<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ozichi Okwukwe Benson</style></author><author><style face="normal" font="default" size="100%">Maria Tsakeni</style></author><author><style face="normal" font="default" size="100%">Stephen Chinedu Nwafor</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">RELATIVE EFFECTIVENESS OF COLLABORATIVE AND ANONYMOUS PEER ASSESSMENT TECHNIQUES ON STUDENTS’ ACHIEVEMENT IN ECOLOGICAL CONCEPTS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">achievement in ecological concepts</style></keyword><keyword><style  face="normal" font="default" size="100%">anonymous peer assessment</style></keyword><keyword><style  face="normal" font="default" size="100%">collaborative peer assessment</style></keyword><keyword><style  face="normal" font="default" size="100%">conventional assessment technique</style></keyword><keyword><style  face="normal" font="default" size="100%">experimental study</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4713314</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">24</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In many developing countries where conventional assessment techniques remain prevalent in schools, limited research exists on the impact of various forms of peer assessment, particularly collaborative and anonymous techniques, on students’ achievement in demanding science subjects such as ecological concepts. This study examined the relative effectiveness of collaborative and anonymous peer assessment techniques on students’ achievement in ecological concepts, as well as the influence of gender on achievement outcomes. A quasi-experimental, pre-test–post-test, non-equivalent control group design was employed, involving 137 Biology students. Data were gathered using a pre-test and post-test achievement measure administered to all participants. The findings revealed that the collaborative peer assessment technique (CPAT) was significantly more effective in enhancing students’ achievement in ecological concepts than both the anonymous peer assessment technique (APAT) and the conventional assessment technique (CAT). The anonymous peer assessment technique also produced a statistically significant improvement in students’ achievement when compared with the CAT. Furthermore, no significant difference was observed between the achievement of male and female students when taught ecological concepts using either CPAT or APAT.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1049-1060</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">'Maphole Marake</style></author><author><style face="normal" font="default" size="100%">Loyiso C. Jita</style></author><author><style face="normal" font="default" size="100%">Maria Tsakeni</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SCIENCE TEACHERS’ PERCEPTIONS OF THEIR KNOWLEDGE BASE FOR TEACHING FORCE CONCEPTS   </style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">force concepts</style></keyword><keyword><style  face="normal" font="default" size="100%">pedagogical content knowledge</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher knowledge</style></keyword><keyword><style  face="normal" font="default" size="100%">teachers’ perceptions of knowledge</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/987-1662187050.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">21</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">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’ perceptions of their knowledge base for teaching force concepts should be probed because perceptions act as windows into teachers’ practices. This study, therefore, explored physics teachers’ perceptions of their knowledge base for teaching force concepts. Science teachers’ 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’ actual knowledge of PCK constructs are executed, so that appropriate information is available when planning professional development activities targeting teachers’ PCK.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">651-662</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Chipo Makamure</style></author><author><style face="normal" font="default" size="100%">Maria Tsakeni</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">COVID-19 AS AN AGENT OF CHANGE IN TEACHING AND LEARNING STEM SUBJECTS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">COVID-19</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematics and science</style></keyword><keyword><style  face="normal" font="default" size="100%">online learning</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM education</style></keyword><keyword><style  face="normal" font="default" size="100%">virtual platforms</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/987-1613414533.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">19</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">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’ 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.</style></abstract><issue><style face="normal" font="default" size="100%">6A</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1078-1091</style></section></record></records></xml>