class served as the experimental group, and the other served as the comparison group. The Science Reading Comprehension Test (SRCT) and Marine Ecology Conservation Learning Interest Scale (MECLIS) were used as instruments. Data were analyzed using the Johnson-Neyman Technique, analysis of covariance, and qualitative analysis. The results showed that the students with lower pre-test scores on the SRCT in the experimental group had better scores on the post-test than those in the comparison group, while the students in both groups with higher pre-test scores on the SRCT had no difference in their post-test scores. Furthermore, the experimental group students had better MECLIS scores than the comparison group students, and the difference had a moderate effect size. Overall, this research suggests that the TRIP model may assist science teachers in designing science reading courses.},
	keywords = {inquiry-based learning, learning interest, reading comprehension, reading literacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.374 },
	url = {http://oaji.net/articles/2020/987-1591087621.pdf},
	author = {Fu-Pei Hsieh and Yun-An Chen and Jeng-Fung Hung and Chun-Yen Tsai}
}
@article {883,
	title = {EXPLORING THE EFFECTS OF GUIDANCE IN A COMPUTER DETECTIVE GAME FOR SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {647-658},
	abstract = {This research aimed to develop a computer detective game for science education to provide students in experiencing real-world problem-solving after learning electricity-related knowledge, and to explore the effects of designing the guidance of process constraints and prompts into this game. To explore the effects of guidance, two different game tasks with and without the guidance of process constraints and prompts were integrated into this game. At the same time, to understand appropriate prompt guidance, two different versions of the first game task with and without real-time prompts were also designed. Two ninth-grade classes from a lower secondary school were randomly assigned to use different versions of game with different real-time guidance prompts. The research findings indicate that students had significantly better problem-solving performance in first game task with the guidance of process constraints and prompts than those in second game task without guidance. The results also indicate that the design of real-time prompts may not only enhance students{\textquoteright} problem-solving performance and knowledge acquisition, but also lower students{\textquoteright} cognitive load.},
	keywords = {inquiry guidance, learning game, physics education, science knowledge, science problem-solving},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.647},
	url = {http://oaji.net/articles/2020/987-1597214650.pdf},
	author = {Fu-Hsing Tsai and I-Ying Hsu}
}
@article {859,
	title = {HIGHER AND LOWER-ORDER THINKING SKILLS: THE CASE OF CHEMISTRY REVISITED},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {467-483},
	abstract = {This work analyses students{\textquoteright} failure in the 2019 Nationwide Chemistry Examination in Greece, which concerns secondary education graduates, competing for admission to higher education Greek institutions. The distinction of thinking skills into higher and lower order (HOTS and LOTS) is used as a theoretical tool for this analysis. The examination included several questions that contained HOTS elements that had been unusual in previous examinations. This led to a decrease in overall student performance but better discrimination between outstanding and good students. Based on two samples of examination papers, corresponding to very similar subsets of the student population, the 2018 and 2019 examinations are compared, and the individual 2019 questions are evaluated. It was found that section B of the 2019 examination paper (which included contexts unfamiliar to the students, and for which, a large effect size between 2018 and 2019 was calculated) may have caused the large drop. An important link is established between the 2019 low performance and the HOTS and LOTS features of the questions, and the role or non-role of algorithmic calculations is examined. In addition, the critical opinions of chemistry teachers are provided, with a consensus emerging in favour of connecting chemistry with everyday life. },
	keywords = {chemistry examinations, higher-order cognitive skills, higher-order thinking skills, student assessment, twelfth-grade chemistry},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.467},
	url = {http://oaji.net/articles/2020/987-1591087985.pdf},
	author = {Georgios Tsaparlis}
}
@article {823,
	title = {IDENTIFYING PRE-SERVICE TEACHERS{\textquoteright} INITIAL IMPRESSIONS OF THE CONCEPT CARTOONS IN THE SCHOOL CORRIDORS AND INFORMAL PHYSICS LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {25-35},
	abstract = {Since concept cartoons give an important opportunity for students to achieve informal physics learning, the current research focused on pre-service teachers{\textquoteright} initial impressions of the concept cartoons in the school corridors and informal physics learning. The aim of the research was to determine pre-service teachers{\textquoteright} initial impressions of  the concept cartoons in the school corridors and informal physics learning via the concept cartoons. After a 14-week intervention, a questionnaire with seven open-ended questions was administered to 542 pre-service teachers from primary, mathematics and science teacher education programmes. Their responses to the questionnaire were exposed to qualitative content analysis via two categories (advanced and poor impression). The results showed that pre-service teachers generally refered to advanced impressions of the concept cartoons. In light of the results, it can be deduced that the concept cartoons have enhanced their initial impressions of informal physics/science learning via the concept cartoons. The current research recommends that pre-service teachers should be encouraged to produce their own concept cartoons on the topic(s) they found difficult. },
	keywords = {concept cartoon, informal learning, initial impression, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.25},
	url = {http://oaji.net/articles/2020/987-1581269416.pdf},
	author = {{\c S}eng{\"u}l Atasoy and Seyhan Ery{\i}lmaz Toksoy and Muammer {\c C}al{\i}k}
}
@article {753,
	title = {A BIOENERGY COMPETENCY ASSESSMENT TOOL: DEVELOPMENT AND VALIDATION},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {264-275},
	abstract = {This research is motivated by the perspective that when empirical studies and assessment frameworks inform each other, assessments can enrich science education and strengthen its connections to modern science. The research proposes a bioenergy competency assessment for science education. It uses an argument-based approach to validation. Multiple types of validity evidence were collected to support the proposed scores use and scores interpretation. Along with reporting a series of psychometric properties of response data, the findings indicated that empirical response data corresponded to the hypothesized data structure. The latent logistic scale estabished through a generalized partial credit model (GPCM) seemed useful in measuring students{\textquoteright} bioenergy competency.},
	keywords = {competency assessment, item response theory, K-12 education, validity evidence},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.264},
	url = {http://oaji.net/articles/2019/987-1554359811.pdf},
	author = {Tingxuan Li and Kari L. Clase and Weiling Li and Anne Traynor}
}
@article {756,
	title = {CONCEPTUAL DIFFICULTIES PRE-SERVICE PRIMARY TEACHERS HAVE WITH STATIC ELECTRICITY},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {300-313},
	abstract = {Static electricity is the introductory chapter to electricity in all high school and university Physics textbooks. The interpretations of static electricity phenomena are not obvious, even in higher education. This research was conducted to identify the major difficulties which pre-service primary teachers encounter in explaining static electricity. They conducted electrostatic experiments focused on different types of electricity, in the context of an Introductory Physics Laboratory Course.  The data were collected through the reports they wrote at the end of the course. The qualitative content analysis method was used in order to analyze the data. The sample, which was a convenient one, consisted of 200 pre-service primary teachers, 170 females and 30 males. The analysis showed that pre-service primary teachers have considerable difficulty conceptualizing the microscopic processes {\textendash} more specifically, charging by induction {\textendash} that explain these phenomena. The different roles electrons play in conductors and insulators seemed to pose difficulties for pre-service primary teachers. The findings implied an emphasis on microscopic models during macroscopic experimental processes. This could help pre-service primary teachers to understand the role of electrons in conductors and insulators and the different mechanisms involved in different types of charging.  },
	keywords = {conceptual difficulties, content analysis, static electricity},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.300},
	url = {http://oaji.net/articles/2019/987-1554360030.pdf},
	author = {Constantina G. Stefanidou and Konstantina D. Tsalapati and Anastasia M. Ferentinou and Constantine D. Skordoulis}
}
@article {786,
	title = {COOPERATION OF THE PRE-SERVICE CHEMISTRY AND GEOGRAPHY TEACHERS ON AN INTERDISCIPLINARY LESSON PLANNING},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {620-633},
	abstract = {The aim of this research was to examine the effects of a new platform for raising the pre-service chemistry and geography teachers{\textquoteright} awareness of cooperation possibilities associated with the planning relevant interdisciplinary lesson. The research featured the participation of 16 students of the Faculty of Chemistry and 28 students of the Faculty of Geography of Belgrade University. Two workshops were conducted within the research. During the first workshop the participants worked in small groups on the tasks which served to strengthen their awareness on the relevant science education. The second workshop comprised the jointly planning the interdisciplinary lessons in groups with members of the pre-service teachers of both subjects. The participants{\textquoteright} lesson plans contain goals that can be classified as those relevant for the individual and those relevant for society. Half of the lesson plans contained formulations of goals that can be assessed as relevant for certain professions. The activities planned for the attainment of the stated goals support an interdisciplinary approach, encompass the concepts envisaged by the chemistry and geography curricula, and the activities specific to these two subjects.},
	keywords = {cooperative planning, interdisciplinary lesson, pre-service chemistry teachers, pre-service geography teachers, relevant science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.620},
	url = {http://oaji.net/articles/2019/987-1564686761.pdf},
	author = {Dragica D. Trivic and Milanka D{\v z}inovi{\'c} and Vesna D. Milanovic and Ljiljana {\v Z}ivkovi{\'c}}
}
@article {777,
	title = {EFFECT OF THE STEM ACTIVITIES RELATED TO WORK-ENERGY TOPICS ON ACADEMIC ACHIEVEMENT AND PROSPECTIVE TEACHERS{\textquoteright} OPINIONS ON STEM ACTIVITIES},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {507-518},
	abstract = {In this research, the effects of STEM (Science-Technology-Mathematics-Engineering) activities on academic achievement of prospective teachers were researched, their opinions on STEM activities were sought.  The research was based on a semi-experimental model with pre-test and post-test control group. During the application phase, the topic of Work-Energy subject was taught through STEM based 5E model in the experimental group, while in the control group, the lessons were conducted using traditional teacher centred teaching. The research group is comprised of second-year students in Elementary Mathematics Education taking Physics I course at the Dokuz Eylul University in Turkey. A statistically significant difference was found in favour of the experimental group in terms of prospective teachers{\textquoteright} academic achievement. In addition, the positive opinions of the prospective teachers from the experimental group on STEM activities were that STEM activities included encouraging group work, assisting students to produce original work, enabling them to do research, and ensuring that the information learned is permanent. The negative opinions of them on STEM activities were insufficient time for the application, the dominance of some students during the group work, and difficulties with noise levels in class.  },
	keywords = {academic achievement, prospective teachers{\textquoteright} opinions, STEM activities, work-energy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.507},
	url = {http://oaji.net/articles/2019/987-1564685800.pdf},
	author = {Mert B{\"u}y{\"u}kdede and Rabia Tanel}
}
@article {766,
	title = {LEARNING ENVIRONMENT, STUDENTS{\textquoteright} BELIEFS, AND SELF-REGULATION IN LEARNING PHYSICS: STRUCTURAL EQUATION MODELING},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {389-403},
	abstract = {Studies of correlations between students{\textquoteright} beliefs and various aspects of student learning become one of the fastest growing research areas in the field of education and psychology. The aim of the current research was to analyze the correlations between learning environments, students{\textquoteright} beliefs, and self-regulation in learning physics through structural equation modeling (SEM). There were 1010 students from the existing five public high schools in Jambi city, Indonesia, participating in the research. Three self-report questionnaires including (1) WIHIC, (2) CLASS, and (3) MSLQ were used to collect the research data. The data analysis showed that students{\textquoteright} beliefs were significantly and positively correlated with multiple dimension of self-regulation in learning physics (critical thinking and peer learning); while the dimension of sense-making and problem-solving ability significantly related to the affective component of self-regulation (test anxiety). However, the dimension of students{\textquoteright} beliefs did not have any significant effect on all of the self-regulation components. Additionally, learning environment dimensions were significantly related to students{\textquoteright} beliefs about physics on the dimension of conceptual connection and related to all of the self-regulation dimensions.},
	keywords = {Learning Environment, self-regulation, Structural Equation Modeling, students{\textquoteright} beliefs},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.389},
	url = {http://oaji.net/articles/2019/987-1559372334.pdf},
	author = {Maison and Syahrial and Syamsurizal and Tanti}
}
@article {814,
	title = {PRIMARY AND SECONDARY SCHOOL STUDENTS{\textquoteright} KNOWLEDGE RELATED TO RENEWABLE ENERGY AND SOME OF ITS INFLUENCING FACTORS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {924-942},
	abstract = {Shaping attitude related to renewable energy resources is the task of the entire society and in the case of students of different ages it is realized via education in and outside schools. This research concerns the analysis of the knowledge of students related to renewable energy resources, exploring the differences in the case of students in different grades and also the identification of correlations between the knowledge for renewable energy and some of its influencing factors. The research was carried out in spring 2018 with 4th (N=466) and 7th (N=529) graders in primary school and also with 11th graders (N=328) in secondary school in Hungary. Association and selection tasks applied in the research were related to knowledge of renewable energy resources and three questions concerned influencing factors. Assessment was performed based on the word association test. Results indicate poor and less stable knowledge in the case of every grade. The knowledge structure of the grades is similar, solar, water and wind are the most well-known renewable energy resources. Regarding knowledge, the type of the settlement of residence, education level of parents, school curriculum, textbook, theme weeks, project work, media and internet were important among influencing factors. },
