@article {1176,
	title = {PRIMARY PRE-SERVICE TEACHERS{\textquoteright} METAPHORICAL PERCEPTIONS OF THE CONCEPT OF ENVIRONMENTAL POLLUTION},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {275-287},
	abstract = {Metaphors are expressions that are frequently used in people{\textquoteright}s minds to explain concepts with other unrelated concepts and have a personal emphasis on learning. The purpose of this study is to determine and interpret the metaphorical perceptions of primary school pre-service teachers towards environmental pollution. The "phenomenology" research design was used in this study. The study group of this research consists of a total of 372 primary pre-service teachers. Data were collected using semi-structured forms to determine the metaphorical perceptions of primary school pre-service teachers. The pre-service teachers were asked to complete the sentence, "Environmental pollution is like... because....". At the conclusion of multiple comparisons, by the relation degree between environmental pollution and its metaphors, it was determined that significant difference was in favour of the 2nd year between the 2nd and 4th years and in favour of the 3rd year between the 3rd and 4th years. As a result of the research, it was discovered that the majority of the metaphors produced by the pre-service teachers were in the "human" and "harmful/dangerous/uncomfortable situations" categories. Furthermore, the study discovered that as the year level increased, the number of related metaphors about environmental pollution decreased. },
	keywords = {environmental pollution, metaphorical perceptions, primary pre-service teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.275},
	url = {https://oaji.net/articles/2022/987-1652122730.pdf},
	author = {Eser {\"U}ltay}
}
@article {551,
	title = {EXAMINATION OF CONTEXT-BASED PROBLEM-SOLVING ABILITIES OF PRE-SERVICE PHYSICS TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {113-122},
	abstract = {In recent years, while the context-based approach has been popular and the teachers have been using it in the classrooms, it is seen that they do not prefer using context-based evaluation techniques. This becomes a problem for students because they used to be taught in the context-based approach enriched by daily life examples and then they are measured by paper and pencil tests. From this point of view, the aim of this research was to examine the ability of the pre-service physics teachers creating context-based problem about pressure. A case study approach was used to answer the research questions. The research was carried out in a university on the north coast of Turkey. Participants were 25 pre-service physics teachers between 20-24 ages. Pre-service teachers were firstly taught the context-based approach and then to write context-based problems. In data collection process, they prepared context-based problems and they were evaluated by a rubric consisting six criteria and three categories. After data analysis, it was found that pre-service teachers remained in the middle level in terms of creating context-based problems. In undergraduate or graduate programs, pre-service teachers and teachers should be informed about the context-based approach and context-based evaluation techniques so that they can effectively use them. },
	keywords = {context-based evaluation, context-based problem, pre-service physics teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.113},
	url = {http://oaji.net/articles/2017/987-1493050106.pdf},
	author = {Eser {\"U}ltay}
}
