<?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%">Liang-Ting Tsai</style></author><author><style face="normal" font="default" size="100%">Cheng-Chieh Chang</style></author><author><style face="normal" font="default" size="100%">Hao-Ti Cheng</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EFFECT OF A STEM-ORIENTED COURSE ON STUDENTS’ MARINE SCIENCE MOTIVATION, INTEREST, AND ACHIEVEMENTS</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%">learning interest</style></keyword><keyword><style  face="normal" font="default" size="100%">learning motivation</style></keyword><keyword><style  face="normal" font="default" size="100%">marine science achievement</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/987-1611649111.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">20</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 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 “Marine Science” increases the success rate and attitude towards the subject of students.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">134-145</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%">Yen-Ling Lin</style></author><author><style face="normal" font="default" size="100%">Shu Wen Huang</style></author><author><style face="normal" font="default" size="100%">Cheng-Chieh Chang</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE IMPACTS OF A MARINE SCIENCE BOARD GAME ON MOTIVATION, INTEREST, AND ACHIEVEMENT IN MARINE SCIENCE LEARNING</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%">board game teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">learning interest</style></keyword><keyword><style  face="normal" font="default" size="100%">learning motivation</style></keyword><keyword><style  face="normal" font="default" size="100%">marine education</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/987-1576226192.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">18</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%">This research sought to explore how teaching utilizing a marine science-related board game affected students’ motivation, interest, and achievement in marine science learning at the high school level. The research utilized an experimental design with pre-test and post-test measurements and a classroom setting, and included an experimental group containing 25 students and a control group  containing 26 students. The experiment was carried out over the course of 12 lessons, with various questionnaires, including a marine science learning motivation (MSLM) inventory, a marine science learning interest (MSLI) inventory, and a marine science learning achievement (MSLA) inventory, being used as the measurement instruments. The research analysed the students’ scores on these inventories using one-way analysis of ANCOVA. The main results of this research were as follows: 1) with regard to the MSLM inventory, the ‘relevance’, ‘confidence’, and ‘total score’ were significantly different between the two groups; 2) with regard to the MSLI inventory, the ‘cognitions regarding marine science’ were significantly different between the two groups; and 3) with regard to the MSLA, all of the dimensions including ‘memory’, ‘understanding’, ‘high-level thinking’, and ‘total score’ were significantly different between the two groups. </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%">907-923</style></section></record></records></xml>