	keywords = {project work, renewable energy knowledge, school curriculum, theme work, word association},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.924 },
	url = {http://oaji.net/articles/2019/987-1576226295.pdf},
	author = {Mark{\'o}czi Rev{\'a}k, I. and Erzs{\'e}bet J{\'a}sz and Enik{\H o} Kov{\'a}cs and K{\'a}roly Teperics and Judit {\"U}t{\H o} Visi and J{\'a}nos M{\'a}th}
}
@article {752,
	title = {PRIMARY SCHOOL STUDENTS{\textquoteright} CONCEPTIONS ABOUT OWLS, EXPERIENCES WITH OWLS AND THEIR SOURCES OF INFORMATION},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {254-263},
	abstract = {The present research explores benefits of using young students{\textquoteright} drawings in combination with written responses for gathering information about science concepts. Younger students are still very limited in their verbal expression and less biologically literate than older students. The aim was to determine primary school students{\textquoteright} conceptions about owls, experiences with owls and their sources of information, and to then determine how beneficial it is to combine information gathered from drawings and written responses in comparison to previous research done with lower secondary school students. Altogether, 280 students attending fourth and fifth grades from schools in Slovenia participated in the research. Students knew well the specific features of owls. Drawings provided more clear information about body parts and proportions, while owls{\textquoteright} specific habitats, behaviours and diet were more thoroughly described in their written responses. Students without experiences with living owls represented owls less thoroughly. Comparison of frequencies of responses in main categories of conceptions about owls showed that using drawings and written responses is equally beneficial for younger and older students. Gathering primary school students{\textquoteright} conceptions about science concepts with both drawings and written responses enables better assessment of a student{\textquoteright}s knowledge than using just drawings or written responses.},
	keywords = {conceptions about owls, experiences with owls, primary school student, student{\textquoteright}s drawing, student{\textquoteright}s written response},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.254},
	url = {http://oaji.net/articles/2019/987-1554359746.pdf},
	author = {Tanja Gnidovec and Gregor Torkar}
}
@article {802,
	title = {SCIENCE-EDU-COMMUNICATION: TRENDS REVEAL IN 20 YEARS OF SCIENCE COMMUNICATION RESEARCH},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {793-805},
	abstract = {By investigating scholarly output in science communication from 1997 to 2018, this research sought evidence that science education has been increasingly focusing on communication methods to reach the public. Through an automatic scientometric method, this study analyzed 1300 articles published in two leading journals in the field of science communication. As a result, seven trends were revealed and categorized into three themes: Public engagement with science (PES); Media and science (MS); and Issues in science (IS). Furthermore, PES and MS scholarly output were found increased significantly.  The findings confirmed the goal of this research. However, it then suggested a research area of bridging science education and science communication that is currently less explored. Given increased focus towards PES and MS, these fields are primed for further collaboration to more engage the public in science learning.},
	keywords = {CATAR, science communication, science education, science-edu-communication, scientometric analysis},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.793},
	url = {http://oaji.net/articles/2019/987-1571128365.pdf},
	author = {Leon Yufeng Wu and Nathan M. Truong and Hsin-Yen Lu and Yuen-Hsian Tseng and Chun-Yen Chang}
}
@article {787,
	title = {USING BOARD GAMES TO TEACH SOCIOSCIENTIFIC ISSUES ON BIOLOGICAL CONSERVATION AND ECONOMIC DEVELOPMENT IN TAIWAN},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {634-645},
	abstract = {This research uses board games as teaching material to develop students{\textquoteright} decision-making ability and basic scientific literacy and to foster students{\textquoteright} value for nature and social caring by working with socioscientific issues. The board game structure contains four perspective systems: ecological, economic, cultural, and political. In the game processing, students must handle, consider, and understand the different role players{\textquoteright} positions and face different missions that involve socioeconomic and environmental conflicts. When making any decisions, students affect the follow-up game behaviors and develop tendencies. The board game instruction was field-tested with 38 high-school students from two different high schools. Students played the board game for a total of 200 minutes. Students{\textquoteright} scientific conceptions concerning biodiversity (closed-ended) and perspectives on socioscientific issues (open-ended) were assessed before and after the board game lesson. The results showed that students in both high schools significantly increased their understanding of biodiversity concepts, with a high level of effect size (Cohen{\textquoteright}s d equal to 1.40 and 1.06, respectively, for the two schools). In the semistructured interviews, the interviewed students were able to reflect on the value of animals and provide various opinions about animal conservation and economic development.},
	keywords = {board game, decision making, descriptive research, game base learning, socioscientific issue},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.634},
	url = {http://oaji.net/articles/2019/987-1564686975.pdf},
	author = {Jen-Che Tsai and Ping-Han Cheng and Shiang-Yao Liu and Chun-Yen Chang}
}
@article {654,
	title = {ANALYSIS AND COMPARISON OF SCIENTIFIC INQUIRY ACTIVITIES IN EIGHT-GRADE PHYSICS TEXTBOOKS IN CHINA},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {229-238},
	abstract = {In order to analyse whether or not the characteristic of scientific inquiry activities of textbooks in China satisfy the requirements of China{\textquoteright}s new curriculum reforms, content analysis method was adopted to analyze scientific inquiry activities in junior middle school physical textbooks (grade 8) of five editions authorized by the Chinese Ministry of Education. The results show that the inquiry activities in the five versions of textbooks in China cannot meet the requirements of authentic scientific inquiry regardless of the degree of openness or operationality of cognitive processes and are not conducive to develop students{\textquoteright} scientific inquiry skills and scientific reasoning skills. The authors of science textbooks should take note of the latest insights from the world of academia and develop some new authentic scientific inquiry tasks to update textbooks in a prompt manner in order to improve the students{\textquoteright} abilities of scientific inquiry. For the textbook reviewers, the present research not only provides them with specific findings, but also provides them with a method to evaluate textbooks.},
	keywords = {content analysis, physics textbook, scientific inquiry activity, textbook evaluation},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.229},
	url = {http://oaji.net/articles/2017/987-1523527128.pdf},
	author = {Xiying Li and Liusu Wang and Jiliang Shen and Jingying Wang and Weiping Hu and Yinghe Chen and Renhe Tian}
}
@article {708,
	title = {DIFFERENT USER GROUPS OF UNIVERSITY STUDENTS AND THEIR ICT COMPETENCE: EVIDENCE FROM THREE COUNTRIES IN CENTRAL EUROPE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {851-866},
	abstract = {The preferences in the use of ICT at school and at home are varied among young people due to development of ICT in the 21st century environment. Educators need to pay attention to differences among groups of ICT users and their influence on teaching and the learning process. The purpose  of this research  was to identify the levels of ICT competence of university students and to assess differences in their use  of ICT with special focus on social networks and mobile phones. The questionnaire survey at four universities in three countries was conducted to identify how university students use ICT for learning and out-of-school activities. The participants were 1348 university students. The obtained results only partially confirmed the general assumption that young people (Millennials) in contemporary society are characterized by skilled use of ICT in their everyday life. The application of cluster analysis found four different user groups according to their use of ICT in their life. Educators should be aware of the user groups{\textquoteright} differences among students and take them into account when planning, implementing and evaluating the teaching and learning process.},
	keywords = {ICT competence, ICT use, university students, user groups},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.851 },
	url = {http://oaji.net/articles/2017/987-1539418548.pdf},
	author = {Ludv{\'\i}k Eger and Milan Klement and {\L}ukasz Tomczyk and M{\'a}ria Piso{\v n}ov{\'a} and Gabriela Petrov{\'a}}
}
@article {639,
	title = {EFFECTS OF TECHNOLOGY-ENHANCED METACOGNITIVE LEARNING PLATFORM ON STUDENTS{\textquoteright} MONITORING ACCURACY AND UNDERSTANDING OF ELECTRICITY},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {43-64},
	abstract = {The aim of this research was to explore the effect of a Technology-enhanced Metacognitive Learning Platform (TeMLP) on student{\textquoteright}s monitoring accuracy and understanding of electricity. An interactive TeMLP was prepared on the electricity unit covering the topics of static and current electricity for 7th graders; the platform contained computer animations, science experiments, e-diaries, and metacognitive prompts. In this research, pre-test/post-test control group semi-experimental model was used. The Metacognition Scale and Essay Questions on Static and Current Electricity were used as data collection tools in this research. In addition, Essay Questions on the Learning Platform and the self-explanations of students in the learning platform database were also used in the experimental group. The pre-test and post-test comparisons regarding the Metacognition Scale for the group showed that the students in the experimental group had significantly higher post-test scores compared to control group students in terms of the control and monitoring subscales. The results of the essay questions on static and current electricity revealed an important difference between the groups favoring learning platform. The views of the students about the software support these results. The conclusions drawn by the research led to recommendations for researchers about the metacognitive prompts to be employed in technology-enhanced learning platforms.},
	keywords = {metacognition prompt, science teaching, technology-enhanced learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.43},
	url = {http://oaji.net/articles/2017/987-1519059947.pdf},
	author = {Eylem Y{\i}ld{\i}z Feyzio{\u g}lu and Ercan Akpinar and Nilg{\"u}n Tatar}
}
@article {725,
	title = {ENHANCING STUDENTS{\textquoteright} HIGHER ORDER THINKING SKILLS IN SCIENCE THROUGH INSTAD STRATEGY},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {1046-1055},
	abstract = {This research aimed to examine the effectiveness of the INSTAD strategy in comparison to other teaching strategies such as Inquiry, student team{\textquoteright}s achievement division (STAD), and lecture method, to reduce the gap of higher order thinking skills between Upper Academic (UA) and Lower Academic (LA) groups of students.The research partipants were 136 7th grade students in total, which consisted of two groups of 36 UA and 36 LA students. The students were selected through a stratified random sampling from 27 Public Junior High Schools in Surakarta, Indonesia. The treatment classes were determined through an intact group. The research design employed pre-test-post-test non-equivalent control group of quasi experiment. The higher order thinking skills were measured by essay test sheet as an instrument. Data were analysed by utilizing ANCOVA with the pre-test score as the covariate. The findings revealed that INSTAD have optimally improved higher order thinking skills in comparison with the Inquiry, STAD, and lecture method. INSTAD{\textquoteright}s were proven able to reduce the gap of higher order thinking skills between UA and LA students rather than Inquiry, STAD, and lecture method as teaching strategies.},
	keywords = {higher order thinking skills, inquiry-based learning, INSTAD strategy, student team{\textquoteright}s achievement division},
	issn = {1648-3898},
	doi = {10.33225/jbse/18.17.1046},
	url = {http://oaji.net/articles/2017/987-1544860627.pdf},
	author = {Baskoro Adi Prayitno and Suciati and Eni Titikusumawati}
}
@article {689,
	title = {FOURTEEN-YEAR-OLD STUDENTS{\textquoteright} MISCONCEPTIONS REGARDING THE SUB-MICRO AND SYMBOLIC LEVELS OF SPECIFIC CHEMICAL CONCEPTS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {620-632},
	abstract = {Learning and presenting chemical concepts at the triple level of chemical concepts provides opportunities for the development of misconceptions. The research aimed to identify potential misconceptions of chemical concepts: the states of matter, a pure substance, a mixture, an element, a compound, a physical change, and a chemical reaction at the sub-micro level when solving problems incorporating sub-microrepresentations. A total of 188 14-year old students, attending six different primary schools, participated in the research. A chemistry achievement test comprising five problems at the macroscopic, sub-micro, and symbolic levels was used to obtain data about students{\textquoteright} misconceptions of selected concepts. The results showed that the majority of students had formed inadequate mental models (misconceptions) for the chemical concept of the liquid state of water (66.5\%). The lowest level of misconceptions is related with the gaseous state of matter, because almost all students (98.5\%) solved the problem correctly. It can be concluded that the results of the research are significant for chemistry teachers because they can: select and apply adequate educational strategies to avoid the deepening or development of misconceptions and make the courses practically oriented by analysing students{\textquoteright} misconceptions and develop teaching strategies to minimise these problems in the chemistry classroom.},
	keywords = {chemical concepts, misconceptions, primary school, sub-micro level, symbolic level},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.620},
	url = {http://oaji.net/articles/2017/987-1533708866.pdf},
	author = {Miha Slapni{\v c}ar and Valerija Tompa and Sa{\v s}a A. Gla{\v z}ar and Iztok Devetak}
}
@article {704,
	title = {IMPROVING THE QUALITY OF STUDENT QUESTIONS IN PRIMARY SCIENCE CLASSROOMS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {800-811},
