<?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%">Özdem Yılmaz, Y.</style></author><author><style face="normal" font="default" size="100%">Mustafa Şahin</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ENHANCING SCIENCE TEACHING EFFICACY OF PRE-SERVICE PRESCHOOL TEACHERS THROUGH INQUIRY-BASED SCIENCE COURSE</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%">early childhood teacher education</style></keyword><keyword><style  face="normal" font="default" size="100%">inquiry-based science education</style></keyword><keyword><style  face="normal" font="default" size="100%">preschool teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">science teaching efficacy</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%">August/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4575704</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%">Natural science is often overlooked in preschool education, despite its crucial role in developing young children's inquiry and exploration skills. This study aimed to explain the impact of inquiry-based science teaching activities on the science teaching efficacy of pre-service preschool teachers. Participants included 23 pre-service teachers enrolled in a preschool education undergraduate program at a university. Employing a pretest-posttest weak experimental design, data were collected using the Teachers’ Sense of Efficacy Scale (TSES) and a semi-structured interview form developed by the researchers. Pre- and post-intervention assessments were conducted, and quantitative and qualitative data were analysed comparatively. Results indicated a significant increase in participants’ science teaching efficacy following their engagement in inquiry-based activities. The findings highlight the effectiveness of structured, inquiry-centred coursework in enhancing pre-service preschool teachers’ confidence and competence in science teaching, underscoring the importance of embedding inquiry-based approaches within early childhood teacher preparation programs.</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%">670-683</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%">Kateřina Čiháková</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INQUIRY AS A NATURAL PART OF OUTDOOR TEACHING: INSIGHT FROM MOTIVATED EDUCATORS USING ONLINE COURSE AND RESOURCES IN THE CZECH REPUBLIC</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%">inquiry-based science education</style></keyword><keyword><style  face="normal" font="default" size="100%">online course</style></keyword><keyword><style  face="normal" font="default" size="100%">outdoor education</style></keyword><keyword><style  face="normal" font="default" size="100%">professional development</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1724479841.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">23</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%">Scientific literacy is decreasing in the Czech Republic and inquiry-based science education (IBSE), believed to enhance it, is used rarely. Meanwhile, outdoor teaching is on the rise, but it is unclear if it could help promote inquiry. This study examines the frequencies of outdoor teaching and IBSE and their relationship in self-reported practice among motivated educators. Two questionnaires were filled out by educators who downloaded teaching resources in 2019 (N = 796) and those who enrolled in an online course in 2020 (N = 745). 
A high proportion of educators used some form of IBSE. Many of them unexpectedly often involved students in research design as part of IBSE. The frequency of student-designed investigation was correlated with the frequency of outdoor teaching in both samples. Both frequencies increased after the online course. This indicates that involving students in research design can be supported indirectly and that new professional development courses could use the attractiveness of outdoor education. 
Two groups of active teachers were identified, one focused on inquiry in their own class and the other motivating colleagues to teach outdoors. As they were represented more among primary school teachers, establishing learning communities consisting of both primary and lower-secondary science teachers could bring change to science education.
