<?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%">Henriette Manishimwe</style></author><author><style face="normal" font="default" size="100%">William Aino Shivoga</style></author><author><style face="normal" font="default" size="100%">Venuste Nsengimana</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EFFECT OF INQUIRY-BASED LEARNING ON STUDENTS’ ATTITUDE TOWARDS LEARNING BIOLOGY AT UPPER SECONDARY SCHOOLS IN RWANDA</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%">biology education</style></keyword><keyword><style  face="normal" font="default" size="100%">inquiry-based learning</style></keyword><keyword><style  face="normal" font="default" size="100%">quasi-experimental design</style></keyword><keyword><style  face="normal" font="default" size="100%">students’ attitudes</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%">October/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/987-1667237209.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%">Attitude has been regarded as a motivating feeling for the learning of biology. However, how inquiry-based learning contributes to attitude change towards the learning of biology has not yet been studied in Rwanda. This study intends to determine the effect of inquiry-based learning on students’ attitudes toward learning biology. A sample of 228 secondary school students at the upper secondary level in Rwanda was used. A quasi-experimental design with pre-and post-test was employed. One group was randomly assigned to the control group (N = 109) under the conventional teaching method, while the second group participated as the experimental group (N = 119) under the inquiry-based learning method. Biology attitude questionnaire (BAQ) was tested and a Pearson reliability of .89 coefficient was found, and hence the BAQ was adopted and used for the control and treatment groups before and after learning microbiology. Results asserted a significant effect of intervention in favor of the experimental group. However, a significant effect of the treatment on students’ attitude change in relation to gender was not identified. The study recommends using inquiry-based learning to promote attitude toward learning biology as it raises students’ interest to learning biology and alleviates the difficulty of its concepts.</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%">862-874</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%">Zorana Lužanin</style></author><author><style face="normal" font="default" size="100%">Marija Kaplar</style></author><author><style face="normal" font="default" size="100%">Tatjana Hrubik-Vulanović</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">UNDERGRADUATE STEM AND NON-STEM STUDENTS’ INTERPRETATION OF MEAN IN AN INFOGRAPHIC</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%">infographics</style></keyword><keyword><style  face="normal" font="default" size="100%">mean interpretation</style></keyword><keyword><style  face="normal" font="default" size="100%">non-STEM students</style></keyword><keyword><style  face="normal" font="default" size="100%">statistical literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM students</style></keyword><keyword><style  face="normal" font="default" size="100%">students’ attitudes</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/2022/987-1662186977.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%">The use of infographics for presenting data in the media and on the Internet has become a widespread phenomenon. This study examines how well undergraduates interpret the mean when presented in infographic, their attitudes towards the misuse of statistics, and their perceptions of their knowledge and use of statistics. The infographic was intended for the general public. The questionnaire was developed in a pilot study and then it was presented to a sample of 270 students from universities in Serbia and the USA. The study showed that STEM undergraduates and those who attended a course in statistics interpreted the infographic better. However, between 46% and 65% of those misinterpreted the infographic which indicates that changes are needed in statistics education to improve statistical literacy. Concerning demographic characteristics, somewhat better results were achieved by the American students, while gender had weak significance. Students whose interpretations were more successful perceived their knowledge and use of statistics as better. An extremely low number of students, 7.5%, disagreed that statistics is often misused, while only 14.2% trusted the research results presented in the media. The results from this study can be useful for curriculum developers, teachers, and researchers on statistical 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%">638-650</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%">Martin Rusek</style></author><author><style face="normal" font="default" size="100%">Vlastimil Chytrý</style></author><author><style face="normal" font="default" size="100%">Linda Honskusová</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECT OF LOWER-SECONDARY CHEMISTRY EDUCATION: STUDENTS’ UNDERSTANDING TO THE NATURE OF CHEMISTRY AND THEIR ATTITUDES</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%">chemistry education</style></keyword><keyword><style  face="normal" font="default" size="100%">education effectiveness</style></keyword><keyword><style  face="normal" font="default" size="100%">interest in science</style></keyword><keyword><style  face="normal" font="default" size="100%">students’ attitudes</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%">April/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/987-1554359947.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 follows the previous study examining the effect of chemistry education on students’ perception and understanding to the nature of chemistry (NoC) as well as their attitudes towards it as a school subject. Grade 9 students (N = 282) at the end of their compulsory schooling were given a set of open-ended questions focused on their understanding to NoC, perception of chemistry topics’ importance, topics the students found interesting and their evaluation of chemistry as a school subject. The answers were analysed using the open coding approach. It is possible to conclude most of the students do not have a clear idea about the nature of chemistry. Students assess chemistry as a school subject in the middle of the 5 point Likert scale. The results of this research offer the background for a more complex analysis of effects influencing students’s conception of chemistry and its subject matter.</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%">286-299</style></section></record></records></xml>