	abstract = {Even though student questioning is the key aspect of inquiry learning, students ask very few questions in Science classrooms. This research aimed to increase the number of high-level questions posed by primary students during science lessons. An experiment was designed in which the experimental group was taught about the taxonomy of questions that can be asked by students during a science lesson. The quality of selected student questions was discussed as a whole class throughout the implementation. In addition, the experimental group completed the textbook activities at the end of each section in groups, whereas, the control group finished these activities individually. The experiment lasted for 4 weeks (12 lessons), during the {\textquoteleft}Microscopic Organisms and Environment{\textquoteright} unit in two 4th-grade classrooms. After completing each section of the unit, student questions were collected. The questions were classified as either low-level or high-level questions. The findings showed that in the experimental group, there were significantly more high-level questions compared to the control group. The questions were longer and more comprehensive in the experimental group. In both groups, as students{\textquoteright} achievement increased, so did the number of questions they asked.},
	keywords = {high-level questions, primary science, question taxonomy, student questions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.800 },
	url = {http://oaji.net/articles/2017/987-1539418279.pdf},
	author = {Sibel   Kaya and Mustafa Temiz}
}
@article {638,
	title = {INTEREST OF LATVIAN AND LITHUANIAN STUDENTS IN SCIENCE AND MATHEMATICS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {31-42},
	abstract = {Interest is one of the most important components for a successful teaching/learning process; unfortunately, nowadays students{\textquoteright} interest in science and mathematics is decreasing. The aim of the research is to explore the cognitive interest of 15-year- old students in science and mathematics. Students in Latvia and Lithuania participated in the survey; the data show that students{\textquoteright} cognitive interest in this area in both countries is mediocre. The factor analysis was used to single out four main dimensions of the cognitive interest {\textendash} interest in the context, interest in mathematics, inquiry interest and enthusiasm. Students{\textquoteright} interest is higher in issues connected with practical life, the solution of real problems, but much lower if the problem to be solved needs effort, if they have to use mathematical tools. Enthusiasm is not characteristic for students. Only few respondents are willing to engage in science and mathematics in their leisure time. Latvian and Lithuanian students show slight differences in their interests. There are more Lithuanian students, who like mathematics and who are not afraid of difficulties. Latvian students, in their turn, show greater enthusiasm. },
	keywords = {cognitive interest, science and mathematics, teaching/learning process},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.31},
	url = {http://oaji.net/articles/2017/987-1519059864.pdf},
	author = {Dagnija Cedere and Inese Jurgena and Vilija Targamadze}
}
@article {715,
	title = {ORGANIZING AND ATTENDING INTERNATIONAL CONFERENCES},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Editorial},
	chapter = {912-917},
	abstract = {Conferences, and especially international conferences, have become an integral part of a scientist{\textquoteright}s activities. The attendees are, as a rule, academics and their graduate students, with the latter usually accompanying their supervisors. In addition to recent graduates undertaking full-time research, the term graduate student can also apply to part-time research students, including teachers who often adopt an action research approach, using their own classes as the focus of their studies. },
	keywords = {collaborative projects, international conferences, science education},
	issn = {1648-3898},
	doi = {10.33225/jbse/18.17.912},
	url = {http://oaji.net/articles/2017/987-1544775774.pdf},
	author = {Georgios Tsaparlis}
}
@article {716,
	title = {THE VOCATIONAL UPPER SECONDARY SCHOOLS STUDENTS{\textquoteright} KNOWLEDGE AND THEIR ATTITUDES TOWARD WOLVES},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {918-934},
	abstract = {Wolf (Canis lupus) conservation is multidimensional. Its aspects include the consensus between different interest groups. The present research aimed to assess the attitude and knowledge of the students (N = 483 students from three schools age 14-19) enrolled in the environmentalist, veterinary and agricultural technician study programmes through a questionnaire, as their profession represents a part of this multidimensional consensus. The research results indicate that students have neutral to positive attitudes toward wolves, generally. Their knowledge of wolves, however, is limited. Agricultural technicians showed the most negative attitudes toward wolves and the lowest knowledge. Overall, correlations between all attitudinal dimensions and correlations between attitudinal dimensions and knowledge were found, with the highest correlations between conservation dimension and all other dimensions including knowledge. The research findings support the widespread assumption that education within the above-mentioned study programmes should focus also on the current socio-scientific issues of animal conservation. Special attention should be given to the education of agricultural technicians as their utilitarian view could interfere with the effective conservation of large carnivores. },
	keywords = {attitudes toward wolves, knowledge about wolves, vocational upper secondary school students},
	issn = {1648-3898},
	doi = {10.33225/jbse/18.17.918},
	url = {http://oaji.net/articles/2017/987-1544775838.pdf},
	author = {Vesna Ora{\v z}em and Iztok Toma{\v z}i{\v c}}
}
@article {543,
	title = {BIOLOGY TEACHING THROUGH SELF-REGULATED LEARNING AND COGNITIVE STRUCTURE: AN ANALYSIS OF THE EFFECT OF LEARNING STRATEGIES FOR COGNITIVE DEVELOPMENT VIA LATENT GROWTH MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {20-31},
	abstract = {This research applied the learning strategies to predict in an effect longitudinal growth of cognitive structure of students in biology. The aim of the research is to assess the effect of activating learning strategies on cognitive structures regarding biology. The research was conducted by using control group design. The sample of research was composed of 60 prospective teachers randomly assigned to the experimental and the control groups. The longitudinal data were collected every 2 weeks and 4 times in total considering the concept maps. The data were quantitatively analysed in terms of the number of concepts, connections and central concepts. Latent growth modelling (LGM) was used to analyse change in cognitive structure over time. The findings suggested that the experimental group did better in cognitive structure than the control group in terms of forming connections and central concepts. Accordingly, teaching students self-regulated learning strategies and providing support in the written material to activate the strategies influence the development of cognitive structure in a positive way in terms of the extent and the integration. Therefore, activation of the use of self-regulated learning strategies in the teaching are thought to contribute to the learning of biology.   },
	keywords = {biology education, cognitive structure, latent growth modelling, self-regulated learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.20},
	url = {http://oaji.net/articles/2017/987-1493049464.pdf},
	author = {Guntay Tasci and Halil Yurdugul}
}
@article {591,
	title = {DEVELOPMENT AND EVALUATION OF AN INSTRUMENT MEASURING ANXIETY TOWARD PHYSICS LABORATORY CLASSES AMONG UNIVERSITY STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {592-598},
	abstract = {The learning in the physics laboratory is related to several non-cognitive variables such as anxiety which has a significant role in teaching and learning process. Therefore, university students may have different thoughts and anxiety levels towards physics laboratory class. The aim of this research was to develop a measurement tool assessing the anxiety levels of university students in a physics laboratory class. In this research the Physics Laboratory Anxiety Scale (P-LAS) consisting of 18 items was developed, and its validity and reliability were analysed. The sample consisted of 557 university students (295 female and 262 male) who take physics and/or physics laboratory classes at three different Faculties of Education. Validity of the scale was first assessed by expert review. Exploratory factor analysis was performed to assess structural validity, and revealed a one-dimensional structure. The loading values of all 18 items varied between 0.58 and 0.80, and explained 52\% of the total variance. Cronbach{\textquoteright}s alpha coefficient of internal consistency was calculated as 0.94 and the split-half test correlation was .76. These results showed that P-LAS can be used as a valid and reliable instrument in physics education.},
	keywords = {physics education, physics laboratory anxiety, scale validity and reliability, university students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.592},
	url = {http://oaji.net/articles/2017/987-1503905337.pdf},
	author = {Namudar {\.I}zzet Kurbano{\u g}lu and Mithat Takunyac{\i}}
}
@article {626,
	title = {EXAMINATION OF THE QUESTIONS USED IN SCIENCE LESSONS AND ARGUMENTATION LEVELS OF STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {980-993},
	abstract = {In this research the argumentation levels of the 5th, 6th and 7th grade students and the questions of the teachers and students were examined. The sample group of the research was selected according to the homogeneous sampling method. This research is a descriptive research. The data were collected by using a voice recorder. The data of this research were evaluated according to the descriptive analysis approach. As a result of the analysis, it was determined that the students used Level 1 argumentation which has the lowest quality more frequently in comparison with the higher ones and used the claim component more than other arguments and did not use the backing, qualifier, and rebuttal components. Furthermore, it was found that the questioning rates of the teachers were higher in comparison with the students and the questions of the teachers and students were usually at the levels of remembering and understanding. One of the factors that caused the argumentation level of the students to be low may have been that the teachers asked questions which were oriented to remembering. Therefore, the high level questions that ensure the initiation and continuation of the argumentation process should be inquired in the lessons.},
	keywords = {argumentation level, middle school students, science lessons, teachers and students{\textquoteright} questions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.980},
	url = {http://oaji.net/articles/2017/987-1513971319.pdf},
	author = {Ibrahim Erdogan and Ayse Ciftci and Mustafa Sami Topcu}
}
@article {610,
	title = {HISTORY OF CHEMISTRY AS A PART OF ASSESSMENT OF STUDENTS{\textquoteright} UNDERSTANDING OF THE LAW OF CONSERVATION OF MASS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {780-796},
	abstract = {The aim of this research was to explore students{\textquoteright} ideas about chemical reactions and difficulties in understanding the law of conservation of mass in such reactions by using an approach that started from presentations of scientists{\textquoteright} work associated with the law. The developed test items relied on: 1) the historical contents that illustrate the experimental work of three scientists (Lavoisier, Landolt and Lomonosov); 2) the description of school experiments and 3) real life situation. In this way, students would have an opportunity to show understanding of the law of conservation of mass in two contexts, one based on the stories from the history of chemistry and the other contemporary, based on school laboratory experiments and real life situation. Students of different ages were selected for the research: the seventh and the eighth grade of primary school (age 13{\textendash}14), and the second year of grammar school (age 16). The research involved a total of 301 students. The results indicated that students{\textquoteright} difficulties were mostly associated with the predictions and explanations of mass changes in open reaction systems in which a gas was a reactant than with the reactions in which a gas was a product. },
	keywords = {assessment in chemistry, experimental results, grammar school, history of chemistry, law of conservation of mass},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.780},
	url = {http://oaji.net/articles/2017/987-1509214241.pdf},
	author = {Vesna D. Milanovic and Dragica D. Trivic}
}
@article {552,
	title = {IMPROVING HIGH-SCHOOL STUDENTS{\textquoteright} CONCEPTUAL UNDERSTANDING AND FUNCTIONALIZATION OF KNOWLEDGE ABOUT DIGESTION THROUGH THE APPLICATION OF THE INTERDISCIPLINARY TEACHING APPROACH},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {123-139},
	abstract = {Adolescents are considered as a nutritionally vulnerable subgroup because of their alimentary behaviours. Considering that alimentary habits are strongly influenced by knowledge about digestion, an experiment was conducted with aim to determine whether conceptual understanding and functionalization of this knowledge can be improved by the interdisciplinary teaching approach. The experiment encompassed 258 students attending the fourth year of high school. No statistically significant difference in the level of the previously acquired chemistry, biology and physics knowledge concerning digestion between the two groups was determined on the pre-test. Conversely, the students in the experimental group significantly outperformed those in the control group on the post-test that required a deep understanding and the application of knowledge about digestion in solving real-life problems. Therefore, it was concluded that high- school teachers can be advised to apply the interdisciplinary teaching approach in order to improve their students{\textquoteright} knowledge about this process.},
	keywords = {Conceptual Understanding, functionalization of acquired knowledge, interdisciplinary teaching approach, process of digestion},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.123},
	url = {http://oaji.net/articles/2017/987-1493050168.pdf},
	author = {Katarina B. Putica and Dragica D. Trivi{\'c}}
}
@article {572,
	title = {IMPROVING OF STUDENTS{\textquoteright} CREATIVE THINKING THROUGH  PURDUE MODEL IN SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {350-365},
	abstract = {The aim of this research is to develop a guide material prepared according to Purdue Model for the {\textquoteleft}The Let{\textquoteright}s Solve the Puzzle of Our Body{\textquoteright} unit in the 5th grade Science class at secondary school and to research the effects of this guide material on students{\textquoteright} creative thinking. For this purpose, the research was carried out by using the quasi experimental model, with pre-test and post-test control groups. Experimental application was carried out with 43 experimental group and 44 control group students, in total 87 students in Turkey. While in the experimental group applications were carried out based on the Purdue Model, in the control group the course was taught according to the activities stated in 2013 Ministry of National Education Science Curriculum in Turkey. The data of the research were collected using Torrance Test of Creative Thinking Verbal Form A-B and Figural Form A-B. As a result of the research, it was determined that verbal and formal creative thinking levels of the experimental group and the control group students were significantly different in favour of the experimental group students. On the basis of the results obtained from this research, some suggestions have been made to the educators and future researchers. },
	keywords = {creative thinking, Problem Solving, Purdue model, science project},
	isbn = {E-ISSN 2538-7138},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.350},
	url = {http://oaji.net/articles/2017/987-1497964027.pdf},
	author = {Nilay {\c S}ener and Erol Ta{\c s}}
}
@article {571,
	title = {PRE-SERVICE BIOLOGY TEACHERS{\textquoteright} REPORTED FEAR AND DISGUST OF ANIMALS AND THEIR WILLINGNESS TO INCORPORATE LIVE ANIMALS INTO THEIR TEACHING THROUGH STUDY YEARS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {337-349},
