<?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%">Bojan Lazarevic</style></author><author><style face="normal" font="default" size="100%">Maja Stojanovic</style></author><author><style face="normal" font="default" size="100%">Jelena Pisarov</style></author><author><style face="normal" font="default" size="100%">Nemanja Bojanic</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EVALUATING THE IMPACTS OF NTC LEARNING SYSTEM ON THE MOTIVATION OF STUDENTS IN LEARNING PHYSICS CONCEPTS USING CARD–BASED LEARNING APPROACHES</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%">experimental design</style></keyword><keyword><style  face="normal" font="default" size="100%">game–based learning</style></keyword><keyword><style  face="normal" font="default" size="100%">NTC learning system</style></keyword><keyword><style  face="normal" font="default" size="100%">physics education</style></keyword><keyword><style  face="normal" font="default" size="100%">student motivation</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%">April/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1713273237.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%">This study examined the impact on the motivation of students toward learning physics upon applying the Nikola Tesla Center (NTC) learning system. The research was conducted using a quasi–experiment with a pretest–posttest non–equivalent control group design. The participants considered were a large group of 1371 students, from various grades and mixed genres, selected from the same district in Serbia. The instrument of this research was the students’ motivation toward science learning (SMTSL), which has been adapted to measure the motivation of students and their learning strategies for physics. Statistical analysis included calculations of Cronbach alpha, chi–square, Kolmogorov–Smirnov (KS) test, independent Samples t–test and ANCOVA, and Pearson correlation test. The study found that using the NTC learning system had a positive effect on students' motivation to learn physics. The experimental group had significantly higher scores on various subscales of motivation such as self–efficacy, active learning strategy, physics learning value, performance goal, and learning environmental stimulation compared to the control group. The research results determined that the NTC learning system is an effective method for promoting motivation of students toward learning physics and it can be recommended for implementation in schools. </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%">331-351</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%">Branka Radulović</style></author><author><style face="normal" font="default" size="100%">Marina Dorocki</style></author><author><style face="normal" font="default" size="100%">Olić Ninković, S.</style></author><author><style face="normal" font="default" size="100%">Maja Stojanović</style></author><author><style face="normal" font="default" size="100%">Jasna Adamov</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECTS OF BLENDED LEARNING APPROACH ON STUDENT MOTIVATION FOR LEARNING 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%">blended learning approach</style></keyword><keyword><style  face="normal" font="default" size="100%">experimental research</style></keyword><keyword><style  face="normal" font="default" size="100%">physics education</style></keyword><keyword><style  face="normal" font="default" size="100%">student motivation</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1676960753.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">22</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 topic of Direct current is one of the areas where the physics students' lack of deep understanding was identified. The aim of the research was to examine the effect of the blended learning approach on students' motivation for learning physics. The sample included 128 upper-secondary school students from Novi Sad (Serbia) with an average age of 16. Of these, 64 students made up the experimental group and 64 students made up the control group. In the control group, the students did not actively participate in simulated experiments, and in the experimental group learning was realized through the application of the blended learning approach (BLA), since the students had an active role in conducting simulations themselves. The obtained results showed that BLA contributes to the overall motivation for learning physics, as well as self-efficacy and physics learning value. Also, an increase in motivation was observed in two dimensions of motivation among female students in the experimental group. The implementation of BLA caused a significant increase in the motivation of students with lower achievement. Therefore, the main recommendation, based on the obtained research results, would be for teachers to apply BLA to a greater extent because it contributes to student motivation.</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%">73-82</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%">Edgar W. Jenkins</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE STUDENT VOICE IN SCIENCE EDUCATION: RESEARCH AND ISSUES</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%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">student motivation</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2005</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2005</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/987-1481049507.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">4</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The article reviews a range of national and international studies concerned with students’ views about science and their school science education. It suggests that such views have gained some prominence in recent years and comments why this is so. It examines the implications of some of the research findings for policy makers, curriculum developers and science teachers. It concludes that, while the outcomes of specific research studies are always interesting, such outcomes may prove to be of most use in helping to develop more general strategies for increasing student motivation, commitment and attainment.
    Given the methodological diversity among the various studies of student opinion about their school science education, it is perhaps somewhat surprising that many of the findings are consistent across a number of different education systems and cultures. For example, physics seems an unpopular subject with girls in most countries and a number of other gender differences in students’ responses are prevalent. It is also the case that many students would like to see more attention given in their school science education to contemporary and controversial issues in science that relate to their everyday experiences. ‘Many’ however, is not all and most surveys reveal a significant but important minority of students who either have no strong opinion upon, or take a contrary view about, a number of issues such as the alleged difficulty of school science or the inclusion of socio-scientific issues within the school science curriculum. For example, in the Student Review of the Science Curriculum in England, referred to above, 29 per cent of the students (n = 1,471) “didn’t mind” whether or not controversial issues were included in school science and 55 per cent said that their experience of primary schools had had no effect on their attitudes towards science (Planet Science  et al., 2003).</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%">22-30</style></section></record></records></xml>