<?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%">Khaleel AlArabi</style></author><author><style face="normal" font="default" size="100%">Hassan   Tairab</style></author><author><style face="normal" font="default" size="100%">Yousef Wardat</style></author><author><style face="normal" font="default" size="100%">Shashidhar Belbase</style></author><author><style face="normal" font="default" size="100%">Suzan Alabidi</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ENHANCING THE LEARNING OF NEWTON’S SECOND LAW OF MOTION USING COMPUTER SIMULATIONS</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%">computer simulations</style></keyword><keyword><style  face="normal" font="default" size="100%">Newton’s Second Law of Motion</style></keyword><keyword><style  face="normal" font="default" size="100%">students’ performance</style></keyword><keyword><style  face="normal" font="default" size="100%">United Arab Emirates</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%">December/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/987-1671187660.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%">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’ learning of Newton’s Second Law of Motion (NSLOM) in grade 11 compared to traditional face-to-face education. The study used Newton’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' classes (40 students) and two grade 11 boys' 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.</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%">946-966</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%">Mária Ganajová</style></author><author><style face="normal" font="default" size="100%">Ivana Sotáková</style></author><author><style face="normal" font="default" size="100%">Stanislav Lukáč</style></author><author><style face="normal" font="default" size="100%">Zuzana Ješková</style></author><author><style face="normal" font="default" size="100%">Veronika Jurková</style></author><author><style face="normal" font="default" size="100%">Renáta Orosová</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FORMATIVE ASSESSMENT AS A TOOL TO ENHANCE THE DEVELOPMENT OF INQUIRY SKILLS IN SCIENCE EDUCATION</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%">formative assessment classroom techniques</style></keyword><keyword><style  face="normal" font="default" size="100%">inquiry skills</style></keyword><keyword><style  face="normal" font="default" size="100%">inquiry skills test</style></keyword><keyword><style  face="normal" font="default" size="100%">science teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">students’ performance</style></keyword><keyword><style  face="normal" font="default" size="100%">upper secondary school</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%">April/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/987-1616865729.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%">Formative assessment (FA) is considered a powerful tool to enhance learning. However, there have been few studies addressing how the implementation of FA influences the development of inquiry skills so far. This research intends to determine the efficacy of teaching using FA in the development of students’ inquiry skills. A test of inquiry skills was used as the main research instrument to identify the level of the selected inquiry skills before and after a period of teaching with or without FA in the experimental and control group respectively. In the experimental group (n=73), FA was implemented across five subjects: biology, chemistry, physics, mathematics, and informatics, while the control group (n=48) was taught without any external intervention. In both groups, mostly teacher-centred methods of teaching were applied. The research findings confirmed a low initial level of inquiry skills. Teaching using FA showed higher efficacy than teaching without FA, even without a special focus on the inquiry methods. The experimental group achieved significantly better results compared to the control group. In addition, the results confirmed higher efficacy of FA in lower performing students. Gender did not prove as a determining factor in the effective implementation of FA.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">204-222</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%">Zekri A. M. Zouhor</style></author><author><style face="normal" font="default" size="100%">Ivana Z. Bogdanović</style></author><author><style face="normal" font="default" size="100%">Sonja J. Skuban</style></author><author><style face="normal" font="default" size="100%">Milica V. Pavkov-Hrvojević</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECT OF THE MODIFIED KNOW-WANT-LEARN STRATEGY ON SIXTH-GRADE STUDENTS’ ACHIEVEMENT IN PHYSICS</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%">KWL strategy</style></keyword><keyword><style  face="normal" font="default" size="100%">learning strategy</style></keyword><keyword><style  face="normal" font="default" size="100%">modified KWL strategy</style></keyword><keyword><style  face="normal" font="default" size="100%">students’ performance</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2017</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2017</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1513971179.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">16</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%">Physics is generally regarded as difficult and uninteresting. The teaching of physics with the use of an appropriate teaching strategy can improve students' achievement. The aim of this research is to examine the effect of the modified Know-Want-Learn (mKWL) strategy on primary school students’ achievement in physics. The Know-Want-Learn (KWL) strategy was modified to be used for students’ inquiry. Quasi experimental research was carried out with 110 sixth-grade students divided into an experimental and a control group. The students in the control group were taught using direct teaching and the students in the experimental group were taught using TQHL charts. These charts consist of columns: T-What I Think and what I know, Q-What Questions I have, H-How can I find out, L-What I Learned. Pre-test and post-test were administered to both groups; two physics knowledge tests were constructed for that purpose. The data were analyzed using descriptive statistics, paired samples t-tests and independent samples t-tests. The implication of the research results is that using the mKWL strategy in a sixth-grade physics class has a positive effect on students’ achievement. It can be suggested to implement the described strategy in teaching physics in order to improve students’ achievement in this subject.</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%">946-957</style></section></record></records></xml>