	abstract = {In this research, the self-reported fear and disgust toward animals of pre-service biology teachers and their willingness to incorporate live animals into their teaching were assessed with a questionnaire. An entire generation of pre-service biology teachers (N = 128) participated in this research. The results show that students are mostly afraid of animals that are potentially dangerous to humans such as large predators and are disgusted mostly by animals that are small and wet looking, like a slug. The students were less willing to incorporate animals that they reported to be most fearful or disgusting into their teaching. Considering that throughout their study years, there was practically no change in students{\textquoteright} levels of fear, disgust and willingness to incorporate live animals into their teaching calls for an improvement of the biology teacher education study programme in order to train teachers that are skilled and willing to use live animals in their teaching. One of the solutions could be offering pre-service teachers as many first-hand experiences with live animals as possible either in a formal learning environment, such as the university or, in case of large animals (predators), in informal learning environments, like a zoo or a national park.},
	keywords = {disgust of animals, fear of animals, pre-service teachers, students beliefs},
	isbn = {E-ISSN 2538-7138},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.337},
	url = {http://oaji.net/articles/2017/987-1497963955.pdf},
	author = {Iztok Toma{\v z}i{\v c} and Nina Pihler and Jelka Strgar}
}
@article {577,
	title = {VALIDITY AND RELIABILITY ANALYSES FOR THE NATURE OF SCIENCE INSTRUMENT SECONDARY (NOSI-S)},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {429-437},
	abstract = {This research aims to adapt The Nature of Science Instrument Elementary Scale (NOSI-E) developed by Peoples (2012) into Turkish for secondary school students and to analyse the psychometric properties of the scale setting out from the fact that it is a necessity of science education aimed to achieve for students/prospective teachers to have adequate understanding of the nature of science. The validity analyses for the scale were performed with Confirmatory Factor Analysis (CFA) and Cronbach alpha (α) coefficients were calculated for reliability. Following CFA, it was taken for granted that the fit indices for the model met the goodness of fit criterion. On examining the fit indices, the scale was regarded to attain construct validity due to the fact that the χ2/df ratio (1.42) was below 3, that the RMSEA value was at the level of .04 and that the NNFI and CFI (>.90) values were at acceptable levels. On the other hand, α coefficients, which were the internal consistency coefficients calculated for the reliability analysis of the scale, were found to range between .631 and .775, and for the overall scale was calculated as .814. These reliability index values were considered to be at acceptable levels. },
	keywords = {instrument reliability, instrument validity, nature of science, NOSI-S, secondary school students},
	isbn = {E-ISSN 2538-7138},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.429},
	url = {http://oaji.net/articles/2017/987-1497964369.pdf},
	author = {Senar Temel and {\c S}enol {\c S}en and {\"O}zg{\"u}r {\"O}zcan}
}
@article {516,
	title = {A LEARNING EXERCISE USING SIMPLE AND REAL-TIME VISUALIZATION TOOL TO COUNTER MISCONCEPTIONS ABOUT ORBITALS AND QUANTUM NUMBERS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {August/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {452{\textendash}463},
	abstract = {Misconception is one of the most widely researched topics in science education, including chemical education. This research aims to apply simple graphical visualization tool named Winplot for a learning exercise activity and explore its potency to counter misconceptions about orbitals and quantum numbers. Misconceptions that were countered in this research are the existence of orbitals in atoms and the relationship of magnetic quantum numbers to orbital orientation. This quasi experimental research using pre-test-post-test control group design was conducted to 43 first-year undergraduate students as control class and 45 as experimental class of chemical education at the University of Lampung.  The students{\textquoteright} pre-existing concepts were analyzed using a pre-test instrument and explored further using in-depth interview. Then, after implementing a learning exercise activity, the conceptual changes were analyzed using a post-test instrument. The results showed that students in experimental class had significant conceptual changes compared to control class. Applying this computer-based strategy is highly recommended to guide students in understanding chemical concepts, especially the topics of orbitals and quantum numbers.},
	keywords = {computer-based learning, first-year undergraduate, learning exercise, misconceptions, quantum chemistry},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.452},
	url = {http://oaji.net/articles/2016/987-1482423795.pdf},
	author = {Sunyono Sunyono and Lisa Tania and Andrian Saputra}
}
@article {450,
	title = {ANALYSIS AND INTERVENTION OF STUDENT KNOWLEDGE OF NUTRITION AND SEXUALITY AT A PENAL INSTITUTION},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {August/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {513{\textendash}523},
	abstract = {Studies related to the habits of students of Nutrition and Sexuality show the existence of inaccurate knowledge that leads them to adopting unhealthy lifestyles. The team of teachers at a Penal Institution in Spain diagnosed this aforementioned lifestyle was becoming a reality in their students aged between 18 and 47. The aim of this research was to analyse and improve the Nutritional and Sexual knowledge of these students. The students{\textquoteright} level of knowledge was detected through a pre-test and post-test that were quantitatively designed and analysed according to four variables (studies, gender, age and body mass index). In order to improve their knowledge, an educational intervention was conducted and was quantitatively and qualitatively analysed according to six categories: change or improvement in sexual knowledge, change or improvement in nutritional knowledge, affective factors, the learning process, evaluation and methodology. The results show conceptual differences according to the four variables and that the intervention contributes to a conceptual change or improvement thanks to the activities and resources used. The implication of this research is to reveal the importance of analysing students{\textquoteright} knowledge so as to improve the quality of the teaching/learning process.},
	keywords = {nutritional education, penal institution, Previous Knowledge, sexual education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.513},
	url = {http://oaji.net/articles/2016/987-1479498372.pdf},
	author = {Agust{\'\i}n Pozo Tamayo and Lina Viviana Melo Ni{\~n}o and Javier Cubero Ju{\'a}nez}
}
@article {443,
	title = {COGNITIVE INTEREST: PROBLEMS AND SOLUTIONS IN THE ACQUISITION OF SCIENCE AND MATHEMATICS IN SCHOOLS OF LATVIA},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {August/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {424{\textendash}434},
	abstract = {Cognitive interest is a vital learning motive for the successful learning process. Nowadays students{\textquoteright} interest about science and mathematics are decreasing. The aim of the study is to explore the cognitive interest of Grade 9 students in science and mathematics. Students were surveyed and it helped to explore the respondents{\textquoteright} cognitive activity and the cognitive interest regarding the understanding of causal relations, research activity and the solution of practical problems. The level of cognitive interests on the three level scales is average for the whole sample of respondents. The survey shows that students do not possess explicit cognitive activity; learning happens rather passively, without initiative; however, they have rather pronounced interest to explore and solve problems connected with the real life. Some implications for teachers on how to increase learners{\textquoteright} cognitive interest are provided in the conclusion. },
	keywords = {cognitive interest, learning process, science and mathematics},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.424},
	url = {http://oaji.net/articles/2016/987-1479497805.pdf},
	author = {Dagnija Cedere and Inese Jurgena and Ineta Helmane and Inta Tiltina-Kapele and Gunita Praulite}
}
@article {470,
	title = {DEVELOPING A SCALE FOR PERCEPTIONS OF COMPETENCY IN BIOLOGY TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {December/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {764{\textendash}778  },
	abstract = {The purpose of this study was to develop a measurement instrument to determine pre-service teachers{\textquoteright} perceptions of competency in biology teaching. A total of 835 pre-service teachers participated in this study. The data set obtained at the first stage was analyzed using exploratory factor analysis and the data set obtained at the second stage was analyzed using first-order confirmatory factor analysis and then second-order confirmatory factor analysis. After those analyses, the convergent and discriminant validities of the scale with the determined factorial structures [χ2 (29, N=608) = 101 p<.000, χ2/df = 3.48, RMSEA=0.062, GFI=0.97, CFI=0.99, NNFI=0.98, NFI=0.98] were evaluated and Cronbach{\textquoteright}s alpha, stratified alpha, and McDonald{\textquoteright}s omega coefficients were estimated for internal consistency. Thus, a scale consisting of four sub-scales with 67 items in total was developed. The total score for the scale can be calculated by adding the scores of the sub-scales.},
	keywords = {biology teachers{\textquoteright} competency, biology teaching, scale development},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.764},
	url = {http://oaji.net/articles/2016/987-1479544138.pdf},
	author = {Guntay Tasci}
}
@article {434,
	title = {ENGINEERING STUDENTS{\textquoteright} SELF-EFFICACY RELATED TO PHYSICS LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {June/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {311-326},
	abstract = {Various studies have demonstrated that students who have high levels of academic high levels of academic self-efficacy are better at overcoming obstacles, have higher targets and are more confident. So, the aim of this research was to determine the self-efficacy levels of engineering students regarding physics, and to analyse the effect of their alma mater, class levels, the type of engineering programme in which they are being educated and academic success variables on their self-efficacy regarding physics. In the present research {\textquotedblleft}Physics self-efficacy scale{\textquotedblright} including two factors which were developed by the authors was used to collect the data. Considering one of the independent variables, such as their alma mater, it can be seen that students who graduated from private high schools had a higher level of self-efficacy. In addition, compared to other students, those in their first year had a higher level of self-efficacy, which led to greater academic success.  },
	keywords = {Engineering Students, physics education, physics learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.311},
	url = {http://oaji.net/articles/2016/987-1479496891.pdf},
	author = {Murat Tezer and Gulsum Yildiz A{\c s}{\i}ksoy}
}
@article {458,
	title = {FACTORS AFFECTING YOUNG PEOPLE{\textquoteright}S BEHAVIORAL COMMITMENT TO THE PROTECTION OF LOCAL GAZELLE SPECIES: THE CASE OF {\c S}ANLIURFA IN TURKEY},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {October/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {616{\textendash}626 },
	abstract = {The protection of wildlife is an important issue for Turkey. This research examines factors affecting the behavioral commitment of young people, living in the {\c S}anl{\i}urfa province of Turkey, to the protection of the local gazelle species, within the framework of the Value-Belief-Norm Theory. The research was conducted with the participation of high school students (N=472), and it was found that personal norms and the ascription of responsibility are the strongest predictors of behavioral commitment to the protection of the gazelle species. Self-transcendence and conservation value clusters also had a positive impact on behavioral commitment to the protection of the gazelles. The research concludes by making recommendations concerning education programs on the protection of the gazelle species. },
	keywords = {environmental education, Value-Belief-Norm theory, Wildlife Protection},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.616},
	url = {http://oaji.net/articles/2016/987-1479542637.pdf},
	author = {Sevilay Dervi{\c s}o{\u g}lu and Muhterem Tanku{\c s}}
}
@article {435,
	title = {PHYSICAL SCIENCE TEACHER{\textquoteright}S PERSPECTIVES OF THE TYPES AND NATURE OF PRACTICAL WORK},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {June/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {327{\textendash}338 },
	abstract = {This is an empirical qualitative interpretative multiple case study, which was guided by the question; what are the teacher{\textquoteright}s perspectives of the types and nature of practical work? Document analysis and interviews were used for data collection. The results show firstly, that teachers held faulty perceptions of the nature of practical work. Secondly, the teachers{\textquoteright} individual definition of practical work contradicted their own perceptions of the nature of practical work. The faulty perceptions held by teachers influence outcome of the practical work to such an extent that some output only result through chance. Explanations and possibilities for the resultant perceptions are discussed. This paper recommends that science clubs and cluster group collaborations might aid methodological and contextual understandings and practices amongst teachers. Further research opportunities on ways and strategies of conducing practical work within contextual inhibitors are suggested. },
	keywords = {Contextual inhibitors, Practical work, procedural understanding, substantive understanding},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.327},
	url = {http://oaji.net/articles/2016/987-1479496973.pdf},
	author = {Awelani V. Mudau and Ramodungoane Tabane}
}
@article {411,
	title = {PRE-SERVICE TEACHERS{\textquoteright} BELIEFS ABOUT THE IMAGE OF A SCIENCE TEACHER AND SCIENCE TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {34-44},
	abstract = {This study examines pre-service teachers{\textquoteright} beliefs about the images of a science teacher and the science teaching. Besides, how their beliefs are affected from inquiry-based teaching is investigated. Case study method was used. Pre-service teachers had learned science with inquiry and how they teach science with inquiry in the science laboratory. Data were collected through the drawings and semi-structured interviews. Results indicate that most participants had teacher-centered and conceptual belief about the images of a science teacher and the science teaching at the beginning of the study. However, they had student-centered belief at the end of the study. It was remarked that three pre-service teachers who held different beliefs about student/teacher roles and the teaching of science before the study, had some common beliefs after the inquiry-based science laboratory. Based on the results, it can be said that inquiry-based science teaching positively affects pre-service teachers{\textquoteright} beliefs about the images of a science teacher and the science teaching. },
	keywords = {belief about teaching, inquiry-based teaching, mental image, teacher education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.34},
	url = {http://oaji.net/articles/2016/987-1462908068.pdf},
	author = {Nilg{\"u}n Tatar}
}
@article {441,