</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%">599-614</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%">Zuzana Ješková</style></author><author><style face="normal" font="default" size="100%">Stanislav Lukáč</style></author><author><style face="normal" font="default" size="100%">Martina Hančová</style></author><author><style face="normal" font="default" size="100%">Ľubomír Šnajder</style></author><author><style face="normal" font="default" size="100%">Ján Guniš</style></author><author><style face="normal" font="default" size="100%">Brigita Balogová</style></author><author><style face="normal" font="default" size="100%">Marián Kireš</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EFFICACY OF INQUIRY-BASED LEARNING IN MATHEMATICS, PHYSICS AND INFORMATICS IN RELATION TO THE DEVELOPMENT OF STUDENTS´ INQUIRY SKILLS</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%">inquiry skills</style></keyword><keyword><style  face="normal" font="default" size="100%">inquiry skills assessment</style></keyword><keyword><style  face="normal" font="default" size="100%">inquiry-based science education</style></keyword><keyword><style  face="normal" font="default" size="100%">test of inquiry skills</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/987-1482502031.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">15</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 current initiatives at European level urge more emphasis on the implementation of inquiry-based science education (IBSE). Although there are existing studies on the effect of IBSE on understanding science, fewer attempts have been made regarding the development of various inquiry skills. In this research, a model of consistent implementation of inquiry activities across the three subjects of mathematics, physics and informatics was developed and its efficacy with regard to selected inquiry skills development was examined. In order to evaluate the efficacy, a test assessing the level of inquiry skills development was designed. This test was taken by 300 high school students both before and after experimental teaching. In between students were exposed to coherent and intentional multidisciplinary inquiry-based learning within a period of approx. four months. The results showed a statistically significant increase on test scores that is gender independent, however the class specialization played a significant role. The results indicate that the designed model of coactive IBSE implementation is efficacious for inquiry skills development and therefore applicable in school practice.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">559–574</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%">Jiří Škoda</style></author><author><style face="normal" font="default" size="100%">Pavel Doulík</style></author><author><style face="normal" font="default" size="100%">Martin Bílek</style></author><author><style face="normal" font="default" size="100%">Ivana Šimonová</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">LEARNING STYLE AS A FACTOR INFLUENCING THE EFFECTIVENESS OF THE INQUIRY-BASED SCIENCE EDUCATION AT LOWER SECONDARY SCHOOLS</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%">educational practice</style></keyword><keyword><style  face="normal" font="default" size="100%">identification of learning results</style></keyword><keyword><style  face="normal" font="default" size="100%">inquiry-based science education</style></keyword><keyword><style  face="normal" font="default" size="100%">learning styles</style></keyword><keyword><style  face="normal" font="default" size="100%">quantitative research</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/987-1482502186.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">15</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 IBSE has become a rather frequently applied strategy of directing learning activities in teaching science subjects. However, results of the IBSE effectiveness are not clear. A more detailed analysis is required which will reflect learners´ individual characteristics. Therefore, the main aim of this research is to discover what the effectiveness of IBSE reflecting individual learning style is. The learning style categorization followed the Honey and Mumford´s variation on the Kolb´s system. The IBSE effectiveness was detected by the didactic test consisting of 15 PISA-style tasks. The research was conducted in the sample of 332 learners who were exposed to IBSE for five months. Their knowledge was tested before, immediately after and four months after the IBSE approach was applied in lessons. The collected data were processed by ANOVA and Tukey HSD test. The results show that the highest short-term results were reached with learners preferring concrete sensing; the highest long-term results were reached with those of active processing of information. This finding might be caused by better use of metacognition and acquiring such individual metacognitive strategies which learners apply at utilization of information. Further on, the IBSE should focus on mechanisms of fixing the acquired knowledge.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">588–601</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%">Jiří Škoda</style></author><author><style face="normal" font="default" size="100%">Pavel Doulík</style></author><author><style face="normal" font="default" size="100%">Martin Bílek</style></author><author><style face="normal" font="default" size="100%">Ivana Šimonová</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECTIVENESS OF INQUIRY BASED SCIENCE EDUCATION IN RELATION TO THE LEARNERS´ MOTIVATION TYPES</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%">educational practice</style></keyword><keyword><style  face="normal" font="default" size="100%">inquiry-based science education</style></keyword><keyword><style  face="normal" font="default" size="100%">learners’ motivation types</style></keyword><keyword><style  face="normal" font="default" size="100%">quantitative research</style></keyword><keyword><style  face="normal" font="default" size="100%">testing</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2015</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2015</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/987-1479544335.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">14</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 study presents the results of the quantitative research focusing on the effectiveness of the inquiry based science education (IBSE) in correlation to motivation types of learners. Reflecting the fact that the learning results are impacted by the inner motivation, the main aim of the research was to find out whether there are differences in IBSE effectiveness in four motivation types - explorers, directors, coordinators, and accurators. 
The IBSE approach was applied for the period of five months to 395 fifteen-year-old learners of Czech lower secondary schools. The IBSE effectiveness was tested before the instruction (pre-test), immediately after it (post-test1) and four months later (post-test2). The results of four motivation types were compared. Directors reached the best results in post-test1; explorers in post-test2; accurators´ results were the worst of all. These findings show that the IBSE cannot be applied as a universal method; teachers should adjust its exploitation to learners’ individual particularities.</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%">791–803</style></section></record></records></xml>