	title = {PRE-SERVICE TEACHERS{\textquoteright} FEAR OF SNAKES, CONSERVATION ATTITUDES, AND LIKELIHOOD OF INCORPORATING ANIMALS INTO THE FUTURE SCIENCE CURRICULUM},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {June/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {401-410},
	abstract = {Studying attitudes toward fauna such as snakes is essential in wildlife management. The main objective of this study was to investigate the impact that fear of snakes has on Slovenian pre-service teachers{\textquoteright} attitudes towards conservation and the likelihood of incorporating animals into developing the future science curriculum. The effect of direct experience on fear of snakes, conservation attitudes, and the likelihood of incorporating snakes into the future science curriculum were also studied. Altogether, 352 full-time and part-time students majoring in preschool education and primary school education were surveyed. The study confirmed that students{\textquoteright} fear of snakes negatively influenced their conservation attitudes and decreased the likelihood of incorporating snakes into the future science curriculum. Prior direct contact with snakes negatively correlated with fear of snakes, and positively with attitudes towards conservation and the likelihood of incorporating snakes into the future science curriculum. Prior direct contact with snakes also affected students{\textquoteright} word associations regarding snakes by reducing the frequency of some associations that emphasize the potential threat snakes pose to people.},
	keywords = {conservation, pre-service teacher, science education, wildlife management},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.401},
	url = {http://oaji.net/articles/2016/987-1479497504.pdf},
	author = {Gregor Torkar}
}
@article {428,
	title = {THE USE OF JIGSAW COLLABORATIVE LEARNING METHOD IN TEACHING SOCIO-SCIENTIFIC ISSUES: THE CASE OF NUCLEAR ENERGY},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {237{\textendash}253},
	abstract = {This research examines the influence of Jigsaw, which is a collaborative learning (CL) method, on students{\textquoteright} views and decision-making processes concerning the use of nuclear energy. The research included 60 fourth-year undergraduate students attending the science teacher training program of a university in Turkey in the 2013{\textendash}2014 academic year. In the research, firstly an attempt was made to provide students with scientific literacy on the subject through Jigsaw method. Then the groups formed for the Jigsaw method created argumentative texts in which they expressed their views. In the end, the students developed positive attitudes and supported the establishment of nuclear power plants in Turkey. They had negative views about the use of nuclear energy before teaching. Their views turned to positive after teaching to a great extent. It was seen that gaining enough knowledge to do logical reasoning through teaching was influential on their capability to reach positive decisions. Furthermore, it was revealed that decision-making processes are affected by variables such as scientific literacy, awareness, and suggestions for reducing risks. },
	keywords = {collaborative learning, nuclear energy, socio-scientific issues},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.237},
	url = {http://oaji.net/articles/2016/987-1473431054.pdf},
	author = {Ahmet Tekbiyik}
}
@article {456,
	title = {VALIDITY AND RELIABILITY ANALYSES FOR CHEMISTRY SELF-CONCEPT INVENTORY},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {October/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {599{\textendash}606 },
	abstract = {Self-concept, one of affective introductory behaviours, is one of the most frequently studied issues especially in social sciences. Since it is a strong mental structure which psychologists and social psychologists say to be related with learning, this research aims to adapt Chemistry Self-Concept Inventory developed by Bauer (2005) so as to evaluate students{\textquoteright} self-concept into Turkish, and analyse its psychometric properties. The data were collected by applying the inventory to 530 prospective teachers attending the chemistry education, primary school education and science education departments of three different Universities. Following the translation work, Turkish form of the inventory was given the final shape. The construct validity of the inventory was tested by confirmatory factor analysis. McDonald{\textquoteright}s Omega (ω) and Cronbach Alpha (α) coefficients were calculated for the reliability study of the inventory. Fit indices were found to be lower in the first confirmatory factor analysis conducted than the ones expected, and 11 items with the fewest factor loads and with the highest modification indices were removed from the inventory. The sub-dimensions apart from creativity were found to have ω and α coefficients above 0.70. },
	keywords = {academic enjoyment self-concept, Academic self-concept, chemistry self-concept, mathematics self-concept},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.599},
	url = {http://oaji.net/articles/2016/987-1479542432.pdf},
	author = {Senar Temel and {\c S}enol {\c S}en and Ayhan Y{\i}lmaz}
}
@article {353,
	title = {EXAMINING THE EXPERIENCES OF CAREER GUIDANCE, VOCATIONAL SELF-CONCEPT, AND SELF-PERCEIVED EMPLOYABILITY AMONG SCIENCE EDUCATION MAJORS IN TAIWAN},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {April/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {182-190},
	abstract = {This study aims to investigate the science education majors{\textquoteright} experiences of career guidance, vocational self-concept, and self-perceived employability, as well as the relationships among these variables in the Taiwanese context based on the developmental-contextual model of career development. Data were collected from a questionnaire survey of 614 science education majors in the selected Taiwanese universities. It was found that the science education majors{\textquoteright} experiences of career guidance directly and indirectly influenced their self-perceived employability vis-{\`a}-vis the effect on their vocational self-concept. The findings suggest that the science education departments of universities in Taiwan may provide sufficient and appropriate career guidance and vocational information for science education majors to promote their vocational self-concept and employability.},
	keywords = {career guidance, science education majors, self-perceived employability},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.182},
	url = {http://oaji.net/articles/2015/987-1437062994.pdf},
	author = {Ya-Ling Wu and Yu-Lin Tsai and Cheng-Wu Chen}
}
@article {351,
	title = {INVESTIGATING GRADE 10 LEARNERS{\textquoteright} ACHIEVEMENTS IN PHOTOSYNTHESIS USING CONCEPTUAL CHANGE MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {April/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {155-164},
	abstract = {Challenges in the learning photosynthesis topic may arise from misconceptions. This study investigated Grade 10 learners{\textquoteright} achievements in photosynthesis using the Conceptual Change Model (CCM) to minimize misconceptions and to develop understanding of photosynthesis in rural high schools in South Africa. A quasi-experimental design was used with a sample of 78 Grade 10 learners: 39 Experimental Group (EG) and 39, Control Group (CG). Achievement test, learning materials and a questionnaire were used to collect data. Data were analysed using descriptive statistics, t-test, Analysis of covariance (ANCOVA) and Pearson correlation. Results from post-tests show that EG taught using the CCM exhibited higher achievements than the CG taught using traditional approach. ANCOVA show that there were significant differences in performance between pre- and post-test of the EG. Performance and attitudes correlation was (r = 0.89) for EG and (r = 0.33) for CG, suggesting that CCM positively influenced learners{\textquoteright} attitudes towards Life Sciences. },
	keywords = {achievement, conceptual change, misconceptions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.155},
	url = {http://oaji.net/articles/2015/987-1437062876.pdf},
	author = {Benedict Tlala and Israel Kibirige and Joseph Osodo}
}
@article {407,
	title = {OBSTACLES MODELLING REALITY: TWO EXPLORATORY STUDIES ON PHYSICS DEFINED AND UNDEFINED PROBLEMS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {December/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {883{\textendash}895 },
	abstract = {One important skill to be developed in future physicists is modelling reality using physics. Problem-solving is the activity most used to teach, learn and assess physics skills at the university level. However, most of the problems habitually used in physics subjects seem not to encourage developing this skill. Two empirical exploratory studies were conducted. Educational materials were analysed to contrast the hypothesis asserting that most of the academic problems would not help students to develop the modelling skills. Secondly, with the proposed {\textquoteleft}Physics Problem Understanding Model{\textquoteright}, two kinds of experimental problems were elaborated. A small group of experts solved the experimental problems in an interview. The hypothesis stated that there would be evident differences between skills associated with the solving procedures of each type of experimental problem. Results served to contrast the cognitive model proposed for sufficiency and supported the hypotheses even though further studies are needed to obtain external validity.},
	keywords = {cognitive model, modelling skills, problem statements, university level},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.883},
	url = {http://oaji.net/articles/2015/987-1450982799.pdf},
	author = {Mar{\'\i}a Elena Truyol and Vicente Sanjos{\'e} and Zulma Gangoso}
}
@article {342,
	title = {THE ROLE OF COGNITIVE SCRIPTS IN THE ORGANIZATION OF CAMPUS TOURS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {February/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {32-45},
	abstract = {The aim of off-campus educational activity guides are to expand the knowledge of participants; however, visitors often rate tours according to the quality of their experience, rather than by what they have learned. Thus, ensuring that visitors are engaged requires that tour guides be able to identify the needs and expectations of visitors. This study sought to contextualize campus tours using four dramaturgical elements: {\textquotedblleft}Actors{\textquotedblright} (tour guides), "audience{\textquotedblright} (visitors); {\textquotedblleft}setting{\textquotedblright} (campus); {\textquotedblleft}performance{\textquotedblright} (the tour). Dramaturgy and cognitive scripts were combined to form the research basis of this study. Free association models were employed to rank the sites subjects most wish to visit and service blueprints were used to illustrate how campus tour services should be organized and delivered. This study provides a comprehensive analysis of the processes used to decipher complex service encounters as well as concrete examples of their application.},
	keywords = {cognitive script, field trip, informal education, tour guide},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.33},
	url = {http://oaji.net/articles/2015/987-1437062143.pdf},
	author = {Wen-Wei Chiang and Feng-Hsien Tu and Chia-Ju Liu}
}
@article {352,
	title = {A SCALE DEVELOPMENT STUDY FOR IDENTIFYING THE LEVELS OF KNOWLEDGE, PERCEPTION AND AWARENESS OF CHEMICAL HAZARD SYMBOLS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {April/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {165-181},
	abstract = {The purpose of this study was to develop a scale to identify the levels of knowledge, perception and awareness of chemical hazard symbols of participants from a variety of backgrounds and ranging in age from 12 years to 40 and over. Experts were consulted for the contextual and the language validity of each item on the scale. In line with the opinions of the experts, the scale, consisting of a total of 25 items distributed under four sections, was applied to 462 participants of all age groups, so as to calculate the discrimination and difficulty indexes. In order to decide whether the third section of the scale is one-dimensional or two-dimensional, data obtained from the 13 multiple-choice questions constituting this section were examined using confirmatory factor analysis. Afterwards the items constituting the second and the third sections of the scale were tested in terms of their reliability. Finally, a useful scale of 24 items in four sections was prepared with tested validity and reliability. },
	keywords = {confirmatory factor analysis, hazard symbols, Reliability},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.165},
	url = {http://oaji.net/articles/2015/987-1437062933.pdf},
	author = {Cemal Tosun}
}
@article {388,
	title = {A STUDY OF THE IMPACT OF HORTICULTURAL ACTIVITIES ON PRIMARY SCHOOL CHILDREN{\textquoteright}S SELF-CONCEPT, WELL-BEING AND EFFECTIVENESS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {October/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {637{\textendash}649 },
	abstract = {This study adopts both quantitative and qualitative methods. There are 23 subjects in the experimental group and the control group. The experimental group received the {\textquotedblleft}Green Giant Growth Group{\textquotedblright} test once a week for a total of 7 times. The measurement tools were scale of self-concept, Chinese well-being and horticultural effectiveness. With respect to data analysis, the researcher adopted descriptive statistics and analysis of covariance. Feedback and interviews were included in the qualitative analysis. According to the findings of this study, horticultural activities can enhance students{\textquoteright} self-concept, sense of control, self-satisfaction, sense of achievement and social skills. Based on the results of interviews, by participating in horticultural activities, students increase their interpersonal relationship skills. Their behaviors match social norms, and they are more responsible, open-minded and peaceful. In line with previous research findings, this study proposes suggestions for future researchers to apply horticultural activities in education or guidance. },
	keywords = {horticultural activities, horticultural effectiveness, horticultural therapy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.637},
	url = {http://oaji.net/articles/2015/987-1450981317.pdf},
	author = {Mei-Lun Chen and Shi-Jer Lou and Wei-Fang Tsai and Chih-Cheng Tsai}
}
@article {403,
	title = {YOUNG CHILDREN{\textquoteright}S IDEAS ABOUT SNAIL INTERNAL ANATOMY},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {December/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {828{\textendash}838 },
	abstract = {Drawings can serve as a useful tool for analyzing children{\textquoteright}s understanding of scientific phenomena. This study examined children{\textquoteright}s understandings about internal structure of the snail. Children from kindergarten at age 5 and from primary school of age 7 and 10, were asked to draw their concept about the internal structure of the snail. The results demonstrate the alternative conceptions held by the children. Analysis showed some significant differences in interpretation between both age groups and gender. Age related differences were in understanding of nervous, circulatory, muscle and digestive system, and such features as food, bones and mucus. Gender differences were not so significant at present studies. There were only few statistically significant observations concerning gender, that boys more often than girls consider mucus and other organisms (such as bacteria) as a part of snail internal structure. The girls drew more in the category food (7 years old) and bones (10 years old). The results also revealed ideas which made sense to the learner, but are not biologically accurate, such as organs located in the foot. },
	keywords = {alternative conceptions, Mental Models, scientific phenomena},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.828},
	url = {http://oaji.net/articles/2015/987-1450982532.pdf},
	author = {Eliza Rybska and Sue Dale Tunnicliffe and Zofia Anna Sajkowska}
}
@article {310,
	title = {IMPROVING PRESERVICE SCIENCE TEACHERS{\textquoteright} SELF-EFFICACY ABOUT THE USE OF ALTERNATIVE ASSESSMENT: IMPLICATION FOR THEORY AND PRACTICE},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	type = {Original article},
	chapter = {452-464},
	abstract = {In this study, a teaching program was designed to improve preservice teachers{\textquoteright} self-efficacy about the use of alternative assessment. The teaching program has three stages: workshop, observation, and teaching. Preservice teachers{\textquoteright} opinions about the contribution of the teaching program to their professional development and the effect of the program on their self-efficacy were determined. Data was collected through a survey, students{\textquoteright} reflective journal, and interview. Results show that preservice teachers had understanding about alternative assessment and positive opinions about the teaching program. Furthermore, their self-efficacy toward use of the alternative assessment improved. The teaching program had positive contributions to preservice teachers{\textquoteright} professional development.},
	keywords = {Alternative Assessment, preservice teacher education, self-efficacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.452},
	url = {http://oaji.net/articles/2015/987-1425809148.pdf},
	author = {Nilg{\"u}n Tatar and Serkan   Buldur}
}
@article {324,
	title = {LINKING TEACHERS{\textquoteright} QUALITY AND STUDENT ACHIEVEMENT IN THE KINGDOM OF SAUDI ARABIA AND SINGAPORE: THE IMPACT OF TEACHERS{\textquoteright} BACKGROUND VARIABLES ON STUDENT ACHIEVEMENT},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {October/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {652-665},
	abstract = {This study focused on comparing science teachers{\textquoteright} qualifications and� practices between Saudi Arabia and Singapore. Data analysed in this study were the responses of science teachers� to the Teacher Background Questionnaire-8th Grade from the Trend in International Mathematics and Science Study (TIMSS) in 2007. The Saudi sample consisted of 175 science teachers while the Singapore sample consisted of 377 teachers.� This research is designed as causal comparative research in which attempts will be made to determine the cause or reason for the existing differences in the achievement of the students of the two participating countries.� The comparison between two countries reveals that there were significant differences in teachers{\textquoteright} preparation for teaching science topics (Biology, Chemistry, Physics, and Earth science), teachers{\textquoteright} license, teaching experience, professional development programs, and teaching practices. Results were discussed and recommendations for science educators and policy makers were proffered.},
	keywords = {8th grade, achievement, science, teachers{\textquoteright} practices, teachers{\textquoteright} qualifications, TIMSS},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.652},
	url = {http://oaji.net/articles/2015/987-1425810596.pdf},
	author = {Qasim Al   Shannag and Hassan   Tairab and Hamza   Dodeen and Faisal   Abdel-Fattah}
}
@article {319,
	title = {PROBLEM BASED LEARNING IN ACIDS AND BASES: LEARNING ACHIEVEMENTS AND STUDENTS{\textquoteright} BELIEFS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {October/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {565-578 },
	abstract = {This study aimed to investigate the effects of Problem Based Learning on high school students{\textquoteright} understanding of ionization of water and acid and base strength. Students{\textquoteright} beliefs about Problem Based Learning were also analysed. A quasi-experimental design was conducted in this study. While students in the experimental groups were instructed via Problem Based Learning, teacher-centred approach was used in the control groups. Before the instructions, a prerequisite knowledge test was applied to identify their prerequisite knowledge to learn the topics, and no significantly differences were found between experimental and control groups. After the instructions, a post-test was applied to determine their understanding of the topics. The results indicated that the mean scores of the students in the experimental groups were significantly higher than those in the control groups. Problem Based Learning Assessment Scale results reflected that students{\textquoteright} positive beliefs increased after each activity. Based on these results, it can be concluded that PBL instruction is effective in concept learning in chemistry education. },
	keywords = {acid and base strength, acids and bases, ionization of water, problem based learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.565},
	url = {http://oaji.net/articles/2015/987-1425810314.pdf},
	author = {Leman   Tarhan and Burcin   Acar-Sesen}
}
@article {275,
	title = {PROSPECTIVE PHYSICS TEACHERS{\textquoteright} SELF-EFFICACY BELIEFS ABOUT TEACHING AND CONCEPTUAL UNDERSTANDINGS FOR THE SUBJECTS OF FORCE AND MOTION},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {6-20},
	abstract = {The aim of this study is to determine the self-efficacy beliefs of prospective physics teachers about teaching the subjects of Force and Motion and their conceptual understanding on the subjects. Also, relationship between the self efficacy beliefs and conceptual understanding was investigated. Additionally, the effects of a teaching sequence upon aforementioned variables were examined. Data was collected through Force Concept Inventory and The Scale of Self-Efficacy about Teaching the Subjects of Force and Motion. The findings revealed that prospective physics teachers didn{\textquoteright}t have a sufficient conceptual understanding of Force and Motion, although they had high self efficacy beliefs about teaching the subject. A positive but weak correlation between self efficacy beliefs and conceptual understanding was found. The teaching sequence led to a statistically significant improvement in the prospective teachers{\textquoteright} self efficacy beliefs about teaching and their conceptual understanding of the subjects. The teaching sequence also led to enhance congruence between the variables.},
	keywords = {Conceptual Understanding, force and motion, physics education, Self Efficacy, teacher self efficacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.06},
	url = {http://oaji.net/articles/2015/987-1425757515.pdf},
	author = {Rabia Tanel}
}
@article {383,
	title = {STUDENT DIFFICULTIES IN SOLVING PROBLEMS CONCERNING SPECIAL RELATIVITY AND POSSIBLE REASONS FOR THESE DIFFICULTIES},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2013},
	month = {August/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {573{\textendash}582 },
	abstract = {There are two main purposes of this study. The first is to determine the basic difficulties of students in solving problems about the theory of special relativity, and the second is to identify the possible causes leading to these difficulties. To achieve these goals, 3 open-ended questions were administered to the participants. These questions were answered by 78 students who had been enrolled in a modern physics course. Out of 78 students, 24 students were selected for interviewing. Commonly used textbooks were also analyzed in order to determine whether there are differences in content. The results of the analysis showed that the students had difficulties in selecting the proper frames of reference. In addition, they could not use the concepts included in the fundamental equations accurately in accordance with their meanings. The main reasons behind these difficulties seem to be the improper generalizations of students. Moreover, the different representations of the fundamental equations in the various textbooks were also seen as the reason for the difficulties students encountered.},
	keywords = {Problem Solving, special relativity, student difficulties},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.573},
	url = {http://oaji.net/articles/2015/987-1447523958.pdf},
	author = {Zafer Tanel}
}
@article {375,
	title = {SUSTAINABILITY IN SCHOOLS OF EDUCATION IN TURKEY: IN THE WORDS OF LECTURERS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2013},
	month = {August/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {469{\textendash}482 },
	abstract = {By means of its major contribution to the values, health and wellbeing of society, higher education has an important role for constructing a sustainable society. Schools of educations, however, have an important role for growing future teachers capable of making sustainable decisions and the ability to integrate sustainability into their lectures. Accordingly, this research has been designed to find out higher education institutions{\textquoteright} implementation and scholarly activities related to sustainability in the words of lecturers. The results have been obtained through the application of an adapted version of the Sustainability Assessment Questionnaire (SAQ). The sample of the study consisted of 7 schools of education in Turkey and 232 lecturers. Results showed that, sustainability concept has rarely been taught and the institutions do not include the concept either into their structure or the mission. },
	keywords = {higher education, sustainability assessment questionnaire, university lecturers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.469},
	url = {http://oaji.net/articles/2015/987-1447523384.pdf},
	author = {B{\"u}lent Cavas and Hamide Ertepinar and Gaye Teksoz}
}
@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 {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 {272,
	title = {ASSESSING PRE-SERVICE TEACHERS (DIS) LIKING OF SOME ANIMAL SPECIES},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {393-402 },
	abstract = {The purpose of this study was to investigate attitudes of students, in particular primary school and biology pre-service teachers, towards specific animals in order to determine principal reasons for (dis) liking them. The sample consisted of 309 university students. Two factors were extracted termed {\textquotedblleft}pleasant animals{\textquotedblright} and {\textquotedblleft}unpleasant animals{\textquotedblright}. {\textquotedblleft}Unpleasant animals{\textquotedblright} were characterised by certain commonly perceived features such as being dirty, dangerous, distinctive and fear evoking while {\textquotedblleft}pleasant animals{\textquotedblright} were typically beautiful, clean, pleasant to touch, intelligent and responsive. Students with more positive attitudes toward the Biology subject also expressed more positive attitudes toward animals, especially toward {\textquotedblleft}unpleasant{\textquotedblright} animals. And students with more frequent exposure to natural environments had more positive attitudes to {\textquotedblleft}pleasant animals{\textquotedblright}.},
	keywords = {animals, biology education, Experiences, pre-service, primary school education, teacher},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.393},
	url = {http://oaji.net/articles/2014/987-1419169320.pdf},
	author = {Gregor Torkar and Milan Kubiatko and Barbara Bajd}
}
@article {263,
	title = {A CROSS-NATIONAL STUDY OF PROSPECTIVE ELEMENTARY AND SCIENCE TEACHERS{\textquoteright} CREATIVITY STYLES},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {September/2012},
	type = {Original article},
	chapter = {285-292 },
	abstract = {1799 prospective teachers (596 males, 1203 females), enrolled in various departments (elementary school teaching and science teaching) in selected universities in Croatia, Czech Republic, Lithuania, Slovakia, Slovenia and Turkey, answered questionnaire on creativity styles. From the results of present study we can recognize that creativity potential of prospective elementary and science teachers is more on the adaptors{\textquoteright} side than on the side of innovators. The differences between prospective teachers, originating from different countries, study tracks and of different genders, even if statistically significant, are small (Cohen{\textquoteright}s d below 0.2). From the perspective of the teacher educators it can mean that similar methods to enhance creativity can be used.},
	keywords = {creativity styles, prospective elementary teachers, Prospective Science Teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.285},
	url = {http://oaji.net/articles/2014/987-1419168605.pdf},
	author = {Andrej {\v S}orgo and Vincentas Lamanauskas and Slavica {\v S}imi{\'c} {\v S}a{\v s}i{\'c} and Milan Kubiatko and Pavol Prokop and Jana Fan{\v c}ovi{\v c}ova and Martin Bilek and Iztok Toma{\v z}i{\v c} and Mehmet Erdogan}
}
@article {257,
	title = {FACTORS HINDERING TEACHERS FROM INTEGRATING NATURAL SCIENCES AND MATHEMATICS INTO HOME ECONOMICS COURSES},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {September/2012},
	type = {Original article},
	chapter = {216-223 },
	abstract = {The purpose of this study was to examine the integration of natural sciences and mathematics into home economics teaching, particularly any factors hindering integration. Altogether 88 Slovenian home economics teachers were questioned. The results show that biology, consumer and health education were integrated into home economics courses more often than other subjects. Slovenian home economics teachers{\textquoteright} integration of other school subjects or topics depends mainly on their work experience and combination of subjects during their undergraduate studies. Another indicator, a negative one, was that our teachers didn{\textquoteright}t know some relevant science and mathematics subject curricula and they are not enough competent in these sciences. This should be the first step in the future development of home economics teacher education.},
	keywords = {home economics, integration, Mathematics, Natural Sciences, teacher},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.216},
	url = {http://oaji.net/articles/2014/987-1419168132.pdf},
	author = {Gregor Torkar and Verena Koch}
}
@article {250,
	title = {THE IMPACT OF PRESENTATION GRAPHICS ON PRESERVICE SCIENCE TEACHERS{\textquoteright} ATTITUDES TOWARDS PHYSICS},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {141-152 },
	abstract = {In this study, the effects of presentation graphics on Preservice Science Teachers{\textquoteright} (PST) attitudes towards physics were investigated. The research was performed on two groups. While one group was an experimental group, another was a control group. The research was conducted in the context of an undergraduate-level physics course, and this course was taught to two groups. While the experimental group consisted of forty PST and was taught with presentation graphics as well as traditional lecturing method, the control group consisted of forty PST and was only taught with traditional lecturing method. The data were collected by means of a scale of attitudes towards physics. In light of the findings of the present research, it was concluded that the attitudes of the experimental group towards physics were much more improved positively than the control groups{\textquoteright} attitude toward physics after the treatment involving presentation graphics.},
	keywords = {attitudes towards physics, presentation graphics, Preservice Science Teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.141 },
	url = {http://oaji.net/articles/2014/987-1419167504.pdf},
	author = {Naki Erdemir and Mustafa Sami Topcu}
}
@article {260,
	title = {INQUIRY-BASED SCIENCE LABORATORIES: AN ANALYSIS OF PRESERVICE TEACHERS{\textquoteright} BELIEFS ABOUT LEARNING SCIENCE THROUGH INQUIRY AND THEIR PERFORMANCES},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {September/2012},
	type = {Original article},
	chapter = {248-266 },
	abstract = {This study investigated the effects of inquiry-based instruction on preservice teachers{\textquoteright} beliefs concerning learning science through inquiry and their performance to apply a scientific inquiry process. A case study design was used in the study and the data were collected through interviews, observations and written documents. Two preservice teachers with different experiences in their previous science education were selected. The preservice teachers learnt both science and scientific inquiry process through open inquiry activities. The results of the research show that past experiences of preservice teachers are effective on beliefs about learning science through inquiry. The open inquiry science activities which allow preservice teachers{\textquoteright} making discussion, collaboration, and interaction were effective in developing their beliefs concerning learning science through inquiry and increasing their ability to apply a scientific inquiry process. The overall findings indicate that inquiry-based activities should frequently be a preferred instruction method in preservice teacher education.},
	keywords = {Inquiry-based instruction, open inquiry activities, pre-service teacher education, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.248},
	url = {http://oaji.net/articles/2014/987-1419168329.pdf},
	author = {Nilg{\"u}n Tatar}
}
@article {254,
	title = {SCIENCE TEACHERS{\textquoteright} ATTITUDES TOWARDS CONSTRUCTIVIST ENVIRONMENT: A BULGARIAN CASE},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {184-193 },
	abstract = {The present study addresses the pedagogical philosophy of secondary science teachers in Bulgarian schools. Information on science teachers{\textquoteright} methods of teaching and learning has been gathered by an interview protocol consisting of six open-ended questions, with a numerical scoring analysis: Teachers Pedagogical Philosophy Interview. The results report that the majority of Bulgarian teachers surveyed rank in the middle of the scale which is an indication that they blend teacher-centred and student-centred style of instruction. A previous our research based on a different survey instrument led to similar conclusions. In addition, the survey reveals that teachers show attitudes to change their teaching methods and classroom practices towards the constructivist approach.},
	keywords = {constructivist environment, Teachers Pedagogical Philosophy Interview, teachers{\textquoteright} attitudes},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.184 },
	url = {http://oaji.net/articles/2014/987-1419167821.pdf},
	author = {Adriana Tafrova-Grigorova and Elena Boiadjieva and Iliya Emilov and Milena Kirova}
}
@article {216,
	title = {EMOTIONS EXPRESSED TOWARD GENETICALLY MODIFIED ORGANISMS AMONG SECONDARY SCHOOL STUDENTS AND PRE-SERVICE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {March/2011},
	type = {Original article},
	chapter = {53-64 },
	abstract = {Active student-centered instructional methods bring more emotion into science teaching, especially in the case of socioscientific issues, like research on and usage of genetically modified organisms (GMOs). We tested the strength of ten basic emotions (fear, anger, joy, disgust, sadness, shame, contempt, guilt, surprise and interest) toward different GMOs. Students expressed high levels of interest, surprise and joy towards GMOs, emotions that could be used as possible motivators to raise the level of interest in Science. Students do not express an equal level of negative emotions toward GMOs as a general category, but take a standpoint towards each item or practice separately. Knowing this, the teacher can choose list of GMOs ranked from more acceptable to the least acceptable GMOs, to avoid any obstruction of reasoning toward GMOs based on strong negative emotions.},
	keywords = {genetically modified organisms, pre-service teachers, secondary school students},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405173429.pdf},
	author = {Andrej {\v S}orgo and Jana Ambro{\v z}i{\v c} Dolin{\v s}ek and Iztok Toma{\v z}i{\v c} and Franc Jan{\v z}ekovi{\v c}}
}
@article {230,
	title = {THE PERCEPTIONS OF PRE-SERVICE SCIENCE TEACHERS CONCERNING CONSTRUCTIVIST PERSPECTIVES TO TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {219-228},
	abstract = {Preservice teachers begin their careers with their attitudes and perceptions about the profession. The purpose of this study is to identify how a four-semester teacher education program helps pre-service teachers{\textquoteright} perceptions about constructivist teaching and learning to change as they progress through the program. The participants of the study included a total of 194 science preservice teachers in four different semesters of their teacher preparation program. The instrument used in this study was the Constructivist Learning Environment Survey (CLES). One way ANOVA was used to identify patterns within cohorts regarding preservice teachers{\textquoteright} beliefs about constructivist strategies. Major findings indicated that although there were statistically different subscales of Shared Control and Critical Voice, in general preservice science teachers hold teacher centered beliefs. Based on these findings, it is possible to say that traditional teacher centered education have been carried on under the name of constructivism in Turkish teaching education programs.},
	keywords = {constructivism, preservice science teacher, teacher education, teacher education program},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410547572.pdf},
	author = {Bilge Taskin-Can}
}
@article {193,
	title = {A CROSS-NATIONAL STUDY OF CZECH AND TURKISH UNIVERSITY STUDENTS{\textquoteright} ATTITUDES TOWARDS ICT USED IN SCIENCE SUBJECTS},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {119-134},
	abstract = {This paper focuses on differences of attitudes related to information and communication technologies among Czech and Turkish university students. Student attitudes were evaluated summatively and with respect to gender, year, country, and type of residential area (town/village). Student attitudes were measured by a modified version of the Information and Communication Technologies Attitudes Questionnaire (Kubiatko \& Hal{\'a}kov{\'a}, 2009). The sample consisted of a total of 770 unversity students (316 Czech and 454 Turkish). The data analysis included factor analysis, MANCOVA, ANOVA, and t-test. The factor analysis yielded five dimensions: 1) Influence of ICT on teaching process, 2) Influence of ICT on human body and environment, 3) Using of ICT in teaching, 4) School and ICT, 5) ICT as didactic equipment. As a result, students from the Czech Republic, male students, sophomores, and students living in town showed more positive attitudes in comparison to other respective groups.},
	keywords = {attitudes, information and communication technologies, Questionnaire, science teaching},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405171457.pdf},
	author = {Milan Kubiatko and Muhammet Usak and Kursad Yilmaz and Mehmet Tasar}
}
@article {174,
	title = {THE MATHEMATICAL AND LOGICAL APPROACHES TO R\&D WORK OF COMPILING CURRICULA FOR CHEMISTRY EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {August/2009},
	type = {Original article},
	chapter = {120-129 },
	abstract = {The aim of this study was to show how combine qualitative and quantitative approaches in the framework of R\&D activities for compiling balanced curricula for chemistry education. The mathematical model based on graph theory was built up. This model allowed us to calculate two kinds of parameters to characterize the structure and composition of a given teaching material:
- parameters characterizing every single structural element of the teaching material in the selected content;
- parameters describing the teaching material as a whole. 
Two important educational concepts of selection and structuring of teaching material was derived from mathematical model represented by directed graph {\textendash} continuity and compactness. As an example of using mathematical and logical approaches for compiling curricula of chemistry education these theoretical concepts were applied to organic chemistry courses for basic and high schools. Results showed that the mergering of curriculum design with chemical epistemology, personal and social relevance of teaching material and mathematical and logical models creates a new forum where constraints to educational reforms can be reviewed and resolved.},
	keywords = {curriculum design and structuring, organic chemistry, relevance, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404739889.pdf},
	author = {Aarne Toldsepp}
}
@article {166,
	title = {STUDENTS{\textquoteright} SELF-REGULATION AND TEACHERS{\textquoteright} REGULATING APPROACHES IN SCIENCE: RESULTS FROM A NORWEGIAN STUDY},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {March/2009},
	type = {Original article},
	chapter = {35-43},
	abstract = {In Norway, the curriculum reform known as {\textquoteleft}Knowledge Promotion{\textquoteright} emphasizes that teachers should have high ambitions for their students and provide more so-called {\textquoteleft}learning pressure{\textquoteright} (or academic pressure) in the classroom. This school reform initiated in 2006 puts particular focus on schools{\textquoteright} responsibilities for fostering strategies that benefit student learning. This paper reports an empirical study of Norwegian high school students{\textquoteright} motivation, learning strategy use and self-regulation in science. It focuses on how students respond to teachers{\textquoteright} regulating approaches. The results show that in science classes the goal of teacher mastery seems to have a more positive effect on boys, while girls respond more positively to teachers{\textquoteright} academic pressure. Furthermore, ethnic majority students respond more positively to the mastery approach, while the academic pressure approach seems to be more important for ethnic minority students in the science classroom. In conclusion, we argue against the assumption in theoretical literature that academic pressure gives a somewhat one-sided negative effect. This assumption about academic pressure needs to be more nuanced.  },
	keywords = {self-regulated learning, teacher regulating approaches},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404720566.pdf},
	author = {Eyvind Elstad and Are Turmo}
}
@article {162,
	title = {WHAT KIND OF RESEARCH DO WE NEED FOR DEVELOPING STL IN SCIENCE EDUCATION?},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {March/2009},
	type = {Editorial},
	chapter = {4},
	abstract = {The effectiveness of any R\&D work depends on research methodology used by studying nature, regularities and peculiarities related to the researched field of knowledge. How often have we heard that educational researches belong to {\textquoteleft}soft studies{\textquoteright} because all social sciences including science education belong to the soft field of knowledge. A quilty person in this case is not at all science education but educators {\textendash} researchers working in the field of science education and using only soft methodology and strategies. Any educational research has the same attributes as fundamental ({\textquoteleft}strong{\textquoteright}) sciences and embraces formulating topics and a tittle, planning theoretical and experimental study, collecting empirical data, statistically treating the results of research etc. There is a single exception between {\textquoteright}soft{\textquoteright} and {\textquoteleft}strong{\textquoteright} studies: in social sciences including science education, we cannot repeat experiments under the same circumstances. During the time between two parallel studies, our kids, pupils, students or currently, our respondents have changed cognitively, emotionally, communicatively etc. A number of changes in their knowledge, skills, values and even in characters can be noticed. In addition to the above mentioned changes, we fail to understand the kind of changes taking place during experimental study.. },
	keywords = {flexible theories, Research Methodology, science education, statistical methods},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404720331.pdf},
	author = {Aarne T{\~o}ldsepp}
}
@article {146,
	title = {FOLLOWING THE LOGIC OF STUDENT THINKING PATTERNS ABOUT ATOMIC ORBITAL STRUCTURES},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {March/2008},
	type = {Original article},
	chapter = {27-36},
	abstract = {The aim of the present study was to follow the logic of student thinking patterns about atomic orbital structures on both the atomic model visualization and the corresponding symbolic representation levels. The students{\textasciiacute} factual knowledge was measured by the percent correct answers with and without explanations, the misconceptions were documented, and the cognitive organization was analyzed using knowledge space theory. The study was carried out with 255 students studying chemistry at the 8th and 9th lower secondary school and 10th to 12th secondary school levels.
       The major findings included (1) the high proportion of correct answers on multiple-choice questions, without correct explanations, leading to false positive results which do not necessarily reflect understanding of the material; (2) the lack of a logic structure in students{\textquoteright} thinking due mostly to the misunderstanding of symbols; and (3) misconceptions about what charges represent and the placement of electrons in ionic vs. covalent bonding. },
	keywords = {knowledge space theory, misconception, science education, symbolic representation, visual representation},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404288983.pdf},
	author = {Andero Vaarik and Mare Taagepera and Lembi Tamm}
}
@article {126,
	title = {DEVELOPING PROSPECTIVE PHYSICS TEACHERS{\textquoteright} SKILLS OF INDEPENDENT EXPERIMENTAL WORK USING OUTDOORS APPROACH},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {March/2007},
	type = {Original article},
	chapter = {47-57},
	abstract = {This paper discusses the development of an Introductory Physics course at a Pedagogical University in Russia. The course focuses on developing students{\textquoteright} skills of independent experimental work. Piotr Gal{\textquoteright}perin{\textquoteright}s (1902-1988) ideas, that learning should begin with a profound orientation to the learning task and integrate students{\textquoteright} self-reflections, provide a theoretical ground for the course development. An outdoor context was used to inspire and implement the students{\textquoteright} self-directed projects. Evidence of the outcomes of different elements of the course implementation was collected through action research methodology. The results show that the students deepen their skills of inquiry and value doing independent planning and implementation of experimental activities in an outdoor environment.
           In the new course design, priorities shifted towards developing students{\textquoteright} advanced skills of experimental activity and understanding of inquiry. The students learned to reflect about experimental activity as a whole. The generic skills of inquiry developed indoors were applied and further developed when solving practical problems outdoors.
           The evidence collected during the course revealed a generally positive attitude of the first year students towards the new teaching methods. The students had more time and possibilities to discuss the ideas and to plan and implement investigations. They felt responsibility for their own learning and ownership of their projects. Positive changes in students{\textquoteright} attitudes towards the experimental work could be identified. The most significant improvement took place in planning the inquiry, as well as in results analysis. 
         The course development work gives us evidence that the students{\textquoteright} orientation in generic forms of experimental activity is productive and particular important in teacher education. Prospective teachers get better possibilities of acquiring skills of inquiry and not only content. The outdoors approach enriched the design of the introductory physics course. It inspired the new vision of the objectives and structure of this course. Generally, students gave a positive response in evaluations of outdoor studies ranging from satisfaction to a very positive attitude. 
          However, one course can not change the system. Unfortunately, we can state that the courses where students continue their studies after the Introductory Physics course represent the rather traditional scholastic culture of physics courses, with creativity limited to finding standard solutions for standard problems.},
	keywords = {introductory physics, outdoors, students{\textquoteright} projects},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404286929.pdf},
	author = {Oleg Popov and Irina Tevel}
}
@article {128,
	title = {THE INFLUENCES OF ELEMENTARY SCIENCE TEACHING METHOD COURSES ON A TURKISH TEACHERS COLLEGE ELEMENTARY EDUCATION MAJOR STUDENTS{\textquoteright} ATTITUDES TOWARDS SCIENCE AND SCIENCE TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {March/2007},
	type = {Original article},
	chapter = {66-77},
	abstract = {The main purpose of this study was to find the influences of elementary science teaching method courses on Turkish elementary education major students{\textquoteright} attitudes toward science and science teaching in a Turkish Teachers College. The results of both pre and post-test scores showed that elementary education major students have positive attitudes toward science and science teaching. Statistically, only one significant positive change (pair-wise t-tests) was found between the pre and post-test scores; that is, students significantly gained more positive attitudes toward science teaching. On the other hand, the mean difference after taking elementary science teaching method courses did not show a significant result on the attitudes toward science. As a result of this study, it can be concluded that Elementary science teaching method courses have a positive influence on attitudes toward science teaching but this conclusion is not the same for the attitudes toward science. },
	keywords = {attitudes toward science, elementary science teaching, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404287084.pdf},
	author = {Lutfullah Turkmen}
}
@article {139,
	title = {USING PHENOMENOGRAPHY COMBINED WITH KNOWLEDGE SPACE THEORY TO STUDY STUDENTS{\textquoteright} THINKING PATTERNS IN DESCRIBING AN ION},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {October/2007},
	type = {Original article},
	chapter = {27-33},
	abstract = {This study compares Hungarian 7th to 11th graders{\textquoteright} thinking patterns in describing an ion. The combination of phenomenography and knowledge space theory was used as evaluation method to explore students{\textquoteright} reasoning and to follow the change in students{\textquoteright} cognitive structures. According to the phenomenographic analysis of the responses, three main categories, {\textquoteleft}ions are particles{\textquoteright}, {\textquoteleft}charge of ions{\textquoteright} and {\textquoteleft}formation of ions{\textquoteright}, were identified. Connections between these categories were determined by adapting knowledge space theory to the hierarchy of categories. Results showed a typical shape of the process of conceptual change. The initial model for representation of students{\textquoteright} knowledge structure is a simple one but during the instruction this model becomes more complex and finally {\textquoteleft}crystallises{\textquoteright} the new model. In the initial model, the {\textquoteleft}charge of ions{\textquoteright} category was independent of the {\textquoteleft}formation of ions{\textquoteright} category, and these both categories were built on the category {\textquoteleft}ions are particles{\textquoteright}. Significant change in connections among categories could be detected in 8th grade. From 8th grade the category {\textquoteleft}ions are particles{\textquoteright} as basic knowledge was changed into the category {\textquoteleft}charge of ions{\textquoteright}. At the end of the instruction (in 11th grade) {\textendash} after mixing these models in 9th and 10th grades {\textendash} a double model with basic category {\textquoteleft}charge of ions{\textquoteright} was found for representation of students{\textquoteright} thinking patterns in describing an ion.},
	keywords = {conceptual change, ion, knowledge space theory, phenomenography},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404288547.pdf},
	author = {Zolt{\'a}n T{\'o}th and Lajos Lud{\'a}nyi}
}
@article {100,
	title = {CHALLENGES OF SUSTAINABLE DEVELOPMENT EDUCATION TO HIGHER EDUCATION IN LITHUANIA},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {October/2005},
	type = {Original article},
	chapter = {68-79},
	abstract = {The establishment of a new personal approach and a current position on environment are the concerns of the scholars and educators in the majority of countries. Natural sciences on their own, although spreading broad but abstract knowledge of the world do not foster values and provisions essential for sustainable development education. In order to discover the ways and the scope of how sustainable development education has been introduced into educational programmes, the curricula of Bachelor and Master{\textquoteright}s studies of the University of Klaipeda, the University of {\v S}iauliai and Mykolas Romeris University have been revised. Assessment of postgraduate studies including the surveying of the staff dealing with the above mentioned curricula has been undertaken. The article discloses the issues relevant to higher education in Lithuania when encountering the problems of sustainable development education and takes a view on possible techniques of education as well as on the innovations of the curricula. The project-based technique applied for sustainable development education is a new, non-traditional way creating new opportunities of building up relationships between a student and an educator. },
	keywords = {project-based teaching, strategic abilities, sustainable development education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481285231.pdf},
	author = {Lidija U{\v s}eckiene and Vilija Targamadze}
}
@article {93,
	title = {DEAR READERS AND WRITERS!},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {October/2005},
	type = {Editorial},
	chapter = {4},
	abstract = {Two different professions are engaged in science education: {\textquoteleft}subject-specific (physics/ chemistry/biology) educators{\textquoteright} (i.e. people who do it) and {\textquoteleft}science education researchers{\textquoteright} (people who study it). Many subject-specific educators at the university and school levels often analyse physics/ chemistry/biology education in general or particular concepts and areas of their specific discipline. The selection of the content for the curriculum, as well as the level and depth at which concepts should be taught feature in such discussions. Science educators are engaged in educational research {\textendash} advancing pedagogical knowledge in science. They started about thirty years ago to see science education from a different perspective, that of the process of learning. Their attention was focused not on the curriculum but on the student. Another change was the fact that such studies are not theoretical but are carried out by means of experimental (empirical) investigations. As with research in science, characteristics of educational research are that it is theory based, it is data based, and it produces generalisable results.},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481284646.pdf},
	author = {Georgios Tsaparlis}
}
@article {84,
	title = {DEAR READERS AND WRITERS!},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {March/2005},
	type = {Editorial},
	chapter = {4},
	abstract = {The Journal of Baltic Science Education (JBSE) is a relatively new journal in the field of science education. Nevertheless it has already had a strong position amongst the other journals of that area. This high quality scholarly journal seems to be a bridge between the Eastern pedagogy and the Western education. In addition it revives the old educational tradition of the Baltic countries and Scandinavia. The papers from the other parts of Europe are also welcome.},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481049108.pdf},
	author = {Borislav V. Toshev}
}
@article {97,
	title = {THE EFFECT OF THE {\textquotedblleft}HYBRID MODEL{\textquotedblright} ON THE 7th AND 8th YEAR TURKISH STUDENTS{\textquoteright} SUCCESS RELATED TO THE CHEMISTRY SUBJECTS},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {October/2005},
	type = {Original article},
	chapter = {35-45},
	abstract = {Web Based Learning Model provides various opportunities for students to study individually without time and space limitations and makes positive effects on students{\textquoteright} learning and success. However, totally on-line courses have some limitations. To overcome these limitations, educational experts offer a mixture of traditional and on-line education together, called the hybrid model which can be superior to both traditional classes and totally on-line courses in terms of students{\textquoteright} success.
In this study, the effects of the {\textquotedblleft}Hybrid Model{\textquotedblright} on the students{\textquoteright} success related to chemistry subjects in the primary school 7th, 8th year science teaching program, in Turkey, by mixing two hours traditional teaching followed by a one hour on-line application by using a web page specifically designed for this study.
As a result of this study it was found out that the hybrid model, when compared to the traditional learning method, has created positive effects on students{\textquoteright} knowledge gain and success. },
	keywords = {chemistry, hybrid model, knowledge scale, success, web-based learning},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481284991.pdf},
	author = {Cengiz Tuysuz and Husamettin Akcay and Halil Aydin}
}
@article {94,
	title = {AN EVALUATION OF BOTSWANA SENIOR SECONDARY SCHOOL CHEMISTRY SYLLABUS},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {October/2005},
	type = {Original article},
	chapter = {5-14},
	abstract = {The study aimed at evaluating the worth of the recently introduced chemistry syllabus in Botswana. Using a multi-faceted approach, data were collected from Botswana senior secondary school chemistry students, their teachers and pre-service chemistry teachers in the country.  It was found that there exists a good link between the new syllabus and Junior Certificate (JC) science syllabus. In addition, it was found that the students viewed the modules on stoichiometry and carbon chemistry among others problematic. The students{\textquoteright} views were corroborated, to a large extent, by their teachers{\textquoteright}. Deriving from the findings of the study, it was recommended, among other things, that an extra lesson slot per week be allocated to chemistry and that the teaching load of chemistry teachers be reduced.},
	keywords = {chemistry syllabus, chemistry teachers, natural science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481284752.pdf},
	author = {Isaac Seetso and Adediran Taiwo}
}
@article {77,
	title = {THE STUDENTS{\textquoteright} PERCEPTIONS: ESSAY VERSUS MULTIPLE-CHOICE TYPE EXAMS},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {March/2003},
	type = {Original article},
	chapter = {52-59},
	abstract = {The purpose of this study was to examine students{\textquoteright} perceptions toward essay versus multiple-choice exams. Fifty students from a science education department participated in this study. Overall student-rating data revealed that students showed significantly (p<0.001) more favorable attitudes towards multiple choice test format compared to essay type formats in terms of the most critical dimensions assessed. These findings suggest that student perceptions should be taken into consideration while planning and constructing classroom testing. Suggestions for future research and implications for having students{\textquoteright} perceptions are also discussed.
Students are the most affected by the educational testing. Therefore, teachers and measurement specialists should take into consideration of students{\textquoteright} attitudes and perceptions regarding test formats, because they are good sources of information about a test{\textquoteright}s face validity besides its content, construct, and predictive validity. It is important to have evidence for face validity of the tests developed by the teachers from the students{\textquoteright} critical perspectives. 
Feedback from the students on various components or facets of classroom tests is valuable source of information, because their perspectives affect test preparation behavior, student cooperation and test motivation during the exam, and influence the level of test performance and attainment on the exam (Zeidner, 1987). If students have a positive tendency toward a particular test format, the possibility of student cooperation, teacher-student rapport, and test motivation would be enhanced, while aversive emotional reactions and harmful motivational tempers would be lessened.     
Since students had strong preference for multiple choice over essay type formats in this study, teachers should pay attention and give careful consideration and weight to the multiple choice format, when they are initially planning a classroom test and deciding appropriated item format in a previously planned test. },
	keywords = {essay exams, multiple choice exams, test attitudes, test format},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1482420585.pdf},
	author = {Dogan Tozoglu and Musavver D. Tozoglu and Ahmet Gurses and Cetin Dogar}
}
@article {61,
	title = {INCREASING THE RELEVANCE OF SCIENCE EDUCATION {\textendash} STUDENT PREFERENCES FOR DIFFERENT TYPES OF TEACHING SCENARIOS},
	journal = {Journal of Baltic Science Education},
	volume = {2},
	year = {2003},
	month = {March/2003},
	type = {Original article},
	chapter = {49 - 61},
	abstract = {The goal of this study was to determine which issues were relevant to students and the reasons for this. Issues were presented in the form of scenarios {\textendash} as a story that leads students into learning science by considering the wider goals of education. Three different categories of scenarios were defined: subject oriented, social issue-based focused on student personal experience and social issue-based, focused on global societal problems. All scenarios were developed by science teachers during a STL training course.

Two hundred and seventy two grade seven to nine students from two schools (suburban town and city) were asked to choose and evaluate the three most interesting scenarios from nine. The results of the study showed gender based differences. Girls were interested in issues that were connected with their health and outlook. Boys liked to study more about the things, which happen in society.

If we use the scenario as a {\textquotedblleft}model{\textquotedblright} for relevance of science education for students, the following conclusions can be highlighted: 

{\textperiodcentered}        Boys and girls see the relevance of science education differently and this depends also on age group. It is important to consider gender differences and students age group in designing teaching scenarios for the classroom. For making teaching more relevant for students, teachers should create various types of scenarios. Girls like to study more about things, which are connected with them (with their health and how they look). Boys are more eager to learn about problems that happen in the society (economical and environmental problems);

{\textperiodcentered}        Students{\textquoteright} and teacher{\textquoteright}s opinions on relevance differ. 1/3 of teacher created scenarios, were irrelevant in the eyes of students.  The outcomes show that the most uninteresting scenarios belong to the subject-oriented category (54\% of students who answered this question didn{\textquoteright}t like the subject oriented scenarios);

{\textperiodcentered}        Students free reasoning helps to develop frames for creating relevant scenarios for teaching.},
	keywords = {issue-based teaching, relevance, science education, STL teaching scenarios},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1503928836.pdf},
	author = {Moonika Teppo and Miia Rannikm{\"a}e}
}
@article {49,
	title = {RESEARCH AND DEVELOPMENT WORK FROM THE PERSPECTIVE OF COMPILING BALANCED CURRICULA FOR SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {2},
	year = {2003},
	month = {March/2003},
	type = {Original article},
	chapter = {5-11},
	abstract = {In this paper, research and development (R\&D) work in the context of the current reforms in science education is analyzed from the perspective of compiling balanced curricula and syllabi for teaching science. We argue that science as a subject taught is not a rigid body of knowledge, rather than a style of life in rapidly evolving society. We consider the ideal paradigm of science education today as well as in the future as teaching balanced science according to balanced curricula in strongly social context based on psychological and didactical treatment. The main aim of science education is to achieve scientific and technological literacy (STL) among the students, to improve public understanding of science, and currently, to prepare future citizens. Compiling of the balanced curricula for science education should begin from establishing balance between educational goals aimed by the formation of STL. Implementing the balanced curricula demands the compiling of the balanced instructional system including balanced strategies and methodology for teaching science.},
	keywords = {balanced curriculum, educational components, educational goals, scientific and technological literacy (STL)},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1503928012.pdf},
	author = {Aarne T{\~o}ldsepp and Vilja Toots}
}
